Chelle's Corner

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 go on a nature walk and observe living and non-living elements. Then, they describe the ways that the elements interact, how organisms compete, and how the environment can be changed.

While reading Electrical Circuits, students will record facts on the Circuit Study Guide. After completing the notes, students will create circuits using Christmas lights, switches, wires, and batteries.

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.

Hand out one card to each student. Students must find their "family" by showing each other their cards. There should be 4 students in each family. Once students have found their "family", they work together to justify why all of the cards belong together. I like to have my students write this part out.

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.

Materials: Vocabulary Cards (one card per student) – cut a part before class Procedure: Hand out one card to each student. Students must find their “family” by showing each other their cards. There should be 4 students in each family. Once students have found their “family”, they work together to justify why all of the cards belong together. I like to have my students write this part out. *If you don’t have enough students for the cards, take a set of four out. Another option would be giv

Students will identify what type of energy is used by each item and color that box red. Then, students will identify what type of energy the item produces and color that box green. *I have included an answer key, with the most common answers my students said. Of course, some answers may be different, so if students could justify their answer, I accepted it.

For this activity, students will compare body structures of a prairie animal to an aquatic animal. Then, they will compare the function of that body structure. Finally, students will write a brief essay comparing the adaptations of the animals. They will also include which adaptation that they think are the most important to the animal and a reason why. In my class, I allow students to choose their own animals after we have studied adaptations. I allow students to look up information on the In