Free Science Starters, Bell Ringers, Warm Ups, Writing Prompts

Public Copy of Science Prompts 2017-18.jpg

Google Slidesclick here to access my Science Prompts from 2017-18. The slide # is the prompt #. For example, slide 14 is prompt # 14. These are the ones that I wrote – I deleted copyrighted material from other sources such as science starters from Science Spot. 

Prompt Notebook Paper (Prompt Template pdf) – print 20 sheets double sided and place into 3 prong poly-folder, add more pages as needed

I start each class with a science prompt – which was assigned for homework the night before. On Monday, I post the prompts for the week and students are able to work on them for homework instead of the start of class. They can do more than one each night, but we only go over one each class.  I found this to be a much better use of class time and started each class with a 5 minute review of skills and content.

When students come in, they come to my desk for the ‘stamp’ of the day, take a seat, and once everyone has arrived, we go over the answers and discuss. A stamp counts for 2 HW points. They have to follow the directions to earn 2 points, if they just write an answer, they only earn 1 pt. I do a quick spot check, but don’t make any corrections at this point. I randomly pick on students each day to give an answer and they make corrections as needed.

 

 

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Welcome to my blog!

I hope you are enjoying your summer! August will be a busy month as teachers prepare for a new school year. If you are a new teacher, or a veteran teacher, looking for new science lessons and ideas to add to your curriculum, my website is here to help. Everything I have posted is free for you to use in your classroom. All of my Google Slides can be edited to meet your needs – here is a quick tutorial to help you make modifications.

To help you find what you need quickly, there are several options available:

Search box in the upper right corner – click on the magnifying glass and enter key words to find lessons.

Tag cloud – scroll down, on the right you can choose either a topic or standard. Each blog entry also has tags on them to help you find related lessons.

Category Menu – scroll down on the right and look for lessons related to your topic, such as ‘Life Science’ or ‘Skills’

Enjoy the rest of your summer and best wishes for the 2018-19 school year!

 

Owl Survival Simulation Activity to use with the Novel ‘Hoot’ by Carl Hiaasen

This lesson plan was modified to be used along with the novel “Hoot” by Carl Hiaasen. It can be used as a stand alone lesson as part of your Ecology Unit.

Objectives:

  • simulate the struggle for survival of an owl family.
  • bring food back to the nest despite obstacles.
  • feed and take care of owlets.
  • live in a nest as an owlet.
  • experience how adaptations affect a species.
  • discuss the importance of resources for a community.

Lesson Plan Resources:

 

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Materials:

  • Colored Chalk (to outline nests) or painters tape
  • Black Beans 1-3 lbs (food)
  • White Beans – 5 beans (poison)
  • Additional larger Beans to represent mice, rodents, etc
  • Plastic forks (2 per owl parent)
  • Small paper or plastic cups (1 per owlet)
  • Owl Assignment Sheet – Cut up for students to pick their role

 

D & T Activity Updated for 2016

New for 2016 – to see the older version with additional lesson details, please visit my post from last year.

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Before starting the activity, I set the stage that they are a group of archeologists and have discovered an ancient tablet at an archeological dig site. Unfortunately, the tablet is broken and as they excavate, they only find a few pieces at a time. What does the ancient table say? Scientists all over the world try to decipher the ancient text…

Materials:

  • Original Worksheet: (pdf)
  • Worksheet to compare posters (Google Doc)
  • Words to cut apart (pdf) – this year I removed the word “bone” to change it up a little
  • construction paper
  • white paper cut into 1/4ths or small index cards
  • glue sticks
  • colored pencils

This year, I wanted to try something different for this lesson. Instead of seeing how close each group came to the original phrase that was on the “tablet”, I wanted each group to analyze the findings from the other groups to compare their findings and look for similarities and differences. This would be similar to a gallery walk (see video below) but without students explaining their posters, they would view posters at their own pace and choose any 3 posters to compare for each category.

 

Note – this lesson plan is a modification of the original lesson plan from The University of California Museum of Paleontology (link)

How to edit Google Slides to meet your needs

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I have been getting a lot of requests for editing access to the Google Slides on my blog, so I wrote this tutorial on how to save and edit any of the Google Slides on my website. I can’t permit editing rights because it will change my copy of the slides and your edits will be visible to everyone that visits my blog.

How to edit Google Slides – Step by step tutorial (Public)

Hope this helps!

Thanks,

Liz

Scientific and Engineering Practices (SEP 1 to SEP8) Consolidated

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Images above are from: http://www.nap.edu/read/13165/chapter/7#50 

This post highlights the eight Scientific and Engineering Practices and spotlights a few lessons related to each practice. I had this as eight separate posts but decided to consolidate for easier viewing.

For more details and examples about the Science and Engineering Practices, visit NSTA.

Tag: SEP8 – click for more lessons that cover this practice

Tag: SEP7 – click for more lessons that cover this practice

Tag: SEP6 – click for more lessons that cover this practice

Tag: SEP5 – click for more lessons that cover this practice

Tag: SEP4 – click for more lessons that cover this practice

Tag: SEP3 – click for more lessons that cover this practice

Tag: SEP2 – click for more lessons that cover this practice

Tag: SEP1 – click for more lessons that cover this practice

Rocks, Fossils, and the Law of Superposition Sequencing Activity

Objectives:

  • Sequence information using items which overlap specific sets
  • Relate sequencing to the Law of Superposition
  • Show how fossils can be used to give relative dates to rock layers.

Materials:

  • Fossils, Rocks, and the Law of Superposition Google Slides – this will walk you through the lesson step-by-step
  • Set of 8 cards for each groupsdownload from the UEN
    • additional lesson plan details on their site
    • print and cut apart the 8 cards for each part of the lesson
    • to set up the cards, use large 4×6 index cards and store in ziptop bags.
    • on one side of the index cards, glue on the nonsense letters
    • on the reverse side, glue on the fossil layers
      • laminate for durability
      • Replace the letters for each fossil layer, see my ppt for new random letters
        • spelling out the word “ORGANISM is way too easy for students to figure out and they will not really have a chance to work on the activity with the depth of thinking and problem solving that you want them to do
        • be sure to stagger cards so that the order of the cards is not the same, otherwise they will flip over the cards and have the answer for part 2
  • Notes HandoutLaw of Superposition Notes (pdf) students will take notes and record their answers on this handout.

Tips for this lesson:

This is a fantastic lesson and I have used it successfully with both 5th and 6th grade students. When introducing this lesson I use the analogy of a laundry hamper, or in most cases, the pile of dirty clothes on the floor in their bedroom. Today’s clothes would go on top of the pile, each day adding a layer of dirty clothes. The older clothes would be on the bottom of the pile, kind of like a timeline of what they wore this week. When that laundry is collected and moved to the laundry room, the layers would get disrupted. With rocks, the layers form on top of each other, and the older layers are on the bottom. We then brainstorm how those layers can be disrupted: earthquakes, tectonic plates moving, landslides, digging, etc…

For this activity, they have to figure out the pattern of how these layers are formed, and there are clues in each layer, they just need to know what to look for. For the nonsense letters, there is a pattern that connects all the layers together. Many will think it is alphabetical, but I tell them that it is not. Once they have worked on it a few minutes, I have them share their theories. Once each group has shared their theory, I give them the clue. And suddenly, the pattern is clear now that they know what to look for. Using the same strategy, they will then sequence the fossils on the reverse side of the index cards.

 

Vocabulary Bundle – Google Draw Template for Cut & Paste Activities

I created new templates to create your own vocab cut and paste worksheets. The files are located in the Google Drive Folder and were made using Google Draw.

To edit the template, you will need to select:

  • “File” then “Make a Copy”
  • Rename the copy
  • Make edits for your science unit

vocab-template-page-1-termsvocab-template-page-2-definitions

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Google Drive Folder (link): I have all of my vocab sheets posted in one folder so they are easy to find and access. If I find or create any more vocab sheets, they will be included in this folder.

Below are some fun ways to incorporate vocabulary into your lesson plans:

  • Cut & Paste: Have students cut out the definitions and paste or tape them next to the correct word.
  • Flashcards: Students will cut out each vocab word and paste it to the front of an index card, then they will cut out and paste the correct definition on to the back of the index card.
  • Find Your Partner: Give half of the class a vocabulary word and the other half of the class a definition. They will look for their partner and record their answer. Have them come to you to pick up a new word and a new definition and find new partners.
  • Quiz, Quiz, Trade: Using the flashcards, give each student one vocab word. They will go around the room and quiz each other. After quizzing each other, they will trade flashcards and find a new partner.
  • Matching: Create a vocab set by laminating and cutting out the words and definitions. Place the words and definitions into a ziptop bag. Have each student or pair of students match the words with their definitions.
  • Go Fish: Using the matching set above you can play Go Fish. Deal out 3-5 cards per player (depending on the number of students and vocab words) and place the rest upside down in the center. Students will ask each other for a vocab word or a definition, if they don’t have it, they will say “Go Fish” and the student will pick a card from the pile. If they have a matching set, they will place it down. If not, they will add the card to their hand. The first person to place all their cards down wins.
  • Old Maid: Using the matching set above, you can remove one of the vocab words or definitions from the set. Students will deal out all the cards. Students will pick a card from the person to their right. If they have a matching set, they will set it down. The first person to place all their cards down, wins, the person left with the vocab word or definition without that doesn’t have a matching card is the “Old Maid”.
  • Dominoes: Using the matching set above, you can have 3-4 students shuffle the words and definitions and deal out to each student. Have one person start by placing a vocab word on the table. If the next person has the definition, have them place it on the table touching the vocab word. The next person will place a vocab word on the table touching the definition of the previous word, and so on until all the words and definitions are used. The first one to get rid of all their cards wins.  If a students doesn’t have a definition or new vocab word to put down, they will skip their turn.
  • Stations: You can set up stations around the room with different vocabulary activities and students can rotate through the stations.

To make any of these games more challenging, you can combine 2 or 3 related sets of vocab into the mix. If you have any other fun ways to review vocabulary, please add to the comment section below.

Note: If you are having trouble seeing the handouts in ‘preview mode’ and it seems to be stuck in the loading phase, click on the boxed arrow (pop-out button) on the top right to open the pdf and view the rest of the pages.Screen Shot 2016-08-04 at 8.47.20 PM.png

Ride the Rock Cycle – Comic Strip Adventure

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Materials:

  • Rock Cycle Comic Strip Lesson Plan (link – pdf) or ScienceSpot.net or NSTA
    • Note there is a typo with the numbering on the handout – it should be numbered 9, 10, 11, 12, 13 in case you want to make corrections prior to photocopying it
  • Laminated Station Cards
    • UPDATED May 2018: Stations as Google Slides – public
      • print slides and place into plastic sleeves or laminate
    • For 2016-2017 I updated some of the stations to have more variety in the outcomes and introduce some higher level concepts for my 6th graders to lead into our unit on Plate Tectonics
  • Dice: 2-4 at each station
  • Pencils
  • Colored Pencils

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Tips for running the lesson:

  • Use this lesson after introducing the Rock Cycle to students.
  • Having 2-4 dice at each location allows multiple students to be at each station at the same time. In the past when I used the paper dice that come with the lesson, it took time for each student to write down the outcome from the dice. Having the outcomes on the station cards helps speed things up.
  • Set up stations around the room, depending on the number of students you have, you can make multiple stations for each one.
    • For example, for the Soil Station or the Earth’s Crust & Interior Station, you can have more than one of each to spread students out around the room. They get a lot of traffic.
  • If students get ‘stuck’ at a station, explain that they can be stuck in the Earth’s Interior for millions of years and their whole comic would be just that one station, but allow them to ‘roll out’ of a station if they are there for a 3rd time.
    • For example – A student will end up at the Soil Station and roll “Sediments Being Formed Remain Here” and write that on their handout. Then they will roll “Sediments Being Formed Remain Here” again, and write it down. If on the 3rd turn they roll “Rocks Break Down, Remain Here” have them roll again until they get something different. They may then get “Flooding Occurs, Go to River” and write that down and go to the River Station. They may end up back at the Soil Station on a later turn, but that is OK. They will visit some stations more than others.
  • Once students are done with their journey, check over their work and then have them start their comic strip. They might need some tips on how to draw certain geological processes.
  • I have used this lesson for many years and the students really enjoy making their comics and come away with a better understanding of how rocks change over time.

What is Mining? An introduction to Mining

 

Materials:

  • Google Slides 2018 (Public) – with updated maps April 2018
  • Google Slides 2016 (Public) – this presentation will outline what mining is, where it occurs, types of mines, what commodities are mined in the United States, and covers mining in New Jersey. Maps are from the CDC
  • What is mining?  (pdf) – this is a guided handout that students will take notes on as we discuss mining
  • Sterling Hill Mining Museum – this has been an annual field trip for our school for around 30 years. Their mineral collection is amazing!

Videos: These are also available on Netflix – updated April 2018