Skeletons in the Dark

3rd Grade 

Human Development and Relationships 

EDpuzzle Body Systems

Standard 3
The students will understand and respect self and others related to human development and relationships.

Objective 1
Summarize the functions of the skeletal and muscular systems.
Name the major body systems and their basic functions.
Describe the skeletal and muscular systems.

Ed Tech Standards: Standard 8
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. 

The primary focus of this lesson is the digestive, respiratory, circulatory, skeletal, muscular, and nervous systems including the 5 senses.

I will introduce my students to the body systems and their functions through Ed Puzzle. The systems we will be covering are: Digestive, Circulatory, Respiratory, Skeleton, Muscular, and Nervous-including the 5 senses.  All systems function together to make the human body function.   We will discuss each system for 3 weeks two systems per week.


To begin the class I will ask my students some questions to get a base for their knowledge and understanding.

I will see how many systems they can generate on their own and fill in the gaps where necessary.

What is it called when a group of things function together as a whole?
Can you think of an example of a system?
Name the body systems? There are 10.
What do they do?
For each system, name some of its parts

Activity #1

I will read the skeleton poem to my class.  

Skeleton Poem

I will have my students make a noodle skeleton.  The students will label the major bones.  They can name their skeleton and pose it how they want. These will be displayed in the hall.

  

Activity #2

This activity will be in steps.  Each body system that is learned about my students will color and label the corresponding paper doll.  Have the students fold the paper doll accordion then cut it out leaving one hand attached.

Paper Doll 

Activity #3

The students will be in six groups.  One student will lay down on a piece of paper and have another trace their outline.  Then the students will draw the body system they choose on their outline.  I will encourage them to use color and do their best work.

Activity #4

I will ask students to revisit the questions that they answered before they did the online interactive activity.  I will give my students five to ten minutes to do this and then have them share what they wrote down after doing the online interactive. 

• What is it called when a group of things function together as a whole? 
• Can you think of an example of a system? For that system, name some of its parts. 
• What six body systems did you learn about in this lesson? 

Resources

Human Body Game
Arnold Body System Game
Muscles
Body System Word Search
Body System Word Search #2

What lead to the Revolutionary War?

Grade 5

Social Studies

Timeline Revolutionary War

Standard 2 

Students will understand the chronology and significance of key events leading to self-government.

Objective 1

1. Describe how the movement toward revolution culminated in a Declaration of Independence. Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party). 

Objective 2

1. Plot a time line of the key events of the Revolutionary War. 
2. Profile citizens who rose to greatness as leaders.

Ed Tech Standard:  Standard 8 

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. 

We will discuss what lead up the the Revolutionary War.  I will begin by showing Tiki-Toki and asking questions to the students.   We will do activities over the course of a couple of weeks.  Events that lead up to the Revolutionary War helped shape America. Those events lead to self government.  I want to show them how life was in the colonial time.

Activity #1
In a group students will discuss citizens who rose to greatness as leaders.  The group will choose one  citizen and will write a bibliography.  They can be creative.  The groups will present in class in two weeks time.

Important People in the Revolutionary War

Activity #2
The students will design a paper doll in the clothes of prior to the revolutionary war.  These will be displayed outside the classroom.  I will have books on the revolutionary war so they can get ideas.  I will make one ahead of time so they can see the finished project.

Paper Doll Template

Activity #3
The students will choose one prelude event of the American Revolutionary War.   e.g. French and Indian War, Stamp Act, Boston Tea Party, etc.  The students will create a poster telling why the event was important, what the significance of the event and how it led to declare independence.  Students can be and encouraged to be creative.  It can be a newspaper article, poster, poem, story, etc.


Activity #4
What was it like to live in the Colonial Times?  What games did they play?  Did they have electricity?  No, video games.  They have to make up games to play.  We will discuss what kinds of activities and games the children played in the Colonial Times.  

We will make one of the colonial games, the whirligig.  Cut out a 4 inch (10 cm) circle on a piece of stiff cardboard or use a large 2 or 4 hole button. Make two holes in the cardboard approximately 3/8 inch (9 mm) from the center. Thread a piece of string about 2-1/2 feet long through the holes and tie the ends together.  Wind it up and see who can keep it going the longest.

Now it is the students turn.  What fun games can you come up with?  They can either work in groups of two or alone.  The students will come up with a game with common objects. They will present to the class and if possible play the game with the class.  

Games in Colonial Times
Video about colonial toys

Resources

Life During the Revolutionary War  By Bonnie Hinman

Paul Revere Game

What to feed my Body

Grade 3

Nutrition and Fitness

Click Here for Popplet

Standard 6
The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness.

Objective 2
Identify nutrient groups and the key functions of each.  Identify nutrient groups; i. e. , proteins, fats, water, carbohydrates, vitamins, minerals.  Name foods rich in key nutrients.  Define the functions of basic nutrient groups.

Ed Tech Standards: Standard 8
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.

I used Popplet for this lesson.  It was easy to use and shows a mind map of all the information.  I like using this tool.  I will be using this tool again in the future.

To be taught over a few weeks.  In my lesson I will start by asking my students what nutrition is and what are the nutrients groups.   I will show the Popplet and we will discuss each group in detail, like below, and list foods that are rich in the nutrient that we are discussing.  We will learn about how exercise is part of nutrition and why.  Exercise is needed to keep our bodies healthy and strong.  What exercise the class likes to do.  We will do this with a graph and what is considered exercise.  I will challenge the class to exercise every day for 1 week.

Activity #1
We will have a food pyramid game to help my students know what foods are rich in what vitamins. My students will be in groups.  There will be pictures of food and names of the nutrients.  They will match the food with the nutrients.  After a 8-10 minutes we will discuss the groups as a class.

Activity #2
Choose my plate.  Students will color and cut out what guidelines are for a healthy plate.


Activity #3
I will have students bring in a package of a food.  i.e. cereal box, milk jug, etc.  I will have my students read each label the students bring.  They will discuss why the item is healthy or not.  Then the students will make a healthy meal menu.

More activities for home:
Blastoff Game

Activity #4
In a group of three my students will come up with a new game they can play on the playground.  We will play them in class.

Activity #5
I will ask my students what exercise the they like to do and graph it on a chart.  I will challenge the class to exercise every day for 1 week and chart their mood, what they ate, and how they felt physically.  We will discuss this in class the next week.


Carbohydrates 
Sources include fruits, breads and grains, starchy vegetables and sugars. Make at least half of the grains you consume whole grains. Whole grains and fruit are full of fiber, which reduces the risk of coronary heart disease and helps maintain normal blood glucose levels.

Protein
Almonds egg, chicken, oats cottage cheese, greek yogurt, milk, broccoli, lean beef, tuna, quinoa, lentels, pumpkin seeds, turkey breast, fish, shrimp, brussel sprouts, peanuts

Fat
Saturated Fat Trans Fat Mono- unsaturated Fat
 • Red Meat • Margarine • Olive Oil • Coconut Oil • Imitation Cheese • Canola Oil • Butter • Cakes, Cookies • Peanut Oil • Palm Oil • Doughnuts • Peanuts • Whole Milk • Crackers • Almonds • Ice Cream • Meats/Dairy • Cashews • Cheese • Snack Chips • Avocados • Chocolate • Peanut Butter • Seafood • Deep-Fried Food

Poly-unsaturated Fat • Fish • Safflower Oil • Soybean Oil • Corn Oil • Fish Oil • Cottonseed Oil

Vitamins 

Folate: found in foods, helps to prevent birth defects. Pregnant women or women who plan to become pregnant should speak with their physician about taking a folic acid supplement, the synthetic form of folate, in addition to their diet.

Vitamin A: milk fortified with vitamin A liver orange fruits and vegetables (like cantaloupe, carrots, sweet potatoes) dark green leafy vegetables (like kale, collards, spinach)

Vitamin B: The B vitamins are important in metabolic activity — this means that they help make energy and set it free when your body needs it. whole grains, such as wheat and oats fish and seafood poultry and meats eggs dairy products, like milk and yogurt leafy green vegetables beans and pea

Vitamin C: This vitamin is important for keeping body tissues, such as gums, bones, and blood vessels in good shape. C is also key if you get a cut or wound because it helps you heal. This vitamin also helps your body resist infection.
citrus fruits, like oranges cantaloupe strawberries tomatoes broccoli cabbage kiwi fruit sweet red peppers

Vitamin D: No bones about it . . . vitamin D is the vitamin you need for strong bones! It's also great for forming strong teeth. Vitamin D even lends a hand to an important mineral — it helps your body absorb the amount of calcium it needs. Vitamin D is made in the skin when exposed to sunlight, or you can get it from the foods you eat.
Milk fortified with vitamin D fish egg yolks liver fortified cereal

Vitamin E:  This hard-working vitamin protects your cells and tissues from damage. It is also important for the health of red blood cells.
Whole grains, such as wheat and oats wheat germ leafy green vegetables vegetable oils like sunflower, canola, and olive egg yolks nuts and seeds

Vitamin K: Vitamin K is the clotmaster! Remember the last time you got a cut? Your blood did something special called clotting. This is when certain cells in your blood act like glue and stick together at the surface of the cut to help stop the bleeding.
leafy green vegetables dairy products, like milk and yogurt broccoli soybean oil
When your body gets this vitamin and the other ones it needs, you'll be feeling A-OK!

Minerals
Calcium: Calcium is the top macromineral when it comes to your bones. This mineral helps build strong bones, so you can do everything from standing up straight to scoring that winning goal. It also helps build strong, healthy teeth, for chomping on tasty food.
 dairy products, such as milk, cheese, and yogurt canned salmon and sardines with bones leafy green vegetables, such as broccoli calcium-fortified foods — from orange juice to cereals and crackers

Iron: The body needs iron to transport oxygen from your lungs to the rest of your body. Your entire body needs oxygen to stay healthy and alive. Iron helps because it's important in the formation of hemoglobin, which is the part of your red blood cells that carries oxygen throughout the body.
meat, especially red meat, such as beef tuna and salmon eggs beans baked potato with skins dried fruits, like raisins leafy green vegetables, such as broccoli whole and enriched grains, lwheat or oats

Potassium: Potassium  keeps your muscles and nervous system working properly.
bananas tomatoes potatoes and sweet potatoes, with skins green vegetables, such as spinach and broccoli citrus fruits, like oranges low-fat milk and yogurt legumes, like beans, split peas, and lentils

Zinc: Zinc helps your immune system, which is your body's system for fighting off illnesses and infections. It also helps with cell growth and helps heal wounds, such as cuts.
beef, pork, and dark meat chicken nuts, such as cashews, almonds, and peanuts legumes, such as beans, split peas, and lentils

Water: Water is the MOST important.  Water dissolves some vitamins and carries nutrients to all the cells in the body.  Water flushes out the waste from the body.  We need to consume half our body weight in ounces to be hydrated.  If exercising or being out in the elements we need to increase our water intake.  We can live without food for  days, but no longer than 3 days without water.  Water is important to keep us alive and well lubricated.  Water is vital for our health.  So DRINK MORE WATER.

References
http://idahoptv.org/sciencetrek/topics/nutrition/facts.cfm http://water.usgs.gov/edu/propertyyou.html http://www.myfooddiary.com/Resources/nutrient_facts/nutrient_fat.asp http://www.sciencekids.co.nz/sciencefacts/food/proteins.html http://www.sciencekids.co.nz/sciencefacts/water.html http://kidshealth.org/kid/nutrition/food/minerals.html

Chemical and Physical Changes

Grade 5 

Click Here for Presentation 

Be Prepared the be EMAZED

Science Standard 1

Students will understand that chemical and physical changes occur in matter.

Objective 2

Evaluate evidence that indicates a physical change has occurred.

Identify the physical properties of matter (e.g. solid, liquid, gas). 

1. Compare changes in substances that indicate a physical change has occurred. 
2. Describe the appearance of a substance before and after a physical change. 

Objective 3 

Investigate evidence for changes in matter that occur during a chemical reaction.

Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).  Explain why the measured weight of a remaining product is less than its reactants when a gas is produced.  Cite examples of chemical reactions in daily life.  Compare a physical change to a chemical change.  Hypothesize how changing one of the materials in a chemical reaction will change the results.  Ed Tech Standards: Standard 8  Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.  This topic to be discussed over three to five weeks.  I used eMaze to create a slide show for my students.  I will have my students watch the slide show before the start of class or they can watch it at home as many times as they want.  I loved using eMaze.  It was easy to use and quick to put together.  I will be using this again.

Activity #1 At the start of class I will ask students how I can change the appearance of a sheet of paper.  I will do what they say i.e. rip paper, draw on paper, tear paper, burn paper.  Then show the class what happened.  And discuss what change occurred.  I will write on the board: 

• A physical change is when a material keeps it identity.  
• A chemical change is one substance or kind of matter changes completely into another substance or matter.

Go over safety while doing experiments.  No tasting, touching with fingers, safety goggles, etc.  I will perform the following experiments and discuss with the class the changes and what they are:

• Balloon popping-Physical change
• Polyurethane-chemical change

The students will perform experiments in groups and discuss what changes they see and record their findings: 
Worksheet #1      Worksheet #2

• Steal wool  
• Fake snow
• Baking soda and calcium chloride- chemical change

steel wool and vinegar experiment

Activity #2
Experiments Root beer Floats 

Take one glass and put a generous scoop of ice cream in it. In the another glass, fill it half full of root beer.  Ask students about their predictions about what the differences will be when you finish off these floats. 

• Will they look the same, and if not, what will be the differences?  

When the ice cream is added to the soda it doesn't create as many bubbles as when the soda was added to the ice cream.  In either case, when the ice cream and the root beer meet, the gas trapped in the root beer is released into a lovely bubble foam.  A lovely physical change.  

You are knocking the carbon dioxide in the soda out of solution. Bubbles of carbon dioxide do something called nucleation shortly after the pressure is released from a container of carbonated liquid. Nucleation is a reaction which occurs when components in a solution start to precipitate out, forming nuclei which attract more precipitate. Nucleation often occurs more easily at a pre-existing interface (a point of interaction between two systems) such as the ice cream.  Some ingredients in the ice cream lower the surface tension of the soda so the gas bubbles can expand, while other ingredients trap the bubbles in much the same way as small amounts of protein in seawater trap air to form seafoam.

So, when the ice cream is added to the soda, the soda had time to release most of the carbon dioxide into the air before the ice cream was added, but when the soda was added to the ice cream, the ice cream provides nucleation sites around which the carbon dioxide bubbles could form and grow.

Here are more experiments for in class.

Hop Skip and Learn Pinterest

Welcome to Utah!

Grade 4

Standard 5

Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

Objective 2

Describe the common plants and animals found in Utah environments.

a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.

Ed Tech Standards: Standard 8 

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. 

I used Google slides to introduce students to Utah's Wetlands, Forests, and Deserts.  I have included animals and plants that are in each area and facts about each animal and pictures of each plant. Google slides is a great way to present information so the students can learn about and on their own. Google Slides was easy to use and fun to create.  I enjoyed creating this project.  I will be using Google Slides more in the future.

I will have the students watch the Google slides on their own and then discuss the information in class.  This information will be over 1 week.

Activity #1

The class will be split into groups where they will discuss by answering questions with pictures of wetlands, forest and desert at each group table.

• What habitat is most likely to be lowest in elevation: deserts or forests?
• What will most likely be the highest in elevation: deserts or forests?
• What environment can be at any elevation? Why?
• Why can a wetland be at any elevation?
• What environment, or environments, do you see?
• What time of year is it?
• What might the temperature be?
• Is there any evidence of precipitation?
• Do any of the pictures have common characteristics?
• What clues (inferences) were used to decide any information?

Activity #2
The class will get to create new animals and plants for an environment. The students will create an animal for one of three environments. We will put it all together.  Here are some questions to ask to decide where to place their animals.

• What shall we name this new animal? (For example, a boy named Dylan who likes to skateboard could be called “Dylan Skateboardicus.”)
• What is the weather like in this animal’s habitat?
• How does this animal find shelter?
• How does this animal find food?
• Does this animal have any predators?
• What behaviors show this animal has "adapted" to its environment?
• What would happen if the animals switched habitats?
• What adaptation features would be useful or useless in the new habitat?
• Do you think the animal could survive in the unfamiliar habitat?
• What does that tell you about how animals adapt to their environments?

Let's Rhyme!

Grade 3

Click Here 

Reading- Literature 

Standard 10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.

Ed Tech Standards: Standard 6

Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. 

This lesson will span over a few weeks.  I will have the students go online and read the brochure two weeks before we discuss poetry.  I will introduce the poems and see if the students can tell me what they are and an example. 

Activity #1
The students will have a poetry journal they will engage in poetry activities. The class will do the activity where the students will doodle in a journal while a poem is being read. Responding to the text through images, symbols, shapes, and colors. They can doodle what they feel and think about.with their doodles.  This activity will happen at the beginning of the poetry time. 

Activity #2

The students will write in their journal the poetry exercise #1 where they will create their own poem with prompts.  Then the students will fill in the remaining lines the way they choose so the poem makes sense.  First have the students writes down their words by reading outside the parenthesis.  The parenthesis are to be saved for after the students write down their thoughts so the poem can be put together.

Poetry Exercise

Activity #3
Another activity is writing a shape poem.  The students will be able to choose a shape they would like their poem.  They may also write a poem before then convert it to a shape. 

Resources

Poetry Game

Poetry Projects

Poetry Samples

I used a brochure template in word.  I liked that it was a template and I could tweak it to what I needed.  I did not like that I could not change some of the colors that was already in the template.  There is a learning curve to word, but once you know your way around it was a piece of pie.  It was better than google docs where the templates are not in column format.  I will use word again, now to install it on my other computer.

Read-A-Thon

Grade 5

Flyer

Reading: Foundational Skills 

Standard 4 

Read with sufficient accuracy and fluency to support comprehension.  Read grade-level text with purpose and understanding.

Ed Tech Standards: Standard 6

Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. 

The students have all worked hard so we are taking a day off of normal school lessons.  We as a class will be reading for most of the day.  First part of the day we will be reading "The Black Stallion" by Walter Farley.  In the after noon we will be reading independently.  We will take breaks for lunch, bathroom and recess.  Students may wear comfortable clothes and bring a pillow and a blanket.  The students may bring a snack.  Do not forget your independent reading book!

I used http://www.easel.ly to create a flyer.  I love this tool.  So easy to use.   http://www.easel.ly does and that is what I like about it.  This tool is useful in many ways.