Friedl LC Outlines

Earth Science

Event 14-D Classifying Rocks Grade 3

I. Main Topic: Classifying and identifying rocks so that they fit into the same group.

II. Objectives:

1. The students will group rocks based on their observed properties.

2. To get students to identify different observed rock properties.

3. For students to apply their rock properties and classification system to an

unfamiliar rock.

III. Exploration: (Have students bring in 10 rocks each to mix as a large group for a varied

rock sample.)

A. Each group receives a classification tray with approximately ten rocks on it and a

magnifying glass, plastic knife and tray.

B. The students will look at their rocks, make observations about them and share those

observations with their partners and then with the entire group.

C. Students will group their rocks.

IV. Invention:

A. Students identify rock properties using their chosen labels.

B. The students will classify their rocks on the basis of rock properties.

C. Teacher will step in and use geological terms: texture, color, size, etc.

D. Teacher will assist students in narrowing their classification.

V. Application:

A. Lesson test - Teacher will hold up a rock and then pass it around the room.

B. The teacher will then ask: "What are the properties and how would you put the

rock into your classification system?"

C. Students will write their responses on paper for a written evaluation.

I am going to use this as a introductory lesson to my unit on the three types of rocks and their characteristics. I teach this unit in the early fall and a field trip follows to a geologists house and his personal rock collection. Mr. Bob Pyle. I also want to restructure my thoughts and lessons to effectively teach this unit this fall to follow the learning cycle closer.

Biology

Event 17-E Grade 4

I. Main Topic: What Am I

II. Objectives:

1. Identifying the habitat of reptiles

2. Classify animals in the reptile class

III. Materials: Paper, Pen/Pencil, Magnifying Glass

IV. Concept: What makes the turtle a reptile and how does he live.

V. Exploration: Today, we have a visitor in our classroom. His name is Harry the Turtle and he will be with us for the rest of the week. We want to find out some things about Harry, so what I want you to do is take out a sheet of paper and a pen or pencil to write with. I’m going to break you up into different groups and I want you to find out as many things about Harry as you can. When your group is finished everyone in the group should have his own information. I want you to discuss the information that you gathered, about Harry, and put all that information on one or two pieces of paper. When you have put that together then the groups will discuss what information they found, and will see how observant you are. While one group is with Harry, I want the other groups to start thinking about what turtles like to do.

VI. Invention: After the discussion is finished and we have placed ideas on the chalkboard, the teacher will help the children perceive what is happening. Let’s look at all the different ideas that you came up with. All of these are very good. We found out some unique things about Harry. We found out how he lives, where he lives which is his habitat (Place word on the board) and what his physical characteristics are. When we talk about turtles we are talking about a kind of animal in a special class. Does anyone know what class of animals, a turtle comes from? The class is called reptiles and there are other animals besides turtles in this class can we name any more. There are snakes, lizards, alligators, crocodiles, and dinosaurs are all reptiles. Can anyone till me what makes an animal a reptile:

1. They are cold-blooded.

2. They have a backbone.

3. They have an armored (or scaly) skin.

4. They breathe air with lungs.

5. They usually lay hard - or soft shelled eggs.

Does Harry fit these standards. Let’s take another look on the board to see if anyone has these answers. The teacher would then discuss each point of what makes an animal a reptile.

VII. Application: Tomorrow the class will be taking a trip to the reptile zoo and we will be viewing the habitat of other reptiles. Now we are going to go outside and walk to the pond and see the turtles and compare how they live to how Harry lives. Be sure to take paper, a pen/pencil, and something to write on.

 VIII. Evaluation: After the return from the zoo, I would evaluate the groups after they reported on a certain reptile.

Biological Sciences Grade 3

Event 17-A - Classifying Animals

I. Main Topic: Children should be able to classify animals into various groups by traits.

II. Objectives: Students will be able to:

A. Classify animals in groups according to color

B. Classify animals in groups by the way they move

C. Classify animals in groups by size

D. Classify animals in groups by outer coverings

E. Classify animals in groups by where they live

F. Classify animals in groups of pets or non-pets

III. Exploration:

A. *After a visit to zoo or looking at pictures of animals - students separate into small groups

B. Observe the animals

C. Have students look over the animals and begin to define them in their minds

D. Guiding question

IV. Invention:

A. Teacher will lead a discussion concerning various ways to group animals - question students so that they provide answers/ideas.

B. Students will separate their pictures according to various traits (size, color, habitat, etc.)

C. Students will rotate picture groups and repeat exercise from (B).

D. Teacher will ask students to describe groups.

V. Application:

A. Students will be asked to role-play animals with specific traits - other students

guess.

B. Students draw a picture of an imaginary animal with specific given traits.

VI. Evaluation:

A. A worksheet evaluation might be provided asking students to identify common traits of two animals, and to match animals to appropriate groups (i.e. all brown 4 legged animals that have fur).

B. Activity B from application might be used.

Physical Sciences Grade 5

Event 3D - Shake Heat into a Bottle - Learning Cycle

I. Main Topic: Students will discover the effects of friction through inquiry and experimentation.

II. Objectives: Students will be able to:

A. Measure the temperature of sand

B. Graph data from results of experimentation

C. Predict Results of shaking sand

D. Formulate a theory to account for temperature change.

E. Define friction and name ways to reduce it.

III. Exploration:

A. Students will be given baby food jars which have been half filled with sand and wrapped with insulation. Teacher may ask students to predict what will happen to the sand after it has been shaken for five minutes.

B. Students may examine bottle and its contents before shaking - then shake well and examine again.

C. Students will predict what would happen before rubbing hands briskly together.

D. Students will predict what happens to knees when they scoot along the carpet.

IV. Invention:

A. Teacher will perform a demonstration using a cube of ice and a cube of wood. Slide the block of wood and the block of ice across the table. Ask the children to describe what happened and why.

B. Teacher will lead a discussion concerning friction and its effects by discussing rug burn and rubbing hands together - ask students for other evidence of friction.

C. Students may then separate into small groups to use a spring scale. They should first predict what will happen when a block of wood is pulled over various surfaces such as a smooth table, piece of sandpaper and sheet of wax paper. Then complete the experiment and share results. Give reasoning for differences.

D. Have students use sliding board with wax paper.

V. Application:

A. Give students pictures of different machines such as an electric sander, a car, bicycle pump, etc. Ask children to describe what might happen with each item if there were little or no friction.

B. Ask children to ride bicycles at home and stop the bike by handbrakes and also by dragging feet. Ask them to describe the differences in friction of the two methods.

VI. Evaluation:

A. Worksheet evaluation asking students to match endings to statements such as - most friction comes from pulling a brick on: 1) cement floor, 2) tile floor, 3) wax tile floor.

Physical Sciences Grade 3

Event 2U - Suspended Drops

I. Main Topic: Cohesive forces within water. (liquid)

II. Objective: To describe the effects of cohesion on a drop of salad oil when placed in a mixture of 2/3 alcohol and 1/3 water.

III. Exploration:

A. Give small groups of students the alcohol/water mixture in a glass, salad oil, dropper, magnifying glass, wax paper, paper.

B. Tell students to experiment and be prepared to discuss their observations with the class.

C. Discuss observations as a class. (Oil on paper, oil on wax paper, alcohol/water on paper, waxpaper, mixed together.

IV. Invention:

A. Teacher asks: "Why does salad oil form spheres in the water/alcohol solution?"

B. Write down various answers.

C. Define and talk about cohesion giving examples.

Cohesion is the attraction of like molecules for each other.

Cohesion of liquid so weak have no definite shape of their own.

D. Discuss why oil forms drops in the mixture.

V. Application:

A. Give students more alcohol/water solution and different substances to experiment with.

B. Students will write down different reasonings on how cohesion effects liquids A, B, C.

Evaluation will be the students written responses and reasonings.

Earth Sciences Grade 6

Event 10A - Classifying Climates

Pre-requisite: Students should have prior learning experiences dealing with weather.

I. Main Topic: The students will be able to state the differences between weather and climate.

II. Objectives: The students will be able to:

A. State that terms to describe weather pertain to short periods of time.

B. State that terms to describe climate pertain to long periods of time.

C. Differentiate between terms to describe weather and terms to describe climate.

D. Classify statements into two groups (weather/climate)

B. Ask students to describe weather outside and in pictures handed to them-after they have had sufficient time to explore them on their own.

C. Give students maps with various locations marked. Ask them to predict climate found in the area.

IV. Invention:

A. Ask students to read phrases on board and describe any major differences between the meanings of the terms. Let students answer.

B. Teacher will lead a discussion concerning the time factor in weather and climate.

C. In small groups, students will work together to classify the twelve statements from the blackboard as to weather/climate.

D. Students will report their results orally.

E. Give students some additional terms and have them classify those as well.

F. Consider student responses concerning the globe activity. Ask them to tell what Climates are appropriate to the areas marked and justify it. Discuss results.

V. Application:

A. Have the students devise ways to gather weather data for a few days and to gather weather data for a few days and to predict the climate for a given time period. They should avoid TV, Radio and Newspaper.

B. Have the students do library research on climates of their own choice that are different from ours. Have them report to the class on the average weather conditions in those climate.

VI. Evaluation:

A. Worksheet evaluation asking students to classify specific terms as being weather or climate related. Another activity might be to predict the climate of an area by looking at its particular position on the globe.

Earth Sciences

Event 14-F - Layering Action of Water on Soils

Use dirt with various sized particles

I. Objectives: To explain how sediments form.

II. Exploration:

Procedure: Students will place sand pebbles, loam and clay in a large jar to fill it to three-fourths full. Add water and shake vigorously for a moment. Sit the jar aside and wait.

Main Ideas: Students will observe that: (1) the particles in the soil settle with the larger particles on the bottom; (2) the soil types settle according to the size of their grain. After the particles have settled ask the students: What did you see happening? Whatdo you notice? Ex: Some particles fill faster than others. Some particles are floating. Layers have formed. Different colors bands in soil. Have each group form a hypothesis to explain what happen? Allow students to exchange ideas. Each group will express their reasons for what happened?

III. Invention: Discuss the ideas presented by the students to determine which ideas are valid.

IV. Questions:

1. Can you group the particles found in your soil sample.

2. Describe differences among soil such as: organic rocks, sand, clay - types matter (humus) texture, color, size of particles.

V. Application: Mini trip to rock outcropping near the school. Ask students to observe careful and explain what they see. Notice layering/examine layers and bring samples for another activity. (Particle size using lens)

VI. Evaluation: Using another mixture of dirt, predict how the particles will arrange themselves. Prepare jar and shake and allow particles to settle. Compare results with prediction.

Materials:

jars (large)

trowels

various soil types - sand, gravel

pebbles

bag

bucket of water

newspaper