Chelle's Corner

In this activity, students will answer a writing prompt about the significance of the carbon cycle. Students will sequence the steps in the carbon cycle, identify why the cycle is important, describe what would happen if we had to much carbon dioxide in the atmosphere, and explain how we can prevent this from happening. I have included the writing prompt, and example of a writing, and a grading rubric.

In this activity, students will sequence the steps of fossil fuel formation in the correct order. I have included flashcards with illustrations, steps and illustrations, and flashcards without illustrations. In my class, I used the cards that do not have the illustrations. Students had to glue the cards into the correct order in their journal and then create their own illustrations. This helped them take ownership of the learning. Later as review, they use the cards with illustrations (strugglin

In this lab, students will discover how weathering can cause rocks to break. First, they will create a sugar cube mountain and weather it with water. Next, they will create a hill with a graham crack and weather it with water. The third station demonstrates physical weathering of chalk from gravel and water. The last station demonstrates chemical weathering of chalk. Finally, students create their own chemical or physical weathering lab.

In this activity, students will use their knowledge of fossil fuels to make their own story of how a fossil fuel can be created. I have included a blank template and an example of a completed comic.

In this activity, students will sort examples of weather and climate. Before cIass, cut out each card and rubber band them together. I like to 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 activity can easily be finished in five minutes for the whole group. I also pull these cards out

In this game, students will fill in an empty bingo board with the words renewable, nonrenewable, and inexhaustible (or alternative energy). Students will listen to the clues and decide if the resource described is renewable, nonrenewable, or inexhaustible. Then, they will write the item name into the box. The first student to get five boxes in a row wins. I have also included a pre made bingo board for students that have difficulty with organization/writing and typed clues without the answers fo

Students use flash cards to sequence how sedimentary rocks are created. Before class, cut out each card and paperclip them together. Next, students will put the flashcards in the correct order for how a sedimentary rock is created. I have included flashcards with illustrations, flashcards to match with illustrations, and flashcards without illustrations. In my class, I used the cards that do not have the illustrations first. Students had to glue the cards into the correct order in their journ

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.

In this activity, students will sort cards into resources that are renewable, non renewable, and inexhaustible (or alternative energy depending on which set you use). 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 activity

In this activity students will match up water cycle vocabulary, facts about the water cycle, and examples of the parts of the water cycle. 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 as a warm up or review at the beginning of the day. 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 min

As a final project, students will create an essay to compare weather and climate. I have included the writing prompt, an example of a writing, and a grading rubric.

In this activity, students will sort facts about the four parts of the water cycle: evaporation, condensation, precipitation, and run off. 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 as a warm up or review at the beginning of the day. 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 min

In this activity, students will create a comic of the water cycle. I use this as an ending project, but it can also be used as students are investigating the parts of the water cycle. I let students turn the paper whatever direction they feel would work best for their comic. In their comic, students include runoff, transpiration, evaporation, condensation, and precipitation.

In this activity students will classify different examples into weather and climate. To save time, I had my students cut out each example and glue them onto a large piece of construction paper. Then, when I checked them, I would only tell the students how many they got wrong. Then, they had to go through and figure out which was wrong and include the reason why.

Hand out one card to teach student. Students must find their "family" by showing each other their cards. There should be 5 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.

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.

In this activity, students will match the name of the rock, an illustration of the rock, a description of how the rock is created, and examples of the rock. Before class, cut out each card and rubber band them together. Next, students sort cards to match pictures of rocks, types of rocks, and facts about how the rock is created. 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, s

Students will complete the chart to describe types of renewable, non renewable, and inexhaustible resources (alternative energy). For renewable resources, students will identify what the resource is used for and how more is created. For non renewable resources, students will identify what the resource is used for and what will happen when we run out. For inexhaustible resources, students will identify how we use the resource and an advantage of using the resource. I use this chart as a concludi