Science Resources Quarter 1 K-5                SY 2008-09

Science Resources

First Quarter

KEY RESOURCES

NASA for Educators

Official Search Engine for resources for educators

http://www.nasa.gov/audience/foreducators/index.html

NASA for Students

Official Homepage with resources and activities for students

http://www.nasa.gov/audience/foreducators/index.html

NASA Kid's Club
Kids' Club Web site features animated, colorful, entertaining and educational activities for children in kindergarten through fourth grade.

http://www.nasa.gov/kidsclub%20

The Blue Marble
Great satellite pictures of the earth from space using the latest NASA. Easy to download or print in color for visual support in the classroom.

http://earthobservatory.nasa.gov/Newsroom/BlueMarble/

Reading Writing and Rings

These sets of lessons bring together reading, writing and science in ways that underscore the belief that scientific thinking and the intelligent use of language go hand-in-hand.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Cassini_Huygens_Reading_Writing_and_Rings_3-4.html

NASA TV

Watch live and prerecorded video footage of current NASA missions, launches, news and educational events.

http://www.nasa.gov/multimedia/nasatv/index.html

Grade K

STANDARDS

Living and Non-Living Things

Content Standards:

 SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.

a. Recognize the difference between living organisms and nonliving materials.

b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)

c. Group plants according to their observable features such as appearance, size, etc.

ESSENTIAL QUESTIONS

  1. How Living and Non-Living things alike and different?
  2. How do I group living things? Non-Living things?

Living and Non-Living Things

http://nasaexplores.nasa.gov/show_k4_teacher_st.php?id=021224110751

Is water important for all living things?

http://ksnn.larc.nasa.gov/webtext.cfm?unit=phoenix2

What do animals need to live?

http://ksnn.larc.nasa.gov/k2/s_animals_a.html

Interactions between Living Things and Their Environment

http://classroom.jc-schools.net/sci-units/living-things.htm#Kindergarten_

Will It Grow?

http://nasaexplores.nasa.gov/search_nav_k_4.php?id=03-014&gl=k4

Living Things Yahoo Kids

http://kids.yahoo.com/search?p=living+things

Grade 1

STANDARDS

Weather:

S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.

ESSENTIAL QUESTIONS

  1. How can weather be described?
  2. How does weather impact me and my community?
  3. What are the different types of weather, and what are their characteristics?
  4. Is weather always the same? Why or why not?
  5. How does weather affect out daily activities?
  6. How does weather change?

The Weather Channel

http://www.weather.com/

Kids Science News Network

NASA's KSNN™ is a standards-based program that uses the Web, animation, and video to introduce science, technology, engineering, math, and NASA concepts. NASA's KSNN™ uses animated characters (grades K-2) and web and video technology
(grades 3-5)
 to explain everyday phenomena of our world, correct misconceptions, and answer frequently asked questions.

How do you measure weather?

http://ksnn.larc.nasa.gov/k2/s_measureWeather.html

How do clouds form?

http://ksnn.larc.nasa.gov/k2/s_cloudsForm.html

Why are there seasons?

http://ksnn.larc.nasa.gov/k2/s_seasons.html

SPACE PLACE

Come on in and check out our games, animations, projects, and fun facts about Earth, space and technology.

Wild Weather Adventure

Play the Wild Weather Adventure game. Your weather research blimp will explore Earth and its weather.

http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml

The Weather Channel for Kids

http://www.theweatherchannelkids.com/weather-ed/online-resource-guide/

Grade 2

STANDARDS

Night Sky

S2E1. Students will understand that stars have different sizes, brightness, and patterns.

a. Describe the physical attributes of stars—size, brightness, and patterns.

S2E2. Students will investigate the position of sun and moon to show patterns throughout the year.

a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day.

b. Determine how the shadows change through the day by making a shadow stick or using a sundial.

c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.).

d. Use observations and charts to record the shape of the moon for a period of time.

ESSENTIAL QUESTIONS

  1. Why does the sun shine during the day, but is not there at night?
  2. Why does the sun appear to move across the sky from east to west?
  3. What happens to the length of the day and night as the seasons change?

Why the Moon? Did you know that NASA is going back to the Moon?

http://www.nasa.gov/mission_pages/exploration/mmb/why_moon.html

Our Sun

http://nasaexplores.nasa.gov/show_k4_teacher_st.php?id=03100385805

Living with a Star

This NASA educator guide is a quick reference to resources for Sun-Earth connections.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Living.with.a.Star.html

The Sun as a Star

These activities about the sun as a star are adapted for after school programs with elementary-aged students.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Sun_As_a_Star_Educator_Guide.html

Ancient Observatories

Activities connecting the Sun, Earth

http://sunearthday.nasa.gov/2005/educators/lp_k5.htm

Grade 3

STANDARDS

Rocks and Soil

Focus Standards: S3E1

Students will investigate the physical attributes of rocks and soils.

a. Explain the difference between a rock and a mineral

b. Recognize the physical attributes of rocks ad minerals using observation (shape, color, texture) measurement, and simple tests (hardness)

c. Use observation to compare the similarities and differences of texture, particle size, and color in topsoil (such as clay, loam potting soil, and sand).

d. Determine how water and wind can change rocks and soil over time using observation and research.

ESSENTIAL QUESTIONS

Focus Standards: S3E2

Students will investigate fossils as evidence of organisms that lived long ago

a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.

b. Describe how a fossil is formed.

ESSENTIAL QUESTIONS

Exploring Meteorites

Teacher’s Guide with resources and student activities

http://ares.jsc.nasa.gov/Education/Activities/ExpMetMys/ExpmetMys.htm

Reaping Rocks

In this Earth science lesson, students classify rocks from their neighborhoods to predict the origins of moon rocks.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Reaping_Rocks.html

Grade 4

STANDARDS

The Stars and Our Solar System

Focus Standards:

S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets.

a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.

b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.

c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.

d. Identify how technology is used to observe distant objects in the sky.

S4E2 Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.

a. Explain the day/night cycle of the earth using a model.

b. Explain the sequence of the phases of the moon.

c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.

d. Demonstrate the relative size and order from the sun of the planets in the solar system.

ESSENTIAL QUESTIONS

  1. What is a star?
  2. How are stars alike and different from each other?
  3. How does the sun compare to other stars in the night sky?
  4. How are constellations alike and different?
  5. Why are some constellations observed during some seasons, but not during other seasons?
  6. How are planets and stars alike and different in relation to appearance, position, and number in the night sky?
  7. Why are planets seen in different locations in the night sky throughout the year?
  8. How can technology be used to observe distant objects in the sky?
  9. Why are different phases of the moon observed throughout the month? What is the sequence of those phases?
  10. What are the relative sizes of the planets in our solar system?
  11. What is the relative order of the planets from the sun in our solar system?

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

 a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water

     vapor/steam) and changes from gas to liquid to solid.

b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.

c. Investigate how clouds are formed.

d. Explain the water cycle (evaporation, condensation, and precipitation).

e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.

a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).

b. Using a weather map identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.

c. Use observations and records of weather conditions to predict weather patterns throughout the year.

d. Differentiate between weather and climate.

ESSENTIAL QUESTIONS

  1. Do we drink the same water that was on earth a million years ago?
  2. What form does water take on our earth?
  3. What happens daily to the water on earth?
  4. How does water change from a solid to a liquid to a gas?
  5. How does water change from a gas to a liquid to a solid?
  6. How are clouds formed?
  7. What is the water cycle?
  8. What are forms of precipitation?
  9. Why do we use the following weather instruments: rain gauge, thermometer, anemometer, barometer, and wind vane?
  10. How do we distinguish between weather and climate?
  11. Why do we use symbols on a weather map and what do they mean?
  12. How do we know a weather forecast is accurate?
  13. Where does water go in a drought?

NASA’s Official Homepage for Lunar Exploration

NASA Returns to the Moon

http://www.nasa.gov/topics/moonmars/index.html

Exploring the Moon

Teachers Guide with resources and student activities

http://ares.jsc.nasa.gov/education/Activities/ExpMoon/ExpMoon.htm

The Diameter of the Moon

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Diameter_Moon.html

NASA Explores

Scale Model of the Solar System

http://nasaexplores.nasa.gov/show_58_teacher_st.php?id=040512153832

Yahoo Kids

http://kids.yahoo.com/search?p=SOLAR+SYSTEM

NASA Solar System Exploration

http://sse.jpl.nasa.gov/kids/index.cfm

Solar System Simulator

http://space.jpl.nasa.gov/

Official NASA Homepage for the Solar System Exploration

http://solarsystem.nasa.gov/index.cfm

Tour the planets

http://www.nineplanets.org/

Images of the planets and the universe

http://photojournal.jpl.nasa.gov/index.html

Water and Energy Cycles

http://nasascience.nasa.gov/earth-science/water-and-energy-cycle

Droplet and the Water Cycle

http://kids.earth.nasa.gov/droplet.html

The Weather Channel

http://www.weather.com

Ancient Observatories

Activities connecting the Sun, Earth and Native Americans

http://sunearthday.nasa.gov/2005/educators/lp_k5.htm

Grade 5

STANDARDS

EARTH

S5E1a,b 

Students will identify surface features of the Earth caused by constructive and destructive processes.

a. Identify surface features caused by constructive processes.

b. Identify and find examples of surface features caused by destructive processes.

ESSENTIAL QUESTIONS

Lava Layering

Students can learn how geologists use stratigraphy, the study of layered rock, to understand the sequence of geological events.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Lava_Layering.html

Earth Observatory

Images of the Earth

http://earthobservatory.nasa.gov/

Visible Earth

A catalog for images and animations of our home planet.

http://visibleearth.nasa.gov/

NASA Earth

Official NASA Homepage for mother earth.

http://www.nasa.gov/topics/earth/

Earth from Space

Photos of earth provided by Astronauts

http://earth.jsc.nasa.gov/sseop/efs/

For Kids Only

NASA Earth Science Enterprise

http://kids.earth.nasa.gov/

Warren Edwards, ILS         10        Revised 9/3/2008