Chelle's Corner

In this activity, students sort item cards into conductors and insulators of electricity. In my class, I print the cards onto card stock so I can reuse them every year. I like to use this activity after a conductor/insulator lab to help solidify their knowledge. This also helps students realize that conductors are made of models. When I use this activity as a whole group, I will choose several students (the students that finish first) to be expert checkers. This helps free me up to help strugg

In this lab, students will begin by defining solids, liquids, and gasses. Then, they will work with a calculator, colored water, and a balloon to discover the volume and shape for each state. By the end, students will create a new definition of solid, liquid, and gas. The new definition will focus on the shape and volume of each state.

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 activity, students will create a comic showing the steps of complete metamorphosis and a comic showing the steps of incomplete metamorphosis. I allow the students to turn the page in any direction and they can not use the same animals as in my example. I have included the worksheet and an example of a completed worksheet.

Students sort cards to classify facts about complete and incomplete metamorphosis. 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 can easily be finished in five minutes for the whole group. I also pull these cards

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 will use flashcards to sequence how fossils 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 fossil is created. 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 t

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

Before class, cut out each card and rubber band them together. Next, students sort cards to match a name, with a picture, a definition, and a use. 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 minutes for the whole group. I also pull these cards out ri

Claim, evidence, reasoning (CER) is a great way to help students write scientific explanation. For this CER, students will need background knowledge about the formation of fossil fuels and sedimentary rocks. In this CER, students analyze a data table and identify which fact is incorrect in the formation of sedimentary rocks and fossil fuels.

In this activity, students will classify different items into mechanical, solar, chemical, electrical, sound, light, or thermal energy. Since the items can be used for several types of energy, students will need to write a sentence to demonstrate their reasoning. I like to use this activity with partners, so students have the opportunity to talk about their thinking.

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 compare prokaryotic and eukaryotic cells. They will classify a list of words into a venn diagram.

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.

Claim, Evidence, Reasoning (CER) is a great way to help students write scientific explanations. In this warm up, students apply the process of CER to differentiate between learned and inherited behaviors.

Before class, cut out each card and rubber band them together. Next, students sort cards to match pictures of fossils, types of fossils, and facts about how the fossil 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, 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 wh

In this activity, students match the moon phase name to the correct picture. Once students have mastered this, they could also put the phases in the correct order. 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 c

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 complete open-ended questions about physical properties, including magnetism, state, relative density, mass, and appearance. I allow my students to work with partners and use notes, but they must answer in complete sentences.

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