Week 12: How Do You Know It's Fall?
|
Genesis 8:22- "While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night will not cease."
Our warm up activity for class today was reviewing this Bible verse by putting together puzzles. I typed up the verse with a pretty background and printed it on cardboard and then laminated it. I, then, just cut the sheet into different puzzle pieces. I thought 16 pieces were sufficient for this age group. It worked out pretty well. You can get it free from our TPT page. Just click the picture. |
|
|
|
|
|
|
|
Around the Sun Review
After we sung through our Seasons of the Year song posted in the previous week, I had one student be my 'sun' while I had a globe and walked around the sun. The students were to tell me which season the Northern Hemisphere is in as I walked around the sun
After we sung through our Seasons of the Year song posted in the previous week, I had one student be my 'sun' while I had a globe and walked around the sun. The students were to tell me which season the Northern Hemisphere is in as I walked around the sun
The students were all holding each other's hands in a half circle and so after we were done reviewing, I had them walk around together and say what season they were in as they walked around the sun. Some of the students wanted to 'play' with the sun:)
Storytime
The book that I read to the students today was called Let's Look at Fall by Sarah L. Schuette. Each page spread had one short paragraph of words that described one aspect of fall and the other side had a picture that went with the description. This is very helpful when teaching wiggly Kindergartners and First graders.
We took this book and made some matching cards along with a matching handout to reinforce the different characteristics of fall.
After I finished reading, I had them get into groups. I placed some cards in their midst for them to match to the words. Most of the 1st graders could read for the kindergartners so it worked out well.
After we matched the cards in groups, they were then to match them on their handout. The images are the same on both. The handout also has the faded words for them to work on handwriting and word recognition.
The book that I read to the students today was called Let's Look at Fall by Sarah L. Schuette. Each page spread had one short paragraph of words that described one aspect of fall and the other side had a picture that went with the description. This is very helpful when teaching wiggly Kindergartners and First graders.
We took this book and made some matching cards along with a matching handout to reinforce the different characteristics of fall.
After I finished reading, I had them get into groups. I placed some cards in their midst for them to match to the words. Most of the 1st graders could read for the kindergartners so it worked out well.
After we matched the cards in groups, they were then to match them on their handout. The images are the same on both. The handout also has the faded words for them to work on handwriting and word recognition.
|
|
|
|
|
|
|
|
Squirrel Away Game
After we finished our handout, I had the students stand in 5 lines. I placed puff balls and cotton balls on the ground to resemble 'acorns'. I gave each group a pair of tongs and had them use this to pick up the 'acorns'. They were pretending to gather their food for the winter. They were squirreling away. I like how many of the students grabbed as many puff balls as they could hold inside the tongs. This mad me think of squirrels filling their mouths so full with nuts that their cheeks are bulging immensely.
After we finished our handout, I had the students stand in 5 lines. I placed puff balls and cotton balls on the ground to resemble 'acorns'. I gave each group a pair of tongs and had them use this to pick up the 'acorns'. They were pretending to gather their food for the winter. They were squirreling away. I like how many of the students grabbed as many puff balls as they could hold inside the tongs. This mad me think of squirrels filling their mouths so full with nuts that their cheeks are bulging immensely.
|
|
|
|
|
|
It has been such a joy to teach this class!
Week 11: Leaves in Fall
Ecclesiastes 3:1 states "For everything there is a season, and a time for every matter under heaven:" Today's class focused on Why do Leaves Change in the Fall?
When light becomes less, this tells the trees to get ready for the next season where there won't be an abundance of food. So the leaves stop making chlorophyll. Their green color fades and the other colors in the leaves are brought out. Eventually, the tree loses its leaves and it goes dormant for the winter. While dormant, its roots are still growing deep. This makes me think of the seasons in our lives where we stop producing and we are focused on growing our roots deep into God and His Word. Then, we are ready in the spring to bring forth fuller leaves and more fruit.
When light becomes less, this tells the trees to get ready for the next season where there won't be an abundance of food. So the leaves stop making chlorophyll. Their green color fades and the other colors in the leaves are brought out. Eventually, the tree loses its leaves and it goes dormant for the winter. While dormant, its roots are still growing deep. This makes me think of the seasons in our lives where we stop producing and we are focused on growing our roots deep into God and His Word. Then, we are ready in the spring to bring forth fuller leaves and more fruit.
We introduced the last stanza in our Seasons of the Year song which was Fall! I also reviewed Photosynthesis to see how much they had remembered about leaves from when we first learned about them. I brought in my props to trigger their memory of using my toy oven to 'cook' up some food for trees.
Our first activity this morning was to make our fall tree with red, yellow, and orange leaves using tissue paper. We sang our Seasons of the Year song while we made our trees.
|
|
|
|
|
|
|
|
|
|
Story Time
The book that I read parts of today was called, Why Do Leaves Change Color? By: Betsy Maestro.
I liked how she has the different names of the tree next to the leaves they represent. This is a long book for this class to sit through the whole thing so I only read about 5 pages of it to let them be able to answer the question that the title presents.
The book that I read parts of today was called, Why Do Leaves Change Color? By: Betsy Maestro.
I liked how she has the different names of the tree next to the leaves they represent. This is a long book for this class to sit through the whole thing so I only read about 5 pages of it to let them be able to answer the question that the title presents.
These students have been really enjoying scavenger hunts around the room. So we made another scavenger hunt looking for leaves all over the room. These scavenger hunts also reiterate facts that I read from the book plus they have one word per box grayed out so that they can trace it as you read the information to them. This helps them be able to follow along.
After I read the book to the students, I handed them this scavenger hunt. This sheet also comes with a graphing area. I love incorporating math whenever I have a chance in my science classes. So after they finished finding all the leaves, they were then to collect all the leaves and graph them. The students did very well with this.
Also included in this activity is a spinner with leaves. This will emphasize the different shapes of the leaves, whether they are oval, needle-like, serrated, linear, lobed or cleft. I will be playing this game with my daughter at home this week. All of these sheets are included in this pdf download on our TPT site.
After I read the book to the students, I handed them this scavenger hunt. This sheet also comes with a graphing area. I love incorporating math whenever I have a chance in my science classes. So after they finished finding all the leaves, they were then to collect all the leaves and graph them. The students did very well with this.
Also included in this activity is a spinner with leaves. This will emphasize the different shapes of the leaves, whether they are oval, needle-like, serrated, linear, lobed or cleft. I will be playing this game with my daughter at home this week. All of these sheets are included in this pdf download on our TPT site.
|
I set out all the leaves before class at different places in our classroom.
|
|
|
|
|
|
|
|
Week 10: Animals in Summer
God provides for the animals in the winter AND the summer. And even so While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night shall not cease (Genesis 8:22). This is a promise that is worth remembering. Some of the students have memorized this verse as I use it to check off the items that we have learned about so far this semester.
- seedtime
- harvest
- cold
- heat
- summer
- winter
- day
- night
Storytime
Our book today highlights the animals that estivate in the summer. Estivation is a relatively new science term and scientists are still trying to figure out more about this habit for some animals in the summer.
Estivation is when animals slow their body processes down for summer to sleep until fall.
The book I used is titled Summertime Sleepers by Melissa Stewart
The students were very interested in all twelve animals that are in this book. I really enjoyed all the illustrations along with the facts they shared about each animal. This book has a fact box for each animal that tells its actual size range and then will take the picture and say that it is either 'actual size' or 'half the size' or '1/10 the size' This led me to give the students some rulers so that they, too, could start measuring. One of the students and I would take turns reading, he was so excited about all the information that he would just start reading the facts and I would continue to read the story.
Our book today highlights the animals that estivate in the summer. Estivation is a relatively new science term and scientists are still trying to figure out more about this habit for some animals in the summer.
Estivation is when animals slow their body processes down for summer to sleep until fall.
The book I used is titled Summertime Sleepers by Melissa Stewart
The students were very interested in all twelve animals that are in this book. I really enjoyed all the illustrations along with the facts they shared about each animal. This book has a fact box for each animal that tells its actual size range and then will take the picture and say that it is either 'actual size' or 'half the size' or '1/10 the size' This led me to give the students some rulers so that they, too, could start measuring. One of the students and I would take turns reading, he was so excited about all the information that he would just start reading the facts and I would continue to read the story.
|
|
Summertime Sleepers Scavenger Hunt
After we finished learning about all the animals. I gave the students this Scavenger Hunt for them to find these animals all over the room. I should have told them to tip toe and be quiet because they were sleeping but I didn't think of that at the time. Once they find the animal, they are to check the box and find the next animal. When they found all 12 animals, they are to sit down and trace over the words that are grayed out while the other students finished their hunt. I really hid the snail well. I had him crawling up my whiteboard:)
After we finished learning about all the animals. I gave the students this Scavenger Hunt for them to find these animals all over the room. I should have told them to tip toe and be quiet because they were sleeping but I didn't think of that at the time. Once they find the animal, they are to check the box and find the next animal. When they found all 12 animals, they are to sit down and trace over the words that are grayed out while the other students finished their hunt. I really hid the snail well. I had him crawling up my whiteboard:)
|
|
|
|
|
|
Measuring Estivating Animals
As I mentioned above, I was so excited about all the measurements of the animals, that I brought rulers for all the students and cut out some 'actual size' animals from the book for them to measure and the students would call out how big their animal was.
The scavenger hunt, scavenger hunt cards, the actual size of the animals that you can cut out, are all found in this printable which pairs perfectly with the Summertime Sleepers book. Check out the book from your library (I did) and grab this printable and you have a science lesson for summer! All the images were drawn by Dr. Kenneth Fleming Jr. who is a phenomenal science curriculum writer and amazing artist!
As I mentioned above, I was so excited about all the measurements of the animals, that I brought rulers for all the students and cut out some 'actual size' animals from the book for them to measure and the students would call out how big their animal was.
The scavenger hunt, scavenger hunt cards, the actual size of the animals that you can cut out, are all found in this printable which pairs perfectly with the Summertime Sleepers book. Check out the book from your library (I did) and grab this printable and you have a science lesson for summer! All the images were drawn by Dr. Kenneth Fleming Jr. who is a phenomenal science curriculum writer and amazing artist!
|
|
|
|
This is a great handout that pairs wonderfully with what we covered today and reviews hibernation that we covered when we studied about the season of winter. I can't wait to do this with my daughter this week!
Week 9: Springing into Science: Science on Site at Lick Creek Park
We had a great time exploring God's creation at Lick Creek Park. For more details about our activities or to try them on your own, check out our Science on Site tab.
Click on the picture and it should take you straight to the post. |
|
Week 8: Summer-Photosynthesis
Genesis 8:22-"While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
I love using this verse every week for these students. This verse not only repeats a promise from God, but also reviews some of the objectives that we have already covered in class and gives an idea of what we will be continually learning.
I love using this verse every week for these students. This verse not only repeats a promise from God, but also reviews some of the objectives that we have already covered in class and gives an idea of what we will be continually learning.
To review a little of the seasons that we have already learned about, we sang this song together. I would sing and leave out words and they would say the missing words outloud.
"Seasons of the Year" to the tune of Here We Go Round the Mulberry Bush
Poem by Meish Goldish here
"Seasons of the Year" to the tune of Here We Go Round the Mulberry Bush
Poem by Meish Goldish here
Story Time
I was able to read two books to the students today. The first book is called What Happens in Summer? by Sara Latta. This book introduced us to the next season that we will be learning about; summer! I like how this book looked like her Winter book and had a picture of what the world looks like in relation to the sun during summertime. It emphasized how the northern hemisphere during summer is facing the sun and the sunlight hits us directly making the air, land and water warmer.
I was able to read two books to the students today. The first book is called What Happens in Summer? by Sara Latta. This book introduced us to the next season that we will be learning about; summer! I like how this book looked like her Winter book and had a picture of what the world looks like in relation to the sun during summertime. It emphasized how the northern hemisphere during summer is facing the sun and the sunlight hits us directly making the air, land and water warmer.
In this picture, I am pointing out one student's t-shirt that has a model of the solar system on it. This student has great shirts!!
The second book that I was able to read to the students is Thermodynamics! by Ruth Spiro. This book does not directly mention photosynthesis, however, it is beautifully illustrated and one of the pages specifically addresses photosynthesis through a picture. Photosynthesis is thermodynamic process where energy is transferred from the sun to plants.
Photosynthesis Demonstration
After we learned about photosynthesis from the book and how plants need sunlight, water, and air (CO2) in order to make food. I demonstrated this by bringing in my daughter's toy oven. The oven represented the plant's kitchen, the leaf. I had a 6 cup baking dish and I placed a light bulb in the baking dish to represent the sun's energy, I placed some blue cards in the baking dish to symbolize water and then I had a colored balloon that represented CO2. I placed these in the 'oven' to cook, took it out and replaced the sunlight, water, and CO2 with Sugar (sugar packets) and a different colored balloon that said O2 on it.
I made these little printable cards to go with this activity if you just have a little baking dish. Each student was able to line up and demonstrate this process.
After we learned about photosynthesis from the book and how plants need sunlight, water, and air (CO2) in order to make food. I demonstrated this by bringing in my daughter's toy oven. The oven represented the plant's kitchen, the leaf. I had a 6 cup baking dish and I placed a light bulb in the baking dish to represent the sun's energy, I placed some blue cards in the baking dish to symbolize water and then I had a colored balloon that represented CO2. I placed these in the 'oven' to cook, took it out and replaced the sunlight, water, and CO2 with Sugar (sugar packets) and a different colored balloon that said O2 on it.
I made these little printable cards to go with this activity if you just have a little baking dish. Each student was able to line up and demonstrate this process.
|
|
Photosynthesis Handout
When they finished the photosynthesis demonstration with the oven, I had a handout that reviewed the process of photosynthesis. This handout goes perfectly with the book Baby Loves Thermodynamics. The circles on the page represent the energy that comes from the sun. Energy is faded so that the student can trace the word in the circle. The square represents the carbon dioxide in the air and the triangle represents water. These shapes are displayed throughout the picture for the students to see where each part comes from. It really is a beautiful handout. Check it out here! Check out the book from your local library and you have a science lesson for your children at home!!
When they finished the photosynthesis demonstration with the oven, I had a handout that reviewed the process of photosynthesis. This handout goes perfectly with the book Baby Loves Thermodynamics. The circles on the page represent the energy that comes from the sun. Energy is faded so that the student can trace the word in the circle. The square represents the carbon dioxide in the air and the triangle represents water. These shapes are displayed throughout the picture for the students to see where each part comes from. It really is a beautiful handout. Check it out here! Check out the book from your local library and you have a science lesson for your children at home!!
|
|
Making Our Summer Tree
When we move into another season, we always make a tree to symbolize it. Today, instead of painting, we used leaves to color our tree green. This works best with fresh leaves. Mine were a few days old but where the leaves were lacking, crayons made up for it.
I smooshed the leaves and then rubbed the chlorophyll onto the paper.
When we move into another season, we always make a tree to symbolize it. Today, instead of painting, we used leaves to color our tree green. This works best with fresh leaves. Mine were a few days old but where the leaves were lacking, crayons made up for it.
I smooshed the leaves and then rubbed the chlorophyll onto the paper.
|
|
|
|
|
Whatever the Weather Game
I have been wanting to play this game for a few weeks since we talked about Spring showers. Here is the pdf with the cards if you would like to play this at home or in your classroom. I would call out a weather condition and they would find the card that went with it. Here are the weather conditions that I called out:
If I called out Lots of rain, they would get an umbrella, a raincoat and some boots If I called out Rain with Lightening, they would pick up all the 'DO NOT' cards like DO NOT hide under a tree, DO NOT use electrical appliances, and DO NOT swim If I called out Severe Weather, the students would have to find the cards that would help them if their electricity went out and they couldn't go outside their home. Items like batteries, radio, non-perishable food, bottled water, flashlight. They would get their cards and show them to me and then drop them on the floor for the next weather condition. I thought this was fun way to teach safety during thunderstorms and severe weather. |
|
|
|
|
|
|
To Do At Home
Because photosynthesis is a complex idea, I made a simple cut and paste sheet for them to do as homework so they wouldn't forget. This pdf also has the little cards you can use with the toy oven to demonstrate photosynthesis. You can check it out here. |
|
Week 7: Spring ... Butterflies
Romans 12:2-"Do not be conformed to this world but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect."
In other words, 'Do not be like this world, but be 'changed' by getting a new mind in order to test what God's perfect and acceptable will is'
This is the key verse for today since the caterpillars that we are talking about undergo a pretty amazing transformation. When we do not know Christ, we can be like the caterpillar, just consuming the world around us, however, there is a wonderful design placed on caterpillars and us that are not meant to stay the same. They, eventually, begin to shed their last exoskeleton, which turns into a chrysalis, where they remain for the next 10-14 days. Inside, they are transformed and become a whole new creature. Is that not what happens when we accept Jesus Christ as our Savior? We become a new creation (2 Corinthians 5:17)! And we are no longer confined to the ways of this world/sin, we are free to fly and be apart of a whole new world, a world where we can be with our Creator. Heaven with our God.
In other words, 'Do not be like this world, but be 'changed' by getting a new mind in order to test what God's perfect and acceptable will is'
This is the key verse for today since the caterpillars that we are talking about undergo a pretty amazing transformation. When we do not know Christ, we can be like the caterpillar, just consuming the world around us, however, there is a wonderful design placed on caterpillars and us that are not meant to stay the same. They, eventually, begin to shed their last exoskeleton, which turns into a chrysalis, where they remain for the next 10-14 days. Inside, they are transformed and become a whole new creature. Is that not what happens when we accept Jesus Christ as our Savior? We become a new creation (2 Corinthians 5:17)! And we are no longer confined to the ways of this world/sin, we are free to fly and be apart of a whole new world, a world where we can be with our Creator. Heaven with our God.
The book that I read to the students today was called Caterpillar to Butterfly by Laura Marsh
I wish I had some pictures of the students and all their participation as we read through the life cycle of the butterfly and learned some interesting facts about each stage. This book has wonderful photographs of each stage of the life cycle. As much as I love hand drawn and illustrated books, sometimes, I just like real, vivid photographs. This book has it.
It also labels all the different kinds of butterflies in the pictures.
I wish I had some pictures of the students and all their participation as we read through the life cycle of the butterfly and learned some interesting facts about each stage. This book has wonderful photographs of each stage of the life cycle. As much as I love hand drawn and illustrated books, sometimes, I just like real, vivid photographs. This book has it.
It also labels all the different kinds of butterflies in the pictures.
When we finished the book, I had the students do a matching activity, matching fun facts from the book with their pictures.
If you have this book and would like to reinforce the concepts presented, this is a great handout to do.
If you have this book and would like to reinforce the concepts presented, this is a great handout to do.
|
|
The next activity that we did today was make a model of the butterfly life cycle. This handout has the exact circle to cut out and place within a paper plate if you want to do this activity. However, you can also just use it as a handout. I love the faded words for the students to trace and the creativity they get to have by coloring the leaves, eggs, butterfly pasta any colors that they want. We learned from our Caterpillar to Butterfly book that butterfly eggs can be different colors, some are yellow, some are red, while others are white. The diversity within species is amazing!!! Our Creator God never disappoints.
Each student absolutely loved coloring their pasta and beans.
I used Navy beans for the eggs
Garden Rotini pasta for the caterpillars
Shell pasta for the chrysalis and
Bow Tie pasta for the butterfly.
This activity was adapted from here
Each student absolutely loved coloring their pasta and beans.
I used Navy beans for the eggs
Garden Rotini pasta for the caterpillars
Shell pasta for the chrysalis and
Bow Tie pasta for the butterfly.
This activity was adapted from here
|
|
|
|
|
|
|
|
Week 6: Spring Showers Bring May Flowers
Genesis 8:22- While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
|
As the students entered the classroom, I had them work on their Water Cycle Cards.
|
|
|
|
|
|
The students made a great attempt at making a circle in the classroom so that we could sing our
"Seasons of the Year" to the tune of Here We Go Round the Mulberry Bush
I found this poem by Meish Goldish here
"Seasons of the Year" to the tune of Here We Go Round the Mulberry Bush
I found this poem by Meish Goldish here
Last week, we focused on what happens to trees in the spring. This week, we focused on what kind of weather happens in the spring.
I read to the children the book It's Raining by Gail Gibbons
I like how this book simplifies the rain clouds for children to learn and the colorful illustrations that keep their attention. We had wonderful discussion about lightening and thunderstorms and what we should do when those happen.
I read to the children the book It's Raining by Gail Gibbons
I like how this book simplifies the rain clouds for children to learn and the colorful illustrations that keep their attention. We had wonderful discussion about lightening and thunderstorms and what we should do when those happen.
To review what we learned from our story time, I had the students make models of the clouds that we learned about. I focused on the simplest version of each type of cloud.
The three types of clouds that we focused on were:
The three types of clouds that we focused on were:
- Cirrus- wispy, horsetail-like clouds
- Cumulus- puffy, cotton ball looking clouds
- Stratus-blanket-like clouds that can be gray when rain is near
|
|
This student was so excited to know the answer to my cloud question! I love it!!
Finally, in preparation for inclement weather, I wanted the students to be aware of what they need to wear if its raining, where to go if they get caught in a thunderstorm, what NOT to do when there is lightening, and what to keep on hand if there is bad weather approaching.
These cards are meant to be played with the teacher calling out the type of rain or weather. The students would run and gather the cards that they would need.
For instance, I call out 'Drizzle' and the students might run and grab a picture of a poncho or a jacket or an umbrella. You would call out the different types of rainstorms, Thunderstorms, Lightening, Flash Flood warnings. These cards also include what you should have on hand in adverse weather:
These cards are meant to be played with the teacher calling out the type of rain or weather. The students would run and gather the cards that they would need.
For instance, I call out 'Drizzle' and the students might run and grab a picture of a poncho or a jacket or an umbrella. You would call out the different types of rainstorms, Thunderstorms, Lightening, Flash Flood warnings. These cards also include what you should have on hand in adverse weather:
- Flashlight
- Battery-operated radio
- Extra batteries
- Non-perishable food
- Fresh water
Week 5: Spring
Genesis 8:22- While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
|
|
|
|
Today was our first day of learning about the season, Spring. The first thing we did was paint some green leaves on our tree, place some flowers on it AND even put a few ants/bugs in and around the tree. The trees themselves I made out of paper sacks which gives some great texture to the tree.
|
|
|
|
|
|
The book that I read to the students today was The Secret Life of Trees by Chiara Chevallier
This is a Reader book which made it easy for the students to understand and gave some more information about trees and their parts.
This is a Reader book which made it easy for the students to understand and gave some more information about trees and their parts.
Genesis 8:22- While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
We celebrated 'seedtime' by planting some carrot seeds into our cups. I placed another cup on top so that the students would be able to see in the coming weeks that they do not need to water this plant because the moisture in the soil already would evaporate up to the top cup and then fall back down onto the soil thus allowing the water cycle to water their plants. Their only job is to place it in the sunshine.
We celebrated 'seedtime' by planting some carrot seeds into our cups. I placed another cup on top so that the students would be able to see in the coming weeks that they do not need to water this plant because the moisture in the soil already would evaporate up to the top cup and then fall back down onto the soil thus allowing the water cycle to water their plants. Their only job is to place it in the sunshine.
|
|
|
|
|
|
Week 4: Animals in Winter
This past week, our area had some sleet and ice. I asked the students what they could do so that they or their car would not slip on the ice.
I presented Salty Solutions for Icy Problems experiment.
Materials:
2 glass bowls
ice cubes
Kosher salt
I placed two ice cubes in each bowl and asked the students what would happen if I placed salt on one set of ice cubes.
After I covered one set of ice cubes with salt, I had them observe what was happening. We read our book and did our scavenger hunt. After those were finished, I had them finish and document their findings from their experiment.
I presented Salty Solutions for Icy Problems experiment.
Materials:
2 glass bowls
ice cubes
Kosher salt
I placed two ice cubes in each bowl and asked the students what would happen if I placed salt on one set of ice cubes.
After I covered one set of ice cubes with salt, I had them observe what was happening. We read our book and did our scavenger hunt. After those were finished, I had them finish and document their findings from their experiment.
|
|
|
|
|
It was fascinating to use our sense of hearing to observe what was happening to the ice with the salt on top. A student proclaimed that it sounded like 'popping'. They had to be incredibly quiet to hear the crackling as the salt was reacting with the ice.
|
|
|
The reason the ice melts with the salt is because the salt lowers the freezing point of the water. By lowering the freezing point, the ice melts faster thus dissolving more salt into the water and melting the ice faster than just leaving the ice cubes out in the open with no salt.
|
|
|
Genesis 8:22-"While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
Last week I introduced the season of Winter and why we have Winter along with what happens to the plants during the winter. This week, we finished up learning about winter by learning about what animals do during the winter.
Last week I introduced the season of Winter and why we have Winter along with what happens to the plants during the winter. This week, we finished up learning about winter by learning about what animals do during the winter.
.Animals in the winter either migrate, hibernate or gather food while others carry on and just grab what food they can during the winter months. I made this Scavenger Hunt for the students to use during the class. I cut out the cards and placed them around the room where I thought that animal might be if it happened to find itself inside the classroom.
After the students found all six animals, the main words of migrate, hibernate and gather were grayed so that they could trace them and review which animals do what during the winter.
You can grab these here
After the students found all six animals, the main words of migrate, hibernate and gather were grayed so that they could trace them and review which animals do what during the winter.
You can grab these here
|
|
|
|
Our final activity today was to make a small bird feeder out of pipe cleaners and o-shaped cereal. The students were to thread the cereal onto the pipe cleaner and then bend the pipe cleaner into any shape they wanted. We tied some string around the shape and now they can hang the bird feeder outside and watch the birds visit.
|
|
|
|
|
Week 3: Winter:Snow
Genesis 8:22-" While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
I placed this verse on the board and asked the students what, in the verse, have we covered so far. We reviewed the pattern of Day and Night and then I told them that we would be talking about Winter today!
I placed this verse on the board and asked the students what, in the verse, have we covered so far. We reviewed the pattern of Day and Night and then I told them that we would be talking about Winter today!
The book that I read to the students is called, What Happens in Winter? by Sara L. Latta
I really enjoyed this book as it went perfectly with my lesson plan. The first pages reviewed what the seasons were and showed a great picture of the earth revolving around the sun. It had the seasons labeled next to the hemisphere according to its place around the sun. This was very helpful in explaining that winter happens when the North Pole is pointed away from the sun.
Another illustration that I enjoyed from this book was how the angle of the sun's rays during the winter contributes to the coldness of the season whereas the direct sun rays in the summer cause the heat of the summer.
I really enjoyed this book as it went perfectly with my lesson plan. The first pages reviewed what the seasons were and showed a great picture of the earth revolving around the sun. It had the seasons labeled next to the hemisphere according to its place around the sun. This was very helpful in explaining that winter happens when the North Pole is pointed away from the sun.
Another illustration that I enjoyed from this book was how the angle of the sun's rays during the winter contributes to the coldness of the season whereas the direct sun rays in the summer cause the heat of the summer.
I loved this student's shirt!!!
This was the perfect shirt to wear today for class!!
I wish I had one!!!
This was the perfect shirt to wear today for class!!
I wish I had one!!!
After we finished reading our book, we traveled back to the tables for some science art. When I asked the students what they thought happened to trees in the winter, one student replied, "They die." I responded that they may look like they are dead but they are just resting. They are not growing but living off of the food stored in their roots waiting for the longer, warmer days of spring and summer to continue to grow.
I passed out some dormant trees for them to place snow (white washable tempera paint) on with a Q-tip. The students did an excellent job painting them. If you wanted to make these more personal, you could use fingers too.
I passed out some dormant trees for them to place snow (white washable tempera paint) on with a Q-tip. The students did an excellent job painting them. If you wanted to make these more personal, you could use fingers too.
|
|
|
|
|
Look at this snowy forest!!! So wonderful!
|
Our next topic of conversation was about what snow is and how it falls. In our geographic area, we don't typically receive snow during the winter with the exception of last year. We like to refer to it as 'Snowpacololypse' but that's another story.
To answer these questions about what snow is and how it falls, I introduced the Water Cycle.
I have a wonderful song that I use to teach this. It is to the tune of 'She'll be Comin' Around the Mountain'
It goes like this:
Water travels in a cycle yes it does (clap, clap, clap)
Water travels in a cycle yes it does (clap, clap, clap)
It goes up as Evaporation then
Forms clouds as Condensation then
Falls down as Precipitation yes it does (clap, clap, clap)
These are very big words for these kindergarteners and first graders, and because of their nature, they really do learn the water cycle well this way through song.
To answer these questions about what snow is and how it falls, I introduced the Water Cycle.
I have a wonderful song that I use to teach this. It is to the tune of 'She'll be Comin' Around the Mountain'
It goes like this:
Water travels in a cycle yes it does (clap, clap, clap)
Water travels in a cycle yes it does (clap, clap, clap)
It goes up as Evaporation then
Forms clouds as Condensation then
Falls down as Precipitation yes it does (clap, clap, clap)
These are very big words for these kindergarteners and first graders, and because of their nature, they really do learn the water cycle well this way through song.
|
|
So then, another student asks, "What about Run Off and Collection?" from the diagram I drew on the board.
Oh ho ho!
Our next activity to teach the Water Cycle is
Water Cycle Duck Duck Goose!
Instead of saying 'Duck' Duck' Goose, the children will go around and say, Evaporation, Condensation, Precipitation, and then Run Off. When they get to Run Off, they then run around the circle. When they come to the spot and sit down, they are supposed to say, 'Collection'
This is a whole lot of fun and it gets everyone repeating and participating. Each time someone goes around, we all say it together so that the one student being 'it' does not feel embarrassed if they can't remember the right word or right order.
Oh ho ho!
Our next activity to teach the Water Cycle is
Water Cycle Duck Duck Goose!
Instead of saying 'Duck' Duck' Goose, the children will go around and say, Evaporation, Condensation, Precipitation, and then Run Off. When they get to Run Off, they then run around the circle. When they come to the spot and sit down, they are supposed to say, 'Collection'
This is a whole lot of fun and it gets everyone repeating and participating. Each time someone goes around, we all say it together so that the one student being 'it' does not feel embarrassed if they can't remember the right word or right order.
|
|
Finally, in celebration of snow and hopefully no more snow for our area...we made snowflakes from coffee filters.
This is one of the BEST activities to do with your younger children to learn cause and effect. Many times students feel pressure to make sure to do everything right. What am I talking about!?... I feel pressure to always do everything right and make sure all my science demonstrations work out the way I intended them too. Science is a very humbling subject to teach because my demonstrations and experiments fail ALL THE TIME!!! And it is OKAY!! That is the point. So what I am saying is get your child some coffee filters and let them make snowflakes on their own to see if they can figure out where to cut to get the effect they want.
I gave each of the students a coffee filter. I only told them how to fold it and where to cut. They didn't all listen but that is okay, I had extra coffee filters to give them and they tried again until they were content with their snowflake. It was a great exercise.
This is one of the BEST activities to do with your younger children to learn cause and effect. Many times students feel pressure to make sure to do everything right. What am I talking about!?... I feel pressure to always do everything right and make sure all my science demonstrations work out the way I intended them too. Science is a very humbling subject to teach because my demonstrations and experiments fail ALL THE TIME!!! And it is OKAY!! That is the point. So what I am saying is get your child some coffee filters and let them make snowflakes on their own to see if they can figure out where to cut to get the effect they want.
I gave each of the students a coffee filter. I only told them how to fold it and where to cut. They didn't all listen but that is okay, I had extra coffee filters to give them and they tried again until they were content with their snowflake. It was a great exercise.
|
|
For the students to do with their parents at home, I gave them this Water Cycle in a baggie activity page along with a Water Cycle cut and paste. You can find these here.
|
|
Week 2: Seasons and YearS
Genesis 8:22-" While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease."
This a promise of God to stand on just in case you are worried that we wouldn't be able to grow food with all the climate change theories. God says that as long as the earth remains, we will have days, seasons and harvest. I will trust His Word!
This a promise of God to stand on just in case you are worried that we wouldn't be able to grow food with all the climate change theories. God says that as long as the earth remains, we will have days, seasons and harvest. I will trust His Word!
Warm Up Activity:
Matching activities with their seasons. I found this printable here. This is a LDS website of which I am not apart of but this was a useful introductory activity.
Matching activities with their seasons. I found this printable here. This is a LDS website of which I am not apart of but this was a useful introductory activity.
|
|
Last week we covered Day and Night. One day has 24 hours which means it takes our earth 24 hours to make one rotation. This week we covered how it takes 365 of those days to revolve around the sun thus making a year.
I had a deflated exercise ball that I brought to class and labeled 'Sun'. The deflation was purposeful. It deterred the students from playing with it AND, it didn't roll away! I asked each child their age and then how many times they got to travel around the 'sun'. Each student was able to participate.
I had a deflated exercise ball that I brought to class and labeled 'Sun'. The deflation was purposeful. It deterred the students from playing with it AND, it didn't roll away! I asked each child their age and then how many times they got to travel around the 'sun'. Each student was able to participate.
|
|
I gathered all of the students to hold hands around my 'sun' and we began learning 'The Seasons of the Year Song' to the tune of 'Here We Go Round the Mulberry Bush' by Meish Goldish. The first stanza goes like this:
Here we go round the year again,
The year again, the year again,
Here we go round the year again,
[365 days] (I changed this line to fit my lesson)
Here we go round the year again,
The year again, the year again,
Here we go round the year again,
[365 days] (I changed this line to fit my lesson)
The book that I chose this week is called Sunshine Makes the Seasons by Franklyn M. Branley
I ultimately chose this book because it reviewed what Day and Night was and then progressed into why we have seasons. The illustrations were clear and I was able to do the hands-on activity that it describes in the book with playdough instead of an orange.
I ultimately chose this book because it reviewed what Day and Night was and then progressed into why we have seasons. The illustrations were clear and I was able to do the hands-on activity that it describes in the book with playdough instead of an orange.
After reading the book, the students had an idea of what the next activity was and they were excited. I gave them a ball of homemade playdough
Note: I made and wrote directions on how to make homemade playdough on the Journey to the Center of the Earth Part 2 Week 1 Class. If you scroll all the way down on that page, you will find it along with a link to the recipe.
The students would make their playdough into a ball.
Use their pencil to lightly draw an equator
Then take their pencil and stick it through the playdough.
After we finished, the students were able to gather around the lamp and rotate their earth so they could see how the light on the ball changes as they rotate it.
Use their pencil to lightly draw an equator
Then take their pencil and stick it through the playdough.
After we finished, the students were able to gather around the lamp and rotate their earth so they could see how the light on the ball changes as they rotate it.
|
|
|
|
|
|
|
|
We made this printable below for the students to review this lesson at home with their parents.
Week 1: Day and Night
Genesis 1:5- "God called the light Day and the darkness He called Night. And there was evening and there was morning the first day.
What day did God make time? It was there on the first day of creation because there was evening and morning the very first day!
What day did God make time? It was there on the first day of creation because there was evening and morning the very first day!
Our warm up activity today was making a Half Earth Paddle to help us remember the pattern of Day and Night. Throughout the lesson today, when I said 'Day' they would show me the white side of their circle. When I said,'Night' they would show me the black side of their circle. Day + Night= 24 hours
|
|
The book that I read to the students about day and night is called Day and Night by Crystal Sikkens
This book had vivid pictures of day and night and communicated the pattern of day and night effectively. At the back of the book, there are additional activities that you can do.
This book had vivid pictures of day and night and communicated the pattern of day and night effectively. At the back of the book, there are additional activities that you can do.
We practiced showing our Day/Night Paddle before we began the book. I asked them what do we do at Night? Sleep. So they look like they are sleeping. Then I asked them what they do during the Day? Play. So they are smiling.
The first activity that we did was stand up and pretend that I am the Sun. It was Day when they faced me and then Night when they turned their back on me. We practiced this a few times.
The next demonstration that we did together was shine a lamp on a globe. We found where Texas was on the globe and saw how the Earth rotated and therefore there was Night and Day.
|
|
Finally, we went outside to observe our shadow. I informed them that they will know where the sun is by where they see their shadow. It was mid morning for us and so we drew our shadows toward the west while the sun was behind us in the east. I made sure to emphasize that we never look at the sun.
Here is a sheet where they can document where they see their shadow and then writing down what that tells them about the sun.
You can grab this sheet on our TPT page.
Here is a sheet where they can document where they see their shadow and then writing down what that tells them about the sun.
You can grab this sheet on our TPT page.
|
|
After we drew our shadows, we measured how long our shadows were with our clipboards. These handy sheets have an 11 inch ruler on the bottom of the page so measuring went quickly.
|
|
Here are some more fun activities to do with your students at home that emphasize the wonderful pattern of Day and Night that God created on the first day of Creation.
|
|