SCIENCE1

Science lessons - Week 1 1. Chart: "What have you heard about the river study?" Then tell students that we participate in this study because water is a precious, limited resource and it's up to us to protect it. Then read, __A Drop Around the World__. 2. Read aloud: Living By a River, pg. 7-8 - Why important? and p. 20-27 How we affect rivers and how they affect us. Also, watch the brainpop movies (see above file). 3-4. Vocabulary - hand out vocab sheet explaining that it's important to become familiar with new vocabulary words. Read aloud p4-6 in Living by a River to introduce some of the vocab. Also read p. 22-25 - How water changes the landscape (this is important to read before the stream table.) Give students copies of the books and hand out flash cards for students to write vocab definitions and pictures. This will take 2 days. A good handout can be found at []

Week 2 - Tues. no science due to chorus and delayed opening Wed. - Still working on vocabuary. HW - finish vocab words if possible. (I'm looking for something fun on the smartboard.) Thurs. - Could do stream table __**or**__ could read aloud the Water cCycle by Bobbie Kalman, hand out diagram and begin water cycle experiment. HW study vocab words. Fri. - Vocab quiz/water cycle diagram quiz -- too soon? -- maybe Tuesday is better. In class, I do the pairing game to help them study. I'll try to find something on the smartboard too for the watercycle and who knows maybe epals? (The riverwalk is a little earlier this year, so I'm trying to move quickly. I don't think we have a parent who is running the River this year... don't know who to talk to about this...I'll talk to Gary about the stream table.) --S. On Discovery Education, I found several great clips - one is called Water Can Change the Earth and Water Cycle. I also saved some great smartboard sites on the T: drive - just by typing in watercycle in the smart exchange search field, I found many great sites.

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 * __ Science 10/5 - 10/16 __**
 * //Check out this great site with awesome powerpoints about adaptations. THe first powerpoint is great - it describes different kinds of adaptations. Then, in the kids sections, there are games that you could play on your smartboard which reinforce how different things like beaks help in getting food or placement of nostrils help to get oxygen. Here is the link:// [|//http://www.animals.pppst.com/adaptations.html//]**
 * **Food web/chain** packet in the computer lab.
 * Food chain bracelets (I'll get these together) (Friday 10/16)
 * **Overwintering**- R ead information together and then divide groups to make small posters and present to class. It might be fun to have each group prepare questions to ask the students in an **informal assessment game** afterwards. Groups would compete (gently) against each other.
 * Read the river book before Thursday as the **watershed demo is Thursday**. **Last year, we had the kids write up how they felt modern man has impacted the watershed**. We could tell them about it beforehand so they are more engaged.
 * After food chain, I will spend one session on **seed dispersal**. (Worksheets are in your mailboxes.)
 * Before the walk, we could **play games with the vocab** -- matching the big vocab words (Diane you do this before the unit or the index card came during morning meeting. We want them to know all of the words before they go.
 * **10/19 - slideshow presentation**

[|Food Chain]