Chelle's Corner

In this lab, students use triple beam balances and pan balances to find the mass of everyday items and items found easily in an elementary science lab. I have my students work with a partner, but this could also be done independently. Then, students create a letter explaining how to use a balance.

Claim, Evidence, Reasoning (CER) is a great way to help students write scientific explanations. In these warm ups, students apply the process of CER to their knowledge of physical states. There are three different CER problems, which include a data table, Venn diagram, and a paragraph.

In this lab, students explore how sound energy is created. First, students brainstorm all of the different ways that sound can be made by the item. Then, they choose one and observe the vibration that is created to make the sound. Then, students take the can phones and observe that when the string is loose, no sound can be made; and when the string is tight, sound can be heard. Materials needed are tuning forks, cans (or cups), yarn, rubber band, and balloons.

As a final product, students will write about the different types of energy. In this essay, they will identify where thermal, sound, light, electrical, mechanical, chemical, and solar energy are found in their house. I have included the writing prompt sheet, a writing rubric/checksheet, and an example essay.

In this lab, students create an open circuit to test if different materials conduct or insulate electricity. The students place the object in the open circuit and observe if the item is a conductor or insulator. Then, students will describe the physical property that makes an item a good conductor or insulator. I have included a copy with the materials I have my students test. I have also included a blank copy, so you can select your own items to test. I have my students complete this lab in pa

In this activity, students will sequence the life cycle of tomato plants, frogs, ladybugs, and butterflies in the correct order. They will also label each step in the life cycle. I have used this activity in two different ways. First, I just print the pictures on copy paper and the students have to label and sequence the pictures in the correct order into their notebook as reference material. I also print a few sets of the cards on cardstock, cut them out, and rubber band them together. Then,

In this activity, students will answer a writing prompt comparing plant life cycles with animal life cycles. In the writing, students will sequence the stages, find three similarities, and three differences. I have included the writing prompt, and example of a writing, and a grading rubric.

In this activity, students will classify facts about the sun, earth, and moon. This is a great introductory activity to get kids thinking or a good concluding activity. Before class, cut out each card and rubber band them together. I print the cards on card stock and use them over and over. I often use this activity as a warm up or review at the beginning of class. I keep several answer keys, so students that finish quickly become expert checkers. With the help of student checkers, this activit

In this activity, students will match the name of the scientific tool, the use of the scientific tool, and a picture of the scientific tool. This is a great review for commonly used tools in a science lab.

Before class, cut out each card and rubber band them together. Next, students will sort cards into adaptations plants and animals have to survive on land and in water. *I print the cards on card stock and use them over and over. I often use this activity as a warm up or review at the beginning of class. I keep several answer keys, so students that finish quickly become expert checkers. With the help of expert checkers, this activity can easily be completed in five minutes for the whole group. I

In this activity, students will complete a writing prompt about an ecosystem. Students will identify the living and non-living elements. Students will also identify how those living and non-living elements interact. Finally, students will brainstorm a way that the ecosystem can change and if this would have a positive or negative impact. I have included the writing prompt, a grading rubric, and an example of writing.

In this activity, students will sort cards into type of energy, illustration, definition, and how the energy is used. Before class, cut out each card and rubber band them together. I print the cards on cardstock and use them over and over. I often use this activity as a warm up or review at the beginning of class. I keep several answer keys, so students that finish quickly become expert checkers. With the help of student checkers, this activity can easily be finished in five minutes for the w

In this lab, students will model how camouflage can help animals survive in the wild. Before class, create a poster like the one shown and cover it so students can not see it.( To create the poster, get a large piece of butcher paper. Copy the moths onto three different colors of paper, including one page that is the same color as the butcher paper). Then, review different adaptations students have already learned about. Next, uncover the poster and ask students to count the number of moths. Onc

After students are familiar with tools that are used in science, they create a comic illustrating ten different tools and their use. I like to provide the students with a list of the tools and also have the tools available in the classroom. This helps students create their comics easily.

While reading Electric Conductors and Insulators, students will complete a table and questions to record facts about conductors and insulators. Then, students will complete a lab where they investigate materials to find out if they are conductors or insulators.

Students watch the presentation and fill in facts and examples into their chart. This is a great introductory lesson about types of energy including: solar, mechanical, thermal, light, electrical, chemical, and sound. I used this lesson as a whole group lesson, then had students glue their charts into their science journals. This could also be used as a center lesson.

As a whole group activity, students will explore how the water cycle can be observed during science class. First, students will fill a glass beaker with 300 ml of water. Then, students will cover a glass beaker with saran wrap (held on by a rubber band). Then students will wait five minutes and observe. Finally, students will analyze how the model relates to the water cycle in nature.

In this activity, students will choose an animal (they can imagine an animal if you don’t have plastic animals). Then, they will choose a new environment for the animal to live in. Students will brainstorm three structural adaptations and one behavioral adaptation that will help the animal survive in its new environment. For an extension, students draw what their animal would look like with the new adaptations or create a three dimensional model of their new animal adaptations.

Begin by having students brainstorm any scientific tools they have used. Students will record the name of the tool on the handout next to the use. Next, students view a PowerPoint of scientific tools and add tools they did not know with the correct use. (If you do not have a lot of computers, I print out 9 slides per page for students to look at.) Then, students cut out the handout and glue it into their journals.

This presentation gives introductory information about solar, mechanical, thermal, light, electrical, chemical, and sound energy. It provides basic facts and examples of each type of energy. I used this as whole group lesson, but it could very easily be used as an individual lesson or a lesson for a center.