BFSU Lesson Plans Vol 1

SCIENCE K-2: LESSON PLANS
BFSU Volume 1
UNIT 1: FOUNDATIONAL LESSONS (9 WEEKS)

Week Lesson Title Lesson Page
1 Organizing Things into Categories A/B-1 3
2 Solids, Liquids, and Gases A-2 Part 1 4
3 Solids, Liquids, and Gases Can Change with Temperature A-2 Parts 2&3 5
4 Distinguishing Living/Biological, Natural Earth, and Human-Made Things B-2 Parts 1&2 7
5 What's the Difference Between Technology and Living Systems? B-2 Part 3 8
6 What is Gravity? D-1 Part 1 9
7 Horizontal and Vertical D-1 Part 2 10
8 Gravity and Orbits D-1 Part 3 11
9 Air is a Substance and the Concept of the Atmosphere A-3 Parts 1&2 12
UNIT 2: ENERGY (8 WEEKS)

10 Energy Makes Things Go C-1 Part 1 14
11 Energy Changes Form and Travels C-1 Parts 2&3 15
12 Kinetic and Potential Energy C-3 Part 1 17
13 Energy Flows Through Our World C-3 Part 2 18
14 Fuels Power Technology and Society C-3 Part 3 19
15 What is Force and How Do We Measure It? C-3A Part 1 20
16 Why is it Important to Know Forces? C-3A Part 2 21
17 Forces Transfer Movement Energy C-3A Part 3 22
UNIT 3: INTRO TO LIVING THINGS (1 WEEK)

18 What's the Difference Between Plants and Animals? B-3 Parts 1,2&3 23
UNIT 4: MATTER AND CHEMISTRY (13 WEEKS)

19 All Matter is Made of Particles A-4 Part 1 25
20 The Difference Between Solids, Liquids, and Gases A-4 Part 2 26
21 Reversible and Nonreversible Changes A-4 Part 3 27
22 Distinguishing Materials A-5 Parts 1&2 28
23 What is Air Pressure? A-6 Part 1 29
24 Air Pressure Inside and Outside A-6 Parts 2&3 30
25 Air, Atmosphere, and Wind A-6 Part 4 31
26 Air is a Mixture of Gases (Mixtures vs. Chemical Reactions) A-7 Parts 1&2 32
27 How is a Candle Burning Like Living Things Using Energy? A-7 Parts 3&4 34
28 Evaporation and Condensation A-8 Parts 1&2 36
29 The Water Cycle A-8 Part 3 37
30 Some Things Dissolve: Solutions and Mixtures A-9 Parts 1&2 38
31 Crystallization A-9 Part 3 39
UNIT 5: PHYSICS (9 WEEKS)

32 Sound and Vibrations C-2 Part 1 40
33 Sound is a Form of Movement Energy C-2 Part 2 42
34 What's the Difference Between Matter and Energy? C-4 Part 1 44
35 What is Inertia? C-5 Parts 1&2 46
36 What is Friction? C-6 Part 1 48
37 Wheels and Friction C-6 Part 2 49
38 Friction Produces Heat C-6 Part 3 50
39 Wind and Water Resistance C-6 Part 4 51
40 Push Pushes Back C-7 52
1
UNIT 6: EARTH MOVEMENT, MAPS, AND MAGNETS (11 WEEKS)
41 Day and Night and the Earth’s Rotation D-2 53
42 Drawing Maps D-3 Part 1 54
43 Reading Maps D-3 Part 2 55
44 North, South, East, and West D-3A Part 1 56
45 North, South, East, and West on Maps D-3A Part 2 57
46 Magnets and Magnetic Fields A-5A Parts 1&2 58
47 The Earth is a Magnet A-5A Part 3 59
48 Things Fall at the Same Rate D-7 Part 1 60
49 Weightlessness in Space (Weight vs. Mass) D-7 Parts 2&3 61
50 Time and the Earth’s Turning D-5 Parts 1&2 63
51 Seasons and the Earth’s Orbit D-6 Parts 1&2 65
UNIT 7: LIVING THINGS (13 WEEKS)

52 What are Biomes? D-4 Parts 1,2&3 66
53 Why Do Animals Live Where They Do? B-4A Parts 1&2 68
54 Why Do Plants Live Where They DO? B-4A Parts 1&2
55 What is a Species? B-4B 69
56 What are Genes? B-4B 70
57 Life Cycles B-4 Part 1 71
58 Life Cycles of Different Living Things B-4 Part 2 72
59 Reproduction and Survival B-4 Parts 3&4 73
60 Adaptations: Herbivores and Carnivores B-5 Parts 1&2 75
61 Food Chains and the Flow of Energy B-5 Parts 3&4 76
62 What Adaptations do Animals Need to Survive? B-5A Part 1 78
63 What Adaptations do Plants Need to Survive? B-5A Part 2 79
64 Putting Plants and Animals Together B-5A Part 3 80
UNIT 8: ANIMAL BODY (7 WEEKS)

65 How Do We Move? B-6 Parts 1&2 81
66 How Do Other Animals with Skeletons Move? B-7 Parts 1&2 83
67 How Do Animals without Skeletons Move? B-7 Part 3 & Summary 84
68 How Do We Tell Our Bodies to Move? B-8 85
69 How Do Our Bodies Get Energy? B-9 Parts 1&2 87
70 What Should We Eat? B-9 Part 3 89
71 How Do Other Animals Get Energy? B-9 Parts 4 90
UNIT 9: PLANTS (6 WEEKS)

72 Parts of Plants B-10 Parts 1&2 91
73 Flowers and Fruits B-10 Part 3 93
74 Pinecones, Moss, and Ferns B-10 Part 4 94
75 How Do Seeds Grow? B-11 Part 1 95
76 Do Seeds Need Light to Grow? B-11 Part 2 96
77 Can Plants Sense Gravity? B-11 Part 3 97
UNIT 10: GEOLOGY (9 WEEKS)

78 What are Rocks and Minerals? A-10 pre&Part 1 98
79 Minerals Can Have Crystals A-10 Part 2 99
80 Dirt and Soil A-10 Parts 3&4 100
81 What Type of Soil Do Plants Need? B-12 Part 1 102
82 How are Fossils Formed? D-8 Part 1 103
83 Types of Rocks D-8 Parts 2&3 104
84 The Stories Rocks Tell D-8 Parts 4&5 105
85 What Type of Soil Do Plants Need? (continued) B-12 Part 2 107
86 How Does Erosion Affect Soil? B-12 Part 3 108
WRAP-UP (1 WEEK)
87 What Are Resources? E-1 Parts 1,2&3 109
2
UNIT 1: FOUNDATIONAL LESSONS
WEEK 1: ORGANIZING THINGS INTO CATEGORIES
(Lesson A-1/B-1)
MATERIALS
Assortment of miscellaneous items
Tray
Large cloth to cover tray
DISCUSSION
• Explain how the school room and other rooms throughout the house are arranged.
o Use the words ORGANIZE, ORGANIZATION, and CATEGORY.
• What are other things that are arranged into categories?
• Why do we put things into categories and organize them accordingly?
o To help us find things easily.
ACTIVITIES
• Put out some miscellaneous items for kids to sort.
o Have them identify the criteria they are using and why that could be useful in
certain situations.
o Encourage them to find different ways to categorize them.
• Put 20 miscellaneous items on a tray. Each person has 60 seconds to look before the
tray is removed. Then each person tries to remember as many items as they can.
o For the next round, instruct the children to mentally sort the items according to
categories and remember the categories instead. (May use a new set of items.)
o We have to organize in our thinking too. Our brains can’t handle a lot of info at the
same time and we must provide patterns to remember and use it all.
CHECK U NDERSTANDING
• What does it mean to organize? What is organization? What is a category?
• How are things arranged in categories in ___ (certain room, desk, dresser store, etc)?
• Why did it help to try to remember categories inside of each item in the game?
• What are different ways we could sort ____(the books, the toys, stored food items, etc)?
Why might we want to sort it each of those ways?
NOTEBOOK I DEA
• Cut and paste various pictures and organize them into categories determined by the
student.
TEACHABLE MOMENTS THROUGHOUT WEEK

• Continue to use vocabulary words as they apply throughout life situations.
• Encourage kids to notice how items are organized and categorized in different
environments: stores, zoos, workshops, etc.
• Continue practicing by sorting laundry, putting away dishes, picking up and sorting toys,
cleaning out a messy drawer or closet.
3
WEEK 2: SOLIDS, LIQUIDS, AND GASES
(Lesson A-2 Part 1)
MATERIALS
Various liquids in clear containers (cooking oil, laundry detergent, syrup, shampoo, etc.)
Various solid items from around the house (toys, pencils, dishes, coins, etc.)
Three boxes, labeled: SOLIDS, LIQUIDS, GASSES
For activity 2: 1 cup cornstarch, water, bowl, and spoon
INTERACTIVE DISCUSSION
• Set out three boxes labeled Solids, Liquids, and Gases.
• Guide children to identify things as gas, liquid, or solid, give a reason, and place items
in appropriate box.
• Talk about properties of solids, liquids, and gases as you place things in the boxes.
• Have the children come up with an appropriate definition of each, using the following as a
guide:
• Liquids
o Flows or runs like water
o Needs a container to keep its shape
• Solids
o Have a distinct size and shape
o Will sit by themselves without the need of a container
o Pour-able solids (cereal, salt, etc.): solids in small particles will behave like a liquid
but they can be swept in a pile that keeps its shape
• Gas
o Air is a gas
o We can breathe air, blow bubbles, blow up balloons and tires, and feel it blowing.
o Smells are something in a gas form. E.g. Perfume is particles of the liquid perfume
becoming a gas.
• Some things are a combination of liquids, solids, and gases.
o What parts of your body are solid, liquid, or gas?
ACTIVITIES
• Play 20 Questions starting with, “Is it a solid, liquid, gas, or combo?”
• Make and play with Oobleck. https://www.instructables.com/id/Oobleck/
NOTEBOOK I DEA
• Illustrate and label the three states of matter: solid, liquid, and gas.

• Identify objects according to their state of matter, including combinations.
• Have root beer/coke floats and identify the 3 states of matter.
4
WEEK 3: SOLIDS, LIQUIDS, AND GASES CAN CHANGE WITH
TEMPERATURE
(Lesson A-2 Parts 2&3)
MATERIALS
Water in a container
Ice cubes in a bowl
Pot and stove
Butter/candle wax/ coconut oil
Lighter and paper
For activity 1: More ice Cubes
For activity 2: Bottle with lid, dirt with plant or seeds, water
• Give kids an ice cube. Have them classify it as a solid, liquid, or gas.
• Watch it melt.
• Put it in the freezer to freeze.
• Boil water and observe steam.
• Is water really a solid or a liquid?
o Explain that solid, liquid and gas refer to the present state of the material. Some
things will change between solid and liquid state.
• What does the change depend on?
o Temperature (mostly)
• Talk about and demonstrate other things that change from liquid to solid.
o Butter, candle wax, grease, some oils
o Rocks, glass, metal (videos of lava and molten metal)
o Point out how they return to solid state when cooled.
• What about wood, paper, grass?
o They just burn when they get hot, and don’t change back when cooled.
o Demonstrate if desired.
• As something wet becomes dry what happens to the water?
o Evaporates and turn into a gas
• How does your nose detect a smell?
o Particles of the gas mix with the air that you breathe in
• Have a Q and A discussion to summarize:

o All solids, liquids, and gases are referred to as matter.
o Solids, liquids, and gases are different states of matter.
o All things in the world are made of matter.
• How else could we say what matter is?
o Is there a limit to how much ____ you can put in a box?
o Is there a limit to how much water you can put in a bottle?
o Is there a limit to how much air you can put in a balloon without it bursting?
o Lead to conclusion that it takes up space and has weight.
• Is there anything else in the natural world that is not matter?
o What about light/heat? Can we weigh them? Do they take up space?
o Forms of energy
• Describe how you and/or other living things are made of different states of matter.
o Could an actively living organism be entirely one state of matter?
o Describe how this would be impossible.
5
• What parts of the Earth are each of the three states of matter? (land, oceans, atmosphere)
• If matter didn’t exist, what would the world be like?
ACTIVITY
• Play/experiment with ice cubes. Have competitions of who can melt theirs the
fastest/slowest.
• Make a biome in a bottle with a small plant, dirt, and water. Identify the states of
matter and how they change.
• What is the word for all solids, liquids, and gases? (matter)
• State an attribute of a solid, liquid, gas, or all three, and ask which is it? For example: It
takes the shape of a container but doesn’t fill it. It has weight.
• What parts of the earth are solid, liquid, and gas?
• What parts of your body are solid, liquid, and gas?
• If matter didn’t exist what would the world be like?
• Could a living thing be made entirely from one state of matter? What would it be like? How
would it work?
• Name some things that are not matter. What are they?
NOTEBOOK I DEA
• Write/dictate a sentence and illustrate how water changes state.
• Write/dictate a sentence and illustrate what he/she learned about matter.

• Draw attention to substances changing state of matter in the kitchen, outside, in books,
etc.
• Continue to use vocabulary and look for examples of types of matter and state changes.
6
WEEK 4: DISTINGUISHING LIVING OR BIOLOGICAL, NATURAL EARTH, AND
HUMAN-MADE THINGS
(Lesson B-2 Parts 1&2)
MATERIALS
3 cardboard boxes labeled Living/Biological, Natural Earth, and Human Made
Items which are: living or biological (pictures of living things, stuffed animals), natural non-
living (sand, rocks, stones, water) human-made things or materials (metals, plastic, paper,
ceramics, rubber)
Jars or containers for collecting things
Magnifying glass
Slips of paper and pencil
• Take kids out and collect things in nature and from around the house.
• Return to house and allow them to place their items in 3 different boxes/spaces
labeled: “living or biological,” “natural earth,” and “human made.”
• Where confusion occurs, use these discussion points to clarify:
o Living or biological: anything currently living, was once living, is a part of what was
once a living thing, or exclusively the products of living things (sugar, rice, cocoon,
include processed foods to emphasize that they are derived from plants and animals
(except salt, which is a mineral))
o Natural Earth: all non-biological things that are not human made
Ask: What natural Earth things are not in your collection? Guide them to
realize the importance of water and air for life.
o Human made: metals, plastic, paper, ceramics, rubber, wooden objects
o When it is unclear whether something is natural earth or human made, emphasize
that humans can’t make anything starting from nothing.
Raw materials or resources must come from the other 2 categories
Introduce the concept of limited resources and conservation
• How can you tell these things are biological?
• Grow and reproduce
• Orientation- right side up, contrast with a stone
• Symmetry- bilateral or radial
• Fine structure and detail- observe with magnifying glass
• Tenuous quality- they age and die
• How can you tell these things are human made?
• How can you tell real flowers from fake flowers?
• May have orientation and symmetry, but not fine structure or tenuous quality
• Do ___ have babies?
• How can you tell these things are natural earth?
• Lacking features above and exist apart from activities of humans
NOTEBOOK I DEA
• Illustrate some of the items and write/dictate a sentence describing the 3 categories.

• Make sure children understand the difference between fantasy stories and reality in regard
to nonliving things having living attributes.
• Keep the boxes out for continued discussion.
7
WEEK 5: WHAT’S THE DIFFERENCE BETWEEN TECHNOLOGY AND LIVING
SYSTEMS?
(Lesson B-2 Part 3)
MATERIALS
For activity: Materials to make a bird nest, a beaver dam, or anything else of interest
DISCUSSION
• Technology is the steps it takes to make something and all the thinking to design, make,
and distribute it.
o Watch a video or read a book of something of interest being produced.
• Consider a product and have the child list the steps to produce it.
• Technology is always continuing as new products are developed all the time. What is a
product you would like there to be in the future?
• Do animals use technology? Make things for themselves from raw materials?
o What about a bird building a nest?
o Google structures built by animals
o Although they might not be purposely doing it since they don’t develop new and
improved designs
• What could humans learn for our own technologies by studying technologies of other living
things?
o E.g. Velcro and burdocks
ACTIVITY
• Build a dam like a beaver, a nest like a bird, or some other human or animal
technology. See Janice VanCleave Science Around the World weaving a bird nest.
• Go on a nature walk to look for bird nests, ant hills, or any other technology built by
animals. Compare and contrast it to human technology.
• Pick objects and have him explain which category it goes in and why. What are the features
that indicate it belongs in that category?
• What do all items in category_____ have in common?
• Can humans make things starting from nothing? What is the resource used in making ___?
• Recognize and use the following words in their proper context: Biological, Resources, Raw
materials, Conservation, Technology.
NOTEBOOK I DEAS
• Write/dictate and illustrate the technology that goes into making a product.
• Color pictures/draw structures built by animals

• What technology was used to make ___? Watch or read about it.
8
WEEK 6: WHAT IS GRAVITY?
(Lesson D-1 Part 1)
MATERIALS
A few droppable objects
Cooking oil
Pipette (or spoon)
Clear glass/jar of water
Globe on stand
Bathroom scale
For activity: Marble mazes
• Drop a few objects and say, “Oops, GRAVITY pulled it down.”
• What do I mean by gravity?
• Is gravity pulling on the table? Why is it not falling down?
o Gravity is constantly pulling down on everything. Everything that is not supported
falls down.
• This constant pull is called gravity. It is a force. In what direction does this force pull on
everything?
• What about birds and airplanes?
o They push down on the air with enough force to keep themselves up.
• What about helium and hot air balloons?
• Helium is lighter than air so it floats up through the air just as oil floats up through the
water.
• Use a pipette to inject oil below the surface of water in a clear-sided glass or jar.
(Or drop in from a height with a spoon.) Have children observe how the oil drops
float toward the surface.
• Gravity is still pulling on both. One is just lighter that the other.
o Relate to a teeter-tooter.
• Look at globe
• Why don’t people who live in Australia fall of the Earth?
o People in Australia experience gravity exactly as we do here.
• So how can we say what gravity is?
o Gravity is a force that pulls everything toward the center of the earth.
• Have children weigh themselves and various objects on a bathroom scale.
o Explain that the weight of an object is really a measure of gravity’s pull on it.
o “Gravity’s pull on _________ is ________pounds (or kg).”
ACTIVITY
• Play with marble mazes and talk about how gravity pulls the marbles down.
NOTEBOOK I DEAS
• Write/dictate and illustrate something he/she learned about gravity. Ideas:
o Things fall due to gravity (draw picture of something falling)
o Gravity pulls everything toward the center of the earth (draw picture of person on
globe.)
o How weight relates to the pull of gravity
TEACHABLE MOMENTS THROUGHOUT THE WEEK
9
• Draw attention to gravity whenever something falls.
10
WEEK 7: HORIZONTAL AND VERTICAL
(Lesson D-1 Part 2)
MATERIALS
Weight on the end of a string
Blocks
Ball
Large shallow plastic container
Carpenter's level
For activity: Marble mazes
• Explain vertical (up and down) and horizontal (level)
o Identify and list objects that are vertical or horizontal
• How do these “lines” relate to gravity?
• Demonstrate how we actually measure the vertical with a plumb bob.
• Being vertical means that you or another object is lined up exactly with the force
of gravity
• Why do we make walls and mount poles in the vertical position?
• Build a block tower.
• Guide children to observe that when things are not vertical, the pull of gravity pulls
them down in the direction of the lean.
• Place a ball on a surface.
• If it remains stationary, the surface if horizontal
• If the ball rolls, it means that the surface is tilted in the direction of the ball’s roll.
• Have kids observe that gravity only pulls things straight down. If the surface is exactly
horizontal there is no downhill direction and the ball remains stationary.
• Why do builders try to make floors and tabletops horizontal?
• If water is higher at one end of a tub than at the other, what happens? Which direction will
water go?
• Watch water surface in an open container as they slowly tip the container back and
forth.
• Have children reason that gravity pulls the water down so it flows downhill until the
water surface is level.
• Show that this is how a level works.
ACTIVITY
• Play with marble mazes again, emphasizing the concepts of horizontal and vertical.
• Build structures with blocks. Compete to build the tallest. Analyze the structure in
terms of gravity and its stability.
NOTEBOOK I DEAS
• Draw and label horizontal and vertical lines in a drawing of a house.
• Illustrate one of the activities and write/dictate what we learned from it.

• Be on the lookout for examples of horizontal and vertical lines as well as those that are
slightly off.
11
WEEK 8: GRAVITY AND ORBITS
(Lesson D-1 Part 3)
MATERIALS
Soft item on end of string
For activity: Paper, paint, cotton balls or pom-poms
• Watch a video of astronauts leaping about on the moon.
• How is that possible?
o Gravity on the moon is less because the moon is smaller, so astronauts and
everything else weighs less.
o With less weight and the same strength, they can jump higher and farther that
is possible on Earth.
• Every heavenly body has its own gravity according to its size (mass).
o The larger the body, the greater its gravitational pull or force.
o Imagine living on a planet much larger than the Earth, with 5x the gravity.
• The Earth and other planets orbit the sun and the moon orbits the Earth.
• What holds the planets and moon in orbits as opposed to their going off into space?
o The mutual pull of gravity
• Why doesn’t gravity cause the Earth to crash into the sun?
• Swing something around on the end of a string and then let it go.
• Guide children to reason that without the mutual pull of gravity between Earth and the
sun, the Earth would go off into space by itself. Without the forward motion of the
Earth in its orbit, the pull of gravity would cause the Earth to fall into the sun.
ACTIVITY
• Make a splat painting. https://fun-a-day.com/preschool-art-with-watercolors/ and
discuss how it might look different on different planets or the moon.
• If you travel to distant locations on Earth, how will you experience gravity? Why?
• Do birds and airplanes “turn off” gravity? How, then, do they fly?
• Are helium-filled balloons not affected by gravity? How, then, do they rise?
• How do horizontal and vertical relate to gravity?
• Why/how is an astronaut able to jump higher and farther on the moon than on Earth?
• How would you feel on a planet much larger (more massive) than the Earth? Why?
• What keeps the moon and human-made satellites in an orbit around the Earth and the Earth
and other planets in an orbit around the sun? What two forces are involved?
o What would happen if gravity were absent?
o What would happen if the earth were not moving forward in its orbit?
NOTEBOOK I DEAS
• Draw and caption what it would be like to be on the moon or on a much bigger planet.
• Draw a picture of the solar system and write/dictate why the planets stay in their orbits.

• Draw attention to the sun and ask what keeps the Earth in orbit around it.
• Look for satellites, the moon, and other planets in the night sky. Ask what they orbit
around and why they stay in orbit.
12
WEEK 9: AIR IS A SUBSTANCE AND THE CONCEPT OF THE ATMOSPHERE
MATERIALS
Glass of water
Straw
Sink of water
At least 2 balloons of same size
Simple homemade balance (using a coat-hanger and string)
Biome in a bottle from week 3
REVIEW/I NTRODUCTION
• Give examples of and define solids, liquids, and gases.
• What is matter?
• What are the 2 common attributes of matter?
• What about air? Is it matter (real stuff) or nothing at all?
• How could we prove it?
o Guide to the attributes of matter: it must have weight and take up space
• How can we show that air takes up space?
• Blow up a balloon.
• Why is air pushing out the side of the balloon? Would this occur if air were empty
space?
o Air must be taking up space in the balloon and hence is pushing out the sides.
• Have kids blow air though a straw into a glass of water.
• What is happening?
o Air is pushing the water aside creating bubbles that rise to the surface.
• Create balance with one empty and one full balloon. (Make sure it is well balanced prior
to blowing up balloon.)
• What has happened? What changed?
• What does that tell us about air?
• Why can’t you feel the weight of the air pushing down on you?
o Because air is surrounding us so it pushes equally in all directions.
• Have child put hand into a sink of water so it is submersed at least 3 inches. With palm
up have him focus on the feeling of weight on his palm. At the same depth, slowly turn
the hand palm down.
o Is there any difference in the feeling of weight on his palm?
o No, because it is pushing from all sides, like the air around us does.
• Guide to conclusion - Air does occupy space and it does have weight, so it is matter.
• Atmosphere is the layer of air surrounding the earth. There is no air in outer space beyond
the atmosphere. This is why astronauts wear space suits.
o Show photos from satellites of the atmosphere and astronauts in space suits
• What keeps air around the earth?
o Review gravity
• What would happen if you were weightless?
o Float off into space
13
• So if air didn’t have a weight, it would float off into space, right?
o The atmosphere is held to Earth by gravity, and for gravity to act on it, it must
have a weight (mass).
• Relate the 3 forms/states of matter to the geosphere (rocky material), hydrosphere
(oceans, rivers, etc), and atmosphere. Explain biosphere (all living things, which are
complex combinations of these 3).
o Use the biome in a bottle created in Week 3 Lesson A-2 to identify the 3
spheres.
• What are the 2 attributes of matter?
• What are the 3 forms/states of matter?
• Show/tell how we can demonstrate that air takes up space.
• Show/tell how we can demonstrate that air has weight.
• Why can’t you feel the weight of air pushing down on you?
• Explain why gases, including air, are one of the categories of matter. Tell what attributes
gases share with solids and liquids. (change into one another, all have the attributes that
they take up space and they have weight.)
• How do solids, liquids, and gases relate to the entire planet Earth?
• Challenge question: Why doesn’t the moon have an atmosphere?
NOTEBOOK I DEAS
• Illustrate the attributes of air (that it takes up space and has weight).
• Draw picture of experiments and write conclusion.
• Depict the geosphere, hydrosphere, atmosphere, and biosphere of the Earth

• Draw attention to the geosphere, hydrosphere, atmosphere, and biosphere. Ask which part
a given thing is.
14
UNIT 2: ENERGY
WEEK 10: ENERGY MAKES THINGS GO
(Lesson C-1 Part 1)
MATERIALS
For activity: Popsicle sticks, rubber bands, hot glue, bottle cap
• Ask about magical things in movies such as the shake of wand or flying through the air on a
broom. Can these things happen in real life or are they only make believe?
• What does it really take to make something go, work, move, or change?
1. Show an action card and ask, “What does it take to make this __________
go/work/move/change?
2. Have children ponder the item and energy cards and choose the one that fits.
3. Have them come up with items/actions and the form of energy it takes.
• Misconceptions to Address
o Electricity- Flipping a switch/pushing a button. It must have electricity/battery to
work (safety lesson opportunity)
o Cooking – Heat (provided by gas or electricity) cooks, not the stove
o Battery powered devices – batteries store electrical power, like a bottle stores
water. Energy must be released and hence can run out.
o Fuels- store energy that is released as it is burned. E.g. Gasoline, candle wax
release heat and light (demonstrate)
o Keep discussion on energy; force (the strength of a push or pull) is addressed later.
• Guide to conclusions:
o ENERGY is the ability to do work (make things go/work/move/change).
o There are just 4 types of energy: Heat, Light, Electricity and Movement.
o Energy may be stored in various systems or devices
When the energy is released, it will be in the forms listed above.
ACTIVITY
• Build a catapult. https://littlebinsforlittlehands.com/simple-physics-activities-for-kids/
NOTEBOOK I DEAS
• The four forms of energy - heat, light, electrical, movement
• The form of energy being used to make a certain thing go/work/move/change.

• What form of energy does this __require to make it go/work?
• Ask about “magical” situations when they come up and ask why or why not it is possible.
• Address misconceptions as they come up.
15
WEEK 11: ENERGY CHANGES FORM AND TRAVELS
(Lesson C-1 Parts 2&3)
MATERIALS
Various items or devices that will illustrate energy, such as: magnets; birthday candles and
matches; spring operated toys or devices; battery operated toys or devices; electrically
operated appliances, such as a plug-in lamp, toaster, radio; toys or devices such as balls or toy
cars, that require a push or pull to move; calculator and/or other device(s) powered by solar
cells
For activity 1: 3 tin cans, tape, paper, scissors, sunny location
For activity 2: Small container, sand, thermometer that can measure small changes near room
temperature
• Review forms of energy necessary to make things go.
• Does a form of energy remain the same or may it change? How so?
• What change is occurring in an electric lamp?
o Electrical energy light energy
• Play a game, like a scavenger hunt or hot/cold, to find and analyze other examples
o E.g. Sunlight heating something, Electric motor, Solar cell
• What pattern do you see?
o Many devices we use change energy into a form that we can use
• Energy changes forms but it remains energy.
o Do we see energy converting to matter (solid, liquid, gas)? Or vice versa?
o Address error of fuels turning to energy. Particles not changing; just the way they
are put together. Like building blocks stacked up store energy, and when they fall
and release the energy the building blocks are all still there.
• How does energy move from one place to another?

o Electricity- usually by wires and sometimes through other materials
o Movement- by things hitting/pushing on one another or as waves
o Heat- radiation, convection, and conduction
o Light- moves out from lamp, sun, or other source (may require some thinking:
provide thought-provoking questions/demonstration about turning a lamp on and
off, shadows, how we see, etc.)
• Is there a pattern for how energy moves?
o Does a cup of water absorb heat from the room and boil itself? Or does light go
from a room and brighten a lamp and the room get darker?
o Energy goes downhill from greater to lesser
o Can you think of any contradictions?
Use this to address misconceptions.
• In every energy conversion some or all energy is converted to heat, which eventually
escapes to the coolest place: outer space.
ACTIVITY
• Get a small container and fill about ½ full with sand. Record the temperature of the
sand. Shake the container for a while. Take the temperature again. Discuss how energy
changed from one form to another.
• Make a tin can pinwheel powered by sunlight:
o https://www.youtube.com/watch?v=0Qmgdz9E47s
16
• Can things go, work, move, or change by themselves?
• What do we need to add to make ___ go, work, move, or change?
• What are the 4 forms of energy?
• What do such things as natural gas, gasoline, firewood, and food represent in addition to
the material itself? How is the energy released from ___?
• How does ___ (various devices, like light bulbs and motors) change one form of energy to
another?
• Recognize that energy is not created from nothing. It must always come from another
source.
• Can energy change into solid, liquid, or gas and vice versa?
• Will we ever be able to live without energy?
• Why is it cooler in the shade of a tree?
NOTEBOOK I DEAS
• Illustrate and label devices that change of energy from one form to another.
• Illustrate and label one or more types of energy traveling from where there is more to
where there is less.
• Come up with an invention and note what type of energy it requires to go/work.

• Whenever using some device or energy, ask: What type of energy is ___ using? What form of
energy is that energy changed into?
• When witnessing an example of fuel burning, stress that matter doesn’t change into energy
or energy into matter.
• Point out instances of energy traveling.
• Compile a list of questions as they come up to be addressed in later lessons
17
WEEK 12: KINETIC AND POTENTIAL ENERGY
(Lesson C-3 Part 1)
MATERIALS
Items to demonstrate stored energy, such as: ramp and ball/other toys to roll or slide down
ramp, pendulum (weight on string attached to edge of table), balloons, spring powered toy
or device, rubber bands
Leaky plastic bottle with water
For activity 1: Popsicle sticks, rubber band, heavy screws/bolts, large plastic bottle caps,
wooden skewers, straws, hot glue gun, scissors
For activity 2: 2x4’s, bungee cord, bolts, thick dowel, tin can(see website for specifics)
• Play/experiment with rubber band guns, blowing and releasing balloons, rolling and
sliding objects down a ramp, a pendulum, spring-powered toys, etc.
• How can we explain each of these things in terms of energy?
o Review 4 forms of energy as needed.
o These 4 forms are active. Is there energy in these items just before they are
released?
Active forms are kinetic energy; energy “waiting to come out” is
potential/stored energy
• Where did the potential energy in a stretched rubber band, blown up balloon, etc. come
from?
o They had to put the energy into it
o Think of other examples using the terms and pattern: kinetic energy potential
energy kinetic energy
• So is energy created in any of these examples?
o For energy to come out of a system we must first put energy in.
o If we want more energy out, what do we have to do?
For wind-up toy or balloon to go farther we must put more energy into it.
• Consider a pendulum exchanging potential and kinetic energy.
o This also shows that no energy is created along the way (video of bowling ball
pendulum)
o The pendulum will eventually slow down and stop. Energy escapes from the system.
Is there any way we can get this energy back or do we have to keep putting
in new energy to keep it going?
• Demonstrate with the analogy of water in a bottle- must put in water first and can’t get
more out than you put in, plus it’s leaky.
• *Beware of the wording “turns into” in terms of energy turning into matter, i.e. the device
storing the energy.
ACTIVITY
• Build a rubber band car https://littlebinsforlittlehands.com/rubber-band-car/
• Build a giant pendulum off the roof or ceiling or from a tall tree.
NOTEBOOK I DEAS
• Draw a diagram of spring-driven device showing the energy input, storage, and output in
terms of kinetic and potential energy.
• Draw a diagram of a pendulum showing the alternation of kinetic and potential energy.
18
• Discuss kinetic and potential energy and input and output of energy in things like batteries,
pumping on a swing, slides, wind, waterfalls, etc.
• When watching cartoons ask: Could that happen in real life? Why or why not?
19
WEEK 13: ENERGY FLOWS THROUGH OUR WORLD
(Lesson C-3 Part 2)
MATERIALS
For activity: Yellow construction paper, scissors, glue
DISCUSSION
• Does the body need a source of energy to go?
• Where does the energy come from?
• Where does food come from?
o Lead to see it all come directly or indirectly from plants
• Where did the energy that is stored in plant material come from?
o Stress that light energy doesn’t turn into the plant. It just gives the plant energy to
use
NOTEBOOK I DEAS
• Draw an energy flow diagram together:
o Sunlight (kinetic)
o Plants use it to make their bodies and some energy is stored (potential) in their
bodies
o Animals/humans eat the plant bodies through food chains
o In the animal body, food is broken down and potential energy released as kinetic
energy for all animal actions
o Energy is given off as heat through these actions
o Heat always moves to a cooler place, so eventually into outer space
ACTIVITY
• Make a construction paper sun. On each of the rays write something that the sun’s
energy makes work.

• Draw attention to the energy flow as laid out above, especially while eating.
• When outside discuss how the sun is the source of energy for the entire system.
20
WEEK 14: FUELS POWER TECHNOLOGY AND SOCIETY
(Lesson C-3 Part 3)
MATERIALS
Hand crank generator if available (or video)
For activity: Chocolate chip cookies, toothpicks
DISCUSSION
• How do cars, trucks, airplanes, and backhoes use kinetic and potential energy? What about
cooking with our stove?
o Fuel is required, like gas/diesel, natural gas, and coal.
o Fuel contains potential energy and can be released as heat when burned.
o Heat can be used directly or to make an engine work. (investigate further as
desired)
• If energy is released from these fuels it must have gone in. Where did it come from?
o Fossil fuels are from plants and animals from long ago that were buried in the
ground and are extracted by drilling/mining. (Show photos)
o Draw energy flow: Kinetic energy from sun potential energy in biological
material(eg firewood) kinetic energy released on burning
• Electricity comes from generators. (Show video of hand crank generator)
o Kinetic energy of movement kinetic energy of electricity
o So how can we use this generator system to make enough electricity to run whole
houses and cities?
Coal or natural gas burned and steam moves generator (show video)
• Most of our technology is powered by fossil fuels. Are there problems with this?
o Pollution and supply limitations
• What are some renewable sources of energy?
o Wind and solar (show photos/videos)
ACTIVITY
• Chocolate chip mining. https://www.calacademy.org/educators/lesson-plans/fossil-
fuels-chocolate-chip-mining
• What is needed to make something go?
• Use a rubber band, wind-up toy, or other device to demonstrate and describe the
distinction between potential and kinetic energy, as well as the flow from kinetic to
potential to kinetic.
• Can a pendulum ever swing higher than the height from which it’s dropped? Why or why
not?
• How do we know energy is lost from a system? (Can a pendulum keep swinging forever?)
What needs to be added to keep it going?
• How do animals and plants use potential and kinetic energy? What is their source of energy?
• How do vehicles, machines, and appliances use kinetic and potential energy?
• What are some problems with deriving energy from fossil fuels?
• Is matter changed to energy or energy into matter? Give evidence.
NOTEBOOK I DEAS
• Draw some example of technology and diagram the flow of energy.
• Illustrate some aspects regarding fossil fuels and renewable sources of energy.
21
• Point out machines using fuel and reinforce concepts taught.
• Check out the nearby hydroelectric plants, wind turbines, or solar panels.
22
WEEK 15: WHAT IS FORCE AND HOW DO WE MEASURE IT?
(Lesson C-3A Part 1)
MATERIALS
Items demonstrating stored energy from week 12: ball, balloon, spring powered toy or
device, rubber bands, etc.
1 lb bag of sugar (or anything of a known weight)
Spring scale (like luggage scale)
For activity: Hula hoop, string
• What is the difference between energy and force?
o Energy is heat, light, electricity, or movement which can make things
go/move/work.
o Force is how hard are we pulling or pushing on it, whether it makes it move or not.
Demonstrate by pushing on the wall and pushing a ball.
• What are the forces with regard to the items from C-3 and other items?
o Balloon- air pushing on sides of balloon
o Wind-up toy- spring pushing on rest of mechanism
o Rubber band- how hard the rubber band is pulling the ends in
• This doesn’t change what we learned about energy; we’re just focusing on one aspect of it.
• There’s a force acting on everything around us all the time. What is it?
o Since nothing moves without a force being applied to it, yet things fall down, there
must be a downward force, gravity.
• How can we measure how hard a force is pulling or pushing?
o Think about gravity. We can measure how hard gravity is pulling something as its
weight.
• Have kids hold something of a know weight and say: The 1 lb bag of sugar is pushing
down with a force of 1 lb. I am pushing up with a force of 1 lb to hold it up.
o Show how them applying more or less force moves it up or down.
o Push against something else with a similar amount of force.
o Do this with various weights and a spring scale.
• Reinforce that a force is only the amount of push or pull whether or not it makes something
move.
ACTIVITY
• Tie 3 strings equally spaced around a ring and give one to each child. Have them work
together to move the ring to a specific location.
o Talk about their actions in terms of force.
NOTEBOOK I DEAS
• Illustrate and describe what a force is
• Illustrate and dictate how forms of energy are different than force
• Illustrate and describe how a force is measured

• Address misunderstandings between energy and force.
• When someone is pushing, pulling, or holding something talk about the forces involved.
• Talk about forces involved in making something move vs. it moving by “magic”.
23
WEEK 16: WHY IS IT IMPORTANT TO KNOW FORCES?
MATERIALS
For activity: Toothpicks/popsicle sticks/straws/paper, glue or tape
DISCUSSION
• Review that a force only looks at how strong a push or pull is, whether or not it moves
something.
• When would it be useful to know the force and not just to think about energy?
o Building structures/machines to stand against the force of gravity, wind, waves,
whatever load they hold (Show video of badly designed structure collapsing such as
Tacoma Narrows Bridge)
o Forces can make things move in a certain direction and speed.
Have kids cite examples. E.g. Rocket ship
o If there are two or more forces acting at the same time.
Have kids cite examples. E.g. Tug-of-war, path of thrown ball
ACTIVITIES
• Build model structures (building, bridges, etc.) using toothpicks/popsicle
sticks/straws/paper and a set amount of glue or tape. This can be made into a challenge
of who can build something to support the most weight (force).
• Analyze mechanical devices to see how one or more forces make parts or the whole
thing move. E.g. Wind-up clock video
NOTEBOOK I DEAS
• How and what forces must be considered in building a structure
• How forces determine the speed and direction of movement of a ball or car

• Point out some of the above examples in daily life.
o Analyze the forces acting on a thrown ball.
o Look at buildings in construction and consider how the columns, beams, etc. are
supporting the building against forces such as gravity and wind.
24
WEEK 17: FORCES TRANSFER MOVEMENT ENERGY
MATERIALS
Bat and ball
Spring-powered toy
Balloon
For activity 1: Paper towel/TP tube, duct tape, rubber bands, pencil, cotton ball
For activity 2: magnet and magnetically attracted items
DISCUSSION
• Demonstrate a bat hitting a ball (or just think about it)
o Movement energy of bat movement energy of ball
o Bat exerts a force on the ball to change its speed and direction.
o The force is the way movement energy is transferred.
• Discuss other similar examples, such as spring-powered toy and released balloon
• Can we use the force of gravity to do useful work?
o Show and explain waterwheels and hydroelectric dams
• Can we invent any other machines that use gravity as a source of energy?
o No, because lifting things back up takes just as much energy as will be released
when it falls.
o Review: energy can’t be created from nothing.
ACTIVITY
• Cotton ball launcher:
https://www.youtube.com/watch?v=ZWJfIdZOpP4&fbclid=IwAR3RpmN6enU1JMpsrLDy8QUA
id39LJT1veJB1gmpZYuXMXNpIy3C3CCJDCY
• Play with magnets.
o Can magnetic force be used to produce energy?
No, it takes as much energy to pull something away from the magnet as we
get from the magnet pulling something toward it.
• How is force different from energy?
• Why do things fall down?
• How do we measure the strength of a force?
• Why does an object have a different weight on the moon or a different planet?
• Why do we need to think about forces when building a structure or machine? What are
some forces we need to think about?
• How does force make something go in a certain direction and speed? Give examples.
NOTEBOOK I DEAS
• Illustrate how a waterwheel derives energy from gravity acting on water
• Describe magnetic force

• Make a list of questions for further investigation and future lessons.
• Continue playing with magnets and talking about the forces they exert.
25
UNIT 3: INTRO TO LIVING THINGS
WEEK 18: WHAT'S THE DIFFERENCE BETWEEN PLANTS AND ANIMALS?
(Lesson B-3 Parts 1,2&3)
MATERIALS
2 cardboard boxes labeled “Plant Kingdom” and “Animal Kingdom”
Plants and animals
Slips of paper and pencil
Dried peelings of oranges, potatoes, etc.
Bit of dirt
Earthworm in a jar of dirt with compost (optional)
For activity: Cards with animal characteristics (eyes, teeth, mouth) written on one side and
similar cards with plant characteristics (green, leaves, stems). See printout in notebook
pages.
ACTIVITY
• Go outside and collect specimens of plants and animals. For those that can’t be moved
write the name of it on a card.
• Have kids sort specimens of plants and animals into 2 areas labeled as such.
o Can also supplement with pictures and written words on cards and looking
through the Animal Encyclopedia
DISCUSSION
• Hold up items from both kingdoms and ask “What about this tells you that it is an
animal/plant?”
o Write these into 2 columns
• What is something all animals have in common?
o After plenty of thinking, point out that they all have some sort of mouth and a way
to get food into it
• What is something all plants have in common?
o Some sort of leaves or leaf-like things
o If there are oddballs like fungi, point out how not everything fits nicely into a
classification system. We will study those oddballs later.
• What does this tell us about animals vs plants?
o Have kids recall that everything needs a source of energy to make it go, work,
move, or change, including living things.
o How do the mouth/eating and leaves relate to getting energy?
• Leaves absorb light energy to use to make their food
• Animals consume food
• What is the food that animals eat?

o List foods from a diverse array of animals
• Which category is food in: living/biological, natural earth, or human-made?
o Always a plant and/or animal material.
o Trace back food chain to see that it is all originally from plants
• What is the source of energy for plants?
o Emphasize that all life on Earth depends on light energy from the sun.
26
• Some follow up questions and clarifications for misconceptions
o So where does the energy go then?
• Lost as heat
o I thought food was to make us grow?
• Food provides both energy (90-95% of consumption) and essential nutrients
for growth and repair (only 5-10%)
o Do plants eat soil?
• Does a plant have a hole under it from the soil it has consumed?
• Soil doesn’t have much potential energy- show by burning dry plant
material vs. dry soil
o So plants turn light into their bodies?
• No, energy doesn’t turn into mass
o So what else could it be coming from?
• Gas (CO2) and water- Light powers photosynthesis to turn CO2 and water
into sugar, like electricity powers a mixer to turn ingredients into cookies
o But earthworms eat soil!?
• No. Could keep a pet earthworm for an experiment
o What is one ingredient both plants and animals need?
• Water
• Air, too, but different gases within the air.
o In terms of science, humans are classified as animals.
ACTIVITY
• Have a stack of cards with single animal characteristics (eyes, teeth, mouth) written on
one side and similar cards with plant characteristics (green, leaves, stems). Let the kids
draw a card from the deck, read the item, identify it as plant or animal trait, and
explain why. What function/purpose does that characteristic provide?
• In order to keep any animal alive we must supply it with food. Why is this so? Why is food so
necessary? What does an animal obtain from food?
• Why do plants nearly always have leaves? What function do they serve?
• What do all living things require in addition to energy?
• Explain how all living things depend on sunlight.
NOTEBOOK I DEAS
• Illustrate the diversity of animals and plants
• Illustrate and describe the difference between plants and animals
• Illustrate and describe the pattern of energy flow from sunlight through plants and exiting
as heat.

• Any time you see a plant or an animal point out how its structure relates to how it gets
energy.
• When buying or cooking food, observe how all food items are from plants and animals.
• Continue emphasizing how the sun provides all of the energy for life on Earth and
addressing any misconceptions.
27
UNIT 4: MATTER AND CHEMISTRY
WEEK 19: ALL MATTER IS MADE OF PARTICLES
(Lesson A-4 Part 1)
MATERIALS
Straw
Soapy water in a glass
Water in spray bottle
Pieces of metal, wood, and paper
File
Soil
Hammer
Chunks of clay/sandstone
Safety goggles
• Review that all matter takes up space and has weight (mass).
• In this lesson we’re going to learn another thing that all matter has in common.
S OLIDS
1. Have children cut/smash/file solids, such as paper, wood, metal, rock, etc. into tiny
bits.
2. Smear soil on white paper and observe the fine specks.
3. Dissolve a lump of clay in water.
• Note that if we had the right tools we could keep breaking these things up smaller and
smaller, and if we could put them back together it’d be the same as what we started with.
• A tiny bit of anything is called a PARTICLE.
L IQUIDS
1. Have children squirt water from a spray bottle and see that we are breaking water into
particles.
2. Spray repeatedly at the same place and see the particles joining back together.
G AS /A IR
1. Use a straw to blow bubbles in a glass of soapy water. Observe how each bubble is a
package of air particles. As the bubbles break the air is joining back together.
DISCUSSION
• Everything could be divided into particles and put back together. All matter is made of
particles. PARTICULATE NATURE
o Note: with complex systems (electronics, living things) we can’t easily put it back
together because we are destroying the way they are put together
• If we keep cutting things in half eventually we get down to a particle so small that we can’t
cut it in half again or it will change what it is. We’ll learn more about this later.
• Can you see the tiniest particles?
o No, we can’t even see them with normal microscopes.
o For example, a grain of sugar or salt has millions of tiny particles in it.
o A larger lump of clay doesn’t have bigger particles, just more of them.
28
• Summarize the 3 attributes of matter learned so far.
NOTEBOOK I DEAS
• Illustrate how all matter is made of particles.

• Continue talking about particles and particulate nature as things are smashed or cut into
bits.
29
WEEK 20: THE DIFFERENCE BETWEEN SOLIDS, LIQUIDS, AND GASES
(Lesson A-4 Part 2)
MATERIALS
Ice
Precise scale/balance
Food coloring
2 glasses, one with hot water, one with cold water
DISCUSSION
• If all matter is made of particles, what makes something a solid, liquid, or gas?
o How strongly the particles stick together
o If particles stick together so tightly that they can’t move around, what would it be?
o If particles stick together but can still slip and slide around each other?
o If particles don’t stick together at all and can all go their own way?
• Why can’t you walk through the particles of a solid wall?
• Why can you move through water even though it’s a little difficult?
• Why is it so easy to walk through air?
• Why do things freeze and melt?
o The particles of everything are always jiggling and moving as much as they can. In
solids the particles are just so attracted to each other that they are held together.
(explain attraction with magnetic attraction)
o Particles jiggle and move around more when the temperature goes up, but how
strong they are attracted to each other stays the same for a given substance.
• Can you explain how this works with ice melting?
o Below freezing, the particles don’t jiggle much, so the attraction is able to hold
them together solid
o Above freezing, the jiggling is enough that the particles can slip and slide past each
other liquid
o Higher temperature, the jiggling is so much that they completely break away from
one another gas
• Have students explain in reverse with condensation and freezing.
• Are there other solids that can melt and turn back to solid? (rock/lava, iron)
• Does the weight change when something changes between solid, liquid, and gas?
o No, because weight is the weight of all the particles put together, and there’s still
the same number of particles, even if they take up more space.
o Demonstrate by weighing ice on a balance, letting it melt, and weighing it again.
• Clarify that we can’t feel this jiggling of particles and that it is different than mass
movements.
ACTIVITIES
• Play the “solid-liquid-gas” game. When the caller says solid, group hug; liquid,
handshakes; gas, run around. Can also say freeze, melt, evaporate, and condense.
• Show how temperature affects the jiggling and moving of particles: Fill one glass with
hot water and one with cold. Drop a single drop of food coloring into each glass at the
same time. Note the dispersion over time.
NOTEBOOK I DEAS
• Draw the particles in solids, liquids, and gases, illustrating the amount of attraction for
each state.
30
• Ask: What state of matter is this? Is it made of particles? How are those particles moving
around each other?
31
WEEK 21: REVERSIBLE AND NONREVERSIBLE CHANGES
(Lesson A-4 Part 3)
MATERIALS
Things to burn like paper/wood
Something to bake or cook, like an egg
Baking soda
Vinegar
Bottle
Balloon
• So far we’ve talked about reversible changes, like water/ice, where it can go back and
forth without changing what it is.
o Can you think of other examples of reversible changes?
• Can you think of examples that are nonreversible?
o Burn things and cool them. Cook an egg, Baking soda and vinegar, etc.
• Why are some changes reversible and some nonreversible?
o It depends whether the particles have been changed or not. Were they just
separated or stacked together or were they broken apart and changed?
• What are the 3 attributes of all matter?
• How can you demonstrate each of these attributes?
• If all solids, liquids, and gases are comprised of particles, explain what makes them
different? (attraction)
• How do particles act as temperatures increase? Decrease?
• What is going on as a substance freezes? Melts? What 2 factors are involved?
• Does the weight of something change when it melts or freezes?
• Can you feel the jiggling of fundamental particles, for example when catching a thrown
ball?
• Why are some changes reversible and some nonreversible?
NOTEBOOK I DEAS
• Draw an example of a reversible change and a nonreversible change and describe how they
are different in terms of the basic particles.
• Sort pictures into reversible and nonreversible changes.

• Point out reversible and nonreversible changes in cooking. Ask: Are the basic particles
changing or not? If not, then what is changing?
32
WEEK 22: DISTINGUISHING MATERIALS
MATERIALS
Pencil and paper
Spoons of plastic, metal, and wood
Magnet
Items made of various materials
Blindfold
ACTIVITY
• Look at your pencil. What is it made of? What other things in the room are made of wood?
(Make a list.)
• Repeat for metal, plastic, ceramic/clay/stone, glass, rubber, leather, and cloth, making
columns for each on a piece of paper.
DISCUSSION
• Analyze a metal, plastic, and wooden spoon.
• How do you tell these different materials apart? Coach in using all their senses, introducing
words/terms below when helpful to define the characteristics.
o Look
o Texture/Feel of surface
o Sensation of temperature
o Feel of hardness
o Relative weight
o Sound
o Strength
o Flexibility
o Elasticity
o Malleable/moldable
o Workability
o Transparent/translucent/opaque
o Magnetic
ACTIVITY
• Sort an assortment of items into categories according to its material.
o This can be repeated blindfolded.
NOTEBOOK I DEAS
• Draw or sort pictures of items of different materials and write/dictate how you can tell of
what material it is made.

• Continue identifying materials and discuss why a given material is used for a certain item
rather than a different material.
33
WEEK 23: WHAT IS AIR PRESSURE?
(Lesson A-6 Part 1)
MATERIALS
Balloons
Blindfolds (optional)
Air pump
For activity 1: Car made of Legos or anything else (must be able to attach a balloon)
For activity 2: Straw, potato
• Review particulate nature of matter, and that solids, liquids, and gases are different
because of how much the particles stick together.
• In gases, the particles don’t stick together at all. So what does this tell us about how close
the particles are together?
o There’s empty space between the particles.
• Start blowing up a balloon.
• What are we doing to the particles of air?
o Pushing them closer together. More particles are bumping against each other and
the balloon, increasing PRESSURE.
o This makes the balloon get bigger, or in the case of a bike tire, harder.
• Have a few blindfolded children (or with eyes closed) wander around an empty room,
bumping into each other and the walls. Then have (or imagine) many children do the
activity.
• When we force air particles closer together we are COMPRESSING air.
• What happens when you let go of the balloon?
o Air comes out because it always goes from high pressure to low pressure.
o Imagine we had lots of children bumping around in one room, and then opened the
door to another room that only had a few children in it.
o Will a balloon ever blow up by itself?
• Have children observe how it is easy to compress gas by squeezing on a balloon or ball.
• Can we compress liquids and solids?
o Try with a water balloon and some solid.
o Why not?
The particles are already close together so there’s no empty space between
them to push them closer/compress.
o Why is good that solids don’t compress? What would happen if they did?
ACTIVITIES
• Make a balloon powered car.
• Push a straw through a potato using air pressure.
http://coolscienceexperimentshq.com/straw-through-a-potato/
NOTEBOOK I DEAS
• Draw a picture of air inside a balloon versus outside of a balloon.

• Talk about what’s happening when blowing up a balloon or pumping up a tire/ball.
34
WEEK 24: AIR PRESSURE INSIDE AND OUTSIDE
MATERIALS
Straw
Glass of water/juice
Vacuum cleaner
Activity 1: Piece of paper, glass of water
Activity 2: Empty 2L bottle, long straw, clay
Activity 3: Empty bottle, hot water bath, ice bath
Activity 4: Sandwich bag, baking soda, vinegar, toilet paper
• Blow out and suck in cheeks.
• What are you doing with the air particles in your mouth when you blow out and when you
suck in?
• There is always air bouncing all around us but we don’t feel the pressure because it’s the
same on all sides.
o Hold your mouth is open to observe this.
• How can you blow out your cheeks?
o You put more air particles inside your mouth so the pressure pushes your cheeks
out.
• What happens with sucking in?
o The pressure inside the mouth is less than the pressure outside so it pushes in.
• What about sucking with a straw?
o Making less pressure at the top of the straw so the outside air pressure pushes the
liquid up the straw
• Could we use a straw in outer space?
o No, because there’s no outside air pressure.
• Imagine gas particles bouncing around in a container. Now you take some out and create
less pressure. Less pressure inside than outside is called a VACUUM.
• How does a vacuum cleaner work?
o Run a vacuum.
o Observe how a blower forces air out and makes a vacuum (lower pressure) inside.
Outside air goes from higher pressure outside to lower pressure inside. Dust goes in
and is caught by the filter and the air is blown back out
ACTIVITIES
• Fill a glass with water. Put a scrap of paper over the mouth and hold in place while
inverting the bottle. Let go of the paper. How does this work? Would this work in outer
space?
• Fill a 2-liter soda bottle half full of water. Take a long straw and insert it in the mouth.
Wrap a lump of clay around the straw to form a seal. Blow hard into the straw—then
stand back. Your blowing increases the air pressure inside the sealed bottle. This higher
pressure pushes on the water and forces it up and out the straw.
• Crush a bottle by putting some hot water in it, then putting it on ice.
• Burst bags with air pressure. https://littlebinsforlittlehands.com/bursting-bags-outdoor-
science-experiment-popping-burping-fun/
35
NOTEBOOK I DEAS
• Illustrate how breathing, drinking through a straw, and vacuuming work in relation to air
pressure.

• Talk about what’s happening when drinking with a straw, vacuuming, and breathing.
36
WEEK 25: AIR, ATMOSPHERE, AND WIND
(Lesson A-6 Part 4)
MATERIALS
For activity: Jar, balloon, rubber band, straw, card paper
DISCUSSION
• Review the Earth’s atmosphere from lesson A-3.
• Outer space is a vacuum (why astronauts wear spacesuits), so why doesn’t the atmosphere
go into that vacuum?
o Gravity
• If air has weight and it compresses easily, what will happen to a tall stack of air?
o Think of (or demonstrate) with a bunch of kids piled on top of each other. How
does it feel to be on the bottom?
o Air particles are smashed closer together (higher pressure) at the bottom and are
further and further apart (lower pressure) as you go up.
o This is why your ears pop when going up or down in elevation. (website)
• A barometer measures the air pressure, or the weight of the atmosphere at any place.
(image)
o At the level of the ocean the air pressure is 14.7 lbs/sq in
o Video of Magdeburg hemispheres- held together by air pressure; if done in outer
space the hemispheres wouldn’t be held together at all.
• What makes wind blow?
o Differences in pressure to move air from high to low pressure (weather map)
o Monitoring air pressure changes tells us what the weather will be like.
ACTIVITY
• Make a barometer. http://www.sciencekids.co.nz/projects/barometer.html
NOTEBOOK I DEAS
• Illustrate and dictate a sentence about something that we learned: air pressure at different
elevations, ears popping, barometers, Magdeburg hemispheres, wind, etc.
• What are you doing to air particles as you blow up a balloon?
• Is compressed air a different kind of air? What is different about it?
• Why is air easily compressed but liquids and solids are not?
• How does a vacuum cleaner work?
• Why does the wind blow?
• What is happening as you drink through a straw?
• Why do your ears pop when going up or down a hill?
• How does air pressure change when you go up in elevation? Why?
• What does it mean that the air is thinner at higher elevations?
• What does a barometer do?
• Why do astronauts have to wear spacesuits?
• Does air flow from high to low pressure or low to high pressure?

• Talk about what’s happening when feeling your ears pop with elevation change.
• When you feel the wind blow, ask why that’s happening and which direction is the low
pressure and which direction is the high pressure.
37
WEEK 26: AIR IS A MIXTURE OF GASES (MIXTURES AND CHEMICAL
REACTIONS)
MATERIALS
Candle
Bit of clay
Lighter/matches
Soup bowl with ½ c water
Clear glass that can be inverted over the candle
Baking soda
Vinegar
Tinkertoys/Legos/other building set
For chemical reaction activities: Eggs; 6% hydrogen peroxide, yeast, liquid dish soap, warm
water, bottle, food coloring; penny, vinegar
For mixture activities: water, sand, salt, milk, vinegar
• We learned that air is a gas so it is made of particles that aren’t attracted to each other.
Are the particles of air all of one kind or is it a mix of two or more kinds? How could we find
out?
• Mount and light a candle in a bowl. Add about ½ cup water. Then cover with the
inverted glass.
o Why did the candle go out?
o What is needed for fire/burning? What is the fuel?
Wax (not the wick) and a gas from the air- OXYGEN
• Light a candle away from drafts. Mix 1 T baking soda and ¼ cup vinegar in the glass.
After it is done fizzing, slowly “pour” the gas that has formed in the glass over the
candle.
o Explain that the fizz was another gas that was made by vinegar and baking soda-
CARBON DIOXIDE. Since this gas is heavier than other gases in the air it accumulates
in the glass and can be poured out. This blocks the flame’s access to oxygen.
o If we measured the gases in glass after the candle went out we would find it high in
CO2 because it is produced during burning.
• What are the gases we’ve learned about so far?
o Oxygen which is needed for burning (about 1/5 of the air)
o Carbon dioxide which is produced by burning (a tiny bit about 1/2500)
o The rest is mostly nitrogen, with some water vapor and pollutants
o Wind keeps these all stirred together.
• Light a candle, and explain in more detail:

o Wax and oxygen are consumed. Carbon dioxide is produced. Energy is released.
o The basic particles of wax are called MOLECULES. Almost everything is made of
molecules.
o Molecules are made of smaller particles called atoms, which are like
TinkerToys/Legos. There are about 100 different kinds and they can be put
together in many different ways to make different molecules. Atoms are what
everything is made of.
38
o Wax molecules are mostly made from carbon atoms. When wax burns these
molecules break apart and each of the carbon atoms combines with oxygen atoms
to make carbon dioxide.
The atoms don’t change; only the way they’re arranged.
Show with TinkerToys/Legos breaking apart and reforming into new
structures.
This is called OXIDATION.
o When these carbon atoms break apart they release stored potential energy as heat
and light.
• This is a chemical reaction. How is it different than mixing two or more ingredients?
o Mixing doesn’t break down or form new molecules, or give off energy. Chemical
reactions change the ingredients and give off energy.
o Although we may have to mix ingredients to get them to chemically react.
ACTIVITIES
• Perform and discuss some chemical reactions: baking soda and vinegar, cooking an egg,
elephant toothpaste, vinegar on pennies.
• Perform and discuss mixtures: Put sand in water and filter it out. Put salt in water, and
taste it to see that it hasn’t changed. Separate milk into curds and whey with vinegar.
https://gosciencegirls.com/curds-whey-ricotta-cheese-edible-food-science-kids/
NOTEBOOK I DEAS
• Illustrate what is being consumed and what is being produced by a burning candle.
• Dictate a sentence about what gases make up air.
• Model a candle’s burning on the molecular/atomic level.
• Draw an example of a chemical reaction, illustrating the change in substance and energy
given off.

• Draw attention to the air and ask what gases make up the air.
• Point out chemical reactions and mixtures happening in the kitchen and beyond.
39
WEEK 27: HOW IS A CANDLE BURNING LIKE LIVING THINGS USING
ENERGY?
MATERIALS
14-28 of a small, relatively uniform object, such as ping pong balls or math counting
manipulatives
• How is a candle burning (releasing kinetic energy using oxygen and carbon) like our bodies?
o Our bodies use oxygen we breathe in and breathe out carbon dioxide. Most of the
food we eat is made of carbon atoms.
• So why do we breathe and eat?
o To get energy by breaking down the food and combining it with oxygen to breathe
out carbon dioxide (oxidation).
• Why would choking or drowning kill you?
o Compare to putting out the candle flame in the jar.
• This is the energy source for all animals, so all animals (including fish) need food and
oxygen.
• Count your breaths for 1 minute. Do vigorous jumping jacks for 1 minute. Count breaths
for the next minute.
o Discuss why breathing rate increased. To break down more food for more energy we
need to breathe in more oxygen and breathe out more carbon dioxide.
• When animals breathe or when things burn (forests, fuels, etc) they use oxygen and make
carbon dioxide. Over time what would happen to our atmosphere if this were all that was
happening?
• What keeps all the oxygen from being used up and there being too much CO2 in the
atmosphere?
o Plants. Photosynthesis is the reverse of oxidation.
• Show diagram of carbon cycle and have students trace the loops.
• What is the energy source for all of this?
o Sun
ACTIVITY
• Role play the carbon cycle, using this or a modified version for fewer students.
https://www.calacademy.org/educators/lesson-plans/carbon-cycle-role-play
• Is air all one gas, or several gases mixed together? How do you know?
• Why does a flame go out when a glass is put over it? How is this like an animal suffocating?
• How is a candle flame like our eating and breathing?
• How are eating and breathing connected?
• Why does exercise make us breathe harder?
• Could you live if the atmosphere was all carbon dioxide? Why not?
• How is the air you inhale different from the air you exhale?
• How do plants keep the atmosphere constant?
• How are the atmosphere and biosphere connected chemically?
• What is the carbon cycle?
NOTEBOOK I DEAS
40
• Dictate a sentence about what was learned.
• Draw a simple sketch of the carbon cycle.

• Why are you eating? Why are you breathing?
• Why does exercise make you breathe hard?
• Point out breathing, plants, burning, etc. and reinforce the idea of the carbon cycle.
41
WEEK 28: EVAPORATION AND CONDENSATION
MATERIALS
Wet towel or laundry
Covered container
Bowl
Dinner plate
Bottle
Various liquids to see whether they evaporate
Ice water in a glass or jar
Mirror/window
For activity: Salt, food coloring, water
• Hang up laundry or something wet.
• Review that water (like all matter) is made up of particles/molecules.
o So where do these particles go? Do they disappear?
o They go off into the air.
• Define EVAPORATION/EVAPORATE- liquid turning to gas and WATER VAPOR- water in gas
form.
• What is an experiment we could do to demonstrate that water particles go into the air?
o Put ¼ cup water into a covered container, soda bottle, small bowl, and dinner
plate. Place in same location and observe rate of disappearance of water over
the next day.
• Water molecules are mixed in the air molecules.
• Explain high and low HUMIDITY.
• If water particles are going into the air we should be able to see them come back out.
• Watch formation of water droplets on a glass of cold water.
• Exhale on a glass surface.
• This water is the water droplets coming out of the air.
• Define CONDENSATION and CONDENSE.
• Stress that water particles don’t change with evaporation and condensation. They only
separate and come back together.
ACTIVITIES
• Salt water painting: mix warm water, salt, and food coloring and use to paint.
o Explain how this uses evaporation. Look at salt crystals left behind when it dries.
• As desired, test other variables on the rate of evaporation, such as added energy (put ¼
cup water on 2 plates, one in the sun and one in shade), air movement, increased
temperature, etc.
o Remember to test only 1 variable at a time.
• Test whether various liquids will or won’t evaporate. Note that smells are gas form of
evaporated liquid.
• Model evaporation with the game from Week 20. Go from hand holds to going off on
their own one at a time since evaporation is gradual. Model in reverse for condensation.
NOTEBOOK I DEAS
• Draw pictures of water evaporating and condensing and dictate a sentence to explain.
• Explain how different variables effect evaporation.
42
• Stress the idea of evaporation when hanging laundry, seeing wet pavement dry, etc.
• Do the same for condensation whenever water gathers on a cold item or noticing dew.
• Call attention to factors affecting evaporation and condensation.
43
WEEK 29: THE WATER CYCLE
(Lesson A-8 Part 3)
MATERIALS
For activity: Plastic ziplock bag, blue food coloring
DISCUSSION
• How do we see evaporation and condensation in nature?
o Think about oceans, lakes, rivers, wet ground, and clouds and rainfall.
• Show diagram of the water cycle and follow the path.
o Emphasize the necessary input of solar energy.
ACTIVITY
• Draw a picture of the water cycle (or use the notebook page) and mount it vertically in
a sunny place behind a sealed plastic baggie containing about ¼ cup water with blue
food coloring. See https://www.teachingideas.co.uk/water/the-water-cycle.
• Go for a nature walk to look for the water cycle in action.
• Think of an example of evaporation and condensation. What was happening to the water
particles?
• How does temperature affect evaporation? Condensation?
• What is high/low humidity?
• Why do we use hair dryers? Clothes dryers? How do they speed up evaporation?
• Why don’t wet clothes dry when you leave them in a pile?
• If you don’t want something to dry out, what should you do?
• Why is there dew even if it didn’t rain? Where did the water come from?
• What does rainfall have to do with evaporation and condensation?
• Why does moving air/wind increase rate of evaporation?
• Why does heat increase the rate of evaporation?
• Rain comes from high up in the sky. How do the water particles get that high up, since they
evaporate from the ground?
NOTEBOOK I DEAS
• Draw a simple sketch of the water cycle.

• Ask what’s happening to the water particles when it rains or when the ground dries after a
rain. Use the words evaporation, condensation, and water cycle.
44
WEEK 30: SOME THINGS DISSOLVE: SOLUTIONS AND MIXTURES
MATERIALS
Packets of powdered beverage or sugar
Salt
Flour/cornstarch
Clear cups or glasses with water
Spoon
Various drinks
Various materials to test if they will dissolve or not
Cooking oil
Dish soap
For activity: candy
• Dissolve sugar or powdered drink into water. Smell and taste it.
• What happened to the granules?
o Molecules break apart and mix in with the molecules of water.
• Define DISSOLVE and SOLUTION
• Is this a chemical reaction or a type of mixing?
o A special type of mixing, because the particles break down all the way to
molecules, so the solution appears clear.
Contrast with a bit of flour mixed in water. (mixture, not a solution)
• Ask whether various drinks: milk, cola, fruit juices, colada, etc. are solutions or
mixtures.
o Is it clear or cloudy?
o They may contain several different things dissolved
• Solids, liquids, and gases can all dissolve.
o E.g. Fizz from CO2, Oxygen in water for fish to breathe, alcohol in beer
• Could dangerous things be dissolved in water?
o Define POLLUTED and PURIFIED.
• Test various other substances to see if they dissolve.
• Why don’t some things dissolve? Are they not made of tiny particles?
• The particles are too tightly joined for water to get between and separate them.
• Define SOLUBLE and INSOLUBLE.
• Try dissolving oil in water.
o Oil particles repel water particles (like poles of a magnet)
• Now add some detergent/dish soap.
o Soap attracts both water and oil particles so they can spread out in the water.
o This is how soap can clean your body and greasy dishes.
ACTIVITY
• Compare how fast candy dissolves in the mouth, with and without chewing.
NOTEBOOK I DEAS
• Make lists/draw pictures of soluble and insoluble substances.
45
• Point out and ask about instances of solutions and mixtures: different drinks, cooking,
filtering water, streams and mud puddles, etc. and review concepts.
• When opening a pop, ask: where are the bubbles coming from?
46
WEEK 31: CRYSTALLIZATION
(Lesson A-9 Part 3)
MATERIALS
Salt and water
Dark colored plates; OR glass, drinking straw/stick, paper towels; OR glass, pipe cleaners
Magnifying glass
For activity 1: Salt solution, plate OR jar and construction paper, tinfoil, undisturbed
location
For activity 2: Salt solution, plate OR jar, Epson salt
For activity 3: Salt solution, black paper, oven
• How can we tell if something is dissolved in water? Color, smell, taste
• Here’s another way:
o Dissolve 1 T salt in water in a dark plate/bowl
o Or wrap a straw/stick in paper towel and put one end in a glass of salt solution
and the other extending out.
o Or grow crystals on pipe cleaners bent into the shape of a rainbow, snowflake,
bunny, or any other shape dipped into a supersaturated salt solution.
o Once the water evaporates examine the salt crystals with a magnifying glass.
o Have students explain what happened.
• Define CRYSTALLIZED and CRYSTALLIZATION.
• Look at diagram of water cycle from Week 29.
o Why are oceans salt water but lakes, streams, rivers, etc. fresh water?
o The water cycle replenishes water on the land and purifies it.
• Blood is a solution and a mixture.
o It is water with food particles, oxygen, carbon dioxide, and other things dissolved.
o Other things like red blood cells are mixed in but not in solution.
• Is pee a solution?
o Yes, it has waste products from the body that are filtered out of the blood by the
kidneys.
• Limestone caverns are formed by limestone dissolving in water and re-crystallizing in
stalactites and stalagmites. Look at pictures.
ACTIVITY
• Grow large crystals: Put salt solution on a plate and cover it most of the way to slow
evaporation. Or put it in a mostly closed jar with a piece of construction paper
extending out of the solution. Leave undisturbed for about 2 weeks.
• Grow long crystals with Epsom salt.
• Make a secret message with saltwater on black paper. Put it in the oven on low to dry
the water and see the salt crystal message.
NOTEBOOK I DEAS
• Draw what happens to the particles as a substance 1) dissolves and 2) as it crystallizes as
water evaporates.
• Dissolve something in water and ask students to define what is happening and describe in
terms of the particles.
• Is ___ a solution or a mixture? How can you tell?
47
• What does it mean for something to be soluble? insoluble?
• What are 4 ways to detect if something is dissolved in water?
• As water with salt in solution evaporates, what happens to the water? to the salt?
• Why isn’t rain salty?

• Use any interactions with water to discuss the water cycle.
• As children wash, note whether the “dirt” makes a solution or mixture. Is the water
polluted?
48
UNIT 5: PHYSICS
WEEK 32: SOUND AND VIBRATIONS
(Lesson C-2 Part 1)
MATERIALS
Rubber bands of various sizes
Bells/tuning forks/other things that produce a tone when plucked or struck
Stringed instruments
For activity: Materials to make a musical instrument or wind chime, such as glasses with
varying amounts of water, various sizes of bars/tubes of metal/keys/shells/drift
wood/spoons/bottle caps and string, small box and rubber bands
• Listen to the sound of plucking rubber bands of different sizes.
• What produces the sound?
o Watch the band as it is plucked.
o Define VIBRATION- something moving back and forth quickly.
• How can we make different pitches with the rubber bands?
o Define TONE (any prolonged note) and PITCH (refers to exactly what the note is)
o Have children experiment with different rubber bands and stretching them to
different degrees.
• What causes the difference in pitch?
o Observe a band with a low pitch compared to one with a high pitch.
o Define FREQUENCY (how many times it vibrates each second).
• Have children examine and test various musical instruments that produce a tone when
plucked or struck.
• Why does touching the instrument damp the sound?
o It stops the vibrations.
• How does your voice work?
o Show picture of human larynx.
o We push air over the larynx and tighten or loosen the vocal cords to make different
pitches.
o Have children feel the vibration of their own vocal cords
• Experiment with a stringed instrument.
o How are the strings tuned?
Tightening raises pitch, loosening lowers pitch
o How are they played to give higher or lower notes?
Putting a finger on a fret shortens the string and gives higher note
o How are the strings for high and low notes different?
Thinner and thicker
o Since pitch is determined by frequency, these things must affect the frequency.
What things increase the frequency? What decreases the frequency?
o Does this apply to other instruments?
Yes, larger instruments give lower notes.
Look at and listen to various sizes of flutes or various brass instruments.
• Demonstrate how pitch remains the same as the tone fades.
o What does this mean in terms of vibrations?
49
Frequency remains constant. Amplitude becomes less and less. Define
AMPLITUDE.
o Observe with rubber bands that width of blur decreases with the sound.
• Playact the terms
o Move arms up and down to represent vibration
o Increase speed of up and down movement to increase frequency, raising pitch
o Increase distance that the arm in moved up and down to increase amplitude,
making it louder
ACTIVITY
• Design an instrument, like a Kleenex box guitar or pieces of metal/keys/shells arranged
into a wind chime: https://www.diycraftsy.com/diy-wind-chimes/ or this:
https://littlebinsforlittlehands.com/water-xylophone-sound-science-experiment-kids/
• Physics of musical instruments lesson + SQUILT lesson:
https://elementalscience.com/blogs/science-activities/physics-of-music
• Use this lesson to springboard into musical lessons, staring with recorder, piano, or
another simple instrument.
NOTEBOOK I DEAS
• Draw a diagram of a string vibrating.
• Define frequency and how it makes a certain pitch.
• Define amplitude and how it makes different volumes.

• When they hear a sound, ask what is vibrating?
• Analyze more instruments.
• Consider how other animals, including insects, make sounds.
50
WEEK 33: SOUND IS A FORM OF MOVEMENT ENERGY
(Lesson C-2 Part 2)
MATERIALS
3-4 ft strip of molding with groove to roll marbles down
Marbles
Spoon
String
Stringed instrument and another string tuned to the same pitch
Bat (or stick) and ball
For activity: string/fishing line, cans/cups with a hole drilled in the bottom
• We’ve learned vibrations are what make sound. But how do the vibrations get from the
string or whatever else to your ear so you can hear them?
• Level a 3-4 foot strip of grooved molding. Place 3 -4 marbles in the groove around the
center almost touching.
• Roll another marble into the other marbles and see what happens.
• Repeat at various speeds.
• Why do the marbles do this? What kind of energy is this and how is it passed?
o Movement energy passed as the moving marble transfers energy to another marble
• Tie this into vibrations getting from the vibrating object to your ear:
o Review that air is a substance and has a particulate nature.
o Do you think that the particles of air might behave like the marbles?
o The vibrating object causes a vibration of the air particles all the way from the
object to your ear.
• Show a diagram of the eardrum and explain how it vibrates and our brains recognize this
as sound.
• Sound can travel through liquids and solids, too.
o Tap on one end of a table while student puts an ear to other end. Compare with
listening through air.
o Tie a spoon to the middle of a 2 ft piece of string. Hold the ends of the strings
against your ears while bumping the spoon on things. Biology for Every Kid
Experiment 81
o Why can you hear better through a solid?
Particles closer so vibrations travel better
• Can sound make things move?
o Show how a string tuned to the same pitch as a plucked string will also vibrate.
o Your eardrum. Listening to loud noises too much can actually damage your ear.
• Is sound a form of energy?
o Yes, it could be considered a form of movement energy.
• Analyze energy transfer of a bat hitting a ball. Some energy is transferred as sound.
• Address questions- see section in book (bangs vs tones, flutes, sound vs light waves, speed
of sound vs light, echoes, telephones, recording and playing sound, inaudible dog whistles)
ACTIVITY
• Make a tin can telephone. http://www.sciencekids.co.nz/projects/stringphone.html
NOTEBOOK I DEAS
• Illustrate/dictate how sound travels from the vibrating object to the ear.
• Draw the basic structure of the ear and describe how we hear sound.
51
• What causes sound?
• Why will a bell made from soft clay not give a tone when struck?
• What is the reason for 2 tones having different pitches?
• What is the reason (in terms of vibrations) for a tone being loud or soft?
• How do we make sounds with our voice?
• Why do different strings on a guitar give a different pitch?
• Why does pushing on the different frets of a guitar give different pitches?
• How does sound get from a vibrating object to your ears?
• How does the ear hear sound?
• Why do you hear thunder after you see lightning?
• How are tones different from bangs?
• Why don’t we hear sounds from the sun or anywhere else in space?
• Is sound a different form of energy or a special type of movement energy?

• Notice the delay between thunder and lightning
• Periodically ask, “How did you hear that?” Use the opportunity to review how sound travels
through air.
52
WEEK 34: WHAT IS THE DIFFERENCE BETWEEN MATTER AND ENERGY?
(Lesson C-4 Part 1)
MATERIALS
Items to demonstrate solid, liquid, gas
Bathroom scale (or a more accurate scale or balance)
Items that depict forms of kinetic energy (lamp, heater, spring, rubber bands)
For activity: Materials to do any chosen experiment that involves matter and energy
DISCUSSION
• Use items illustrating solids, liquids, gases. (blocks, container of water, balloon
filled with air) to review the 3 states of matter and that all matter is made of
particles. (A-2)
• What else can we say about all matter? (Review that it “takes up/occupies space” and
then that “it has weight/mass”) (Review A-2.3 and A-3.1)
o Is there a limit to how much ____ you can put in a box?
o Is there a limit to how much water you can put in a bottle?
o Is there a limit to how much air you can put in a balloon without it bursting?
• Summarize 3 attributes of matter: particulate nature, occupy space, have mass
• Does energy (heat, light, electricity, and movement) also have these attributes of matter?
o Can you put light into a container, cover it, and take it into a dark room and let it
out?
o Can you blow up a balloon with light?
o Does a bucket sitting in the sun fill up and overflow with light?
o Does a ball get heavier or larger as it is thrown?
o Does a spring under tension take up more space or weigh more than when it was
not under tension?
o Does a battery get lighter or smaller when the electricity is drained out of it?
• How then do we know kinetic energy exists?
o How will heat change raw eggs?
o What will heat do to water? Ice?
o What does electricity do as it goes through a light bulb? Motor? Heater?
o What does flowing water do to a water wheel?
o What does wind do to a windmill?
o What does light do to plants?
o What does light do for a solar calculator?
o Summarize: Energy makes things (matter) go, work, move, or change.
• What would the world be like without energy?
• What would the world be like without matter?
• Reinforce that matter is not changed to energy and energy cannot be changed to matter.
• Test any of the questions from above that are confusing to the student. Such as: weigh
things before and after putting energy into them. For example, a windup toy or
something that has been heated up.
ACTIVITY
• Do pretty much any experiment (blow something up, burn something, cook something
etc.) and discuss what is the energy and what is the matter?
• What is matter?
• What are the attributes common to all matter?
53
• What are the forms of kinetic energy?
• How is energy different than matter?
• What will energy do to matter? Give examples.
NOTEBOOK I DEAS
• Dictate a sentence and illustrate how energy and matter are different.
• Draw a simple event (E.g. A bat hitting a ball) and label matter and energy as separate.

• How could you show ___ (some type of matter) has the 3 attributes of matter?
• Does ___ (energy) take up space, have weight, or have a particulate nature? Explain how
we know this.
• Analyze a machine in terms of matter and energy.
• When cooking ask: What is the form of matter? What is the form of energy? How is the
energy affecting/changing/moving the matter?
54
WEEK 35: WHAT IS INERTIA?
(Lesson C-5 Parts 1&2)
MATERIALS
1-2" diameter ball
Tray with rim
Ice cube
Stuffed animal/beanbag
Bowl
Piece of paper
Glass of water
Skateboard/scooter
DISCUSSION
• What does it take to get ___ (some object) to move?
o Brainstorm a list.
• All these ways basically do one thing. What?
o They exert a force, a push or pull.
• Things do not move unless a force is applied.
o Discuss examples of things starting to move (car, person, ball). Identify the force.
• Pose examples of moving things that keep moving.
o What happens to a ball after you throw it?
o What do you have to do to stop it?
o What do you have to do to make your bike stop?
• Things keep moving unless a force stops them.
o One force that can stop them is FRICTION- the force created when things rub
together.
o So if there is no friction or other force to slow them down, things will keep moving
forever. Can you think of anything that does this?
Earth rotating and orbiting
• Summarize what we learned: Things don’t start or stop moving unless a force acts on them.
o Define as INERTIA and the FIRST LAW OF MOTION.
• Add this to the list of the properties of matter.
• How is inertia related to energy?

o Movement is a type of energy. Energy has to come from somewhere. So to start
something moving, energy must be used. A push or pull (force) is a way movement
energy is put on an object. That force can be from humans, machines, gravity, or
magnets.
o When something is moving, it has movement energy. To slow or stop it the
movement energy must be removed. It can be removed by a counter force or
friction.
• How much force (and therefore energy) is needed to overcome inertia (to start or stop an
object) is proportional to the weight of the object and the speed that it’s moving.
o Demonstrate by pushing on light and heavy objects.
ACTIVITIES
• Place a small ball in the center of a tray on the floor. Give the tray a little jerk and note
what happens to the ball. Place the ball against the rim of the tray and move the tray
slowly so the ball is pushed along. Stop the tray suddenly and note what happens to the
ball.
55
• Do a similar activity with an ice cube on a tray. Mark a path on the tray and try to get
the ice cube to follow it by only jerking the tray.
• Bombardier- drop a “bomb” (any soft object) into a bowl while walking past it, without
slowing down or moving your hand.
• Yank a sheet of paper from under a glass of water without spilling the water.
• Run and jump on a skateboard or scooter.
o What keep you going after you jump on?
• How does it work when
o We kick mud of our boots?
o A dog shakes water from its fur?
o We are pitched forward when a car stops? Why should you wear seat belts?
o You are pushed back in the seat when a car speeds up?
o A hammer pounds in a nail?
• When you can’t find something you were playing with, why should you try to think where
you left it? Why should it still be there?
• When you trip why do you always fall forward?
• How does inertia relate to energy?
• Why does a bigger car require a bigger engine and more fuel?
NOTEBOOK I DEAS
• Draw examples of things not moving or stopping moving unless a force acts on them, and
write the word that defines this.
• Draw and describe how inertia relates to movement energy: Energy must be put in to start
movement and taken out to stop movement.

• Use the word “inertia” to describe common actions that make something start or stop
moving.
• How does it work when
o We kick mud of our boots?
o A dog shakes water from its fur?
o We knock something from a spoon by banging it on a bowl/pot?
o We shake out a rag?
o We are pitched forward when a car stops?
o You are pushed back in the seat when a car speeds up?
• Watch sports and discuss the players’ and the ball’s movement in terms of inertia.
56
WEEK 36: WHAT IS FRICTION?
(Lesson C-6 Part 1)
MATERIALS
Ramp (smooth flat piece of wood or metal leaned against a step)
Things to slide down ramp such as: wood and plastic blocks, books, chalkboard eraser, large
rubber eraser, ice cubes
Access to observe a bike with rim brakes
For activity: shoes, spring scale, something heavy to load shoes such as a full water bottle
• Let students slide things down a ramp. Make it steep enough so at least some things
slide.
o No rolling objects yet
• What determines whether or not the item will slide?
o Have students come up with a definition for FRICTION. (the resistance of one
surface to move over another)
o Note that there can be lots of friction or almost no friction.
• Test the relative friction between the surface of the ramp and surfaces of various
objects.
o Watch out for saying that a particular object has friction; it’s between 2 surfaces.
• Can you think of some examples of friction in everyday life?
• When would we want to have lots of friction?
o Think about walking. Do you want to slip? Floors and shoes.
o Look at brake pads on bikes and brake discs on cars/motorcycles.
• When would we want to have very little friction?
o Think about pushing/pulling something over the ground.
o How do wheels help reduce friction? (This is next week’s topic.)
ACTIVITY
• Measure the friction of various shoes by dragging them with a spring scale (Load shoes
equally, such as with a full water bottle.)
NOTEBOOK I DEAS
• Record results from experimentation with items sliding down ramp.
• Define and illustrate friction.
• Illustrate and describe a situation where we want lots of friction and one where we don’t.

• Look for experiences with friction in everyday life: playing on a slide, walking on slippery
surface, braking a bike
57
WEEK 37: WHEELS AND FRICTION
(Lesson C-6 Part 2)
MATERIALS
Ramp
Items to slide down ramp from last week
Marbles/small balls
Small wheel (or disc from cardboard box)
Race of ball bearings (used from repair shop or just look at some on a vehicle/image online)
Several pencils
Tinker toys or similar toy with wheel and axle
For activity: Clothesline cord, action figure, pulley wheel
• Compare sliding and rolling items on the ramp.
• Why should a rolling item go down the ramp faster than a sliding item?
o Take a wheel or cardboard disc, mark a point on the edge, and observe how it
rolls, that there is no sliding!
• Think about how much work it must have been for people before wheels were invented.
o Read about Egyptians building pyramids using ramps, Stonehenge using logs to roll
heavy stones, and primitive wheels.
o Experiment with this by pushing an object on a ramp, over pencils, and by
making wheels and axles from Tinker toys.
o How did things change when the wheel was invented?
• Wheels still have some friction where the wheel slides against the axle. How could we
reduce that friction?
o Look at ball bearings and talk about how they reduce friction.
• What are some examples in real life where surfaces are sliding and we can’t put in wheels
or ball bearings?
o Door hinges
• How can we reduce friction between the surfaces?
o Oil, grease, lubricant
o Experiment with putting some sort of lubricant (or butter) and sliding something
with and without it.
• Friction between two surfaces can cause squeaks.
o Find an example.
o Why is it important to grease the surfaces? Because otherwise the parts are tearing
each other apart. For example in an engine
ACTIVITY
• Zip line for toys. Do it without the wheel pulley system first to contrast friction while
sliding vs rolling. https://littlebinsforlittlehands.com/toy-zip-line-homemade-outdoor-
zip-line-play-idea/
NOTEBOOK I DEAS
• Draw and describe how wheels reduce friction.
• Draw and describe why oil/grease/lubrication is important.
58
• Discuss the importance of wheels whenever using them.
• Talk about why we oil things.
59
WEEK 38: FRICTION PRODUCES HEAT
(Lesson C-6 Part 3)
MATERIALS
2 wood blocks/pieces
Sandpaper
Cloth
Heavy door
Wad of paper
For activity: Stick, soft piece of wood (like cedar), tinder (like coconut fibers or lint)
• Have students rub their hand firmly against cloth.
o What do you feel?
o Take it further by rubbing a wood block on wood, sandpaper, or cloth. Feel the
surface.
• Watch a video of starting a fire by rubbing sticks together.
• What do these examples show?
o Friction produces heat.
• How/Why?
o There is energy in motion. To slow motion, energy must come out. So friction
changes movement energy to heat energy.
• Why in a machine or engine do we want to reduce friction?
o We want the energy in the machine to be used to make the machine go. Heat
energy is just wasted energy that doesn’t go towards what the machine is supposed
to do.
o Think about pedaling a bike for example. Friction wastes your energy and doesn’t
make the bike go. (Like biking with the brakes rubbing.)
• Review the energy flow: how sun enters, moves through, and ultimately exits the system as
heat.
• Many technological improvements have been made and are continuing to reduce friction,
and thus waste less energy.
• So there are 2 things that need to be overcome to make something move: inertia and
friction
o Push on an heavy door (mostly inertia). Then put a wad of paper under the door
and push it open (friction)
• Another difference between friction and inertia is where the energy goes.
o Where does the energy go that overcomes friction?
• Heat
o Where does the energy go that overcomes inertia?
• Movement energy
ACTIVITY
• Try to start a fire by rubbing sticks together.
o https://survivial-training.wonderhowto.com/how-to/make-fire-by-rubbing-two-
sticks-together-0140187/
NOTEBOOK I DEAS
• Draw/describe how friction produces heat and where that heat goes, for example in
starting a fire by rubbing sticks.
60
• Point out instances of heat being produced by friction.
61
WEEK 39: WIND AND WATER RESISTANCE
(Lesson C-6 Part 4)
MATERIALS
For activity: Several sheets of scrap paper
DISCUSSION
• Moving through air or water also is a case of friction.
o 2 aspects: the air/water sliding over the surface of the object and TURBULENCE-
waves and swirls created as something passes through.
• What type of shape will move the best through air/water?
o STREAMLINED- smooth, tapered like a fish to minimize bumps that catch air and
create turbulence
o Look at the shape of fish, cars, boats, airplanes.
o Watch wind tunnel testing
• Heat is caused by friction from wind/water, but usually it’s not enough to notice.
o Except for rockets returning to Earth and “shooting stars”:
https://www.youtube.com/watch?v=zkglsg0K1IY
ACTIVITY
• Experiment by dropping pieces of paper folded different ways:
HTTPS://LITTLEBINSFORLITTLEHANDS.COM/AIR-RESISTANCE-STEM-ACTIVITY-AIR-FOILS/
• What is friction?
• In what situations do you want lots of friction? Not much friction?
• Friction turns motion energy into what?
• How does friction waste energy?
• How do brakes work to slow you down?
• What makes a door squeak or a machine squeal? How can you fix it?
• What are the ways of reducing friction?
• Why do we use oil in engines, wheel bearings, and other places?
• Why was the invention of the wheel so important?
• If there was no friction, would things start flying around by themselves? What other factor
is involved?
• Why do swings, spinning tops, etc slow down and stop? What happens to the energy as they
slow down?
NOTEBOOK I DEAS
• Draw an example of something with a streamlined shape and describe why it is important.

• Look at cars, racecars, boats, buses and talk about streamlined shapes.
• Discuss the streamlined shape of fish.
62
WEEK 40: PUSH PUSHES BACK
(Lesson C-7)
MATERIALS
Heavy door that can be pushed open
Heavy piece of furniture (preferably on a tile floor)
Ball
Balloons,
For activity 1: 2 liter bottle, bike pump, cardboard
For activity 2: Skateboard or similar, smooth flat surface to put skateboard on, things to
throw from skateboard such as balls or rocks
For activity 3: Balloons, Legos (or other toys) to build a car that can attach a balloon
• Have student stand facing a door with feet together and toes as close to the door as
possible. Have him push the door hard. He has to step back to not fall over.
• Push a heavy piece of furniture while standing vertically, and on a slippery surface.
• Stand vertically and give a ball a hard throw.
• What do all these examples teach us?
o Push pushes back.
• How hard are you pushed back?
o Experiment with the door, pushing gently and slow vs. hard and fast.
o Push pushes back and with equal force.
• This concept of “push pushes back” is what makes rockets and jet engines go.
o Demonstrate by blowing up balloons and letting them go around the room.
o What is happening? In which direction is the balloon pushing air out? So when the
push pushes back which direction is the balloon pushed?
o Rockets and jets burn fuel and push the air and water produced out the back. So
how does that move the rocket or jet forward?
• Analyze other examples (videos)
o Gun recoil, paddling or rowing a boat, propellers on a boat or plane
o Emphasize how the forward and backward pushes are equal for each example. E.g.
To go farther in a boat you must paddle harder.
• If the question comes up, explain that whatever is being pushed back does not need to push
on anything to move the vehicle forward. Recall inertia- the push to overcome inertia to
send the stuff out the back pushes the vehicle forward with equal force.
• How do engineers have to consider the following in designing a rocket?
o Potential energy- in the fuel
o Force- generated as fuel is burned
o Weight- of rocket to be able to lift it off the ground
o Friction- wind resistance as it goes through the atmosphere
o Inertia- to be overcome to get the rocket up to a high speed
ACTIVITY
• Build a model rocket with a 2 liter bottle, water, and a bike pump.
• Sit on a skateboard or some sort of rolling platform and throw things forward to propel
yourself forward. Experiment with different variables. Have contests.
• Build balloon powered model cars.
• What happens when you try to push something heavy when on a slippery surface? Why?
63
• Why do you have to lean forward when throwing a ball?
• How are the propulsion of a balloon, a jet engine, and a rocket similar?
• What is the relationship between push and push back? A stronger push causes what?
• If you are in a rowboat full of balls but no oars, how could you move forward?
• Wile E Coyote loads a huge cannon ball into a lightweight cannon and fires it at
Roadrunner. What happens and why?
NOTEBOOK I DEA
• Draw an example that demonstrates “push pushes back”.

• Look for examples of push pushes back: moving something heavy, throwing a ball, etc.
64
UNIT 6: EARTH MOVEMENT, MAPS, AND MAGNETS
WEEK 41: DAY AND NIGHT AND THE EARTH’S ROTATION
(Lesson D-2)
MATERIALS
Globe on stand
Darkened room
Lamp with naked bulb or lantern
Sticky tack
Sticky notes
Swivel chair
For activity: Print out of the continents, tape
• What causes the day/night cycle?
o Demonstrate or allow student to demonstrate with globe and lamp, explaining
that the lamp represents the sun.
• Put sticky tack on the globe somewhere near the equator to represent the student.
• Turn globe counter-clockwise slowly.
• Have children describe how they would observe the sun at various points of the rotation,
what time of day it would be, and what they would be doing.
• Would someone living in Florida and California (or any 2 other places) see the sun rise at
the same time?
o Demonstrate or allow students to demonstrate by modeling on the globe.
• Use sticky notes with arrows to mark the direction of the Earth’s rotation, and the
directions in which you see the sunrise and the sun set.
o Emphasize that the arrows for sunrise and sunset point in opposite directions.
• Have students summarize what was learned:
o Sun is stationary. The Earth turns, which makes the sun appear to rise, cross the
sky, and set. One complete rotation is one day and night.
• Questions and Misconceptions
o Moon seems to follow a similar path, also due to Earth rotation. However it changes
phases because it is actually orbiting the Earth once every month-ish.
o Sun seems to orbit the Earth (This was believed until about 500 years ago. )
Watch time-lapse video of heavens as the stars seem to rotate around
north star.
Compare to spinning in a swivel chair while staring up at the ceiling.
ACTIVITY
• Have students tape the continents around their bodies to model the Earth and repeat
the ideas above. (See printout in notebook pages.)
• Why are clock times different in different locations?
• Is it ever night time over the entire Earth at the same time? Why not?
• Would we ever see the sun going down in the morning?
• Why are sunrise and sunset always seen on opposite horizons?
• What aspects of our lives are connected to the rotation of the Earth?
65
NOTEBOOK I DEA
• Illustrate and describe how day and night are caused by rotation of the Earth.

• Note sunrises and sunsets and its apparent movement (as noted by shadows).
o Ask: Is the sun really going down/coming up/moving, or are we turning away from
the sun?
• Note where the sun rises and sets. Discuss why they are on opposite horizons.
66
WEEK 42: DRAWING MAPS
(Lesson D-3 Part 1)
MATERIALS
Markers and whiteboard
Pencils/markers and paper
For Activity 1: White construction paper, tea bag, paintbrushes
For Activity 3: Atlas Run game prepped (from elementalscience.com)
• Explain how a map is a sort of a picture of how the room appears from looking down on it
overhead.
• Draw a representation map on a whiteboard, discuss, and then erase.
• Have students draw a map of a particular room.
o Make sure they start by making the room rectangle very large to fit everything
inside.
o Try to keep things to their correct positions and proportions as much as is
reasonable for the age level.
• Expand to drawing maps of the whole house or neighborhood.
o Show the technique of using symbols and keys.
ACTIVITIES
• Draw a map of a treasure island.
o Fold up a piece of white construction paper, and paint/blot it with a teabag to
make it appear old.
o Once it dries, draw an island with various landforms. Name them pirate-
sounding names: Black Forest, Volcano of Doom, Dead Man’s Cave, etc.
o Include a path to the treasure or a riddle to locate it on the map.
• Have the student draw up a treasure map and hide something for someone else to find.
• Play this game to learn about earth science and maps:
o https://elementalscience.com/blogs/science-activities/atlas-run-free-game
NOTEBOOK PAGE
• File one of the maps as this week’s notebook page.
67
WEEK 43: READING MAPS
(Lesson D-3 Part 2)
MATERIALS
Local maps (can use Google maps)
Treasure map prepped
Hidden treasure
• Lay out a local map so that it corresponds to the directions in the real world.
• Find locations of various buildings or features.
• Ask: “What direction should we go to get to ___?”
• Use the scale of the map to estimate how long it will take to get there.
• Point out that in order to get anywhere, you need to know where you are. If you wait until
you are lost to look at a map it may not be much help.
ACTIVITY
• The teacher or an older student makes a treasure map. Then the students use it to find
the treasure.
o Have the map lead to several numbered locations. In each location hide a small
piece of paper with a letter on it. When the letters are put in order they will spell
where the treasure is.
• Have the student explain (verbally or in writing) how to get somewhere for someone
who doesn’t have the map. Have someone else try to follow the instructions.

• Look at and discuss other maps.
• Visit the zoo, a museum, a park, or some other place with a map, and allow the child to
guide.
• Make use of maps during trips and let the child guide using a map where possible.
68
WEEK 44: NORTH, EAST, SOUTH, AND WEST
(Lesson D-3A Part 1)
MATERIALS
Globe on stand
Large ball (soccer ball or larger with conspicuous markings)
Sticky notes
2 colors of paper and white paper
Directional compass
For activity 1: Small pole or action figure, paper and marker/pen
For activity 2: Atlas Run game prepped (from elementalscience.com)
• The Earth does not rotate any which way. The rotation is always counterclockwise and
about the same axis as modeled by the globe on the stand.
o Note that there isn’t really an axle running through the Earth. Spinning objects just
keep their orientation of spin.
o Demonstrate with tossing and spinning a ball.
• The top point of the rotation of the globe and of the real world is called the North Pole and
the bottom point is the South Pole.
• North is up towards the North Pole; south is down towards the South Pole; east is to the
right as you are facing the globe; west is to the left.
o Have the student practice until they memorize the directions.
• Make a compass cross on a sticky note and place it on the globe.
• Students make a larger compass cross by cutting out 4 pointed stars out of 2 different
colors of paper, one larger than the other. (See template in notebook pages.) Glue them
together and label the directions.
• Place it on the floor.
o In which direction will you always see the sun rise? (east) set? (west)
Remind students about the man on the globe and what he sees.
o So which way in the real world do we see the sun rise and set?
Align the compass accordingly.
• If they know just one direction that they can determine the others.
• Teach children to use their bodies as a compass cross:
o Put right hand out pointing to the location of the rising sun (east), nose will be
north, left hand will be west, back will be south
o Face the setting sun. Now in which directions will arms point?
• Check the directions with a directional compass.
ACTIVITY
• Set up a vertical pole (or action figure) outside and plot of the end of its shadow
through the day. Note when the shadow reaches its shortest length; it will be pointing
true north/south.
• Play this game to learn about earth science and maps:
o https://elementalscience.com/blogs/science-activities/atlas-run-free-game
NOTEBOOK I DEA
• Make a map of the area in which we live, and indicate where the sun rises and sets and N,
E, S, and W.
69
• Use sun position to determine N, E, S and W. Check with a compass.
70
WEEK 45: NORTH, EAST, SOUTH, AND WEST ON MAPS
(Lesson D-3A Part 2)
MATERIALS
Maps of local area, state/province, country, and world (can print out from Google Maps)
For activity 2: Treasure map with compass directions prepped and treasure hidden
• Explain that a world map is really just a flat “picture” of the globe.
• Compare and contrast the two. (continents, oceans, our country, etc.)
• Reinforce the understanding that every map is really a picture looking down.
o The area included in a map will determine the amount of detail. Note scale.
o Use google maps to zoom in and out to demonstrate.
• Emphasize the correspondence between the globe, maps, and the real world goes both
ways.
o Every point on the globe/a map is a location in the real world; every location in the
real world can be depicted on the globe or on a map.
• Compare the directions of your country on a map to the same country on the globe.
o Maps are drawn so north is always up, like on the globe.
o Line a map up with real world directions and correlate the map directions and real
life directions.
• Have the student orient a map and use it to point toward other countries, continents,
oceans, and poles.
ACTIVITIES
• Have children give n, e, s, w directions to get somewhere. Ex. To get to _____ , go east
to the corner, north to the stop sign, etc.
• Have a treasure hunt using a map with compass directions and measured distances.
• Can you go all the way around the world by going only east? How so?
• Can you go all the way around the world by going only north? Why not?
• Point east and ask, “How do I know that direction is east?”
• Have children explain why the sun is always seen to rise in the east.
• When you see the setting sun, how can you identify all four directions?
• Point to the direction you would to get to the North Pole.
• What is the relationship between a map and a globe? …a map and the real world?
NOTEBOOK I DEA
• Follow cardinal directions on a grid to draw a shape.

• Give directions to children using N, E, S, and W.
71
WEEK 46: MAGNETS AND MAGNETIC FIELDS
(Lesson A-5A Parts 1&2)
MATERIALS
Variety of magnets (horseshoe, bar, button)
Variety of iron-containing items, non-iron metal items, and non-metal items (paper clips,
small nails, aluminum can, penny, jewelry, plastic toy, cloth, rubber, ceramic, etc.)
Thick piece of paper
Iron filings
Small sheets of paper/cloth/plastic/aluminum foil
Several paperclips
Tin can
For activity 1: Toy cars, tape and blocks to make a course for the cars
For activity 2: 1 cup glue, contact solution, baking soda, plastic baggie, iron filings
• Allow children to test items for magnetic attraction filling out a chart to show what was
attracted and what was not.
• Discuss what materials attract magnets, leading to conclusion that metals, but only those
that contain iron, are magnetic.
• Allow children to play with a variety of magnets.
• Do they always attract one another however you put them together?
o Magnets have two ends: a NORTH-SEEKING POLE and a SOUTH-SEEKING POLE.
o Like poles REPEL. Opposite poles attract.
o Note that both poles of a magnet are attracted to iron.
• Spread iron filings on a piece of paper. Bring a horseshoe magnet underneath to touch
the paper.
o This shows the MAGNETIC FIELD. It is always there; the iron filings just let us see it.
• Move the magnet around under the paper.
o How far out from the magnet does the magnetic field go? Where is it strongest?
• Have children explore this effect with a magnet and an iron object.
o Can you feel the pull become more or less strong as you get closer or farther away?
• Can a magnetic field pass through other materials?
o Allow children to experiment with thin pieces of paper, aluminum foil, cloth,
water, etc. Remember the factor of distance on the magnetic field.
• Put a paperclip inside an empty tin can and observe that a horseshoe magnet on the
outside will not attract it.
o The iron in the can captures and “short-circuits” the magnetic field from one pole
to the other so very little magnetic field comes out the other side.
• Experiment with this by picking up a chain of paperclips.
o Note that the last paperclip is way farther away than the magnetic field would
reach on its own.
o How? Each paperclip captures the magnetic field and becomes a magnet to attract
the next, extending the distance of the field.
o Note that it doesn’t make the magnetic field stronger; it only passes it along the
chain.
ACTIVITY
• Make a magnet powered car: https://www.sciencekiddo.com/magnet-powered-car/
• Make magnetic slime by adding iron filings to a slime recipe:
https://www.cnet.com/how-to/make-slime-without-borax/
72
NOTEBOOK I DEA
• Results from testing whether various objects are attracted to magnets or not.
• Draw and describe a magnetic field.
• Investigate Maglev trains.

• Continue playing with magnets.
73
WEEK 47: THE EARTH IS A MAGNET
(Lesson A-5A Part 3)
MATERIALS
Bar magnet
Large nail or other iron object
Bowl of water
Cork or Styrofoam
Directional compass
Scavenger hunt that uses a compass prepped
• Review how magnets attract when put together one way but repel when put together the
other way around. Review like and unlike poles.
• Why do we call them north and south seeking, and how do you tell which is which?
• Make a compass.
o Rub the nail or iron object again the bar magnet several times.
o Put cork or Styrofoam on both ends so that it floats.
o Set it in the bowl of water.
o What directions do the ends point? Label them as north and south seeking.
• Earth is a huge, but pretty weak, magnet. The magnetic north and south poles of Earth are
near the geographic North and South Poles, with the magnetic field arching between the
poles, like the iron filings between the magnet poles.
• So how do you think a compass works?
o It’s just a small bar magnet balanced on a needle so it can turn freely.
o Bring an iron object near and observe.
• How do we know that unlike ends of magnets attract and like ends repel?
o Show with labeled magnet and the magnet in the compass, or with another bar
magnet that has had the north and south ends determined.
• Do we have to test every magnet like this to determine which end is north seeking?
o No, we can use one known magnet and the fact that like poles repel/opposite
attract.
ACTIVITIES
• Use a compass in a scavenger hunt.
• How do 2 magnets act toward one another?
• How would you sort a pile of stuff into iron and non-iron metals? How could you quickly
separate needles and pins from buttons in a sewing basket? How could you quickly separate
aluminum cans from tin/iron cans?
• What is a magnetic field?
• How can you show that magnetic fields go through other materials?
• If you suspend a bar magnet horizontally on a string, what will it do and why?
• Why/how do compasses point north?
• Why do we refer to the poles of a magnet as north and south seeking? How can you
determine which pole is which?
NOTEBOOK I DEAS
• Draw a diagram of a compass and explain how it works.
• Draw the Earth as a magnet and dictate/write a sentence about what was learned.
74
• Take a compass along for an outing, and discuss why it points north.
75
WEEK 48: THINGS FALL AT THE SAME RATE
(Lesson D-7 Part 1)
MATERIALS
Assortment of differently sized objects to be dropped
Can/cup
Paper
Balloons
For activity 1: Plastic bags, string, small toy
For activity 2: Water balloons
• Play a game with items of different size and weight to determine which fall the fastest
when dropped. Leave out objects that would be affected by wind resistance.
o Allow students to hypothesize, determine how to test, and carry out the
experimentation.
o Guide to conclusion that things fall at the same rate.
• With an open can/cup of water (outside) ask: “What will happen as the cup/can of water
falls?”
o Why doesn’t the water spill out until it hits the ground?
o Because the water and the can fall at the same rate.
• Why do certain things like a piece of paper or a balloon fall slower?
o Friction, which is air resisting the object moving through it
o How can we test this?
Make a paper airplane and drop it nose down at the same time as a solid
object.
• When is air resistance helpful?
o Parachutes
o Flight of birds, bats, insects, and airplanes is made possible by wings pushing
against the resistance of air
• Is gravity pulling on the 10-lb object harder than on a 1-lb object?
o Yes! Remember gravity’s pull on things is what we experience as weight.
• Conclusion: gravity pulls on each particle according to its weight so each particle falls at
the same rate. It doesn’t matter whether those particles are clumped together in a large or
small mass.
ACTIVITY
• Build and experiment with parachutes for toy men/animals.
• Have fun dropping things like water balloons from a tall location.
NOTEBOOK I DEA
• Illustrate and dictate a sentence about how things fall at the same rate.
• Include a simple lab report based on the game about what falls the fastest.

• Note examples of things falling at the same rate or where wind resistance causes something
to fall slower.
76
WEEK 49: WEIGHTLESSNESS IN SPACE (WEIGHT VS. MASS)
(Lesson D-7 Parts 2&3)
MATERIALS
Bathroom scale with damped dial
Heavy soft item
Pillow or bed
Soft item on end of string
Tape/chalk/something to make a circle on the ground
Access to a balance
For activity: Rubber band, items of various weights
• How much will things weigh as they are falling? How can we find out?
o Drop a scale with a heavy object on it over a pillow or bed, while kids watch the
scale.
• Why is this so?
o If the object and the scale are both falling at the same rate neither will be pressing
against the other.
o Things are weightless when they are in a state of free fall.
• Watch a video of astronauts working on the ISS.
• How is it that things are weightless in space?
o Is it because there is no gravity?
No, Earth’s gravitational field decreases but is still there.
o Astronauts and satellites would fall back to Earth if there wasn’t another factor.
Rockets don’t just take astronauts/satellites up; they put them into orbit around
the Earth.
o Demonstrate that when a weight is swung around on the end of a string and let
go, it goes off in a straight line in the direction it was traveling the instant it was
released.
o So, there are 2 forces: gravity pulling so they fall toward the Earth and inertia in a
straight line
• Playact a satellite in orbit:
o Mark a large circle on the floor with an object in the center to represent the
Earth.
o The student should walk straight following the path of inertia then side step
back to the circle as gravity pulls down.
o Continue at shorter intervals until students see them as happening together.
• Conclude that weightlessness in space is not because they are in space or there is no gravity
or they have no mass; it is because they are falling around the Earth at just the right speed
and distance.
• Why are moons and planets in orbits instead of stationary?
o Without inertia, they would be pulled down to Earth/the sun.
• When things are falling they don’t have a WEIGHT, but they haven’t changed and they still
have the same MASS.
• The measurement of weight changes with gravity.
o Show how a bathroom scale works and explain how the measured weight will
depend on how hard gravity is pulling down.
• How can we measure mass apart from weight?
o A BALANCE
77
o Demonstrate how equal weights balance. Compare to a teeter-totter.
o Gravity doesn’t make a difference because it is pulling the same on both masses.
Give various examples.
• Like a pound is a unit of weight, scientists had to decide on units of mass. They had to
make up how much stuff or length will be 1 whatever.
o Created METRIC SYSTEM- kilogram, liter, meter
• A balance finds the mass of something by comparing it to another object with a known
mass.
o Explain briefly how a sliding weight balance works, like the scale at the doctor’s.
• Does inertia depend on mass or weight?
o Watch astronauts in space. They still have inertia so it depends on mass.
o Imagine playing ball in space. It would be weightless but still need a push to move
it or force to stop it.
o Even though they are weightless, objects colliding in space have the same collision
damage as they would on Earth.
ACTIVITY
• Do the experiment “Stretching Mass” (and any more as desired) and watch the related
video: https://www.nasa.gov/stem-ed-resources/mass-vs-weight.html
• Which [any 2 objects] will fall faster, or will they fall at the same rate?
• Why does a sheet of paper fall more slowly than a coin? How can the sheet of paper be
made to fall at the same rate (nearly) as the coin?
• Are birds and airplanes changing gravity? If not, how do they fly?
• Why/how does free fall produce a state of weightlessness?
• Why are satellites always put into orbits? What would happen to them if they were not
moving forward in an orbit?
• Why/how do astronauts in orbit experience being weightless?
• Why are planets and moons in orbits?
• If you weighed yourself on a scale here on Earth and then on the moon, would it be the
same or different? If you measured your mass with a balance here and on the moon, would
it be the same or different?
• How does a balance work to give a measurement that doesn’t depend on gravity?
o
NOTEBOOK I DEA
• Draw and describe how things are weightless when they are in free fall; for example, from
the experiment performed or satellites/astronauts.
• Draw and describe how mass is measured independently from weight using a balance.
• Describe the difference between weight and mass. Note the units of mass.

• Look for satellites and the ISS in the sky at night. Discuss why they stay in orbit.
• Discuss the weight and mass of various objects, and compare to what they would be on the
ISS or on the moon.
Note that next week’s activity needs to be started 24 hours before the main
lesson.
78
WEEK 50: TIME AND THE EARTH’S TURNING
MATERIALS
Sunny location and chalk to trace shadows
Globe and lamp from Week 41
12" poster paper
Straw
Glue
Window sill/other location that receives direct sunlight most of the day
Tacks/tape
Pencil
Straight edge
ACTIVITY
Start 24 hours before the main lesson.
• Have children trace each other’s shadows with chalk on pavement. Repeat hourly (as
far as possible) with the child standing in the same location.
DISCUSSION
Do this on the main lesson day.
• What did you observe about the shadows you just traced?
o What caused the shadow to move? Review Week 41 as necessary.
• Reinforce that each day is a complete turn of the Earth.
o How many times does the Earth turn in one day? In 7 days?
• But we want to count shorter time increments than just days, so we split it into hours,
minutes, and seconds.
• Does the Earth turn according to our clocks or do we set our clocks according to the Earth’s
turning?
o How? Explain ZENITH, sun at the highest point, and SOLAR NOON.
• Review how people farther west/east see the sun rise earlier/later.
o Before the transcontinental railroad, each town set their clocks so 12:00 was solar
noon, but once it was built there was too much confusion on schedules and
constantly having to adjust watches, so time zones were created.
o Look at map of time zones.
• Address as desired:
o Daylight savings time
o That it’s a bit more than one complete rotation (361 degrees) everyday to make up
for Earth’s orbit around the sun once per year. This becomes apparent with the
apparent movement of the stars.
ACTIVITY
Start the day of the main lesson and continue into the next day.
• Can we tell time without a clock?

o With shadows sundial!
• Sundials used to be the only way to tell time until about 500 years ago.
o Google advancements in time-telling devices as interested.
1. Mount a straw vertically on poster board and place on a level surface where it will get
sun all day.
79
2. Calibrate by tracing the shadow every hour (starting this day and continuing the next
morning as needed).
3. Tell time on successive days using the sundial.
DISCUSSION
Finish lesson the next day.
• Describe what you observed from the sundial.

o Change in direction and length
o Shortest point at zenith- but not exactly noon due to time zones
o Solar noon points true north/south
• How and why do shadows change in direction and length during the day?
• How are movements of the Earth connected to telling time? Counting days? Counting years?
• Does the Earth behave according to our clocks or are our clocks constructed to move at the
same rate the Earth turns?
• How could you tell it’s noon if your clock is broken?
• How could you keep on a continual westward trek using the sun as your guide?
o If our planet rotated faster or slower how would it affect time?
NOTEBOOK I DEA
• Use a time zone map to answer questions about what time it is in other parts of the world.
• Draw a picture of your sundial and write/dictate a sentence about what you learned.

• When outside use shadows to keep track of time and direction.
• Continue using a sundial to tell time. Make a game to see who can guess the closest to the
exact clock time.
• Keep the sundial in place for at least a month and observe how the lengths of shadows
change. Note how the length of days causes a discrepancy between sundials and clock time
for the times before and after noon. To work perfectly it must be tilted to be parallel to
the Earth’s axis of rotation. (If not living on the equator.)
80
WEEK 51: SEASONS AND THE EARTH’S ORBIT
Note this week sets up recording of observations that continue daily for a year with
monthly discussions.
MATERIALS
Globe on stand
Strips poster board
Markers
Tape/tacks
Ball or lamp
Thermometer and rain gauge mounted in a location where they will be undisturbed
SET-UP
1. Write the name of each month on a large strip of paper.
2. Post December on the wall to the north, March to the west, June to the south, and
September to the East. Space the other months evenly between.
3. Suspend a ball to represent the sun in the middle of the room.
4. Place a globe on a stool/stand near the side of the room with the current month.
5. Adjust the globe so the tilt is toward the north (and keep this tilt throughout the
lesson).
DISCUSSION
• It takes the Earth one year to go all the way around the sun.
o This seems slow, but it’s actually going 70,000 mph.
o How many times have you ridden the Earth around the sun?
• Leap year is because it actually takes 365 ¼ days to go all the way around the sun.
ACTIVITY/N OTEBOOK PAGES

• Each day for a year (or as much as possible) record observations on weather: qualitative
and/or quantitative depending on ability.
o Temperature, precipitation, day length. (Set up rain gauge and thermometer.)
o When plants bloom, fruit ripens, grow/lose leaves, animal behaviors such as
migrating and reproduction
ONGOING DISCUSSION
• Periodically (about once per month near the 21st) model where the Earth is from part 1 and
discuss trends in the data.
o Make bar graph of rainfall and line graph of temperatures.
• If living on the equator, also discuss weather patterns in northern US with relation to where
the Earth is in its rotation.
• Give special attention to equinoxes and solstices.
81
UNIT 7: LIVING THINGS
WEEK 52: WHAT ARE BIOMES?
(Lesson D-4 Parts 1,2&3)
MATERIALS
World map mounted to wall with space around it
Colored yarn/string
Tacks or tape to mount pictures
Globe or map (showing topography and vegetation)
Access to color printer
For activity: Materials for a selected experiment
• Use google maps to find photos of landscapes of various regions. Relate or physically
attach them to a world map.
• Review water cycle from lesson A-8.
• What happens when a location has more rain/snow than what can evaporate from that
location?
o Streams and rivers.
• What determines how big a river is?
o How much precipitation there is and how much land drains into it (WATERSHED)
• Look at the land around streams and rivers.
o It is higher so the water flows down into the stream/river
o Eventually it all goes into the ocean
• Trace on a map how water flows from our home to the ocean.
• Draw attention to different climates.

o Look at climatographs for older students
o Discuss how CLIMATE (yearly patterns) is different from WEATHER (daily conditions)
o Temperature: near the equator is hot year round, the poles are cold year round,
and in between have hot summers and cold winters to varying degrees
Also note that higher elevations are colder
o Precipitation differences
• Observe the typical plants of various regions.
o Tropical rain forests, deciduous trees, cacti
• Note typical animals in each of these regions.
o Review habitats from Elemental Science- Biology for the Grammar Stage.
• Conclusion: each climate supports certain plants and certain plants support certain animals
o Why? They have different adaptations, ways they are designed to live in a certain
environment.
o A BIOME means the plants and animals supported by a particular climate.
• Note cities, towns, and agricultural land in google maps.

• What climate do humans live in? Why don’t we have to live in a certain climate like most
plants and animals?
82
o Heating and cooling houses, transporting food, etc.
o Most of the world’s population does live by water though.
• Could we live on the South Pole?
o Maybe, but it would take a lot of energy to heat your house and a greenhouse to
grow food.
• What is one way we can change climate to make food grow better?
o Irrigation (Show photo.)
• Another way that we are able to have all different kinds of food is transportation.
o Food can grow in the climate it needs and then be transported.
o This does use resources and cost more though.
• Discuss how biomes and agriculture depend on a stable climate year to year.
• Select pictures using google maps of a variety of different biomes. Print the pictures in
color (or draw representations) and tack them around around a mounted world map.
Use colored strings (possibly one for each type of biome) to identify where that picture
is from.
ACTIVITY
• Any activity from Janice VanCleave’s Science Around the World
• Explore this website:
o https://www.earthobservatory.nasa.gov/experiments/biome
• Are mountains scattered randomly about the world, or are there patterns? Where?
• Are the locations of jungles, ice caps, tundra, deserts, etc random around the globe or is
there a pattern? What is the pattern?
• What does this picture (any landscape) show about the climate of this region?
• What watershed do we live in?
• Where should you go to find [some animal] living in the wild?
• What is the difference between climate and weather? What is the climate here?
• Why are humans not limited to particular biomes?
NOTEBOOK I DEAS
• Draw and describe the biome where we live or another one. Note climate, plants, and
animals.
• Draw/describe a favorite animal, its biome, and why it lives in that biome.

• On a walk figure out the watersheds of various local streams.
• Identify where the food we are eating was produced. Talk about why it was produced there
and how it arrived to us.
83
WEEK 53: WHY DO ANIMALS LIVE WHERE THEY DO?
(Lesson B-4A Parts 1&2)
MATERIALS
Field guides covering common animals of your region (or use iNaturalist.org)
Materials to make collections of insects or bird feeder
ACTIVITY
• Go on a walk to explore and identify different types of animals.
o Use field guides/iNaturalist and local knowledge.
o Discuss categories for animals and place discoveries in categories.
• Birds
o Set up a bird feeder or go on a walk in the forest.
• Insects
o Start a collection.
• Continue adding to these collections and identifying more plants and animals through
the unit and as interest continues.
DISCUSSION
• What does any animal need to survive?
o Food, water, suitable habitat (shelter), suitable climate
• Choose an animal, investigate its needs, and share with the group
o Draw attention to the fact that even though all animals have the same 4 basic
needs, the specifics of those needs are different for each animal.
• Can you expect to find [a given animal] anywhere? Where should you look for it? Why?
o Discuss different habitats and why they’re suitable for different animals.
• What will happen if humans change animals’ habitats by building or polluting there?
o The animals won’t be able to live there.
o Talk about relevant human-wildlife interactions.
NOTEBOOK I DEA
• Keep a record of animals found. Include date, location, and environment/habitat.

• Continue to point out new or already identified animals.
84
WEEK 54: WHY DO PLANTS LIVE WHERE THEY DO?
(Lesson B-4A Parts 1&2)
MATERIALS
Field guides covering common plants of your region (or use iNaturalist.org)
Materials to make leaf rubbings or press leaves
ACTIVITY
• Go on a walk to explore and identify different types of plants.
o Use field guides/iNaturalist and local knowledge.
o Discuss categories for plants and place discoveries in categories.
• Trees
o Press and mount leaves (or take rubbings of the leaves and bark) and write the
common name.
• Garden plants/flowers
• Continue adding to these collections and identifying more plants and animals through
the unit and as interest continues.
DISCUSSION
• What does a plant need to survive?
o Certain water, light, soil, climate conditions
• The plants that can survive in a given location determine which animals can live there.
NOTEBOOK I DEA
• Keep a record of plants found. Include date, location, and environment/habitat.
• Include rubbings of leaves and bark or pressed leaves.

• Continue to point out new or already identified plants.
85
WEEK 55: WHAT IS A SPECIES?
(Lesson B-4B)
DISCUSSION
D EFINING A S PECIES
• Start using the word “species” instead of “kind”.
• Species means that the males and females of that species can mate and have babies that
can reproduce.
• Different kinds of dogs are all the same species, just different breeds, because they can
mate.
• Where did different dog breeds come from?
o SELECTIVE BREEDING- Explain by choosing a desired trait (fast, long hair, good
hunter, short legs so it can wiggle down hoes to get groundhogs (dachshund)) and
describing how males and females are chosen that have those traits to reproduce,
and so on through many generations.
o Look at different dog breeds and discuss what trait they were being bred for.
o What would happen if we let different dog breeds reproduce together?
• All domestic animals have been changed by selective breeding.
o Research as desired.
o All breeds of a given species are from a wild population.
• Selective breeding has also been done for plants.
o Look at VARIETIES of flowers and vegetables.
• HYBRIDS: Males and females of closely related species sometimes can mate, but their
babies can’t reproduce. E.g. Mule, Lion/tiger
• Subspecies: Like different breeds of dogs but occurring without humans selectively breeding
them: different characteristics but they could interbreed. Usually they live in different
environments so they don’t interbreed.
• Race: Used for humans. The differences are very small compared to breeds or subspecies.
C LASSIFICATION
• See Animal Encyclopedia
• Carl Linnaeus 1700s in Sweden started classifying all living things
• A group of similar species is called a GENUS A group of similar genera is called a family
E.g. Cat family order class phyla kingdom
• Scientists put new species they find in these groups based on similarities and differences
they observe.
o Scientists don’t always agree where a plant or animal should go, and sometimes
classifications change.
• Scientific names are 2 words: the genus and the species.
NOTEBOOK I DEAS
• Make a chart illustrating how animals/plants they have identified fit into the classification
system from species up to kingdom.
• Draw/cut and paste various dog breeds and indicate what they have been bred for.

• Continue to point out new or already identified plants and animals.
• Use vocabulary introduced above, such as species, varieties, races, kingdom, phyla, class.
86
WEEK 56: WHAT ARE GENES?
(Lesson B-4B)
MATERIALS
Different colors of construction paper for each member of the family
Large piece of paper/poster
DISCUSSION
• Why don’t dogs have kittens?
• Male and female parents have GENES that are passed to their children.
o Genes determine eye color, hair color, whether or not you can roll your tongue,
etc.
o They are mixed so different children get different genes, and different
characteristics.
• “I got my [certain trait] from my mother/father.”
o Substitute the word INHERITED for “got”.
• Not all traits are HEREDITARY.
o What traits did you inherit? What is from your environment? (how well you eat,
exercise, if you get injuries)
o How are our brains both hereditary and from the environment? (we inherit the
ability to learn, but we don’t inherit language or knowledge from our parents)
ACTIVITY
• Make a “family tree” to learn about inherited vs. learned traits.
o https://teach.genetics.utah.edu/content/heredity/files/Family-Handy-Tree.pdf
• Or pick a different activity. https://familylocket.com/15-genetics-activities-for-kids/
• What is a species? Genus? Family? Breed? Variety? Subspecies?
• How are species different than breeds or varieties?
• What is a hybrid? How is it different than a species? How is it different than a breed?
• Breeds of dogs are all different. Why do we consider them all one species?
• Are all members of a species exactly the same?
• If 2 different species did interbreed freely, what would be the eventual result?
• What is a hereditary trait? What traits are the result of environment?
NOTEBOOK I DEAS
• The family hand tree project above.
• A survey of various inherited traits.

• Talk about traits that have been inherited from parents.
87
WEEK 57: LIFE CYCLES
(Lesson B-4 Part 1)
DISCUSSION
• Intro to new vocabulary
o REPRODUCTION- any situation of offspring being born, plants and animals.
o FEMALE- has the babies, eggs, or seeds
o MALE- fertilizes the egg (what every female’s reproductive cell is called)
o MATING- male is fertilizing female (enough at this age, address when its seen and a
question is asked)
• Does any living thing live forever?
• If every member of every living thing is destined to die, how does any living thing maintain
its existence over a long period of time instead of going extinct?
o Read Genesis 1 and 2 about how God made plants and animals to multiply.
• Introduce new vocabulary:
o GENERATION- all the members that are bearing offspring, their offspring, then their
offspring are all successive generations. Relate to their family.
o LIFE CYCLE- all the stages that take place, including reproduction
• Having a life cycle is unique to only living things. Note that human-made and natural Earth
things don’t reproduce.
ACTIVITY
• Go for a walk to look for examples of reproduction. Make it like a scavenger hunt: look
for baby animals, birds/nests, eggs, flowers, fruits, seeds, tadpoles, a mother and
father, etc. Use the corresponding notebook page.
NOTEBOOK I DEA
• Include the sheet from the scavenger hunt and note the examples found.

• Look for more examples of reproduction and life cycles.
88
WEEK 58: LIFE CYCLES OF DIFFERENT LIVING THINGS
(Lesson B-4 Part 2)
MATERIALS
Flower with conspicuous pistil and stamen
For activities: culture of fruit flies, materials for rearing butterflies, tadpoles, chicks, or
other animals
DISCUSSION
• What is the life cycle for each of the following?
o Mammals: adults have babies, babies grow up, males and females have more babies
o Birds- lay eggs which contain a tiny speck that will grow into the baby bird along
with stored food and water
o Frogs and toads- have an additional tadpole stage
o Insects
Butterflies and moths start as caterpillars.
Fruit flies and other insects lay eggs which hatch as larvae turn into a pupa
and metamorphosis into adults.
o Flowering plants
Show with a flower.
The male and female parts are together in a flower. Pollen from the male
part goes on the pistil in the center where the egg is. Then the egg turns
into a baby plant that is dormant (sleeping) in the seed and the whole pistil
turns into the fruit. (We’ll cover this more in 2 units.)
• Compare and contrast these life cycles.
ACTIVITY
• Raise baby chicks from eggs.
• Collect frog/toad eggs and raise them. (https://www.wikihow.com/Raise-Frogs)
• Purchase/capture caterpillars to watch the life cycle of a moth/butterfly.
• Observe the life cycle of a fruit fly by capturing some in a jar with a piece of banana for
about 2 weeks.
NOTEBOOK I DEA
• Draw a life cycle for some plant or animal.
• Make a lab report detailing materials, methods, results of any of the above activities.

• Look for more examples of reproduction and life cycles.
89
WEEK 59: REPRODUCTION AND SURVIVAL
MATERIALS
For activities 2&3: Materials to make a craft of an endangered animal (see website for ideas
and options)
DISCUSSION
• Do we ever see dogs and cats having babies together that are half cat and half dog?
o Let kids think of other funny examples and invent names.
• Conclude that the mother and father and babies are all the same kind of plant or
animal.
• Are all the babies of a mother and father exactly the same?
o Look at pictures or think of litters of puppies/kittens or groups of
chicks/ducks. Or go for a walk to see them.
• Are the babies exactly like the mother or father?
o Think of siblings.
• Conclude that even though they are the same kind, there can be differences among the
babies/offspring.
• How many babies/seeds are produced by [various plants and animals]?
• Is this related to how much care the babies need from their parents?
o How does this make sure the life cycle will continue to the next generation?
• What determines how many offspring survive?
o Remember what a plant or animal needs for survival (lesson B-4A Part 2)
o Food, water, habitat, suitable climate, not too many predators or disease,
space
o These are called ENVIRONMENTAL FACTORS.
• If environmental factors are good for a species, so that more than 2 offspring per
couple survive, the population will increase. Otherwise, it will decrease.
o Pick various environmental factors and discuss how changes could affect
survival of offspring, and possibly adults.
• We know that many kinds of animals and plants used to exist but are now extinct, like
dinosaurs. Why?
o Environmental factors must have changed so that they couldn’t survive.
• If we want to preserve endangered species, what do we have to do?
o Ensure the environmental factors aren’t being changed or destroyed.
ACTIVITY
• Nature walk to see offspring of various animals.
• Do a craft on an endangered species: https://www.plt.org/educator-tips/21-endangered-
species-art-project-ideas
• See this website for lesson plans and various activities:
https://www.endangered.org/campaigns/endangered-species-day/science-lesson-plan/
(Geared toward upper elementary)
• Why do all living things have to reproduce?
• Give examples of how offspring of certain parents are the same but with some differences.
• Some species take great care of their young; others not at all. Which of these has more
offspring? Why?
90
• If a population stays the same for many years how many offspring must be surviving to
reproduce?
• For [given species] what is an environmental factor that would cause its population to
increase? To decrease? (or give examples and ask whether it would cause it to increase or
decrease)
NOTEBOOK I DEAS
• A drawing and description of variations seen among offspring.
• Describe and illustrate how environmental factor(s) affect survival.
• Make a report on an endangered species in our area. Include: its name, a picture,
human/environmental factors causing it to be endangered, and protection efforts.

• Continue to discuss the idea of sameness with variation among siblings.
• Talk about changes in population and/or environmental factors as opportunities arise.
• Go on a walk or field trip to see land development and ecological restoration
91
WEEK 60: ADAPTATIONS: HERBIVORES AND CARNIVORES
MATERIALS
Actual model skulls of an herbivore and a carnivore with teeth (or pictures)
For activity 2: Construction paper or various colors
• Show pictures of various animals.
• What does any animal need to survive and produce another generation?
o Food, water, air, habitat
• Compare a predator/carnivore (such as lion) to a prey/herbivore (such as horse). How does
each get its food?
• Do they choose this or are these animals specifically made to eat what they eat?
• Look at diagrams/pictures of the teeth/jaws of these animals.
o Herbivores have incisors for clipping off grass/twigs and molars for grinding in up so
it can be digested more easily.
o Carnivores have spike shaped teeth and fangs for grabbing and ripping meat. Meat
doesn’t need to be chewed as much since it’s more easily digestible.
• Consider other features of these animals that make them carnivores/herbivores.
o E.g. Claws/hoofs, digestive system
• Look at other photos of mammals and discuss whether it is an herbivore or carnivore based
on its appearance.
o Define CARNIVORE, HERBIVORE, PREDATOR, and PREY as needed.
• Look at photos of birds and discuss whether it is an herbivore or carnivore based on its
appearance.
o Look at beaks of those that eat seeds versus other animals.
• Look at photos of insects and discuss whether it is an herbivore or carnivore based on its
appearance.
• Continue to other classes as desired. For example, no one has seen dinosaurs, so how can
we reason what they ate?
ACTIVITY
• Have a scavenger hunt for carnivores, herbivores, and omnivores by
o Visiting a zoo or a natural history museum
o Looking through encyclopedias or books
• Animal teeth craftivity:
NOTEBOOK I DEAS
• Draw a picture of an herbivore and a carnivore (mammal, insect, bird, dinosaur, or other
type of animal) and label features characteristic of its diet.
• Design a pretend animal and describe what it eats and how it’s designed for that diet.

• For any animal identified for Lesson B-4A or even seen in photos/books discuss whether it’s
a carnivore or herbivore and how you can tell.
92
WEEK 61: FOOD CHAINS AND THE FLOW OF ENERGY
MATERIALS
Pasta pieces of three different shapes, amounts in the ratio of 100:10:1
Toy herbivore and carnivore
For activity: Paper, art supplies, stapler
• Review herbivore, carnivore, and omnivore with the animals they are becoming familiar
with through Lesson B-4A.
• Have students give examples of sequences of who eats what (FOOD CHAINS)
o Recognize that they all go from plants herbivores carnivores
• Can a food chain go on forever, as in in a circle?
o Remember that most food is burned as energy and therefore lost in each step of the
food chain
o Visualize this with 100 pasta pieces representing plant material. Use a different
type of pasta piece to represent the food material available in the herbivore
that eats all this plant material, and exchange plant for herbivore pieces in
10:1. The rest is burned for energy. Now use a third type for the food material
available after the carnivore eats and repeat the 10:1 exchange. It may be
helpful to have toy figures or photos to demonstrate or act out each step.
• Think about this in relation to what we see in nature: for example, many more plant eating
birds than predator birds.
o Why are there many more herbivores than carnivores?
• Why do all food chains start with plants?
o Where do plants get their energy?
• Write a general and/or specific FLOW OF ENERGY:
o Sunlight plants herbivores carnivores outer space
o Review that energy used is given off as heat that eventually flows to the coolest
place. It isn’t recycled, but dependent on the sun to keep providing new energy.
• Pick a simple food chain of plant, herbivore, and carnivore.

• Review how every species can have more offspring than are able to survive.
• What prevents the [selected herbivore] population from getting so big that it eats all the
[plant] and they all starve?
o The [carnivore]
• What keeps the [carnivores] from reproducing so much that they eat all the [herbivores]
and then all starve?
o The [carnivore] can only catch the [herbivore] when there are so many that some
don’t have hiding places or are weak from hunger or disease.
o The [carnivore] keeps the [herbivore] population at the right level.
• Discuss for other predators and prey.
• Nature isn’t just random plants, herbivores, and carnivores. It’s a balance.
• What happens when the balance is messed up?
o Discuss ECOLOGICAL UPSETS in our area
o Invasive species- crowd out native species. E.g. Giant African snail
93
o Elimination of predators- prey over-multiplies. E.g. Deer in Michigan, moose on Isle
Royale without wolves
o Changing or destroying the habitat. E.g. Deforestation
ACTIVITY
• Make a food chain. See pages 43-46 in Janice VanCleave’s Science Around the World.
• How are plants/animals designed for a certain food or other factor? Give examples.
• Show a picture of an animal’s teeth. Is it an herbivore or carnivore?
• When you look at nature, why are most of the living things plants? Why are there more
herbivores than carnivores?
• Where does all the energy for plants and animals come from? Where does it all go?
• Why are carnivores not raised and sold for meat?
• What is the problem with invasive species?
• What will probably happen when a predator species is removed?
NOTEBOOK I DEAS
• File the Flow of Energy drawn during the lesson.
• Draw an example food chain of animals in our region.
• Draw and describe an invasive species and why it’s a problem. Research as needed.

• Note invasive species.
• Discuss how energy is flowing through any natural system.
• Discuss food chains observed or experienced in real life, especially while eating.
94
WEEK 62: WHAT ADAPTATIONS DO ANIMALS NEED TO SURVIVE?
(Lesson B-5A Part 1)
MATERIALS
Materials for a selected experiment (see book for ideas and options)
• Review how carnivores are designed to eat other animals and herbivores are designed to
eat plants.
• What else does an animal need to survive? Use Q&A to get the following. (Write the list on a
sheet of paper to be used for the notebook page later.)
o Able to eat enough food
o Able to breathe in air/oxygen
o Able to drink enough water
o Able to compete with other animals to get food, water, and habitat
o Able to sense surroundings for what it needs and for danger
o Able to move
o Able to escape predators and disease
o Able to adjust to changes in the environment
o Able to find a mate and reproduce
• Show pictures of deer, bat, and sea lion.
o How are each of these designed to move?
o Every animal can move but they are designed to move in different ways.
• Let the student chose several different animals and discuss how they meet the needs above
in different ways.
• Animal’s behaviors are also ways animals are designed to survive.
o Imagine a fish that didn’t know how to swim, a mouse afraid of small dark holes, or
a squirrel afraid to climb trees. Let the student think of more examples.
o Sometimes the behavior is unrelated to how their body is designed. For example,
birds building nests, or living in a herd/flock/hive
• Animals are designed for a certain habitat.
o If a species is designed to eat only one sort of food or live in a certain environment,
will it be able to live in places where there isn’t that food or the environment is
different?
Think of fish designed to live in water, polar bears designed to live in the
arctic, etc.
o Let the student choose animals and analyze how they are designed well for a
certain environment but not for others.
ACTIVITY
• Demonstrate how having large ears and staying in the shade helps hot desert animals
cool off, how camels’ feet are designed to walk across sand and their bones above their
eyes block out the sun, how fog beetles get water, how living in a burrow keeps animals
warm, how polar bears’ feet are designed to not slip, or any other experiment.
o Science Around the World by Janice VanCleave
NOTEBOOK I DEA
• Using the sheet above of what an animal needs to survive, have the student pick an animal
and draw/describe how it is designed to meet each of those needs.
95
• Note how animals seen or talked about are designed to survive in their habitat and what
would happen if they were put in a different habitat.
96
WEEK 63: WHAT ADAPTATIONS DO PLANTS NEED TO SURVIVE?
MATERIALS
For activity 1: 2 pieces of stiff paper, tape, spoon, flour
For activity 2: cactus and small houseplant in pots, 2 bags, string
For activity 3: stiff paper, plastic cups, hole punch, pen, tape
Any additional materials for additional experiments
Throughout this lesson have pictures of various plants and access to real specimens to aid in
discussion.
• Review how all plants use plants for food, either directly or through food chains.
• What do plants need to survive? (Write the list on a sheet of paper to be used for the
notebook page later.)
o Able to get enough light
o Able to get enough water
o Able to compete to get light and water
o Able to sense surroundings (Which way is up? Where is the light and water? When is
winter coming?)
o Able to attract pollinators or somehow pollinate
o Able to spread seeds
o Able to avoid being eaten
o Able to survive changes in seasons
• Which parts of the plant are designed to meet each of these needs? (roots, leaves,
flowers/cones)
• What types of plants grow in forests, grasslands, and deserts, respectively? Why?
o Trees need lots of water and shade out grasses in forests.
o Grasses grow where there’s not enough water for trees.
o Desert plants grow where nothing else can.
• Just like animals, plants are designed for a certain habitat and won’t be able to grow in
others.
• Discuss local plant species observed in lesson B-4A (as well as any other examples the
student is interested in) and how they are designed for the habitat and specific location
they are in.
ACTIVITY
• Experiment with how a tree’s shape affects its ability to collect snow by putting flour
over a piece of paper folded in a tent shape and one bent in a dome shape.
o pg 41-42 in Science Around the World by Janice VanCleave: Adaptations of
Coniferous Plants
• Experiment with how a cactus loses less water than a houseplant by covering each with
a plastic bag for 24 hours. Lay the plants on the side so the water collects in the bag.
• Compare this with water in 2 plastic cups covered by stiff paper, one piece of paper
with several holes and one with only a few.
o pg 74-75 in Science Around the World by Janice VanCleave: Transpiration
• Experiment with how the shape of flower petals helps seed production of some Arctic
plants, how the placement of leaves on a branch affects its balance, how tree roots can
form a buttress, or another experiment from Science Around the World.
NOTEBOOK I DEA
97
• Using the sheet above of what a plant needs to survive, have the student pick a plant and
draw/describe how it is designed to meet each of those needs.

• Draw attention to the environment in which we see particular plants (especially in relation
to ongoing lesson B-4A) and discuss why it is found in that environment.
98
WEEK 64: PUTTING PLANTS AND ANIMALS TOGETHER
MATERIALS
Materials for a selected experiment (see book for ideas and options)
DISCUSSION
• We learned that there is a pattern: certain plants live in certain environments. How do
animals fit into this pattern?
o Animals need plants for food and habitat, so the animals that live in a certain
environment are the ones designed to use those plants for survival.
o E.g. Lion and cheetah in grasslands blends in and hunts well in grasslands where
there are lots of large mammals to support a pack. Jaguar in rainforests can climb
trees and live alone.
o Think of more examples
• Although, in order to live in an area, plants and animals have to get there. They can’t
usually cross over mountains or ocean.
o Think if large African mammals lived in the grasslands (prairie) in the U.S.
• Invasive species of plants and animals can mess up this pattern.
o Give examples.
ACTIVITY
• Demonstrate how tree leaf size affects sunlight on a forest floor, make a model of the
height of grasses in the North American prairie, or perform any other experiment.
o Science Around the World by Janice VanCleave.
• Show photos of animals/plants. How is it designed to get food? Protect itself from
predators? Etc.
• Will a given plant grow anywhere? Why not? Where will it most likely be found?
• Will a given animal live anywhere? Why not? Where will it most likely be found? Why?
• How are humans upsetting the balances among species? What is the danger of introducing a
new species into an environment?
NOTEBOOK I DEA
• Do a lab report from the experiment performed.
• Color a world map with the different biomes in their approximate locations and draw in a
few representative plants and animals from each location.

• Continue discussing how plants and animals that are seen, read about, or mentioned are
designed to live where they do.
99
UNIT 8: ANIMAL BODY
WEEK 65: HOW DO WE MOVE?
MATERIALS
Realistic scale model of the human skeleton with movable joints (if available)
Model of human body showing muscles
For activity 1: Raw chicken foot
• Get the students’ attention by moving arms/legs/back/etc. to demonstrate the theme of
this lesson.
• How are our bodies made so that they can move in all these ways?
• Study a model of illustration of a skeleton.
o Relate various bones in the model to their own bones.
o Notice how different joints allow movement in some ways but limit it in others.
• What happens if you force a bone or joint to bend more than it’s supposed to?
• How do we make our skeletons move?
• Have the student feel their upper arm with the opposite hand as bend and straighten
their elbow, pushing against something if necessary.
o Have them describe what they feel and where as they bend and as they
straighten their elbow.
• CONTRACTING- when a muscle pulls itself shorter and we can feel it hardening and bulging
• So how can both bending and straightening be caused by muscles contracting?
o Analyze a model or diagram to see how the upper arm muscles work.
• Do you think this is how other movements work too?
o Experiment with other movements.
o Look at diagrams of how muscles are attached.
• Muscles are not connects directly with bones. They are connected by TENDONS.
o Rest a forearm on the table, palm up, and relaxed. Feel the forearm with the
other hand while making a fist.
o What does this mean?
The muscles are in your arm and connected to your fingers by tendons. Feel
for them on the inside of the wrist.
• Can muscles only pull, or can they push, too?
o Only pull. Another muscle is required to pull the joint in the other direction.
• Conclude:
o Look at a model/illustration showing all the muscles.
o All muscles work by pulling between 2 points on the skeleton.
o Your skeleton’s size is determined mostly by your genetics, but your muscles’ size is
determined mostly by exercise.
o Think about more complex movements, like walking, in terms of muscles.
ACTIVITY
• Play with a chicken foot by pulling on the tendon and watching the toes curl.
• Find or make other things that move like specific joints do, for example a door hinge is
like our knee joint and maybe the student has a toy with another type of joint.
100
• What gives the basic structure and shape of your body?
• Why does your body only bend in the ways that it does? E.g. Shoulder vs. elbow
• What do muscles do? What can they not do?
• Perform a simple movement (or have the student perform one) and ask students to show
where the muscle causing that movement is and the points they are pulling between.
• Why does every back and forth movement require at least 2 muscles?
NOTEBOOK I DEA
• Show on a diagram of an arm muscle which muscle bends the arm and which straightens the
arm. Write something that was learned about muscles.

• When eating meat talk about how meat is muscle.
• Discuss the importance of exercise and nutrition for healthy bones and muscles.
101
WEEK 66: HOW DO OTHER ANIMALS WITH SKELETONS MOVE?
MATERIALS
Access to real or model skeletons of a mammal, bird, reptile, amphibian, and fish (or
photos)
One or more specimens of a crab, crayfish, lobster, or large insect that students can
examine closely, feel, and dissect
For activity 1: Zoology bingo from elementalscience.com
For activity 2: Other materials for any other selected activities
• Look at various vertebrate skeleton illustrations.
• How are these skeletons like what we learned about human skeletons last week?
o They all are made of bones, joints, and have muscles to make them move.
• What do they all have in common?
o Backbone, ribs, skull
• Do all animals have this body design?
o No, this is just one category of animal.
• Animals are divided into categories called PHYLA.
o One phylum is VERTEBRATES.
o They can be divided into CLASSES: fish, amphibians, reptiles, mammals, and birds.
o These classes can be divides into orders, families, genera, and species. (B-4B)
• Look at various arthropod pictures.

• What is the body design of these animals? Do they have a skeleton inside like vertebrates?
What is inside? What supports these animals and gives them their shape?
o Hard outer shell is called EXOSKELETON. They have jointed legs and appendages
(like antennae).
• How can a design with the skeleton on the outside and muscles on the inside work?
o Show model of arthropod joint.
o The legs are hollow tubes and the muscles attach across the joint on the inside of
the tubes. Review that muscles only contract so there are pairs of muscles.
• This is a major animal phylum: ARTHROPODS, which means jointed legs in Latin
o Insects, arachnids (e.g. spiders), and crustaceans (e.g. crab) are 3 different classes.
• What are the advantages and disadvantages of internal and external skeletons?
o Exoskeleton provides protection, but needs to be shed because it can’t grow, and
hollow tube legs wouldn’t support large land animals.
ACTIVITY
• Zoology bingo
o https://elementalscience.com/products/zoology-bingo
• Ideas from Janice VanCleave’s Biology.
NOTEBOOK I DEA
• Color/sort representative animals from the phyla above. List other animals in the phyla.
Describe basic characteristics of animals in the phyla.
• Sort the local animals from B-4A into phyla, classes, orders, and families.
102
• Identify the classification (phyla, class, etc.) of animals observed.
103
WEEK 67: HOW DO ANIMALS WITHOUT SKELETONS MOVE?
(Lesson B-7 Part 3 & Summary)
MATERIALS
One or more large, living earthworms
Egg-sized ball of clay or dough
For activity: jar, soil, compost, dark construction paper, rubber band
• Have we talked about all types of animals: those with skeletons inside and those with them
outside? What about worms, jellyfish, clams, and snails?
• How can an animal move without a skeleton?
o Observe a worm moving forward.
o Model it with by squeezing a lump of clay in the back so it oozes forward, then
holding the front while squeezing the back part back into the lump. Repeat.
o The worm has “belt” muscles and muscles that run along the length of its body.
Review that muscles only contract and relax, not push. The back part squeezes the
belt muscles, pushing the front forward. The front part grips (feel for the grips on
its belly), then pulls up the back end with the muscles along its length.
o Also watch a video of a freshwater hydra.
o It’s also how our tongues move since they don’t have bones.
• How efficient is this movement?
• There are many different body designs with no skeleton so there are many different phyla.
o Investigate as desired.
• What do all these body designs have in common?

o Focus on muscles that contract to move.
o Muscles need energy to work.
o Food is needed for energy.
o Organs are needed to sense, ingest, digest, and release food’s energy.
ACTIVITY
• Set up an earthworm farm.
o Janice Van Cleave’s Biology for Every Kid Pg 120-121
• What are the 3 basic designs in the animal kingdom? How do we put them in categories?
• What are the classes of vertebrate animals?/What do mammals, birds, reptiles, amphibians,
and fish all have in common?
• What classes of animals have the arthropod (exoskeleton) design?
• What are some animals with no skeleton?
• How do animals without skeletons move?
• How do we move our tongues?
• Can any animal move without muscles?
• What do all animals have in common regardless of body design?
NOTEBOOK I DEA
• Color/sort representative animals from the phyla above. List other animals in the phyla.
Describe basic characteristics of animals in the phyla.
104
• Identify the classification (phyla, class, etc.) of animals observed.
105
WEEK 68: HOW DO WE TELL OUR BODIES TO MOVE?
(Lesson B-8)
MATERIALS
For activity 1: Yardstick/stick
For activity 2: Earthworm farm from last week, cotton ball, nail polish remover/rubbing
alcohol, flashlight with red and normal settings (or red celophane)
DISCUSSION
• Review how muscles move the skeleton. How does an animal decide where and how to
move? For example, away from or toward something, slowly or as fast as it can, fighting or
gentle movements?
o The animal has to sense its surroundings.
SENSE ORGANS
What are the senses? Different animals have different sorts of sense organs.
Antennae, nose, eyes, ears, skin, lateral lines, etc.
o It has to interpret the information from the sense organs. E.g. Is this something
good to eat or some poisonous? Predator or not dangerous?
BRAIN
o After sensing, interpreting, and deciding, the body has to make the right muscles
contract in the right way.
o There has to be a way to send information from the sense organs to the brain and
from the brain to the muscles.
NERVE FIBERS
o Altogether this is the NERVOUS SYSTEM.
• Pretend to be a robot and playact what the nervous system (sense organs, nerves,
brain, nerves, muscles) does in response to something in the environment.
• All the sense organs are sending millions of messages every second to your brain. You don’t
notice them all all the time unless you focus on them.
o Focus on messages from each sense one at a time.
o Your brain sorts out what is the most important for you to pay attention to right
now.
• What about inside our body? What are some things that are sensed inside our body that
send messages to the brain?
o Hunger, temperature, thirst, hurt, heart rate and breathing, position
• Are we born knowing how to interpret and control our movements?
o No, think of a baby learning to walk or learning to play soccer.
o Practice teaches the brain where and when to send nerve impulses.
o After a while it becomes automatic, like walking, but the brain is still controlling it.
That’s why brain/nerve damage can cause paralysis.
• The brain also stores information, uses it to solve problems, and creates new ideas.
o Why would it be a bad idea to use drugs or alcohol that can damage the brain?
ACTIVITIES
• Time your reflexes by dropping a yardstick, or other activity:
o https://faculty.washington.edu/chudler/chreflex.html
• Using the earthworm farm from last week, demonstrate why they come out of the soil
during heavy rain, experiment with their response to white vs red light, and determine
if one end of an earthworm is more sensitive to odors.
106
• You hear your mom’s voice calling you to dinner. What sensory organ detects the sound?
What does it do? What 2 things does the brain do? What is a nerve impulse? What is the final
response?
• What happens if one of your sense organs doesn’t work?
• Why does a broken neck or back make someone paralyzed?
• What do drugs or too much alcohol do to your nervous system?
NOTEBOOK I DEAS
• Diagram of nervous system with
o Major components labeled
o Sensory organs- what stimulus do they sense
o Sentence describing the overall function

• Whenever the child responds to a sight, sound, smell, etc. analyze the situation.
107
WEEK 69: HOW DO OUR BODIES GET ENERGY?
MATERIALS
Model of human body showing major organ systems
For activity 2: paper towels, 2 glass jars, masking tape, pen; sugar, cornstarch, tincture of
iodine, funnel, round coffee filters, small drinking glass, 1 cup measure, 1 T spoon,
eyedropper; saltine cracker
DISCUSSION
• Review functions of skeletal-muscular and nervous systems.
• What else is needed for an animal body to survive?
o Food, but how do animals get energy out of food?
• Review burning candle from Lesson A-7:
o Wax particles/molecules have carbon connected with lots of potential energy.
o Burning breaks the carbons apart and combines them with oxygen from the air to
make carbon dioxide, which doesn’t have much potential energy. (oxidation)
o The potential energy is released as heat and light in the fire.
• The way the body gets energy is similar:
o Food particles/molecules have carbon connected with lots of potential energy.
o The body breaks the carbons apart and combines them with oxygen to make carbon
dioxide, which doesn’t have much potential energy. (oxidation)
o The potential energy is released.
• There are some differences:
o A candle burns in one spot, but food particles are broken down in each cell.
o Energy isn’t released as heat or light or it would cook the body. (Although some
energy always escapes as heat.) It’s released in a way the body can use to move
muscles, send nerve impulses, or whatever else the body needs to do.
• What has to happen before a cell can break down food particles/molecules into energy?
o The food particles and oxygen have to get into the body and to get to the cell.
• What has to happen after the cell breaks down food particles/molecules into energy?
o Carbon dioxide (and other waste) must be removed from cell and the body.
• Study illustrations of internal organs.
• What do each of these organs do in order to deliver oxygen and food to each cell or to
remove carbon dioxide and wastes from the cells and body? Focus on relationship between
structure and function.
• DIGESTIVE SYSTEM- mouth and stomach grind up food, intestines absorb food into the
circulatory system, waste that can’t be absorbed exits.
o Doesn’t release the energy yet, and actually uses energy. Analogy to cutting down
trees to use later as firewood.
• Respiratory system- brings in oxygen, removes carbon dioxide so it can transfer into/out of
the blood
• Circulatory system- a circular pathway that all passes through and is pumped by the heart,
then branches into tiny tubes all over the body to drop off or pick up different things at
different places
o Discuss what is exchanged at lungs (CO2 out of blood, O2 in), muscles (CO2 into
blood, O2 and food out), intestines (food and CO2 into blood, O2 out of blood)
o Red blood cells make it so the blood can carry much more oxygen
o Why is the heart so important?
108
• Kidneys and water balance- Other wastes made by the cells as they oxidize food particles
(think ashes) are picked up by the blood. As blood passes through kidneys these wastes and
some of the water they are in are filtered out. This is called urine, which goes to the
bladder and is peed out.
o Where have we seen water necessary for the body in each of these systems?
o Kidneys also make sure we have the right amount of water in our bodies.
• The liver- Why don’t we need to eat constantly like we need to breathe constantly? The
liver stores extra food particles that are in the blood until we need them, then it releases
them back into the blood
ACTIVITY
• Play Simon Says to touch the location of various organs on their bodies. Also give clues
such as, “Touch the organ that grinds up your food” or “Point to the organ that pumps
blood.”
• Demonstrate how the shape of an intestine increases absorbency, how soluble materials
move through the lining of the small intestine, and and if some digestion occurs in the
mouth.
NOTEBOOK I DEAS
• Describe/dictate what cells need to work (energy), how they get it (oxidation), and what
materials they need to get it (food particles, oxygen)
• Label a picture of the internal organs on a human body and briefly describe each of their
functions.

• Draw attention to any of the body processes and discuss why they are necessary.
109
WEEK 70: WHAT SHOULD WE EAT?
(Lesson B-9 Part 3)
MATERIALS
For activity: access to a grocery store or pantry/kitchen
DISCUSSION
• It would seem like the more you eat, the more energy you will have.
o Unless you’re actually starving this isn’t true.
o When the body regularly gets more food than it needs for the work it is doing, the
liver changes it into fat and stores it on the body.
o The reverse is also true: to reduce fat, you have to use more energy and/or eat less
food, so the liver will break down fat to use for energy.
o If you eat ____ calories per day, but burn _____ calories, what will happen?
• Essential nutrients for growth, maintenance, and repair of the body
o Imagine we are building a motorcycle. What materials do we need to build it, or to
fix it if it breaks? What kind of fuel do you need to give it energy to run?
o The body also needs both materials to grow and repair itself and fuel to run it, both
of which are found in food.
o The materials are ESSENTIAL NUTRIENTS- protein, vitamins, and minerals. The body
can’t make them, so they have to be eaten in food. Otherwise diseases and
conditions of malnutrition develop.
o The fuel is measured in how many calories (units of energy) the food has.
o A BALANCED DIET has the right amount of essential nutrients and calories.
• Why is it bad to eat a lot of “junk food” and not enough healthy food like fruits,
vegetables, meat, whole grains, and legumes?
o Too many calories, not enough essential nutrients.
ACTIVITY
• Go on a scavenger hunt to find different foods. (see notebook pages)
NOTEBOOK I DEA
• Draw a picture or complete a coloring page of balanced diet.
110
WEEK 71: HOW DO OTHER ANIMALS GET ENERGY?
(Lesson B-9 Part 4)
MATERIALS
For activity: animal to dissect (dead insect, chicken from store) or access to watch
something being butchered
DISCUSSION
• How does what we have learned about humans related to other animals?
o All animals have the same needs: essential nutrients and energy, which come from
food.
o All animals have some kind of digestive, respiratory, circulatory, and excretory
systems. Compare these as desired.
ACTIVITY
• Dissect an animal and compare anatomy to a human.
• Why do we eat?
• How does food provide energy?
• Where does the oxidation (burning) of food happen?
• What must happen to food before it can be oxidized? List the steps.
• What else is needed in order for food to be oxidized?
• Where does the oxygen come from? How does it get to the cells?
• Are there wastes from the oxidation of food molecules? How does the body get rid of them?
• Why do you have to breathe? How is the air you inhale different from the air you exhale?
• What is urine? Why do we need to pee?
• What is poop?
• Why do your breathing and heart rate increase when you exercise? Why do you feel hungry
after you work hard all day?
• What is the function of the heart, lungs, digestive system, kidneys, and liver?
• How do exercise and eating relate to losing or gaining weight?
• Why do we need fruits, vegetables, and meat/legumes?
NOTEBOOK I DEA
• Color or label comparative internal anatomy of animals of interest.

• Discuss the importance of a balanced diet at mealtimes.
• Discuss why we breathe hard during exercise as opportunities arise.
• Discuss why we go to the bathroom as opportunities arise.
111
UNIT 9: PLANTS
WEEK 72: PARTS OF PLANTS
MATERIALS
Living plant (uprooted but with roots attached)
Tinker toys or other connecting block system
• Observe a living plant (uprooted but with roots still attached).
• What are the main parts of your plant?
o Roots, stems, and leaves
• Do all plants have the same 3 parts?
o Yes, in different sizes and shapes called MODIFICATIONS.
o What are some different types of leaves?
Pine needles, grass, lily pads.
o What are some different types of stems?
Tree, vine, grass and dandelions (extremely short stem where all leaves
come out of).
o What are some different types of roots?
Fibrous root like grass or tap root like carrot
• Do plant roots eat soil like animals eat food? How do we know? How could we design an
experiment to show this?
• Jan van Helmont experiment (google)
o Overview- He weighed soil and a small tree, planted the tree, only watered it for 5
years, and then weighed the soil and the tree again.
o The soil weighed 200 lbs at first and 199.75 lbs at the end.
o The tree weighed 5 lbs at first and 169 lbs at the end.
o What does this teach us about where plants get their mass?
o Jan van Helmont thought from water, but when you burn wood from a tree, is it
just water?
No, it’s carbon (you can see from the ash).
o Water has no carbon. Where does the carbon come from?
Carbon dioxide from the air
• How do plants get carbon dioxide from the air?
o Photomicrograph of a leaf surface stoma
o PHOTOSYNTHESIS- same reaction as when animals get energy by using oxygen to
break carbon chains and give off carbon dioxide as waste, but in reverse. Plants use
light energy to link carbon dioxide into carbon chains and give off oxygen as waste.
Show using Tinkertoys or other connecting block system.
• So what is the function of leaves?
o Photosynthesis
• What is the function of roots?
o Absorb water (to replace water lost out of the stoma) and a small amount of
minerals from the soil, and to anchor the plant
• What is the function of stems?
o Support the leaves to get sunlight and transport water from the soil to the leaves,
and food made by the leaves in photosynthesis down to the roots and other parts.
112
ACTIVITY
• Go on a nature walk to look for different types of plants and discuss their root, stem,
and leaf modifications.
NOTEBOOK I DEA
• Label parts of a plant on a picture and describe their functions.
• Illustrate root, stem, and leaf modifications.

• Do some gardening and discuss the 3 parts of a plant and different modifications.
113
WEEK 73: FLOWERS AND FRUITS
(Lesson B-10 Part 3)
MATERIALS
Large flowers to observe and dissect
Variety of fruits (with wings, parachute tufts, buffs, fleshy pulp, etc.) either during the
lesson or on a nature walk
Camera and printer access
• How do plants reproduce?
o Flowers, fruits, and seeds
• Observe a flower (with a magnifying glass)
o Label the parts on the notebook page while discussing.
o The anthers produce pollen.
o The egg cells are made in the pistil.
o Insects bring pollen to the pistil (POLLINATION) which fertilizes the eggs.
o Each fertilized egg turns into a seed. A seed is a baby plant (EMBRYO) with food and
a tough coat. (A baby in a basket with its lunch)
o The bottom part of the flower (ovary) turns into the fruit (which may not always be
a fruit as we think of it).
• Observe/dissect a flower ovary.
• Watch a time-lapse video to show a flower turning into a fruit.
• Show a wide variety of fruits. (with wings, parachute tufts, burrs, fleshy pulp, etc.)
• What is the purpose of fruit?
o To spread the seeds to new locations.
o What are some different designs to do this?
• How does a seed survive for months or even years? If it were active and growing it would
quickly use up all its lunch and pop out and if it wasn’t in a good environment it would die.
o This super deep sleep is called DORMANCY. It’s a mystery still how seeds can seem
to be dead and suddenly pop to life.
• Plants can also reproduce by runners, cuttings, or grafting.
o The new plant is exactly like the parent plant genetically.
ACTIVITY
• Go on a nature walk to look for different types of flowers and fruits. Discuss the designs
for attracting insects for pollination and for spreading seeds. Take pictures and make a
photo collage.
NOTEBOOK I DEA
• Label parts of a flower on a picture and describe their functions.
• Illustrate different designs of fruits and how they disperse the fruit.
• Illustrate how a fruit develops from the ovary of a flower.
• Describe dormancy and why it is important.

• Identify what parts of the plant are eaten during meals or at the market.
• Observe the parts of flowers, fruits developing on a plant, fruit dispersing seeds (burrs,
eating fruit, wind), seeds in a dormant state, and nonflowering plants bearing comes or
spores.
114
WEEK 74: PINECONES, MOSS, AND FERNS
MATERIALS
Pinecones, ferns, moss (can find on a nature walk)
Magnifying glass
DISCUSSION
• Do all plants have flowers? What are some that don’t?
o Pines, mosses, and ferns
• The animal kingdom is divided up by body design. The plant kingdom is divided up by how
the plants reproduce.
o Most have flowers and fruits. There are several that don’t though.
• Pines and other cone bearing trees
o Male cones are small things at the tips of the branches in the spring that make
pollen.
o Female cones are the ones that drop off. Seeds form between the scales of the
cone while it is still on the tree.
o Go look at cone bearing trees if nearby and in the right season.
• Mosses and ferns don’t make seeds; they use spores.
o Spores are dormant single cells with a very tough cell wall
o You can see spore capsules on the end of stalks of moss. They pop open and shed
spores when they are ripe.
o Ferns have brown or black spots that are spore capsules.
o Google fern sporangia photomicrograph.
o Go look at mosses and ferns to find spores.
ACTIVITY
• Look for non-flowering plants on the nature walk, especially spores to observe under a
magnifying glass or microscope.
• Locate the seeds on the scales of pinecones. Use pinecones to test the humidity.
o Janice VanCleave’s Science Around the World pages 39-40
• Paint or draw a pine tree.
o https://www.kitchentableclassroom.com/paint-with-markers-tree-tutorial/
o https://www.kitchentableclassroom.com/pine-tree-painting/
• What is the basic pattern of all plants?
• What are the functions of each part?
• What are some ways leaves, stems, and roots can be modified?
• What is the function of flowers?
• How do flowers do reproduction? What is the purpose of each part?
• From what part of the plant, and how, do fruits come?
• What is the purpose of the fruit?
• What does it mean that the plant embryo is dormant in a seed? Why is it important?
• Are there plants that don’t make flowers? Give examples. How do they reproduce?
115
WEEK 75: HOW DO SEEDS GROW?
Note this lesson requires observation each day throughout the week.
MATERIALS
Seeds of various kinds: radish, sunflower, beans and peas work especially well,
Paper towels
• Observe seeds.
• Are they alive or dead?
o Review B-10 as necessary that a seed is a dormant baby plant (embryo) in a basket
(seed coat) with its lunch (stored food).
o GERMINATION- the embryo in the seed “waking up” and starting to grow
• Put the seeds in damp paper towel.
o Observe and record results in a table daily for 1 week (or more).
• Were the seeds alive or dead? (If any didn’t germinate they were dead.)
• Why does the root grow before the shoot and leaves?
o The leaves and stem couldn’t grow without a supply of water.
• Where does the seed get the energy for its growth?
o Must be from stored food since it hasn’t had leaves to do photosynthesis.
NOTEBOOK I DEA
• The table of results from the seed germination experiment.

• Discuss results of seed germination daily.
116
WEEK 76: DO SEEDS NEED LIGHT TO GROW?
Note this lesson requires observation every other day for 2 weeks or more.
MATERIALS
Germinated seeds from last week
2 plastic cups or pots
Potting soil
• During germination the plant gets its energy from the stored food. When does it switch over
to using light for photosynthesis? How could we design an experiment to find out?
• Fill 2 clear plastic cups with soil, wet the soil, and put a few seeds around the edge of
the cup so they can be seen through the side of the cup. Consider using the seeds
already germinated from Part 1 to speed things up. Put one in the dark and one in the
light. Water as needed.
o Observe and record results in a table every other day for 2 weeks (or more).
• What differences did you see?
• Why did the plant in the dark grow taller?
o It has a limited supply of food, so the best use of that isn’t to make leaves, but to
grow tall to try to find light.
o Emphasize that the plants don’t have a nervous system so they aren’t deciding
whether to grow tall or to put out leaves, but they do have a way to sense things
like light.
NOTEBOOK I DEA
• The table of results from the plants grown in the light and the dark experiment.

• Discuss results of the experiment periodically.
Start the seeds for next week’s lesson today.
117
WEEK 77: CAN PLANTS SENSE GRAVITY?
Note this lesson requires observation every day for 2 weeks or so. Starting seeds the
week prior will help this lesson finish up with the end of this unit.
MATERIALS
Seeds
Clear plastic cups
Wax pencil/crayon
Cardboard box large enough to fit plastic cups with seedlings
For activity: Onion bag netting material
• Review how plant seedlings sense light and change how they grow depending on whether or
not there’s light. What else can plants sense and respond to?
o Gravity. How could we test this?
1. Start another set of seeds in a plastic cup. (Doing this the week prior will speed things
up.)
2. After a root has germinated ¾” mark it on the cup. Tip the cup so that the root is
horizontal on the side of the cup.
3. Observe the root again the next day. Then stand it back upright.
4. Observe it again the next day.
o Roots must be able to sense gravity and respond to it.
• Repeat this test once the shoot emerges from the soil.
o Shoots also sense gravity and respond to it.
• Put the seedlings under a cardboard box with a slit in one side.
o Observe in a day. What happens? Why?
• How do tendrils from vines curl around things?
o Look for an example.
o Watch a time lapse video.
o They respond to touch and grow towards the touch.
ACTIVITY
• Try planting seeds in a cup suspended upside down. (Contain the soil with a mesh bag.)
o What happens? What is the conclusion?
• What is the state of the embryo in a seed?
• What makes the embryo start growing?
• What environmental factors can a plant sense? What is the evidence?
• Why does a seed need to have stored food besides the embryo?
NOTEBOOK I DEA
• Illustrations of results from the experiments and the conclusions.

• Discuss results of the experiments periodically.
118
UNIT 10: GEOLOGY
WEEK 78: WHAT ARE ROCKS AND MINERALS?
(Lesson A-10 Pre-lesson and Part 1)
MATERIALS
Buckets/bags to collect rocks from streambed
Various rocks and minerals (save sedimentary rocks, such as sandstone and shale, for later)
Magnifying glass
ACTIVITY/FIELD TRIP
• Go to a streambed or other location to collect various stones.
o Note: This part of the lesson doesn’t use sedimentary rocks like shale or sandstone.
• While examining the stones, explain that we call these rocks and minerals. What is the
difference between a rock and a mineral?
• Use a pocket magnifier to examine the granules in a speckled rock.
o Are they all different? Can you describe 3 different categories of granules?
Quartz, mica, and feldspar
o Each of these is a MINERAL- one material with a uniform color, texture, and luster
o ROCKS- two or more minerals put together
o Each mineral has a name and rocks made of different minerals have names, too.
o This rock made of these 3 minerals is called GRANITE
• Separate the stones into rocks and minerals.
o Minerals have an even color and luster; rocks have specks or granular appearance
• Minerals are very common. All of the solid part of the Earth is made of them.
o Granite is a common type of rock that makes up the base material of the
continents.
• Why is it important to study them?
o We use them to make metals and other materials, among other reasons.
NOTEBOOK I DEAS
• Describe and illustrate how rocks are distinguished from minerals.
• Describe/illustrate how rocks and minerals are related to the Earth’s crust.

• On outings look for interesting stones and classify them as rocks or minerals. Start a
collection and label your finds.
• Look at rock, mineral, and natural crystal collections in museums and nature centers.
119
WEEK 79: MINERALS CAN HAVE CRYSTALS
(Lesson A-10 Part 2)
MATERIALS
Crystal specimens (like quartz)
At least 8 same size cube Lego’s
Mica samples
Samples of various ores
For activity: Marshmallows/gumdrops, toothpicks (cut into halves or thirds)
• Show photographs of crystals.
• What’s the difference between crystal and mineral?
o The basic particles of matter (atoms) have a certain shape. When lots of them are
packed together in a solid, the solid has a certain shape. (Think of packing cubic or
triangular blocks together.) When a mineral is packed together into a certain shape
it’s called a crystal.
o A crystal is always a mineral (meaning it is made of a certain type of
particles/atoms), but a mineral isn’t always a crystal (think of blocks jumbled up in
a box).
• Look at various quartz crystals, from granules in a piece of granite to photographs.
o There are many shapes and sizes of crystals. E.g. gemstones
• Look at table salt with a magnifying glass.
o We need small amounts of some minerals like salt (technically halite) in our diet,
but it isn’t technically a food since we don’t get energy from it.
• Look at sample of ores.
o They contain metal minerals, like iron, copper, aluminum, etc.
o An ORE is a natural Earth material that is mined and processed to make a metal.
o Feel the difference between an ore and something made of the pure metal.
o Watch iron ore melting and smelting video.
• Where else do we find minerals?
o In our bones and teeth: calcium phosphate
o In our blood: iron
o Marine animals like clans and snails make shells with minerals: calcium phosphate
ACTIVITY
• Look at atomic structures of different crystals. Make models of a crystal pattern using
marshmallows/gumdrops and toothpicks (cut in half or thirds).
NOTEBOOK I DEAS
• Draw and describe a crystal.
• Describe how minerals are related to crystals and ores.

• Look at snowflake crystals with a magnifying glass.
• Continue with the rock collection started last week.
• Look at rock, mineral, and natural crystal collections in museums and nature centers.
120
WEEK 80: DIRT AND SOIL
MATERIALS
Soil
Saucers with white flat bottoms
Water
Magnifying glass/microscope
For activity: materials to make a project out of stone/ceramic/cement/clay (such as
mosaic stepping stone)
• Put a pea sized bit of soil on a white saucer and mix it into a bit of water to spread out
specks of soil. Let it dry a bit and look at it under a magnifying glass (or a microscope if
available).
o Have students draw the specks they see, noting size, color and shape.
o Point out that even the tiniest specks have billions of trillions of the basic particles
called atoms.
• Focus on the mineral specks. How do minerals get broken down like this?
o WEATHERING- freezing, thawing, rubbing by water, ice, wind, or other rocks in a
stream, acid from rain or plants
• So what is dirt?
o A bunch of bits and pieces of weathered rocks and minerals + decaying
plants/animals/poop
o SOIL- is what we call it when we’re using it to grow plants
• Review how humans can’t make anything without starting with something, either natural
Earth or biological (B-2).
• What are some things we use rocks and minerals for?
o Rock for building walls or monuments
o Sand and gravel used to make cement and blocks
o Clay used for bricks, pottery, ceramic
o Metals from ores
o Glass
o Uranium used for nuclear power
o Plants (and in turn animals) need small amounts of minerals in the soil to grow
ACTIVITY
• Look at photomicrographs of soil particles and identify minerals.
• Make something out of rock, sand, cement, clay, metal, or glass. E.g. Mosaic stepping
stone.
• Show examples of a rock, mineral, and crystal. Which Is which? How can you tell?
• How is a mineral different from an ore?
• What is the difference between a mineral and a crystal?
• What is dirt?
• What is soil?
• Where do metals come from? How?
• What materials/resources do we get from rocks and minerals?
121
NOTEBOOK I DEAS
• Picture of the specks in the dirt, labeling the minerals as such.
• Describe how dirt is formed.
• List and illustrate the ways minerals are used as resources for humans.
• Write a paragraph on the following question: How have advances in civilization hinged on
learning to obtain and use resources in rocks and minerals?

• Look for and discuss examples of weathering.
• Observe different types of dirt and discuss why they might be different.
• Point out instances where minerals and rocks are being used as resources
122
WEEK 81: WHAT TYPE OF SOIL DO PLANTS NEED? (SET-UP)
MATERIALS
Seedling starter pots (2 – 3 inches)
Coarse sand/fine gravel (grains 1/16 – 3/16 inch)
Rich garden topsoil or potting soil
Bowls or pans in which pots with soil can be immersed in water
Fast-germinating seeds like peas, beans, sunflowers, squash
• What are some things that affect how a plant grows?
o Temperature, rainfall, light
o Does the type of soil matter? Why? Plants don’t eat it, do they?
• How could we test whether the type of soil matters to plant growth?
o Let students carry out their experiments or something similar to this:
• Plant a few seeds in 3 different pots: water-logged topsoil, well-drained topsoil, and
sandy soil. Keep in sunny location and water about twice/week.
o Track results periodically for 3-4 weeks.
NOTEBOOK I DEAS
• Begin the lab report that will be finished in Part 2.

• Continue watering and discussing the growth of the plants.
123
WEEK 82: HOW ARE FOSSILS FORMED?
(Lesson D-8 Part 1)
MATERIALS
Samples of sedimentary rocks (sandstone and shale)
Fossils and rock containing fossils
Dirt (2 – 3 quarts that contain a variety of differently sized particles – pebbles, sand, silt,
and clay)
Watering can of water
Dish draining pad (light color, if possible)
Wide-mouth gallon jar
Magnifying glasses
For activity: Shell or other object to make an imprint, clay/plaster of Paris
• Look at fossils or photos of fossils, including those still imbedded in rock.
• What are they? How did these living things get to be imbedded in the rock wherever they
were found?*
• What type of rock are they in? Is it like the rocks we studied in the previous lesson? (A-10)
o No, it is sedimentary rock.
• What is sedimentary rock and why are fossils in this type of rock? Do the demonstration
below to find out.
• Put 2-3 qts of moist loam (dirt including clay, sand, and intermediate particles) on a
dish drainer pad, pack it down, and put the drainer so it will drain into a clear jar.
Slowly sprinkle water on the dirt and observe the dirt particles.
o Flowing water ERODES the earth and carries the dirt along as SEDIMENT.
o Observe how the particles separate according to size as they are carried along.
• How does this relate to the real world?
o Look at examples of erosion (nearby or photos).
o Why does a river look muddy after it rains?
o Where does the river go? What happens to the sediment when it gets there?
• Observe the collecting jar.
o The sediment settles to the bottom.
• So how does this relate to fossils?
o Plants or animals living on the bottom of the lake/sea or washed in by storms, can
by buried under sediments.
• Why are fossils mostly shells and bones and not the whole creature?
o The soft parts decompose too fast.
• How do the sediments that are soft and muddy turn into rock?
o Over time and under the weight of lots of layers of more sediment, sediments turn
into SEDIMENTARY ROCK.
• How can there be that much sediment to make that much sedimentary rock?
o Over time erosion can wear down mountains and carve out huge valleys
• How can fossils now be found above ground, even up in huge cliffs?
o Volcanoes and earthquakes move the Earth’s crust.
ACTIVITY
• Make a “fossil” shell using clay, salt dough, or plaster of Paris.
• Go fossil hunting.
124
NOTEBOOK I DEAS
• Draw/describe the steps of a fossil forming in sedimentary rock.
• Processes/events that change the Earth’s surface

• Point out erosion happening (muddy river/stream, a ditch, etc.) and discuss how it works.
• Look for pieces of sedimentary rock.
*If it comes up, note that fossils can be an actual bone or shell, or have been replaced with other
material, or just be an impression (E.g. Footprint).
125
WEEK 83: TYPES OF ROCKS
MATERIALS
Sample of fossil-rich limestone
Assorted seashells, including coral
Sample of shale
Sample of sandstone
Dropper bottle of acid/vinegar
Samples of sandstone, shale, and igneous rock
Magnifying glass
Dirt with various sized particles (including sand and clay)
Jar with lid
For activity 1: Access to a cliff with sedimentary rock layers
For activity 2: Access to a limestone formation
For activity 4: Rock Slides and Arrows game prepped (from elementalscience.com)
• Look at photos of fossils in limestone or actual specimens.
• Watch a video of coral reefs. Look at photos/specimens of coral.
o Corals are colonies of thousands of tiny animals. Each one lives in a pore and adds
shell material around itself as it feeds and grows. This grows the coral.
• Crush some limestone and a weathered clam shell. Add a drop of vinegar to each one.
o Both fizz because they are both made of the same material (calcium carbonate).
• What is the connection between fossil-rich limestone and coral reefs?
o Limestone is a type of sedimentary rocks formed over time (millions of years) as
coral grows and dies.
• Look at samples of igneous rocks and sedimentary rocks (sandstone and shale).
o Record the differences. (igneous has 2 or more minerals; sedimentary is uniform
throughout without crystals)
• The differences are based on how they formed.
o Crystals in igneous rock form when magma cools.
o Sedimentary rock is formed from compressed clay, sand, or coral/shells.
• What’s the difference between shale and sandstone?
o Shale is from settled clay and sandstone is from settled sand.
• Why do they settle in different places? Do the demonstration to show:
• Put dirt (with various sized particles) in a jar ¾ full of water, cover, and shake until the
particles are all separated. Set it down and watch the order in which the particles settle
(maybe taking a break for a few hours or overnight to wait for the clay to settle.)
o Note/draw the order at which the particles settled.
ACTIVITY
• Visit a location where you can see layers of sedimentary rock in a canyon wall/cliff, or
do a virtual tour of Grand Canyon, Bad Lands, Pictured Rocks, or other similar location.
• Go visit a limestone formation in the area if possible.
• Go rock hunting for the 2 different types of rock, or separate your existing rock
collection into the 2 types of rock.
• Play this geology game:
126
o https://elementalscience.com/blogs/science-activities/free-geology-game-rock-
slides-and-arrows
NOTEBOOK I DEAS
• Draw/describe how limestone forms.
• Describe the differences between sedimentary and igneous rock.
• Note/draw the order at which the particles settled, and what this teaches about why sand
and clay settle in different areas and so form 2 different types of rocks.

• Be on the lookout for igneous and sedimentary rock. Discuss how they formed and how that
affects their appearance.
127
WEEK 84: THE STORIES ROCKS TELL
MATERIALS
Hourglass timer
For activity 2: Modeling or salt clay
DISCUSSION
• Review what has been learned in the lesson so far:
o We can examine rocks to see how they were formed: igneous, sedimentary, or
limestone.
o Erosion and rivers carrying and depositing sediments form sedimentary rocks.
o Growing coral reefs form limestone.
o Earthquakes and volcanoes move Earth’s crust.
o Mountains, valleys, canyons, huge amounts of limestone, rock formations, etc.
seem to show that these things have been going on a long time.
• Scientists (geologists) could calculate how long it would take for a canyon to erode or
limestone to build up based on how fast it’s eroding now.
o But we don’t know if that was how fast it eroded in the past.
• There’s another way geologists can measure how old something is.
• Look at an hourglass. If you found one running what would you need to find out how long
ago it started?
o How much sand it has altogether, how much is above, how much is below, and how
fast it is falling through.
o Give examples/math problems.
• Nature’s hourglasses are radioactive elements, which are materials that change into a
different material (like potassium into argon) very slowly but at the same rate over time.
o The original element is like the sand in the top of the hourglass, the element it
changes into is like the sand in the bottom, so if we know how much was in it
altogether (if none has been lost), we can figure out how old the rock is.
• Radioactive dating supports the idea that sedimentary rocks were laid down over hundreds
of millions of years.
o The rocks on the top are the youngest and those on the bottom are the oldest.
o Dating igneous rocks shows that the Earth formed about 4.5 billion years ago.
ACTIVITY
• Explore NPS geology website: https://www.nps.gov/subjects/geology/index.htm
• Use modeling or salt clay to make models of geological features. Discuss how they were
formed.
• Go on a neighborhood walk and see what you can observe about age dates around you.
For example, which is older, the bricks in a building or the building itself? Are there
repairs or cracks in the sidewalk that came after the sidewalk was built? Look for
“absolute” ages such as cornerstones, dates carved into fresh concrete, or dates
stamped on manhole covers.
• Compile a list of questions and have a Q and A session with a geologist.
• What are fossils?
• What are the steps that make a fossil, starting with weathering?
• What are sedimentary rocks? How were they formed?
128
• Sort rocks into igneous and sedimentary. Sort sedimentary into sandstone, shale, and
limestone.
• How are sandstone, shale, and limestone different?
• Why are sandstone and shale formed in different locations?
• A friend wants to go fossil hunting in a rock formation that has crystalline structure. What
would you tell him?
• How can scientists tell how old rocks are?
• How do we know when dinosaurs lived and that humans probably didn’t live with dinosaurs?
NOTEBOOK I DEAS
• How rocks and rock formations show changes that have occurred over long periods of time.

• Point out geographical features on walks or drives and discuss how they may have formed
and what the region may have looked like at different points in the Earth’s history.
129
WEEK 85: WHAT TYPE OF SOIL DO PLANTS NEED? (CONTINUED)
MATERIALS
Dry sand
Dry soil
2 pots with holes in bottom
Something to catch water coming out
Measuring cup
For activity 1: Various soils
For activity 2: (1) 9 oz, (6) 5 oz and (1) 3 oz paper cups, coffee filter, 1 cup soil, red food
coloring
• What happened?
o Well-watered topsoil seeds grew well. Sandy soil seeds dried up and maybe died.
Waterlogged soil seeds didn’t sprout.
• Why did the plants in sandy soil wilt and die? Why did they run out of water when they were
watered the same as the ones in topsoil?
o Demonstrate how soil holds more water than sand by filling 2 pots: 1 with dry
sand, 1 with dry soil. Carefully pour 100 mL of water onto each pot while
holding something underneath to catch the water that drains through. Measure
how much water has drained through.
o An important aspect of soil is its WATER-HOLDING CAPACITY, so the plants have
water to use between rainfalls. If it goes too long it’s called a DROUGHT, and only
desert plants have adaptations to survive this.
• Why didn’t the seeds in the waterlogged soil grow? (Dig them up to observe.) They were in
the same soil as the plants that grew well and had plenty of water! What else did they
need? Why?
o Roots need energy to grow. Where do they get that from?
Not light yet since they are underground and don’t have leaves yet. It’s
from the oxidation of the stored carbon-containing molecules in the seed’s
food (Review lesson B-9- this is the same as how animals get their energy)
o What else is needed to oxidize carbon-containing molecules for energy?
Oxygen
o How do roots get oxygen and get rid of carbon dioxide?
There has to be air in the soil for them to do that or they drown like an
animal would. (Water plants have ways, such as hollow tubes, to transport
oxygen down to their roots, but land plants don’t.)
o Another important aspect of soil is AERATION- that it’s loose enough to let oxygen
in and carbon dioxide out.
• Soil is the foundation of human civilization. How is this so?
o Agriculture is what makes a group of people able to live together in a place rather
than be nomadic hunter/gatherers. Review ancient history as desired.
ACTIVITY
• Collect various soils from different locations as well as peat moss or well-rotted
compost. Test the water holding capacity of each.
• Demonstrate how nutrients are washed out of tropical rainforest soil.
130
NOTEBOOK I DEAS
• Make a lab report for the experiment, with labeled diagrams, results, and interpretation.

• Make a point of looking at the types of soil where things are and are not being grown.
Discuss what is good soil for growing and what it not.
131
WEEK 86: HOW DOES EROSION AFFECT SOIL?
MATERIALS
Bucket of garden top soil
Dish drainer pad
Sprinkling can and water
Dried out soil
For activity 1: 6 paper cups, dirt, marker, (2) 6"x12" pieces corrugated cardboard, tray,
grass clippings
• Put 2-3 qts of garden topsoil on a dish drainer pad, pack it down, and slowly sprinkle
water on the dirt.
• What is left behind as erosion occurs?
o Bare soil runs off and coarse sand and pebbles are left behind.
• How does this change the quality of the soil and how well it can grow plants?
o It lowers its water-holding capacity (and chemical nutrients are lost).
• Model how this can also happen in dry regions or in droughts: put some dry topsoil in a
loose pile and let students blow on it.
• How does this relate to the real world?
o When farming (plowing, cultivating, post harvest) soil is exposed and can erode.
• Watch video/look at photos of soil erosion.
• Why is this a problem?
o All our food comes from the ground directly or indirectly and we need good quality
soil to grow lots of food.
• What is something that can be done to conserve/protect soil against erosion?
o Vegetative cover to shield the soil from impact and for the roots to hold soil
particles in place.
ACTIVITY
• Experiment with how grass affects soil erosion using grass clippings.
• On playgrounds, the soil gets packed down by feet. Sometimes to manage this workers will
go over the ground with a machine that makes lots of small holes in the soil. What is the
problem with compacted soil? How does making holes help the grass? What is the operation
called?
• Is it possible to over water plants? How so? What is the cause of the result?
• Why do flower pots have a hole in the bottom?
• What is the evidence for roots needing air?
• Why does sand make a poor soil for plants?
• In what way does erosion change the soil? (What is removed? What stays in place?)
• What is the best way to prevent/minimize erosion?
• Why is soil conservation important for all people in the world?
NOTEBOOK I DEA
• Describe what erosion is and how it degrades soil.
132
• Look for instances of erosion. Discuss the damage it causes and how it can be prevented
(strip cropping, terracing, maintaining grass, waterways, etc.)
• After heavy rains the water of streams is muddy brown. Discuss where that mud (soil) came
from? What is happening to the quality of soil that is left behind?
• Continue putting the lessons learned about soil and plants in use by having children help
with gardening and composting.
133
WRAP-UP
WEEK 87: WHAT ARE RESOURCES?
(Lesson E-1 Parts 1,2&3)
DISCUSSION
• Hold up some item and ask: What resources are required to make this?
o RESOURCES are everything you need to make something.
o Get to the root of it (not just wood and machinery, but light, soil, water, energy)
o Do a few and then pick one to start the notebook page. Categorize all of the
resources needed to make something.
• How do humans fit into the picture?

o Resources can’t make themselves into something.
• Discuss the history of technology:
o Stone Age: Technology started as humans observed that certain stones could be
chipped and made into tools.
o Bronze and Iron Ages: Next humans learned how to make bronze, and then iron.
These could be molded into different shapes and used to invent things like engines.
o More recently humans figured out how to make tiny electrical circuits on chips of
silica (a mineral) and make computers.
• Note that an invention doesn’t just come into someone’s head. They have to understand
materials and processes to make it. Human resources give the creativity and labor to make
resources into useful items. In turn those items cause more creativity for new inventions.
• Add human resources to the notebook page resource diagram.
• Resources aren’t unlimited.

o Bring up a current resource issue in the news, such as land conservation vs.
development, energy conservation, limited water supplies, damage caused by
mining and drilling, etc.
• Keep discussion positive: We should exercise conservation, reach compromises, control side
effects like pollution, and develop alternatives.
NOTEBOOK I DEA
• Write a report on a current resource conflict, with ideas of how to help solve the conflict.

• Continue discussing what resources are required to make something.
• Look for news of resource conflicts to discuss.
134
APPENDIX A: SUPPLY LIST BY WEEK
1 Assortment of miscellaneous items, tray, large cloth to cover tray
Various liquids in clear containers (cooking oil, laundry detergent, syrup, shampoo, etc.);
2 Various solid items from around the house (toys, pencils, dishes, coins, etc.); Three boxes,
labeled: SOLIDS, LIQUIDS, GASSES; 1 cup cornstarch, water, bowl, spoon
Water in a container, ice cubes in a bowl, pot and stove, butter/candle wax/ coconut oil,
3
lighter and paper, bottle with lid, dirt with plant or seeds, water
3 cardboard boxes labeled living/biological, natural earth, human made; items which are: living
or biological (pictures of living things, stuffed animals), natural non-living (sand, rocks, stones,
4
water) human-made things or materials (metals, plastic, paper, ceramics, rubber); Jars or
containers for collecting things; Magnifying glass, Slips of paper and pencil
5 Materials to make a bird nest, a beaver dam, or anything else of interest
A few droppable objects, cooking oil, pipette (or spoon), clear glass/jar of water, globe on
6
stand, bathroom scale, marble mazes
Weight on the end of a string, blocks, ball, large shallow plastic container, carpenter's level ,
7
marble mazes
8 Soft item on end of string, paper, paint, cotton balls or pom-poms
Glass of water, straw, sink of water, at least 2 balloons same size, simple homemade balance
9
(using coat-hanger and string), biome in a bottle from week 3
10 Popsicle sticks, rubber bands, hot glue, bottle cap
Various items or devices that will illustrate energy: magnets; birthday candles and matches;
spring operated toys or devices; battery operated toys or devices; electrically operated
appliances, such as a plug-in lamp, toaster, radio; toys or devices such as balls or toy cars, that
11
require a push or pull to move; calculator and/or other device(s) powered by solar cells; 3 tin
cans, tape, paper, scissors, sunny location; Small container, sand, thermometer that can
measure small changes near room temperature
Items to demonstrate stored energy, such as: ramp, ball/other toys to roll or slide down ramp,
pendulum (weight on string attached to edge of table), balloons, spring powered toy or device,
12 rubber bands; leaky plastic bottle with water; popsicle sticks, rubber band, heavy screws/bolts,
large plastic bottle caps, wooden skewers, straws, hot glue gun, scissors; 2x4s, bungee cord,
bolts, thick dowel, tin can (see activity for specifics)
13 Yellow construction paper, scissors, glue
14 Chocolate chip cookies, toothpicks, hand crank generator if available
Items demonstrating stored energy from week 12 (ball, balloon, spring powered toy or device,
15 rubber bands, etc.); 1 lb bag of sugar (or anything of a known weight), spring scale (like
luggage scale), hula hoop, string
16 Toothpicks/popsicle sticks/straws/paper, glue or tape
Bat and ball, spring-powered toy, balloon; paper towel/TP tube, duct tape, rubber bands,
17
pencil, cotton ball; magnet and magnetically attracted items
2 cardboard boxes labeled Plant Kingdom, Animal Kingdom; plants and animals; slips of paper
18 and pencil; dried peelings of oranges, potatoes, etc., bit of dirt; earthworm in a jar of dirt with
compost (optional); cards with animal and plant characteristics
Straw, soapy water in a glass, water in spray bottle, pieces of metal, wood, and paper; file,
19
soil, hammer, chunks of clay/sandstone, safety goggles
20 Food coloring, 2 glasses (one with holt water, one with cold water), ice, precise scale/balance
Things to burn like paper/wood, something to bake or cook like an egg, baking soda, vinegar,
21
bottle, balloon
Pencil, paper, spoons of plastic, metal, and wood; magnet; items made of various materials;
22
blindfold
23 Balloons, blindfolds (optional), air pump, car made of Lego’s or anything else (must be able to
135
attach a balloon), straw, potato
Straw, glass of water/juice, vacuum cleaner; piece of paper, glass of water; empty 2L bottle,
24 long straw, clay; empty bottle, hot water bath, ice bath, sandwich bag, baking soda, vinegar,
toilet paper
25 Jar, balloon, rubber band, straw, card paper
Candle, bit of clay, lighter/matches, soup bowl with ½ c water, clear glass that can be inverted
over candle, baking soda, vinegar, Tinker Toys/Lego’s/other building set; eggs, yeast, 6%
26
hydrogen peroxide, liquid dish soap, warm water, bottle, food coloring, vinegar, penny, sand,
water, salt, milk, vinegar
14-28 of a small, relatively uniform object, such as ping pong balls or math counting
27
manipulatives
Wet towel or laundry, covered container, bowl, dinner plate, bottle, various liquids to see
28
whether they evaporate, ice water in glass or jar, mirror/window, salt, food coloring, water
29 Plastic zip lock bag, blue food coloring
Powdered beverage or sugar, salt, flour/cornstarch, clear cups or glasses with water, spoon,
30 various drinks, various materials to test if they will dissolve or not, cooking oil, detergent,
candy
Salt and water, dark colored plates; OR glass, drinking straw/stick, paper towels; OR
31 glass, pipe cleaners, magnifying glass; plate OR jar and construction paper, tinfoil,
undisturbed location; Epson salt; black paper, oven
Rubber bands of various sizes, stringed instruments, bells/tuning forks/other things that
produce a tone when plucked or struck; materials to make a musical instrument or wind chime
32 such as glasses with varying amounts of water, various sizes of bars/tubes of
metal/keys/shells/drift wood/spoons/bottle caps and string, small box and rubber
bands
3-4 ft strip of molding with groove to roll marbles down, marbles, stringed instrument and
33 another string tuned to the same pitch, string, spoon, bat/stick, ball, string/fishing line,
cans/cups with a hole drilled in the bottom
Items to demonstrate solid, liquid, gas, bathroom scale (or a more accurate scale or balance),
34 items that depict forms of kinetic energy (lamp, heater, spring, rubber bands); materials to do
any chosen experiment that involves matter and energy
1-2" diameter ball, tray with rim, ice cube, stuffed animal/beanbag, Bowl, piece of paper, glass
35
of water; skateboard/scooter
Ramp (smooth flat piece of wood or metal leaned against a step), things to slide
down ramp such as: wood and plastic blocks, books, chalkboard eraser, large rubber
36
eraser, ice cubes; access to observe a bike with rim brakes; shoes, spring scale,
something heavy to load shoes such as a full water bottle
Ramp, items to slide down ramp from last week, marbles/small balls, small wheel
(or disc from cardboard box), race of ball bearings (used from repair shop or just
37
look at some on a vehicle/image online), several pencils, Tinker toys or similar toy
with wheel and axle; clothesline cord, action figure, pulley wheel
2 wood blocks/pieces, sandpaper, cloth, heavy door, wad of paper; stick, soft piece of wood
38
(like cedar), tinder (like coconut fibers or lint)
39 Several sheets of scrap paper
Ball, heavy door that can be pushed open, heavy piece of furniture (preferably on a tile
floor),
40 balloons, 2 liter bottle, bike pump, cardboard; skateboard or similar, smooth flat surface to put
skateboard on, things to throw from skateboard; balloons, Lego’s (or other toys) to build a car
that can attach a balloon
Globe on stand, darkened room, lamp with naked bulb or lantern, sticky tack, sticky notes,
41
swivel chair; print out of the continents, tape
136
Markers and whiteboard; pencils/markers and paper, white construction paper, tea
42
bag, paintbrushes, Atlas Run game prepped (from elementalscience.com)
43 Local maps (can use Google maps); treasure map prepped and treasure hidden
Globe on stand, large ball (soccer ball or larger with conspicuous markings), sticky notes, 2
44 colors of paper and white paper, directional compass, small pole/action figure, paper,
marker/pen, Atlas Run game prepped (from elementalscience.com)
Maps of local area, state/province, country, and world (Google maps); treasure map with
45
compass directions prepped and treasure hidden
Variety of magnets (horseshoe, bar, button), variety of iron-containing items, non-iron metal
items, and non-metal items (paper clips, small nails, aluminum can, penny, jewelry, plastic toy,
46 cloth, rubber, ceramic, etc.), thick piece of paper, iron filings, small sheets of
paper/cloth/plastic/aluminum foil, several paperclips, tin can; toy cars, tape and blocks to
make a course for the cars; 1 cup glue, contact solution, baking soda, plastic baggie
Bar magnet, bowl of water, cork or Styrofoam, directional compass, large nail or other iron
47
object, prepared scavenger hunt that uses a compass
Assortment of differently sized objects to be dropped, can/cup, paper, balloons; plastic bags,
48
string, small toy; water balloons
Bathroom scale with damped dial, heavy item, pillow or bed, soft item on end of string,
49 tape/chalk/something to make a circle on the ground, access to a balance, rubber band, items
of various weights
Sunny location and chalk to trace shadows, globe and lamp from Week 41; 12" poster paper,
50 straw, glue, window sill/other location that receives direct sunlight most of the day,
tacks/tape, pencil, straight edge
Globe on stand, Strips poster board, markers, tape/tacks, ball or lamp, thermometer, rain
51
gauge, location to mount these where they will be undisturbed
World map mounted to wall with space around it, colored yarn/string, tacks or tape to mount
52 pictures, globe or map (showing topography and vegetation), access to color printer; materials
for a selected experiment
Field guides covering common animals of your region (or use iNaturalist.org), materials to
53
make collections of insects, etc.
Field guides covering common plants of your region (or use iNaturalist.org), materials to make
54
rubbings of leaves, etc.
55 None
Different colors of construction paper for each member of the family, large piece of
56
paper/poster
57 None
Flower with conspicuous pistil and stamen; culture of fruit flies, materials for rearing
58
butterflies, tadpoles, chicks, or other animals
59 Materials to make a craft of an endangered animal (see website for ideas and options)
Actual model skulls of an herbivore and a carnivore with teeth (or pictures); construction
60
paper
Pasta pieces of three different shapes, amounts in the ratio of 100:10:1, toy herbivore and
61
carnivore; Paper, art supplies, stapler
62 Materials for a selected experiment (see book for ideas and options)
2 pieces of stiff paper, tape, spoon, flour; cactus and small houseplant in pots, 2 bags, string;
63 stiff paper, plastic cups, hole punch, pen, tape; plus any additional materials for additional
experiments
64 Materials for a selected experiment (see book for ideas and options)
Realistic scale model of the human skeleton with movable joints (if available); model of human
65
body showing muscles, raw chicken foot
137
Access to real or model skeletons of a mammal, bird, reptile, amphibian, and fish (or photos);
one or more specimens of a crab, crayfish, lobster, or large insect that students can examine
66
closely, feel, and dissect; zoology bingo from elementalscience.com; other materials for any
other selected activities
One or more large, living earthworms; egg-sized ball of clay or dough; jar, soil, compost, dark
67
construction paper, rubber band
Earthworm farm from last week, cotton ball, nail polish remover/rubbing alcohol, flashlight
68
with red and normal settings (or red cellophane)
Model of human body showing major organ systems, paper towels, 2 glass jars, masking tape,
69 pen; sugar, cornstarch, tincture of iodine, funnel, round coffee filters, small drinking glass, 1
cup measure, 1 T spoon, eyedropper; saltine cracker
70 Access to a grocery store or pantry/kitchen
Animal to dissect (dead insect, chicken from store) or access to watch something being
71
butchered
72 Living plant (uprooted but with roots attached); Tinker toys or other connecting block system
Large flowers to observe and dissect, variety of fruits (with wings, parachute tufts, buffs, fleshy
73
pulp, etc.) either during the lesson or on a nature walk, camera and printer access
74 Pinecones, ferns, moss (can find on a nature walk), magnifying glass
75 Seeds of various kinds: radish, sunflower, beans and peas work especially well, paper towels
76 Germinated seeds from last week, 2 plastic cups or pots, potting soil
Seeds, clear plastic cups, wax pencil/crayon, onion bag netting material, cardboard box large
77
enough to fit plastic cups with seedlings
Buckets/bags to collect rocks from streambed; various rocks and minerals (save sedimentary
78
rocks, such as sandstone and shale, for later), magnifying glass
Crystal specimens (like quartz), at least 8 same size cube Lego’s, mica samples, samples of
79
various ores, marshmallows/gumdrops, toothpicks (cut into halves or thirds)
Soil, saucers with white flat bottoms, water, magnifying glass/microscope; materials to make a
80
project out of stone/ceramic/cement/clay (such as mosaic stepping stone)
Seedling starter pots (2 – 3 inches); coarse sand/fine gravel (grains 1/16 – 3/16 inch); rich
81 garden topsoil or potting soil; bowls or pans in which pots with soil can be immersed in water;
fast-germinating seeds like peas, beans, sunflowers, squash
Samples of sedimentary rocks (sandstone and shale) , fossils and rock containing fossils; dirt (2
– 3 quarts that contain a variety of differently sized particles – pebbles, sand, silt, and clay);
82
watering can of water; dish draining pad (light color, if possible); wide-mouth gallon jar;
Magnifying glasses; shell or other object to make an imprint, clay/plaster of Paris
Sample of fossil-rich limestone; assorted seashells, including coral; sample of shale; sample of
sandstone; dropper bottle of acid/vinegar; access to a limestone formation; samples of
83 sandstone, shale, and igneous rock; magnifying glass; dirt with various sized particles
(including sand and clay), jar; access to a cliff with sedimentary rock layers; Rock Slides and
Arrows game prepped (from elementalscience.com)
84 Hourglass timer, modeling or salt clay
Dry sand, dry soil, 2 pots with holes in bottom, something to catch water coming out,
85 measuring cup; various soils; (1) 9 oz, (6) 5 oz and (1) 3 oz paper cups, coffee filter, 1 cup soil,
red food coloring
Bucket of garden top soil; dish drainer pad; sprinkling can and water; dried out soil; 6 paper
86
cups, dirt, marker, (2) 6"x12" pieces corrugated cardboard, tray, grass clippings
87 None
138
APPENDIX B: SUPPLEMENTARY BOOK LIST
Lesson Book Series Author
A-1 / Sorting by Color Jennifer L. Marks
B-1 Sorting by Size Jennifer L. Marks
Sorting Money Jennifer L. Marks
Sorting Toys Jennifer L. Marks
Sorting Math Counts Henry Pluckrose
Arthur
Counting Colors Roger Priddy
“L” is for Library Nicole Wong
A-2 What is Matter? Rookie Read-About Science Don L. Curry
Solids, Liquids, Gases Rookie Read-About Science Ginger Garrett
Change It!: Solids, Liquids, Gases Primary Physical Science Adrienne Mason
and You
Matter Early Bird Energy Sally M. Walker
What is the World Made Of? All Kathleen Zoehfeld
About Solids, Liquids and Gases Weidner
Many Kinds of Matter: A Look at Lightening Bolt Books Jennifer Boothroyd
Solid, Liquid and Gases
Liquids What is Matter? Cindy Rodriquez
A-3 Air is All Around You Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 1 M.
I Face the Wind Science Play Vicki Cobb
Feel the Wind Let’s-Read-And-Find-Out Arthur Dorros
Science, Stage 1
Can You See the Wind? Rookie Read-About Science Allan Fowler
Gusts and Gales: A Book About Amazing Science Josepha Sherman
Wind
Let’s Try It Out in the Air: Hands- Seymour Simon
On Early-Learning Science
Activities
Air: Outside, Inside and All Around Amazing Science Darlene Stille
The Wind Blew Pat Hutchins
Air Science Tricks Peter Murray
A-4 What is Matter? Rookie Read-About Science Don L. Curry
Touch It!: Materials, Matter, and Primary Physical Science Adrienne Mason
You
Matter: See It, Touch It, Taste It, Amazing Science Darlene R. Stille
Smell It
What Are Atoms? Rookie Read-About Science Lisa Trumbauer
Matter Early Bird Energy Sally M. Walker
Atoms and Molecules Louise Spilsbury
A-5 (various titles) Start to Finish (varies) (varies)
(various titles) Welcome Books: How Things (varies) (varies)
Are Made
A-5A What Makes a Magnet? Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 2 M.
Amazing Magnetism Magic School Bus Chapter Books
What Magnets Can Do Rookie Read-About Science Allan Fowler
Magnets Our Physical World Becky Olien
Magnets: Pulling Together, Amazing Science Natalie M. Rosinsky
Pushing Apart
Magnetism Early Bird Energy Sally M. Walker
139
Exploring Magnets and Springs Carol Ballard
Buzzers and Blinkers Building and Bernie Zubrowski

Experimenting with Magnetism
and Electricity
A-6 Oxygen Keeps You Alive Franklyn Branley
M.
You’re Aboard Spaceship Earth Let’s-Read-And-Find-Out Patricia Lauber
Science, Stage 2
Air What Living Things Need Vic Parker
Air is Everywhere Melissa Stewart
A-7 Oxygen Keeps You Alive Franklyn Branley
M.
You’re Aboard Spaceship Earth Let’s-Read-And-Find-Out Patricia Lauber
Science, Stage 2
Air What Living Things Need Vic Parker
Changing Materials: Fire and Ice Jim Pipe
Air is Everywhere Melissa Stewart
Oxygen True Books Salvatore Tocce
Look How It Changes! Rookie Read-About Science June Young
A-8 A Drop in the Ocean: The Story of Science Works Jacqui Bailey
Water
I Get Wet Vicki Cobb
The Water Cycle Don L. Curry
Follow the Water From Brook to Let’s-Read-And-Find-Out Arthur Dorros
Ocean Science, Stage 2
It Could Still Be Water Rookie Read-About Science Allan Fowler
What Do You See in a Cloud? Rookie Read-About Science Allan Fowler
(various titles) Helen Frost
The Raindrops’ Adventure Kimberly Kerr
A Drop of Water Gordon Morrison
Fluffy, Flat and Wet: A Book About Amazing Science Dana Rau
Clouds Meachen
Water, Water Everywhere Reading Rainbow Book Mark J. Rauzon
Where Do Puddles Go? Rookie Read-About Science Fay Robinson
Water: Up, Down, and All Around Amazing Science Natalie M. Rosinsky
Flakes and Flurries: A Book About Amazing Science Josepha Sherman
Snow
Let’s Try It Out in the Water: Seymour Simon
Hands-On Early Learning Science
Activities
The Snowflake: A Water Cycle Neil Waldman
Story
A-9 Crystals Connor Dayton
Keeping Water Clean Helen Frost
Caves: Mysteries Beneath Our David L. Harrison
Feet
Caves Nature in Action Stephen P. Kramer
Snowflakes, Sugar and Salt: Chu Maki
Crystals Up Close
Greg’s Microscope Millicent E. Selsam
Cave Diane Siebert
Crystals Melissa Stewart
A Drop of Water: A Book of Walter Wick
140
Science and Wonder
A-10 Cracking Up: A Story About Science Works Jacqui Bailey
Erosion
Rocks and Minerals Eye Wonder Caroline Bingham
My First Pocket Guide: Rocks and National Geographic My First N/A N/A
Minerals Pocket Guide
Sand Jump Into Science Ellen Prager
Erosion Early Bird Earth Science Joelle Riley
Dirt: The Scoop on Soil Amazing Science Natalie M. Rosinsky
Rocks: Hard, Soft, Smooth and Amazing Science Natalie M. Rosinsky
Rough
Down to Earth Investigate Science Melissa Stewart
Minerals Melissa Stewart
Soil Melissa Stewart
Dirt Jump Into Science Steve Tomecek
Minerals Early Bird Earth Science Sally M. Walker
Rocks Early Bird Earth Science Sally M. Walker
Soil Early Bird Earth Science Sally M. Walker
B-2 What is a Living Thing? Science of Living Things Bobbie Kalman
Living and Nonliving My World of Science Angela Royston
Materials My World of Science Angela Royston
Natural and Man-made My World of Science Angela Royston
Materials Check It Out! Clint Twist
What’s Alive? Let’s-Read-And-Find-Out Kathleen Zoehfeld
Science, Stage 1 Weidner
B-3 (various titles) “Bugs! Bugs! Bugs!” (varies) (varies)
(various titles) Classifying Animals (varies) (varies)
(various titles) Rookie Read-About Science (varies) (varies)
(various titles) The Animal Kingdom (varies) (varies)
(various titles) The Life Cycle (varies) (varies)
(various titles) The Science of Living Things (varies) (varies)
(various titles) What Kind of Animal is It? (varies) (varies)
Waiting for Wings Lois Elhert
Monarch Butterfly Gail Gibbons
From Caterpillar to Butterfly Let’s-Read-And-Find-Out Deborah Heiligman
Science, Stage 1
The Beeman Laurie Krebs
From Tadpole to Frog Let’s-Read-And-Find-Out Wendy Pfeffer
Science, Stage 1
Ladybugs: Red, Fiery, and Bright Mia Posada
Bugs Are Insects Let’s-Read-And-Find-Out Anne Rockwell
Science, Stage 1
Honey in a Hive Let’s-Read-And-Find-Out Anne Rockwell
Science, Stage 2
Becoming Butterflies Anne Rockwell
Where Butterflies Grow Joanne Ryder
Benny’s Animals and How He Put Millicent E. Selsam
Them Together
A Place for Butterflies Melissa Stewart
From Egg to Butterfly Start to Finish Shannon Zemlicka
From Tadpole to Frog Start to Finish Shannon Zemlicka
B-4 (various titles) The Life Cycle (varies) (varies)
141
Science, Stage 1
Science, Stage 1
B-4A (various titles) Eye Wonder Field Guide (varies) (varies)
(various titles) National Audubon Society First (varies) (varies)
Field Guide
(various titles) National Geographic My First (varies) (varies)
Pocket Guide
B-4B (various titles) Eye Wonder Field Guide (varies) (varies)
(various titles) National Audubon Society First (varies) (varies)
Field Guide
(various titles) National Geographic My First (varies) (varies)
Pocket Guide
Many Kinds of Animals What Kind of Animal Is It? Bobbie Kalman
Grouping at the Dog Show Rookie Read-About Math Simone T. Ribke
Sorting at the Ocean Jennifer Roy
Rozines
Them Together
B-5 (various titles) Bobbie Kalman Books (varies) (varies)
Staying Alive: A Story of a Food Science Works Jacqui Bailey
Chain
Hungry Animals: My First Look at a Pamela Hickman
Food Chain
Who Eats What? Food Chains and Let’s-Read-And-Find-Out Patricia Lauber
Food Webs Science, Stage 2
B-6 The Skeleton Inside You Let’s-Read-And-Find-Out Philip Balestrino
Science, Stage 2
Dem Bones Bob Barner
How Do You Move? Ellen Catala
Bones Step-Into-Reading, Stage 2 Stephen Krensky
Bend and Stretch: Learning About Amazing Body Pamela Hill Nettleton
Your Bones and Muscles
What’s Inside Me? My Bones and Dana Rau
Muscles Meachan
Me and My Amazing Body Joan Sweeney
B-7 (various titles) “Bugs! Bugs! Bugs!” (varies) (varies)
(various titles) Classifying Animals (varies) (varies)
(various titles) Rookie Read-About Science (varies) (varies)
(various titles) The Animal Kingdom (varies) (varies)
(various titles) The Life Cycle (varies) (varies)
(various titles) The Science of Living Things (varies) (varies)
(various titles) What Kind of Animal is It? (varies) (varies)
Wonderful Worms Linda Glaser
142
Science, Stage 1
An Earthworm’s Life Nature Upclose John Himmelman
The Beeman Laurie Krebs
Science, Stage 1
Wiggling Worms at Work Let’s-Read-And-Find-Out Wendy Pfeffer
Science, Stage 2
Bugs Are Insects Let’s-Read-And-Find-Out Anne Rockwell
Science, Stage 1
Honey in a Hive Let’s-Read-And-Find-Out Anne Rockwell
Science, Stage 2
Them Together
What is an Arthropod? Science of Living Things Kathryn Smithyman
A Place for Butterflies Melissa Stewart
B-8 Why I Sneeze, Shiver, Hiccup and Let’s-Read-And-Find-Out Melvin Berger
Yawn Science, Stage 2
My Five Senses Let’s-Read-And-Find-Out Aliki Brandenberg
Science, Stage 1
How Does Your Brain Work? Rookie Read-About Health Don L. Curry
Look, Listen, Taste, Touch, and Amazing Body Pamela Hill Nettleton
Smell: Learning About Your Five
Senses
Think, Think, Think: Learning Pamela Hill Nettleton
About Your Brain
Look!: A Book About Sight Amazing Body Dana Rau
Meachen
Shhhh…: A Book About Hearing Amazing Body Dana Rau
Meachen
Sniff, Sniff: A Book About Smell Amazing Body Dana Rau
Meachen
Soft and Smooth, Rough and Amazing Body Dana Rau
Bumpy: A Book About Touch Meachen
Yum!: A Book About Taste Amazing Body Dana Rau
Meachen
Me and My Senses Joan Sweeney
B-9 Where Does Your Food Go? Rookie Read-About Science Wiley Blevins
I’m Growing! Let’s-Read-And-Find-Out Aliki Brandenberg
Science, Stage 1
Energy from the Sun Rookie Read-About Science Allan Fowler
Breath In, Breathe Out: Learning Amazing Body Pamela Hill Nettleton
About Your Lungs
Gurgles and Growls: Learning Amazing Body Pamela Hill Nettleton
About Your Stomach
Thump-Thump: Learning About Amazing Body Pamela Hill Nettleton
Your Heart
What Happens to a Hamburger Let’s-Read-And-Find-Out Paul Showers
Science, Stage 2
B-10 Looking at Trees and Leaves My First Field Guide Lara Rice Bergen
143
and 11 (various titles) Plant Parts Vijaya Bodach
A Tree is a Plant Let’s-Read-And-Find-Out Clyde Bulla
Science, Stage 2 Robert
A Tree is Growing Arthur Dorros
From Seed to Plant Gail Gibbons
Tell Me, Tree: All About Trees for Gail Gibbons
Kids
The Reason for a Flower Ruth Heller
How the Forest Grew William Jaspersohn
Be a Friend to Trees Let’s-Read-And-Find-Out Patricia Lauber
Science, Stage 2
How Do Apples Grow? Let’s-Read-And-Find-Out Betsy Maestro
Science, Stage 2
B-12 Cracking Up: A Story About Science Works Jacqui Bailey
Erosion
Erosion Early Bird Earth Science Joelle Riley
Dirt: The Scoop on Soil Amazing Science Natalie M. Rosinsky
Down to Earth Investigate Science Melissa Stewart
Minerals Melissa Stewart
Soil Melissa Stewart
Dirt Jump Into Science Steve Tomecek
Soil Early Bird Earth Science Sally M. Walker
C-1 Charged Up: The Story of Science Works Jacqui Bailey
Electricity
All About Electricity Do-It-Yourself Science Melvin Berger
Switch On, Switch Off? Let’s-Read-And-Find-Out Melvin Berger
Science, Stage 2
Energy Makes Things Happen Let’s-Read-And-Find-Out Kimberly Bradley
Science, Stage 2 Brubaker
Around and Around Rookie Read-About Science Patricia J. Murphy
Back and Forth Rookie Read-About Science Patricia J. Murphy
Up and Down Rookie Read-About Science Patricia J. Murphy
Electricity Our Physical World Becky Olien
Using Electricity My World of Science Angela Royston
Electricity: Bulbs, Batteries and Amazing Science Darlene Stille
Sparks
Energy: Heat, Light and Fuel Amazing Science Darlene Stille
Fossil Fuels Early Bird Earth Science Conrad J. Storad
What is Electricity? Rookie Read-About Science Lisa Trumbauer
Electricity Check It Out! Clint Twist
Energy Our Physical World Christine Webster
Energy is Everywhere Rookie Read-About Science June Young
From Oil to Gas Shannon Zemlicka
C-2 Sound Our Physical World Becky Olien
Sounds All Around Let’s-Read-And-Find-Out Wendy Pfeffer
Science, Stage 1
Sound: Loud, Soft, High, and Low Amazing Science Natalie M. Rosinsky
Sound and Hearing My World of Science Angela Royston
All About Sound Rookie Read-About Science Lisa Trumbauer
Light & Sound Check It Out! Clint Twist
Sound Early Bird Energy Sally M. Walker
Loud Sounds, Soft Sounds Construction Forces Patty Whitehouse
C-3 Motion Our Physical World Becky Olien
144
Forces and Motion My World of Science Angela Royston
Energy in Motion Rookie Read-About Science Melissa Stewart
Energy Everywhere Construction Forces Patty Whitehouse
Energy is Everywhere Rookie Read-About Science June Young
C-4 What Is Matter? Rookie Read-About Science Don L. Curry
Matter: See It, Touch It, Taste It, Amazing Science Darlene R. Stille
Smell It
C-5 Forces Make Things Move Let’s-Read-And-Find-Out Kimberly Bradley
Moving Machines Construction Forces Patty Whitehouse
The Magic School Bus Plays Ball: A Joanna Cole
Book About Forces
Friction Our Physical World Ellen Niz
Sturm
Forces and Motion My World of Science Angela Royston
What Is Friction? Rookie Read-About Science Lisa Trumbauer
Force & Motion Check It Out! Clint Twist
Good Friction, Bad Friction Construction Forces Patty Whitehouse
The Magic School Bus Plays Ball: A Joanna Cole
Book About Forces
Forces Around Us It’s Science! Sally Hewitt
Move It!: Motion, Forces, and You Primary Physical Science Adrienne Mason
Back and Forth Rookie Read-About Science Patricia J. Murphy
Push and Pull Rookie Read-About Science Patricia J. Murphy
Push and Pull First Step Nonfiction Robin Nelson
The Way Things Move First Step Nonfiction Robin Nelson
Motion: Push and Pull, Fast and Amazing Science Darlene Stille
Slow
Force & Motion Check It Out! Clint Twist
Pushes and Pulls Construction Forces Patty Whitehouse
How Mountains Are Made Let’s-Read-And-Find-Out Kathleen Zoehfeld
Science, Stage 2 Weidner
D-1 Up, Down, and All Around: A Story Science Works Jacqui Bailey
of Gravity
Sun Up, Sun Down: The Story of Jacqui Bailey
Day and Night
Forces Make Things Move Let’s-Read-And-Find-Out Kimberly Bradley
Gravity Is a Mystery Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 2 M.
What Makes Day and Night Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 2 M.
I Fall Down Vicki Cobb
The Sun Is Always Shining Rookie Read-About Science Allan Fowler
Somewhere
Gravity First Step Nonfiction Robin Nelson
Gravity Our Physical World Ellen Niz
Sturm
What Is Gravity? Rookie Read-About Science Lisa Trumbauer
D-2 Sun Up, Sun Down Gail Gibbons
145
Day and Night Patterns in Nature Margaret Hall
The Seasons of the Year Patterns in Nature Margaret Hall
The Phases of the Moon Patterns in Nature Gillia M. Olson
Hot and Bright: A Book About the Amazing Science Dana Rau
Sun Meachen
Night Light: A Book About the Amazing Science Dana Rau
Moon Meachen
Sunshine Gail Saunders-
Smith
Moon Jump Into Science Steve Tomecek
Sun Jump Into Science Steve Tomecek
D-3 Latitude and Longitude Rookie Read-About Geography Rebecca Aberg
Map Keys Rookie Read-About Geography Rebecca Aberg
Looking at Maps and Globes Rookie Read-About Geography Carmen Bredeson
This is Me and Where I Am Joanne Fitzgerald
As the Crow Flies: A First Book of Gail Hartman
Maps
Mapping Penny’s World Loreen Leedy
Me on the Map Joan Sweeney
Map Scales Rookie Read-About Geography Mary Wade
Dodson
Types of Maps Rookie Read-About Geography Mary Wade
Dodson
D-3A Sense of Direction: Up, Down, and Vicki Cobb
All Around
We Need Directions Rookie Read-About Geography Sarah De Capua
North, South, East, and West Rookie Read-About Science Allan Fowler
You Can Use a Compass Rookie Read-About Geography Lisa Trumbauer
D-4 One Small Place by the Sea Barbara Brenner
One Small Place in a Tree Barbara Brenner
(various titles) Marie Hablitzel
What is a Biome? The Science of Living Things Bobbie Kalman
(various titles) One Small Square Donald M. Silver
African Savanna One Small Square Donald M. Silver
Sand, Leaf or Coral Reef: A Book Patricia Stockland
About Animal Habitats
D-5 Sun Up, Sun Down: The Story of Science Works Jacqui Bailey
Day and Night
What Makes a Shadow? Let’s-Read-And-Find-Out Clyde Bulla
Science, Stage 1 Robert
Me and My Shadow Arthur Dorros
On Earth G. Brian Karas
Somewhere in the World Right Reading Rainbow Book Stacey Schuett
Now
Me Counting Time: From Seconds Joan Sweeney
to Centuries
Over and Over Charlotte Zolotow
D-6 A Tree for All Seasons Robin Bernard
Sunshine Makes the Seasons Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 2 M.
How Do You Know It’s Fall? Rookie Read-About Science Allan Fowler
How Do You Know It’s Spring? Rookie Read-About Science Allan Fowler
How Do You Know It’s Summer? Rookie Read-About Science Allan Fowler
How Do You Know It’s Winter? Rookie Read-About Science Allan Fowler
146
When Birds Change Their Feathers Let’s-Read-And-Find-Out Roma Gans
Science
How Do Birds Find Their Way? Let’s-Read-And-Find-Out Roma Gans
Science, Stage 2
The Reasons for Seasons Gail Gibbons
The Seasons of Arnold’s Apple Gail Gibbons
Tree
Earth Circles Sandra Ure Griffin
Paint a Sun in the Sky: A First Look Claire Llewellyn
at the Seasons
Why Do Leaves Change Color? Betsy Maestro
When the Wind Stops Charlotte Zolotow
D-7 Floating in Space Let’s-Read-And-Find-Out Franklyn Branley
Science, Stage 2 M.
What Is Mass? Rookie Read-About Science Don L. Curry
D-8 Monster Bones: A Story of a Science Works Jacqui Bailey
Dinosaur Fossil
The Rock Factory: A Story About Science Works Jacqui Bailey
the Rock Cycle
Fossils Tell of Long Ago Let’s-Read-And-Find-Out Aliki Brandenberg
Science, Stage 2
Looking at Rocks My First Field Guide Jennifer Dussling
Fossil Claire Ewart
Let’s Go Rock Collecting Let’s-Read-And-Find-Out Roma Gans
Science, Stage 1
Rock and Fossil Hunter Smithsonian Nature Activities Ben Morgan
Rocks: Hard, Soft, Smooth and Amazing Science Natalie M. Rosinsky
Rough
Fossils Early Bird Earth Science Sally M. Walker
Rocks Early Bird Earth Science Sally M. Walker
E-1 (various titles) Rookie Read-About Science (varies) (varies)
(various titles) Start to Finish (varies) (varies)
(various titles) Welcome Books: How Things (varies) (varies)
Are Made
(various titles) What Living Things Need (varies) (varies)
Milk Makers Reading Rainbow Book Gail Gibbons
A Cool Drink of Water Barbara Kerley
Supermarket Kathleen Krull
Cloth Melanie Mitchell
Metal Melanie Mitchell
Plastic Melanie Mitchell
Wood Melanie Mitchell
Materials Check It Out! Clint Twist
147
APPENDIX C: SUPPLEMENTARY FILM LIST BY WEEK
Magic School Bus Crash Course Kids Ted-Ed Scholastic Watch and Other
Learn*
1 What do Scientists Do?,
Science Tools, Making
Observations
2 Makes a Stink: Smells: 409 Oobleck and Non-Newtonian States of Matter
Fluids 46.1
3 Three in One: Matter: 508 What's Matter 3.1 When Water Freezes
4 Going Batty: Bats: 204 Is it a Living Thing
5 In a Beehive: Bees: 301 Inventions from Nature;
Animals Can Build It
6 Gains Weight: Gravity: 408 Defining Gravity 4.1; You're
Down to Earth 4.2; The Great
Escape 13.1
7 Under Construction: Structures: Why Doesn't the Leaning Build an Epic Sandcastle PBS Learning Media Ruff
304 Tower of Pisa fall over Ruffman, Hero Elementary
Wobble or Balance
8 Gets Lost in Space: Solar System: Everything Revolves around Our Incredible Solar System
101 You 22.1; Orbits are Odd 22.2
9 Taking Flight: Lift: 209 Four Spheres Parts 1 and 2 Up, Up, and Away
6.1 & 6.2; What on Earth 10.1
10 Getting Energized: Energy: 210 All About Energy
11 In the Arctic: Heat: 302
12 Revving Up: Engines: 208
13 Making Magic: Sun: 613 Here Comes the Sun 5.1 A Guide to the Energy of Here Comes the Sun
the Earth
14 Monster Power: Renewable Science Max | Generating
Energy: 512 Electricity
148
Learn*
15 Plays Ball: Forces: 110 PBS Learning Media Hero
Elementary Pushes and Pulls
16 Ralphie and the Flying Tennellis: Science Max | Building a
Math: 609 Pasta Bridge
17 Ready, Set, Fail!: Engineering: PBS Learning Media Motion,
606 Forces Sports and Fitness
18 Takes a Dive: Coral Reefs and Feed Me: Classifying What are Plants?
Symbiosis: 413 Organisms 1.2
19 Meets Molly Cule: Molecules: Part(icles) of your World 3.2 Just how small is an
401 atom?
20 Wet All Over: Water: 206
21 Gets Baked in a Cake Chemical Changes 19.2 Cooking Science Science Max | Chemical
Reactions
22 Hunting for Properties 9.1;
Measurement Mystery 9.2;
Water, Wood, and Properties
15.1; The Science of Lunch
15.2
23 Normal Stuff in Not So The History of the
Normal Places 46.2 Barometer (and how it
works)
24 Goes on Air: Air Pressure: 404 How heavy is air?
25 Pigs in the Wind: Wind: 502 Up, Up, and Away 16.2 The Power of Wind; How
Animals Can Predict the
Weather
26 Vacation or Conservation How breathing works
23.1; (LEGO) Block Party 23.2
27 The simple story of
photosynthesis and food
28 Send in the Clouds: Clouds: 608 All About Clouds
149
Learn*
29 Kicks Up a Storm: Weather: 113 The Great Aqua Adventure The Water Cycle
24.1; Dino Pee? 24.2
30 Gets Ready, Set, Dough: The Great Picnic Mix Up Part
Mixtures: 109 1 19.1
31 The Basics of Freshwater How Do Crystals Work?
14.1; Water, water
Everywhere? 14.2
32 In the Haunted House: Sound: The Physics of Playing What's that Sound
108 Guitar
33 The Science of Hearing Science Max | Loudest
Sound
34 Sees Stars: Stars: 407 Is Fire a Solid, a liquied, or a
gas?
35 Make it Move Science Max | Mousetrap
boat or Drag racer
36 Science Max | Friction; PBS
Learning Media Sid the
Science Kid Slide to the Side
37 The Good, the Bad, and the
Gnocchi: Simple Machines: 607
38 Why Don't Perpetual Science Max | Friction Slide
Motion Machines Ever
Work?
39 Science Max | Air and Flight
(Giant Airplane)
40 Newton's 3 laws with a Science Max |Rocket
bicycle
41 Earth's Rotation and
Revolution 8.1
42 PBS Learning Media What
150
Learn*
are Maps?
43 A Map Can Tell You That
44 PBS Learning Media Map
Borders; Animals, Maps,
and Habitats, Oh My!
45 Brave Amelia Earhart;
Exploring Our World
46 The Magnetic Mambo: Science Max |Magnets
Magnetism: 505
47 Goes Upstream: Migration: 308 Animal Migration
48 Danger: Falling Objects 32.1;
Astronaut Experiment 32.2
49 Out of This World: Space Rocks: NASA STEM Ed Resources
211 Weight vs Mass
50 Following the Sun 8.2 It's My Shadow PBS Learning Media Shifting
Shadows, Sky Patterns;
HappyEarth: Evolution of
Time-Keeping Devices
51 Seasons and the Sun 11.1; Reasons for the Seasons Observing the Sun Cal Academy Why Do We
Weather vs. Climate 28.1; Have Different Seasons
Severe Weather 28.2
52 Gets Swamped: Wetlands: 405 Landforms, Hey! 17.2; How Landforms, A Walk in the
to Get Resources- Picky Arctic
Pineapples 2.2
53 Hops Home : Habitats: 105 Why No Polar Pineapples A Habitat is a Home
11.2
54 In the Rainforest: Rainforest Home Sweet Habitat 21.1; A Pond Habitat, Ocean of
Ecology: 311 Let's Take a Hike 30.1; The Life, Seashore Science,
Life Hydrologic 30.2 Forest Full of Life
55 In the Swim: Fish: 503 A Dolphin is Not a Fish
151
Learn*
56 Claw and Order: Birds: 602 Two BIG Cats
57 Butterfly and the Bog Beast: The weird and wonderful The Life of a Butterfly
Butterflies: 205 metamorphosis of a
butterfly
58 Cracks a Yolk: Eggs: 402 It's a Duck; Lovely Little
Ladybugs; It's a Frog
59 Janet's Mystery Gene: Genetics: H2O-No 33.1; A Fresh Future Across the Ice; What are
612 33.2 Endangered Animals
60 All Dried Up: Desert Adaptation: Amazing Animal Teeth;
107 Extreme Habitats
61 Gets Eaten: Food Chains: 104 Fabulous Food Chains 7.1; Invasive Species
Food Webs 21.2
62 Hides and Seeks: Camouflage: Amazing Adaptations; BBC Earth Top Five Animal
507 Amazing Animal Defenses Adaptations
63 Tim and the Talking Trees: The Amazing Ways Plants What Do Plants Need? BBC Earth Meet the World's
Communication: 610 Defend Themselves Tiniest Trees
64 Frizzle of the Future: Ecosystems
Ecosystems: 501
65 Flexes Its Muscles: Body Bones, Bones, Bones
Mechanics: 202
66 Gets Ants in Its Pants: Ants: 112 Tricky Spiders; Insects,
insects Everywhere
67 Goes to Mussel Beach: Tidal Eight Extraordinary Facts
Zones: 403 about Octopuses
68 Ralphie Strikes a Nerve: Nerves:
511
69 For Lunch: Digestion: 102 Gotta Eat 1.1 How your digestive
system works
70 Waste Not, Want Not : Food Fuel; Let's Eat
Nutrients: 611
152
Learn*
71 Gets Planted: Photosynthesis: Vegetation Transformation Parts of a Plant PBS Learning Media Hero
310 5.2 Elementary Parts of a Plant
72 Seeds on the Go!; An Apple BBC Earth Forget Everything
Grows; The Life of Johnny you Know About Fruit; C is
Appleseed for Conifer Song
73 Goes to Seed: Seeds: 111 A Pumpkin Grows
74 Look Who's Talking 27.2
75 Biology Lesson Idea: Plants,
Tropisms and Hormones |
TWIG
76 The Battle for Rock Mountain: Rocks and Minerals
Rock Cycle: 504
77 Blows Its Top: Volcanoes: 201 Inside Cool Caves
78 Who Needs Dirt 27.1
79 Meets the Rot Squad: The Dirt on Decomposition
Decomposition: 106 7.2
80 Rocks and Rolls: Erosion: 312 Weathering and Erosion 10.2
81 The Land Before Tim: Fossils: How to fossilize… yourself Let's Go to a Coral Reef
601
82 The Busasaurus: Dinosaurs: 203 A Change of Scenery 17.2 Four ways to understand
the Earth's age
83 Ghost Farm: Farm Produce: 603 Nature's Tiny Gardeners
84 What is Composting; Let's
Stop Erosion
85 Holiday Special: Recycling: 313 Resources: Welcome to the What Happens to Our
Neighborhood 2.1 Trash?; Get Rid of That
Trash; Earth Day Everyday
153
APPENDIX D: ADDITIONAL RESOURCES
MORE EXPERIMENT /ACTIVITY IDEAS
• Interactive Encyclopedia: https://www.dkfindout.com/us/science
• Energy: https://www.bp.com/content/dam/bp/country-sites/en_us/united-
states/home/documents/community/science-fair-book-bp-intermediate.pdf
• Various Experiments: http://www.sciencekids.co.nz/experiments.html
• Various Experiments: https://www.sciencekiddo.com/science-experiments/
• Simple Machines: https://www.123homeschool4me.com/24-simple-machine-projects-for-
kids_97/
• Physics: https://littlebinsforlittlehands.com/simple-physics-activities-for-kids/
• https://elementalscience.com/blogs/news/80-free-science-activities
• Cooking Science: https://gosciencegirls.com/edible-science/
• Space Science: https://www.nasa.gov/nasa-at-home-for-kids-and-families
• Geology: https://www.nps.gov/subjects/geology/index.htm
CREATIONIST EVOLUTION RESOURCES

• https://probe.org/how-to-talk-to-your-kids-about-evolution-and-creation/
• https://probe.org/icons-of-evolution/
• https://probe.org/the-natural-limits-to-biological-change/
154

BFSU Lesson Plans Vol 1

Uploaded by

Copyright:

Available Formats

BFSU Lesson Plans Vol 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BFSU Lesson Plans Vol 1

Uploaded by

Copyright:

Available Formats

SCIENCE K-2: LESSON PLANS

UNIT 1: FOUNDATIONAL LESSONS (9 WEEKS)

UNIT 2: ENERGY (8 WEEKS)

UNIT 3: INTRO TO LIVING THINGS (1 WEEK)

UNIT 4: MATTER AND CHEMISTRY (13 WEEKS)

UNIT 5: PHYSICS (9 WEEKS)

UNIT 7: LIVING THINGS (13 WEEKS)

UNIT 8: ANIMAL BODY (7 WEEKS)

UNIT 9: PLANTS (6 WEEKS)

UNIT 10: GEOLOGY (9 WEEKS)

TEACHABLE MOMENTS THROUGHOUT WEEK

TEACHABLE MOMENTS THROUGHOUT WEEK

• Have a Q and A discussion to summarize:

TEACHABLE MOMENTS THROUGHOUT WEEK

TEACHABLE MOMENTS THROUGHOUT WEEK

TEACHABLE MOMENTS THROUGHOUT WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

• How does energy move from one place to another?

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

• What is the food that animals eat?

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

• Light a candle, and explain in more detail:

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

• How is inertia related to energy?

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

TEACHABLE MOMENTS THROUGHOUT THE WEEK

• Can we tell time without a clock?

• Describe what you observed from the sundial.

TEACHABLE MOMENTS THROUGHOUT THE WEEK