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Links verified 4/25/2009 Resources for Prior Standards
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Life Science Standards
Cells
Checks for Understanding (Formative/Summative Assessment) 7.1.1 | 7.1.2 | 7.1.3
Body Parts - Combine pictures of major body parts to assemble a complete animal 0107.1.1
Animal Match - Select which head goes with the animal body
Build a Dinosaur - interactive game from Scholastic.com using parts of several dinosaurs - students can click and put the parts together to create a dinosaur that really existed, or create an imaginary dinosaur of their own
Build Your Own Caterpillar - Build a caterpillar with the tools for surviving in its environment. Look at the environment and then choose the parts that will help your caterpillar have the best chance for survival.
Examine Body Parts - Communicate the effect of using tools like magnifiers when examining different body parts 0107.1.2
Magnifier Walk - practice using magnifiers, and to familiarize themselves with the many interesting (and distracting) things in their habitat, prior to more formalized and focused activities ; lesson plan
Living vs Non-Living Quiz - This quiz is based on the information about the six characteristics of living things. For each of the following determine if it is a living or a non-living organism. Clicking on the answer allows you to check your answers. Good luck!
Living or Non-Living? - use this BBC quiz to classify things as animal or non living
Ourselves - use this BBC site to investigate living and non-living
Take a Quiz - after the Ourselves activity, try the short quiz
Plants-In-Motion - need Quicktime to view; Plants are in constant motion as they develop, search for light and nutrients, avoid predators, exploit neighbors, and reproduce. Time-lapse photography allows us to easily see the movements of plants and clearly demonstrates that plants are living organisms capable of some extraordinary things
Checks for Understanding (Formative/Summative Assessment) 7.5.1 | 7.5.2 | 7.5.3
Observe Organisms - Observe plants and animals on the school grounds and group them according to where they are found 0107.5.1
Mapping Your Schoolyard Habitat - Students will draw the major features of their schoolyard including: terrain, structures, plants, and signs of habitats
Habitats - Create a chart of different habitats and match animals to specific locations 0107.5.2
Animal Homes - three different activities to select from
Human and Animal Habitats - Would the animal be happy living here? Select correct answer; details given as to why or why not. Many different habitats can be selected
Extinction - Sort pictures or illustrations of animals into groups that are extinct and those that still exist and offer possible explanations for extinction 0107.5.3
Sky Paths - K-4 students will have the concrete experiences of observing, organizing, comparing, and describing the movement of objects that they observe in the sky.
Checks for Understanding (Formative/Summative Assessment) 7.7.1 | 7.7.2 | 7.7.3
Map School Grounds - Create a diagram of the school grounds to identify where water, rocks, soil, living organisms, and man-made objects are found 0107.7.1
Checks for Understanding (Formative/Summative Assessment) 7.9.1 | 7.9.2 | 7.9.3
Classify Solids - Classify solids according to their size, shape, color, texture, hardness, ability to change shape, magnetic attraction, whether they sink or float, and use 0107.9.1
Mix Substances - Investigate and describe the results of mixing different substances such as salt and pepper, water and sand, water and oil, and water and salt 0107.9.3
Checks for Understanding (Formative/Summative Assessment) 7.10.1 | 7.10.2| 7.10.3
Effect of Sun - Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window 0107.10.1
Effect of Shade - Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady location 0107.10.2
Compare Temperatures - Compare the temperature at different places around the school such as black top driveway, lawn, concrete areas, side of the building, under a shade tree, wet area, in the ground 0107.10.3
Plants help keep your house cool - science experiment This experiment is done in three steps. First you'll want to see if shading your "house" will keep it cooler. Then you'll want to see if painting the "house" different colors outside affects the temperature inside. Third you can combine the colored houses with or without shading.
Motion
Checks for Understanding (Formative/Summative Assessment) 7.11.1 | 7.11.2
Changing Movement - Use familiar objects to explore how the movement can be changed 0107.11.1
Forces and Movement - give the truck various pushes to see how the truck moves
Pushes and Pulls - use a hard or soft push or pull to see how the toy horse moves
Friction - Investigate and explain how different surfaces affect the movement of an object 0107.11.2
Using a Platform Scale - practice using scales like the one in a doctor's office, five Gregs will drop on the scale, waiting to be weighed, see how quickly you can weigh them or
Communicate interest in simple phenomena and plan for simple investigations. 0107.Inq.2
Collect, discuss, and communicate findings from a variety of investigations. 0107.Inq.4
The Greenhouse Effect in a Jar - lesson plan for a class experiment involving jars, thermometers and a light to shine on the jar, or a sunny area in the classroom
Student Designed Investigations Part 4: Poster Presentations/Science Fair - This unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
Using a Platform Scale - practice using scales like the one in a doctor's office, five Gregs will drop on the scale, waiting to be weighed, see how quickly you can weigh them or
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