Kindergarten Science - PowerPoint PPT Presentation


PPT – Kindergarten Science PowerPoint presentation | free to view - id: 71c95d-YmE1N


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

Kindergarten Science


Created Date: 3/27/2010 4:20:34 AM Document presentation format: On-screen Show (4:3) Other titles: Arial Calibri Wingdings Western hemisphere design template 1 ... – PowerPoint PPT presentation

Number of Views:145
Avg rating:3.0/5.0
Slides: 32
Provided by: wikis614


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Kindergarten Science

Kindergarten Science
  • Earth and Space Science Our Natural Surroundings

Kristin Dinsmore Marc
h 30, 2010
  • By the end of the grade, students will be able
  • NSK.1 Observe physical characteristics of
    natural surroundings including rocks, soil, water
    and weather conditions(temperature, precipitation
    and wind).

  • Students in Kindergarten are exploring their
    education through play. The inquiry is through
    play. It is important the classroom is set up in
    such a manner that help students extend their
    knowledge of the curriculum indicators. The
    students will participate in centers throughout
    their day at school. There will be a specific
    science center five times a week for thirty
    minutes. There will be 5 minutes of teacher led
    instruction and the rest of the time will be
    teaching to the moment as students explore and
    investigate the centers.
  • 5 minute direct instruction- teacher, 15 minute
    explore, 10 minute clean up and journal entry, A
    bell or drum will signal clean up and journal
  • Students will complete a journal entry which may
    resemble an illustration of what they observed or
    what they expect to happen, students will also be
    given some worksheets that will guide their
    exploration or testing at centers. I also expect
    to observe students participation and
    comprehension in the centers allowing
    opportunities for students to vocally explain
    their observations, experiences and interests. My
    hope is that students will be making the
    connection to the materials in class to their
    outside world and to their life.
  • After circle time students will be arranged in
    groups for centers. Students names will be placed
    in the center poster board that organizes the
    centers. There will be a picture of each center
    with the number of the center. There will be
    approximately four spots open at each center.
    Students will experience an engage lesson to
    trigger their prior understanding and then they
    will participate in one station per day until
    they complete all five stations.

  • During the course of three weeks there will be 3
    main topics discussed Weather, Soil, Seasons.
    There will be five centers operating in the
    classroom according to the topic of the weeks.
    These centers can work during any time of the
    year, however, the materials for the soil centers
    may be easier to obtain during the spring and
    summer months.
  • All of these centers will focus on the Five Es.
    I am confident students will be in the explore
    and engage phase for all of the centers. I know
    it will be my job as the teacher to introduce the
    explain, elaborate and evaluate phase to the
    students through questioning them at their
    centers. It is important to engage students while
    they are exploring so I can teach to the moment
    of their exploration.
  • Visuals are essential for kindergarten students.
    I would use photograph directions at each
  • Safety Rules for Centers
  • 1.) Do not put anything in your mouth unless told
    otherwise by the teacher.
  • 2.) Keep your hands and feet to your selves-
    remember your personal space.
  • 3.) If something spills on the floor, stay put
    and request help from teacher or partner.
  • 4.) Be respectful of the materials at your center
    and put everything back where you found it.

Center organization chart
Topic of centers goes here
This is a visual for the students to indicate
what center they are suppose to be in. The
students popsicle stick faces are put in the
center the students are to participate in.
Students must visit all centers.
Center 1
Center 3
Center 2
Center 5
Center 4
Students names
Possible Physical Layout of Centers
Cirlce Time Calander and Weather
Computer Center
Literacy Center
Art Center
Work Tables
Sand/Soil and Water Tables
Science centers
Science Centers
Science Explore and Investigate
Dramatic Play
Lesson Outline
  • 14 Lessons in Total- 3 weeks 5 classes per week
    for 30 minutes.
  • Each lesson is preparation for one day.
  • Lesson 1- Introduce morning routine and the
    responsibilities of the students.
  • Lesson 2 -Engage students interest of Soil, KWL
    chart, operation of centers
  • Lesson 3-7 Soil Centers
  • Lesson 3-Center 1-Exploring Dirt
  • Lesson 4-Center 2-What makes up soil?
  • Lesson 5-Center 3-What lives in soil?
  • Lesson 6-Center 4-How does soil help things grow?
  • Lesson 7-Center 5-What is soil connected to?
  • Lesson 8- Engage students on topic of Seasons.
  • Lesson 9-13- Cycle of the Seasons and associated
  • Lesson 9-Center 1- Spring Rain Water cycle
  • Lesson 10-Center 2- Summer Sun
  • Lesson 11-Center 3- Fall Wind
  • Lesson 12-Center 4- Winter Snow
  • Lesson 13-Center 5- Dramatic Play- weather
    effects people, plants and animals
  • Lesson 14-Outdoor Scavenger Hunt

Lesson 1Morning Routine
  • Students will be responsible for specific duties
    in their classroom. Students pictures and names
    will be underneath each duty that needs to be
    done in the classroom.
  • The 4 Circle Time duties will include
  • Placing weather symbol under each day on the
  • Outside thermometer reading and reporting
  • Outside rain gauge reading and reporting
  • Daily weather painting

Lesson 1Morning Routine Management
  • Students will participate in circle time
    everyday. While four students are completing
    their daily duties the other students are
    watching the student painting the weather of the
    day. Once everyone is completed their duties a
    review and group discussion will be held to
    contribute to student understanding of weather
    conditions of their natural environment.

a.) Describe and illustrate features of their
natural surroundings such as textures of soil,
weather conditions and presence of water
Daily Weather Painting
  • Every day one student will paint the weather of
    the day during circle time. Students will have
    five minutes to paint.
  • Students will paint features of their natural
    surroundings such as the weather conditions of
    the day sunny, windy, cloudy, rainy, snowy and
    the effects on living things.

c.) With peer support, identify specific
changed in one or more aspects of their local
surroundings over a given time interval (eg.,
changes in weather patterns over a week, changes
in soil in a garden or flower bed over two
Weekly Calendar Weather
  • Students will be in charge of changing the
    calendar everyday. They will use pictures to
    identify what the weather is like for the day.
    The weeks weather will stay up and on Friday
    students will discuss the pattern in the weather
    for the week.

Temperature and Precipitation
  • A temperature gauge will hang outside the window
    of the classroom where one student will check it
    and report back to the circle and indicate on the
    classroom gauge the temperature.
  • A rain gauge will hang outside the window. One
    student will be responsible for reporting back to
    the circle and indicate on the classroom rain
    gauge the level.

Classroom Materials for Circle Time
  • Calendar and Weather Chart
  • Teaching supply stores will have both calendar
    and weather symbols.
  • Indoor and outdoor Thermometer
  • Indoor Template for Thermometer Today
    Temperature (Scholastic 2010-1996)
  • http//
    ans/profbooks/todaytemp.htm or
  • Indoor and outdoor Rain Gauge
  • http//
  • Indoor Template for Rain Gauge Making Simple
    Weather Tools Science Earth and Space
    tools.html 2003-11-25
  • Paints
  • Paper
  • Easel
  • Paint shirt

Lesson 2Engage (Soil)
  • Indicator
  • e.) Respond to the ideas and actions of others
    and acknowledge their ideas and contributions
    towards understanding our natural surroundings.
  • Description of Lesson
  • Student will view and listen to Dirt by Steve
    The Dirtmeister Tomecek, illustrated by Nancy
    Woodman that will be read aloud by the teacher.
    Students will learn all about soil in this book,
    it is a great way to engage the students and
    their thinking for the centers that will follow.
  • After the book is read the class will
    collaboratively make a KWL chart about soil.
    Students will state what they know about soil and
    what they would like to know.(this chart will
    hang in the soil center until the end of the
    week). Students will fill out what they learnt by
    completing their observations at the three soil
    centers. At the end of the week students will
    gather together and complete what they learnt
    about soil.
  • Materials/Resources Dirt by Steve The
    Dirtmeister Tomecek, illustrated by Nancy
    Woodman, Poster paper labelled K, W, L, marker.

Lesson 3Center 1- Exploring DirtDirt
  • Indicator
  • a.) Describe and illustrate features of their
    natural surroundings such as textures of soil,
    weather conditions and presence of water.
  • Description of Lesson/Center
  • Students will be engaged by a quick Sid the
    Science Kid video at a computer about exploring
    dirt as dirt detectives, they will explore the
    physical properties of soil and the living and
    non living things found in soil using their sense
    of sight and touch. The computer should be set up
    and ready for viewing before centers begin.
  • This video will help trigger students prior
    understanding of what soil is and what types of
    things can be found in it. Students will be given
    soil to explore at the soil table along with a
    magnifying glasses . The soil will contain rocks,
    plants(roots, grass, branches, leaves). Students
    will identify the objects they find in the soil.
    Students will identify the objects in the soil by
    touching and observing.
  • Students will have a Science Journal that they
    will keep their journal entries in that they
    complete at each center. This center journal
    entry will be a picture of a magnifying glass
    labelled Center 1- Exploring Soil. Students will
    draw or trace what they observed in the soil in
    the magnifying glass.
  • Safety students will be warned not to stick
    anything in their mouths and to wash their hands
    immediately after exploring.
  • Materials large bucket of soil, spoon to pick
    things up with, soil from store or ground soil, 4
    magnifying glasses, rocks, leaves, branches,
    roots, 4 journal entry sheets, computer.
  • Resources/Video Sid the Science Kid-
  • Dirt Detectives .
  • Magnifying glass print out- Scholastic 2010-1996
  • http//

Lesson 4Center 2- What is soil made up of?
  • Indicator
  • a) explore the physical properties of natural
    surroundings such as soil, water and rocks.
  • b.) Pose specific questions related to the
    features of their local surroundings (eg., Where
    did the rain water go?, Why is some snow harder
    than other snow?, and Is a grain of sand a
  • Description of Lesson/Center
  • Students will explore through touch and sight
    (magnifying glasses for use) the four components
    that make up soil. The four components are
    Gravel, Sand, Silt and Clay. Students will
    explore what happens when water is added to these
    four things alone.
  • Students journal entry at this center will do a
    basic elementary version of POE(Predict(to the
    teacher or friend), observe on paper and explain(
    will be a verbal explanation to the teacher).
    Students will vocally predict where the water
    will go and observe where it went by drawing it
    and explain what happened when they added water
    to the four elements. Students will use test tube
    droppers to add water into each small beaker of
    the 4 components. Students will draw their
    observations in their journal. The journal page
    will have the four elements the sand, silt,
    gravel and clay in one column and student
    observations in the other column. Students will
    use a blue crayon to show the water
  • There should be four small beakers ½ full of each
    component for each student. Students will examine
    where water goes when it falls to the ground.
    Students will have clear beakers full of a
    natural element (one beaker of water, one beaker
    of soil, one beaker of rocks, one beaker of sand.
    There should be one beaker of water to share
    between the students and four droppers.
  • Safety If students spill water at their station
    they will need to ask for student assistance or
    get another student to get towels to clean it up.
  • Materials 4 small beakers of gravel, sand, silt
    and clay, test tube droppers, beaker of water, 4
    journals sheets, four blue crayons. One jar of
    all the elements mixed together for student
    viewing, 4 magnifying glasses.
  • Clean up students will dump the beakers into the
    designated containers that say gravel, sand, silt
    and clay.

Lesson 5Center 3- What Lives in Soil?Earthworm
  • Indicator c.) With peer support, identify
    specific changed in one or more aspects of their
    local surroundings over a given time interval
    (eg., changes in weather patterns over a week,
    changes in soil in a garden or flower bed over
    two seasons).
  • e.) Respond to the ideas and actions of others
    and acknowledge their ideas and contributions
    towards understanding our natural surroundings.
  • Description of Lesson/Center
  • Students will learn about the habitat of
    earthworms and the purpose of their existance in
    the soil. Students will learn that worms
    contribute to the earth, they digest, compose and
    enrich the soil. Students will understand the
    work the worms do for our earth.
  • Students will watch the Video Curious George
    Digs for Worms. This will be set up and ready to
    go for centers.
  • Students go to their center where they will mix
    soil, sand, soil, sand (approx 4 layers) into a
    canning jar per group of 2. Students will then
    put water in to moisten the soil. The earth worms
    will be put on the top of the soil, the lid will
    be off the jar for ventilation. Students will
    cover the outside of the jar with black
    construction paper so their is limited light
    getting into the jar. Students will do a POE.
    Students will predict what the worms will do on
    the jar. They will predict what may happen to the
    soil and the sand in the jar.
  • Students will place the jars in the designated
    earthworm tunnel center. Students will be asked
    to observe their jars and record findings for the
    week in their journals. Students that visit the
    center will need to peel back the construction
    paper and view what happened with the sand and
    soil .
  • NOTE These jar will need to be kept moist, daily
    watering many be needed. After a week the worms
    will need to go back into their natural habitats
  • Safety Students will be asked to wash their
    hands after playing with the worms, they should
    also be respectful of the worms and not to harm
  • Materials Earthworms, 2 canning jars, 2 soil, 2
    sand. Each group of two will have one jar, two
    beakers of sand, two beakers of soil, 1 beaker of
    water, 2 earthworms, leaves.
  • Students will look at visual directions. There
    should be numbered steps labelled with
    photographs of the actions.
  • Step 1 Empty Jar
  • Step 2 Empty one beaker of sand
  • Step 3- Empty one beaker of soil
  • Step 4 Empty one beaker of sand
  • Step 5 Empty one beaker of soil

Lesson 6Center 4- Soil helps things
GrowPlanting our own food
  • Indicator
  • d.) Suggest ways in which humans can cause
    changes to their natural surroundings.
  • Description of Lesson/Center
  • Students will learn that soil helps us grow the
    things we need to survive such as food. Students
    will learn that in order to grow certain food we
    need to plant seeds in the soil. Students will be
    given choice of which food seeds they want to
  • Students will plant their seeds in cups following
    the photograph instructions and steps
  • Steps to plant a seed
  • Step 1 Take cup full of soil and push your
    finger down in the middle of the cup.
  • Step 2 Drop 2 seeds into hole.
  • Step 3 Cover seed with soil.
  • Step 4 Water the cup
  • Step 5 Put cup on shelf with name.
  • NOTE This experiment will take 1-3 weeks to see
    results, this experiment will need to be extended
    over the course of three weeks, therefore, a
    classroom garden would be a suggestion.
  • Materials Each student will have a cup of dirt,
    and a dixie cup of water set out along with boxes
    of seeds to chose 2 seeds from, journal page.
    Students will predict what will happen.
  • Students will be verbally reminded that they will
    need to water their plants. Students will keep
    their plants on a window ledge for sunlight,
    these plants will then be transplanted into
    bigger pots for a classroom garden.

Lesson 7Center 5- Why is soil important to
us?Webbing the connections
  • Indicator
  • e.) Respond to the ideas and actions of others
    and acknowledge their ideas and contributions
    towards understanding our natural surroundings.
  • Description of Lesson/Center
  • Students will work in the group of four
    identifying what objects relate/connect to soil
    and what objects dont. Students will paste
    and/or illustrate the items that relate to soil.
    Students will be given a piece of white poster
    paper with a picture of soil in the center.
  • Materials Large Poster paper with a picture of
    soil, crayons, basket of paper(any pictures
    (clipart(use the pictures below) of food, plants,
    people, animals, clothing) objects that relate to
    soil, glue.
  • This activity allows teachers to assess how well
    students understand the connection of soil to our
    surroundings on earth.

Lesson 8Engage- SeasonsSeason Centers
  • Students will explore the seasons for one week
    identifying some characteristics of each Season.
  • The season station will be split into four
    sections Spring, Summer, Fall, Winter. Students
    will learn the different weather conditions
    associated with each season. They will learn the
    importance of dressing appropriate for Weather.
    Students will also learn about how the natural
    surroundings of our environment change because of
    the weather.
  • Indicator
  • e.) Respond to the ideas and actions of others
    and acknowledge their ideas and contributions
    towards understanding our natural surroundings.
  • Description of Lesson
  • Students will be engaged as a teacher pulls
    different seasonal items out of a bag. Students
  • are encouraged to predict what the topic of the
    centers will be after viewing all of the
  • Items in the back. Students will connect their
    prior understanding of seasons with the items
    brought to class.
  • Materials Bag students can not see through-
    Spring (rubber boots, rain drop, flowers),
  • Summer (sun, Suntan lotion, beach ball), Fall
    (coloured leaves, rake), Winter (snowflake,
  • Skates, scarf)
  • Resources Our Seasons by Ranida T. McKneally
    and illustrated by Grace Lin for reference and
    student interest.

Lesson 9Season Centers- SPRINGDrippy the Rain
Drop Water Cycle
  • Indicator f.) Explore and select different ways
    to represent ideas, actions and experiences and
    to communicate patterns and cycles in the natural
    world with others.
  • Description of Lesson/Center
  • Students will identify where rain comes from and
    how it got there by exploring the water cycle.
    Students will view and listen to an online story
    on the internet. Drippy the Raindrop talks about
    his adventure from the ocean to the sky and back
    down. Students will learn the water cycle by
    Drippys adventure.
  • Teacher can assess students understanding of the
    water cycle by verbally asking them the questions
    after they viewed the story.
  • Why did drippy go into the cloud? (the sun)
  • Why did drippy turn into water again in the
    cloud? (not as much sun) CONDENSATION
  • Why did the cloud bounce and shape and drippy had
    to leave? (heavy) PRECIPITATION
  • Where did drippy fall? (stream of water)
  • What will happen again? THE WATER CYCLE
  • Center description Raining Clouds
  • After viewing the story the students will
    experiment with cotton balls and water.
  • Students will each have a cotton ball. The
    students are to feel the cotton ball pretending
    it is a cloud- is it a light or heavy cloud. Once
    students distinguish that the cotton ball is a
    light fluffy cloud. Students will use their prior
    knowledge of the story to interpret what happens
    to a cloud when it gets wet. Students will
    verbally predict what will happen when the cotton
    ball gets wet, they will observe by putting the
    cotton ball in water and holding it out of water.
    Students explain what happened to the cloud. How
    will it get back to its original fluffy, light
    cloud. Students will learn that clouds need to
    get rid of the heavy weight of the rain (known as
  • There should be visual instructions on how to
    complete the experiment.
  • Step 1 Hold cotton ball and feel it
  • Step 2 Put cotton ball in water
  • Step 3 Hold in hand and fell it
  • Step 4 Squeeze cotton ball over beaker of water-

Lesson 10Season Center- SUMMER
  • Indicator
  • b.) Pose specific questions related to the
    features of their local surroundings.
  • Description of Lesson/Center
  • This center would be best suited beside a
    window. Students experiment with the intensity of
    the sun. There will be a question at the center
    asking the students What is the suns job?.
    Students will learn that the sun effects things
    on earth by listening and watching the Sun
    Song. They will do an experiment using black
    construction paper or sun-sensitive paper and put
    suntan lotion on the piece of paper making shapes
    or the students name. Students will place the
    piece of paper in the sun(in the window) and by
    the end of the day should see how the sun effects
    the paper. Students will witness that the paper
    faded except the parts with sunscreen on it- it
    will still be dark black. Students will
    understand the value of protecting themselves
    from the hot sun.Visual Directions will be
  • Step 1- black construction paper on desk
  • Step 2- make shapes or name with bottle of
  • Step 3- Put paper in the sun
  • Step 4- Wait
  • If time is left over students can look at books
    about the sun or summer.
  • Materials Per student- piece of black
    construction paper, small bottles of sunscreen( I
    would transfer lotion into smaller bottles for
    easier use for the students), access to a
    computer. Students will not be doing a journal
    entry at this station the product they create is
    their work and verbal assessment will be
    completed based on their understanding of the end
    product of the suntan lotion protecting the
  • Resources Sun written by Honor Head,
    http// Sun block
    Investigation and
  • Sun Song.

Lesson 11Season Center-FALL
  • Indicator
  • a.) Describe and illustrate features of their
    natural surroundings such as textures of soil,
    weather conditions and presence of water
  • Description of Lesson/Center
  • Students will explore how wind can move different
    objects. There will be three activities for
    students to do at the wind center so they can
    explore the properties of air.
  • Development of Center
  • Students will first play an interactive computer
    activity about wind speed 3 minutes- students
    will be able to identify different forces of
    wind, what these forces look like and sound like.
  • Students will choose either water, air or sand
    testing stations and use the wind to move
  • -Students will predict which items they can move
    by blowing on them and which ones they cant.
  • - Journal for water and air sheet that has all
    items the students will blow. Students will
    predict which ones will move by blowing on them.
    Then they will test out their predictions.
    Students will circle the ones they could move by
    blowing in the water and the air.
  • Students journal for the sand will be different
  • -Student will blow through a straw into the sand
    and create hills and valleys. Students will
    observe how wind can change the landscape of our
    earth they can draw a picture of what they did in
    the sand.
  • NOTE All items will have designated spots with
    labels. Students are responsible for placing
    items back where they found them.
  • Safety Students should stop blowing on objects
    if they feel light headed and areminder may be
  • Materials computer, rectangle container full of
    sand or stand table and a straw, rectangle
    container of water or water table (floating
    objects- small boat, floating flower, fishing
    bobber) in the air (feather, small balloon, rock,
    paper, wood block, metal spoon)
  • Resources/Video Computer Interactive Activity
    What is weather-About Weather- Wind Force

Lesson 12Season Center-WINTER
  • Indicator
  • b.) Pose specific questions related to the
    features of their local surroundings (eg., Where
    did the rain water go?, Why is some snow harder
    than other snow?, and Is a grain of sand a
  • d.) Suggest ways in which humans can cause
    changes to their natural surroundings.
  • Description of Lesson/Center
  • Students will observe how ice melts. They will
    have several ice cubes to observe melting.
    Students will decide which items will melt the
    ice cubes fastest or slowest. Students will place
    an ice cube in warm water and cold water. In
    pairs students will place an ice cube in the
    light beside a window and one away from the
    window. Students will predict which one will melt
    the fastest. Student will be asked how to change
    the ice cube back into ice. Students will predict
    with their partners.
  • Students journal will be a drawing of what
    happened to the ice in the two water
  • Materials 12 ice cubes for exploring, One beaker
    of warm water, one beaker of cool water. 4
    plastic containers for ice cubes, 4 magnifying
    glass to observe ice.

Lesson 13Dramatic Play Center
  • Indicator f.) Explore and select different ways
    to represent ideas, actions and experiences and
    to communicate patterns and cycles in the natural
    world with others.
  • Description of Center
  • There will be a large tree bulletin board that
    students will decorate according to the season.
    Students will use this tree as their setting for
    role playing certain behaviours according to the
    weather conditions. Students will understand that
    weather effects living things such as people,
    plants and animals. There will also be flower
    boxes the students can use to plant a pretend
  • Spring
  • Tree decorations- flower and leaf blooms,
    sprouting green grass, birds, nest, eggs, rain
    drops, clouds.
  • Garden window box- black tissue paper, box of
    seeds and watering can.
  • Dress and objects- rain boots, rain jacket,
    umbrella, large rain puddles to put on the floor.
  • Summer
  • Tree decorations-Bright sun, clouds, birds
    flying, green leaves, apples, green grass,
    flowers in grass, insects (spiders, ants).
  • Garden window box- black foam blocks with veggies
    stuck in them, and foam blocks with flowers stuck
    in them.
  • Dress and objects-hat, sunglassess, empty bottles
    of sunscreen, beach chair, beach mat, t-shirt
    that had a bathing suit drawn on it (boys and
    girls), sand pails and shovels, shells, rocks,
    picnic basket and blanket, play food (fruit,
  • Fall
  • Tree decorations- Sun, windy swirls, clouds, fall
    leaves, green grass, squirrels
  • Garden window box- tissue paper
  • Dress and objects-Jacket, wind breaker, rake,
  • Winter
  • Tree decorations- snow flakes, frost for the
    branches, clouds, snow for the ground, bunnies,

Dramatic Play Materials
  • Dollar Store- fake flowers, tissue paper, foam
    blocks, window boxes(or shoe boxes), dress up
    clothes, shovel, pails, rocks, watering can, play
    food, sunglasses
  • Construction paper, laminating machine, sticky
  • All needed templates can be found at Scholastic
    Printable Website
  • Leaf template http//
    mages/projects/autumn/pdf/leaf-white1.pdf or
  • Tree template http//
    m/2008/12/tree-outline1.jpg (dec)
  • Tree Templates for Autumn, Spring, Summer and
    Winter http//
  • Apple Template http//
  • Rain drop and umbrella template
  • Cloud template http//

Lesson 14Nature Scavenger Hunt
  • Indicator
  • b.) Pose specific questions related to the
    features of their local surroundings (eg., Where
    did the rain water go?, Why is some snow harder
    than other snow?, and Is a grain of sand a
  • d.) Suggest ways in which humans can cause
    changes to their natural surroundings.
  • Description of Lesson
  • Students will go outside as a class and go on a
    nature scavenger hunt. Students will work in
    pairs to collect things from their environment.
    One student will hold the bag used to collect
    things from nature and the other student will
    hold a bag used to pick up garbage they find.
    Students will take these things they found and
    create their own explore center in the classroom.
    All of the items will go into a large bucket and
    students will explore the items using a
    magnifying glass.
  • Materials Large plastic bucket for in class use,
    each pair of students has a plastic or paper bag
    to collect items from nature or garbage, rubber
    gloves for garbage collection, magnifying glasses
    for the center.
  • NOTE this is a perfect time to introduce
    pollution to the students because students will
    probably find things(garbage) that do not belong
    on the ground. Through strategic questioning
    teachers could help students make connections to
    the things they find and the environment they
    found it in. For example, where do you suppose
    that leaf came from?
  • Scavenger Hunt List of Item to Look for template
  • Extension If students finish their Nature
    Scavenger Hunt early they will take the classroom
    student cameras and take pictures of the items on
    the Picture List. These pictures will be used to
    create a book about nature that students can
    complete in English Language Arts.

  • PBS Kids (Sid the Science Kid Videos)
  • http//
  • Dirt Detectives (explore soil)
  • Dirt Song (Worm singing of digging in soil)
  • Leaf Investigation (explore leaves and sort)
  • Leaf Song (who eats leaves)
  • Rain Observation (rain comes from the sky, mudd
  • Sun block Investigation (experiment)
  • Wind Investigation (water/sand table experiments)
  • Super Sun (heat, energy source)
  • Change caused by cold (experiment)
  • Curious George Digs for Worms (discovers how to
    care for worms and what they need to live).
  • Steve Songs about Weather- Rain is fallin down

Interactive Websites
  • BBC Kids-
  • Explore-wind direction-wind force-precipitation-t
  • Nasa Kids Science News Network-http//
  • -How to measure weather, How do clouds form?
    What do plants need to grow? Why are there
  • Drippy the Rain Drop by Joel M. Kimball-
    Interactive Story about the Water cycle--
  • CD
  • Earth Songs by Don Wait

Teaching Resources
Written by Eric Carle
by Geraldine Taylor, illustrated by Amy Schimler
Teaching Resources written by Honor Head
(Pebble Plus) (Library Binding) Schuette
(Author), Sarah L. (Author)
Scholastic Inc.ISBN 978-0-545-02599-7 HC
Written by Bill Martin and Michael Sampson ,
illustrated by Dan Lipow
Scholastic CanadaISBN 0-9671748-5-6 Board Book
Written by Doreen Cronin
Written by Robin Bernard
Written by Steve Tomecek, illustrated by Nancy
Robert Munsch