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Strand 1: Physical Systems PS.2.1 Recognize the Differences and Similarities of Solids, Liquids, and Gases

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Strand 1: Physical Systems PS.2.1 Recognize the Differences and Similarities of Solids, Liquids, and Gases Strand 1: Physical Systems PS.2.1 Recognize the differences and similarities of solids, liquids, and gases. PS.2.2 Understand the physical properties of objects. PS.2.3 Learn about the physical world by observing, data collecting, using age appropriate tools, describing, and hypothesizing. PS.2.4 Revise hypothesis by sharing and communicating observations through writing. Science Task 1 Materials Needed: Book about solids, liquids, and gases, water, ice trays, pot, small range, cups, science task 1, 2 category cards, 10 word cards, 10 picture cards. Lesson: Teacher reads the book about solids, liquids, and gases. Discuss how water is a liquid and brainstorm other items that are liquids. Pour ½ of the water into the ice trays and place in freezer. Pour ½ of the water into the pot, place on the range; observe what happens to the water when it gets hot. Discuss what is happening to the water. Teacher writes children responses on a chart. Check the water in the freezer. Discuss what happens to the water when it freezes. It becomes a solid. Give each child an ice cube and a cup. Place the ice cube in the cup. Make a hypothesis about what will happen to the ice. Record the hypotheses. Model how to hold hands around the cup and blow on the ice. Children follow and provide heat with hands around the cup and blow on the ice. Observe what happens as the ice is melting. Teacher models how to describe what happens to the ice. Children write about what they observed. Introduce Science Task 1 Science Task 1 Line up the category cards. Sort the picture under the category card. Match the word to the picture. Write in your log. Category cards Science Task 1 solid liquid gas Word cards Science Task 1 swimming pool car glass of water ice cube soda football cup of coffee igloo hammer slice of pizza Compiled by Dana Autry, Conway School District (2003) Picture cards Science Task 1 Compiled by Dana Autry, Conway School District (2003) PS.2.10 Examine properties, types, and uses of magnets. Science Task 2 Materials Needed: Book about magnets, different types of magnets, science task 2, 2 category cards, 12 word cards, 1 screw, 1 nail, 1 walnut (or other type of nut) toy car, metal ring, child pair of scissors, wooden spoon (Baskin Robbins) can opener, key, paper clip, rubber band, and a penny. Lesson: Teacher reads the book about magnets. Brainstorm and record a list of things that the children think may or may not be magnetic. The children work in pairs with a magnet and find objects in the classroom that may or may not be magnetic. Record their findings on paper. Discuss their findings. Introduce Science Task 2 Science Task 2 Choose an object. Predict if it is or is not magnetic. Test to see if it is or is not magnetic. Write in your log. Category cards Science Task 2 magnetic non-magnetic Word cards Science Task 2 metal ring toy car wooden spoon key nail paper clip walnut scissors screw can opener rubber band penny Objects Science Task 2 metal ring toy car wooden spoon key nail paper clip walnut scissors screw can opener rubber band penny Compiled by Dana Autry, Conway School District (2003) Strand 2: Life Science Systems LS2.1 Identify and compare characteristics of living and nonliving things. Science Task 3 Materials needed: Book, Science Task 3, 8 picture cards, 8 word cards, 2 category cards. Lesson: Teacher reads book. Have students compare living and nonliving objects by using a venn diagram. Introduce Science Task 3 (You can use pictures from magazines or computer pictures) Introduce Science Task 3 Science Task 3 Line up the category cards. Line up the picture cards. Line up the word cards. Match the word to the picture. Sort the picture and word under the correct category card. Write in your log. Category Cards Science Task 3 Living Nonliving Word Cards Science Task 3 girl rock flower cup rabbit chair bee bread Picture Cards Science Task 3 Compiled by Dana Autry, Conway School District (2003) LS.2.3. Identify and investigate the functions of body systems in organisms. Science Task 4 Materials Needed: Non-fiction book about plants, Science Task 4, 4 plant part picture cards, 4 word cards. Lesson Plan: Teacher reads non-fiction book about plants. Discuss different parts of a plant. Teacher models how to draw a plant and label parts. Then, the children draw a plant and label parts of plant. Introduce Science Task 4. Introduce Science Task 4 Science Task 4 Line up the plant parts. Line up the word cards. Put the plant together in correct order. Match the word cards to the correct plant part. Draw a plant and label in your log. Plant Picture Cards Science Task 4 Word Cards Science Task 4 stem flower leaves roots Compiled by Dana Autry, Conway School District (2003) LS.2.3. Identify and investigate the functions of body systems in organisms. Science Task 5 Materials Needed: The Seasons of Arnold’s Apple Tree book, 4 pictures of seasonal apple tree, Science Task 5, 4 word cards, crayons: green, red, and pink, brown, blue. Lesson: Teacher reads The Seasons of Arnold’s Apple Tree, discuss the different seasons and what the apple tree looks like in each season. Make a list of children’s responses. Then, have children practice drawing the apples trees during each season. I Introduce Science Task 5 Science Task 5 Line up the apple trees. Match the season word card to the correct apple tree. Draw a picture and write the word in your log. Word Cards Science Task 5 fall spring summer winter Compiled by Dana Autry, Conway School District (2003) Picture Cards Science Task 5: Compiled by Dana Autry, Conway School District (2003) Science Task 6 Introduce Science Task 6 A more challenging Science Task 5. (Same picture cards as science task 5) Science Task 6 • Line up the apple trees. • Choose an apple tree. • Match the sentence to the correct apple tree. • Match the season to the correct apple tree. • Draw a picture and write in your log. Word Cards Science Task 6 fall summer spring winter Sentences Science Task 6 The tree is full of apples. The tree is full of flowers. The tree is full of green leaves. The tree is bare and empty. Compiled by Dana Autry, Conway School District (2003) Compiled by Dana Autry, Conway School District (2003) Science Task 7 Materials Needed: Non-fiction book about skeletons or x-rays (Jessica’s X- rays is a great book), skeleton picture cards, word cards science task 7. Lesson: Teacher reads non-fiction book about skeletons. Teacher models how to put a skeleton together on paper and label. Children practice putting skeleton pieces together on paper and label parts of skeleton. (*You can buy a cheap plastic skeleton around Halloween and put on a tri-fold poster board- science fair presentation board and use stick clips to hold index cards to label the skeleton.) Place the board in the science corner. Introduce Science Task 7 Science Task 7 Line up the pieces of the skeleton. Put the skeleton together in the correct order. Match the word card to the part of the skeleton. Draw the skeleton and label in your log. Word Cards Science Task 7 skull ribs arm hand leg foot To make the task more challenging use upper and lower labels upper leg lower leg upper arm lower arm Compiled by Dana Autry, Conway School District (2003) Picture Cards Science Task 7 Compiled by Dana Autry, Conway School District (2003) Compiled by Dana Autry, Conway School District (2003) Compiled by Dana Autry, Conway School District (2003) Science Task 8 Introduce Science Task 8 Science Task 8 • Line up the animal picture cards. • Line up the animal skeleton cards. • Match the animal picture to the matching skeleton. • Match the word card. • Draw a picture of the animal and a picture of the skeleton in your log. • Write the name of the animal under your drawing. Word Cards Science Task 8 pig dog chimpanzee lion snake fish kangaroo rabbit cow frog crocodile bird Animal Picture Cards Science Task 8 Compiled by Dana Autry, Conway School District (2003) Animal Skeleton Cards Science Task 8 (Cut off words) Compiled by Dana Autry, Conway School District (2003) LS.2.5 Explore the life cycles of organisms. Materials Needed: Non-fiction book about frogs, Science Task9, 4 picture cards, 4 word cards, Science Task 7, 4 picture cards, 4 sentence cards. Lesson: Teacher reads non-fiction book. Discuss life cycle of the frog. Introduce Science Task 9 Science Task 9 Line up the picture cards. Put the pictures in the correct order. Match the words to the picture. Write in your log. Word Cards Science Task 9 eggs tadpole froglet adult frog Picture Cards www.enchantedlearning.com has great pictures of frog life cycle. Compiled by Dana Autry, Conway School District (2003) Introduce Science Task 10 This is a more challenging task Science Task 10 Line up the picture cards. Put the pictures in the correct order. Match the sentences to the picture. Write in your log. Tadpoles become baby frogs. The eggs grow. Tadpoles hatch from eggs. The adult frog lays eggs. Picture Cards Science Task 10 www.enchantedlearning.com has frog life sequencing cards. Just cut off the text and use the pictures. Compiled by Dana Autry, Conway School District (2003) Butterfly Life Cycle LS.2.5 Explore the life cycles of organisms. Materials Needed: Non-fiction book about butterflies, Science Task 11, 4 butterfly life cycle picture cards, 4 word cards.
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