Grades: 3-4
*This is a lesson I taught to third and fourth graders at six different elementary schools as part of an afterschool science program.
1. As a class, read and discuss the bird information sheet.
2. Have the students answer the questions on the worksheet. Have the students not only circle the box with the correct answer, but have them circle the box underneath the correct answer.
3. Have the students follow the directions in their circled box in order to color the birds sheet.
Grades: 5-6
*This is a lesson I taught to fifth and sixth graders at six different elementary schools as part of an afterschool science program.
1. As a class, read and discuss the hibernation information sheet.
2. Have the students answer the questions on the worksheet. Have the students not only circle the box with the correct answer, but have them circle the box underneath the correct answer.
3. Have the students follow the direction from their question worksheet to complete their bear coloring and drawing sheet.
Grades: 1-2
*This is a lesson I taught to first and second graders at six different elementary schools as part of an afterschool science program.
1. As a class, read and discuss the penguin information sheet.
2. Have the students answer the questions on the worksheet. Have the students not only circle the box with the correct answer, but have them circle the box underneath the correct answer.
3. Have the students follow the directions under the correct answer box in order to color the penguin.
Grades:1-6
*This is a lesson I taught to first through sixth graders at six different elementary school's afterschool programs.
*I also taught this lesson to first through sixth grade students as part of a weeklong science camp.
1. In this activity, students will compare which type of coverings stay the warmest in cold weather.
2. Start by discussing different ways animals (including humans) stay warm in the cold weather.
3. Split students into groups, and give each group a bucket of ice water, a thermometer, and an animal covering in a “plastic glove” (see pictures).
4. Each student will also need a worksheet and pencil.
5. Have one student at each group put the thermometer inside the ‘glove’ and, when told to, put the glove into the ice water. Time them according to the times on the worksheet.
6. Repeat the previous step, rotating through students and times according to the worksheet.
7. Collect and analyze the data, answering the questions at the bottom of the worksheet.
Grades: 1-6
*This is a book I wrote and a lesson I taught to first through sixth grade students at six different elementary schools as part of an afterschool program.
First, read and discuss the book I wrote about various ways that animals survive the winter.
Next, divide the students into two groups having them rotate through the following two activities.
The first activity is a card sort. The students have to recall the information from the book in order to sort the pictures of animals under the correct heading of how they survive the winter.
The second activity is a memory game. The students have to recall the information from the book in order to match the picture cards to the narrative description of how the animals survive the winter.
Adaptation: pair up below-level readers with above-level readers in order to complete the card games.
Grades: 1-3
*This is a lesson I taught to first, second, and third grade students as part of an afterschool science program.
1. Start by showing students three colored flowers and three colored butterflies. Put a butterfly on each flower and ask the students to observe what they notice. Now move the butterflies to another flower and ask the students to observe what they notice. Do this a third time so that the color of butterflies matches the color of flowers.
2. Discuss the students observations, guiding them into the discussion of camouflage.
3. Now show the students a picture of a butterfly.
4. Have the students color the butterfly in their books to match the pattern and coloring on the butterfly (Integrating Art). Ask the students to predict what type of environment the butterfly could camouflage into.
5. Next, show a picture of that butterfly hiding in the environment. Discuss the environment and have students write the information discussed under the ‘About this Butterfly’ part on the page in the butterfly books.
6. Repeat the above two steps according to time.
7. Next, allow students time to scan through book with butterflies. Have them pick their favorite butterfly. Give the students a large, white paper butterfly and instruct the students to color their butterfly like the one they chose in the books.
8. Have the students share their butterfly with the class, identifying what environment the butterfly would best camouflage into.
9. Discuss and review today's lesson. Then send home outreach letter.
Grades: 1-6
*This is a lesson I taught to first through sixth grade students as part of a weeklong science camp.
1. Look at pictures near and far to find the camouflaged animal. Have students try to find the camouflaged animal. Discuss the different ways animals can ‘hide’ in their surroundings. Also discuss reasons why animals need to camouflage.
2. Discuss different patterns of camouflage – show furs and discuss where these animals can best hide.
3. Have students create their own camouflaged critter using various art supplies (Integrating Art). The students must be able to describe what environment this animal can camouflage into.
* Enhancement: To challenge students, have an environment already decided and then challenge them to create an animal to camouflage into that specific environment.
Grades: 1-6
*This is a lesson I taught to first through sixth grade students as part of a weeklong science camp.
1. Spread colored worms (pipe cleaners) onto the grass. Give students a set amount of time (according to worksheet) to pick up as many worms as possible.
2. Have students count how many worms of each color they picked up. Have them fill in the chart on the worksheet.
3. Repeat the first and second step for the second amount of time.
4. Collect and analyze all data, then answer and discuss the questions on the bottom portion of the worksheet.
5. Read and discuss A Color of His Own by Leo Lionni. This book describes how chameleons change color in order to camouflage into their current environment (Language Arts Integration).
6. Give students a chameleon outline and allow them to paint as desired (integrating art). Have each student share their chameleon with the class, identifying where the animals would best camouflage.
Grades: 1-6
* This is a leeson I taught to first through sixth grade students as part of a weeklong science camp.
1. Have each student use the internet to read about one of the fastest land animals, specifically finding a speed (Technology Integration).
2. Have each student write their animal's speed on the chalk or white board.
3. Take each animal's speed and mark this on the comparison chart (Math Integration).
4. Discuss; specifically comparing and contrasting.
* Enhancement: To challenge above-level students, have them convert how many miles an hour an animal runs into feet per so many seconds. Then measure this length on the floor and let the students try to run this length in the specified amount of time.
Grades:1-6
*This is a lesson I taught to first through sixth grade students as part of a weeklong science camp.
1. Make long strips of bulletin board paper as tall as the following animals: (write the name of the animal, height, and where they live on each strip of paper)
2. Have each student measure how tall he or she is – have them record this height on the worksheet.
3. Allow students to lie down next to each animal (paper strips), comparing and contrasting the differences in height.
4. Have the students use measuring tapes to measure each animal (paper strip) and record the height on their worksheet (Math Integration).
5. As the students are circulating among the animals, have them read on the paper where each animals lives. Have them find this location on the classroom map (Geography Integration).
6. On the back of the worksheet, have students write the animals in order from shortest to tallest, including themselves.
7. Have each student draw and label a bar graph showing the comparison of the size of these animals (Math Integration).
Grades: 1-6
* This is a lesson I taught to first through sixth grade students as part of a weeklong science camp.
1. Discuss that insects have various mouths in order to consume food. Show pictures as possible or look at using a microscope or magnifying glass and various insects.
2. Have stations set up that the students will rotate through in order to try to consume food as different insects do.
3. Have the students pick their favorite insect. Allow them time to explore the internet (integrating technology) to discover what kind of mouth that insect has. I have a page that has a list of a few website they may visit to find the information.
4. Have the students use various art supplies to create the insect on a sheet of black construction paper (integrating art). Their insect must have the correct mouth.
