Explore the campus on a sunny day and select both natural and manmade surfaces and record data. Enter data into spreadsheet – what patterns do you notice?
HW: Read newsela article and answer questions, discuss next class, how does this relate to our findings today?
Set up heat lamp experiment for a minimum of 25 minutes, make predictions, which surface will heat up the most? How hot will it get? What location (1-6)? Enter data and discuss results.
HW: Lab write up and discuss results next class
This was the first time I did this experiment, and seeing the results definitely had the ‘wow’ factor with my 6th graders, seeing the temps was actually surprising, esp for the rocks under the heat lamp. Many students thought the sand would be the hottest from their experience walking on hot sand at the beach in July/Aug. Also, the surface temp of the playground was surprising since it was a rubbery light colored composite and not dark colored asphalt. Prior to this activity, we took notes and discussed heat – radiation, convection, and conduction, and notes on sunlight and how it causes the seasons and different climates on Earth. Under the heat lamp, position 1 was analogous to being at the equator while position 6 was at the poles. The Google Sheets will automatically graph your results once the data is entered.
If you use this activity, would love to see your results!
Google Slides – click 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.
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.
CategoryMenu – 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!
I wanted a simple handout for my students to use and that was easy to manage. Most of the Periodic Table Battleship games involve expo markers and file folders, but that is time consuming to set up and clean up. Using this handout, they can use two different colored highlighters, crayons, colored pencils, etc. to keep track of their boat placement, hits, and misses. I have ‘privacy screens’ that we use during tests and quizzes that they can use to keep their papers hidden from their opponent.
I use this activity as a guided review of reading metric measurements in cm and mm. Each student receives one metric measurement, you can laminate and hand out individual task cards to students, or simply print and cut apart so that students can write on each card as well.
As the measurement is projected on the board, the student with that task card will come up to the board and draw a line on the ruler for to represent that measurement, and add the value. Each student will mark the measurement on their own handout as well. Advance to the next slide, and a new student will add their value to the ruler. Continue until all students have added their values to the ruler,