Earth Science

What is it?

Web Weather for Kids

http://eo.ucar.edu/webweather

Who’s it for?

2^nd-5^th graders

Why bother?

This site is neat because of its information about tornados & thunderstorms, hurricanes, blizzards & winter weather, and clouds. For each type of weather, the site explains how it impacts our lives, how it can cause chaos referencing specific events, and how it forms. The information about how each type of weather can cause chaos helps link weather to current events. There are also a couple of matching games to help us learn about the different types of clouds and ideas for science experiments using weather. The glossary has a long list of weather terms and definitions.

But…

This website has some good information, but it is not very big. If you want information about seasons or weather particular to where you live, this is not the place to find it.

What is it?

Geology for Kids

http://www.kidsgeo.com/

Who’s it for?

5^th-8^th

Why bother?

This online textbook is divided into the following five chapters: 1) Examining the soil. 2) Earth, rocks, and landforms. 3.) The earth inside and out. 4) An introduction to erosion. 5) Erosion by water processes. Within each chapter, there are roughly a dozen subheadings. As a reader, you can either link to a specific sub-heading by clicking on it in the sidebar or read through the entire chapter. This site is a good resource for research or simply learning more about how the earth works because it describes scientific processes simply and offers a lot of information.

But…

If you choose to read the chapter through rather than click on the subheading links, you only get a little portion of text at a time and have to click the arrow at the bottom of the page to continue. Some people might like having the text broken up in chunks like this, but I found it a little annoying. There are also two google ad boxes on each page which detract from the flow of the text.

What is it?

The Disaster Area

http://www.fema.gov/kids/dizarea.htm

Who’s it for?

Kinders-8^th graders

Why bother?

This site has a breadth of information about natural disasters that affect the United States and about how to prepare for them. What an opportunity to link earth science, current events, and safety! The layout of the site is very user friendly and attractive, there are directions on how to protect pets and create a disaster toolkit, and stories written from kids’ perspectives about experiencing natural disasters by “Julia and Robbie, the Disaster Twins.” There is also an option for kids to e-mail FEMA with questions or stories about their own experiences. A multiple choice quiz provides kids with the chance to test themselves on their recall of the information in the site. Each part of the site offers different activities such as wildfire coloring pages and winter storm math (addition word problems). The photos really help visualize what each type of natural disaster can look like.

But...

The site has enough information about each type of disaster and what creates it to serve as a springboard for learning about the science behind them, but does not delve very deeply into the science of each.

What is it?

Oceans and Marine Life Science

http://www.earthskids.com/ek_science-marine.htm

Who’s it for?

Kinders-12^th graders

Why bother?

This site has a wealth of resources for all ages! If it has to do with the ocean, you’ll probably find it here- there’s everything from coral reef and whale conservation to preschool lesson plan ideas to marine biology live cams of Monterey Bay to a video depiction of tidal flow around the world.

But…

This site is has so much information that it might be hard for kids to navigate on their own. If I were using this in my lesson planning, I would specify which part of the site I wanted students to explore or have something from the site ready to pull up. Also, no matter what you click on within the site, it opens up in a new window which I found mildly annoying.

What is it

Living in the Greenhouse

http://eo.ucar.edu/kids/green/

Who’s it for?

2^nd – 8^th graders

Why bother?

This site is all about the climate of our planet. It explains how earth’s cycles affect climate, the greenhouse effect, ancient climate changes, climate events, and news. This site does a great job of explaining some of the different systems that affect and create our climate using detailed images and text that relates the system to our everyday experiences. For instance, the portion about the nitrogen cycle starts out “Take a deep breath. Most of what you just inhaled is ” it then goes on to explain what the nitrogen cycle is and why it matters. I would definitely include this site if I were teaching about weather/climate or if I wanted to learn more about how it works. Plus, you can set the games to three different levels of difficulty so they are challenging for kids of a range of readiness levels.

But…

If you are here for the games, beware that not all of them relate to science, and the ones that do are mostly activities (science crosswords and word-searches) rather than games that will help you further your learning.

Lesson plan draft

Climate

Grade level: 1^st/2^nd

Time: 45-50 min

Objective:

· Children will be able to articulate what climate is in their own words and gain practice taking turns through engaging a small group share.

Materials

· Science journals

· Internet access

· Chart paper or document camera

Standards:

· Answer questions by explaining observations in the natural world.

Procedure:

1. Pre-assess: “Climate is…” Students respond in their science journals using words and/or pictures. (5 min)

2. Share ideas in table groups using a speaking stick to help the children take turns speaking (3 min)

3. Whole group share and children create their own working definition of climate together. I will record the definition. (5 min)

4. Ask children to think about their definition and think about what they would add or change while we watch Bill Nye the Science Guy: Climates (available on youtube.com ~25 minutes)

a. Have children write or draw two things they learned as they are watching the movie

b. Think-pair-share after the movie about what things the children learned

5. Revise definition of climate based on what the children learn from watching Bill Nye

a. Ask children if it’s okay that the definition changed and our ideas changed? Ask what would happen if our ideas never changed?

6. Post-assess: “Climate is…” Students respond in their science journals using words and/or pictures. (5 min)

7. Closing debrief- group discussion about the importance of having different climates and the interdependence of life. Lay the groundwork for talking about climate change and the formation of a class action project. (5-10 min)

Rubric:

2 (meeting) - child expanded on their initial definition and included in their response something that showed the child understood that climate is the usual weather in a place.

1 (approaching) - child either did not expand on their initial definition in an accurate way or did not convey the understanding that climate is fairly consistent.

Article with curriculum connections:

Good science education: What it is and why we need it

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/7a/ba.pdf

Recommendations-

· Science is often viewed in isolation, but it has strong connection to art and math and children’s natural curiosity could be better engaged if teachers taught in a more interdisciplinary way.

· Good science education emphasizes how to think, not what to think. It guides children in observing and understanding the world around them.

· Hands-on inquiry based instruction is where it’s at.

· Have children share preconceptions about each topic, explore in a risk-free environment, reflect on what they have learned, support the conclusions they draw, demonstrate understanding by applying what they know to a new situation.

· Include multiple activities that build on each other to help foster conceptual understanding.

· Five components of quality K-8 science instruction: Inquiry centered, professional development in science methods and inquiry based instruction, centralized science materials available to all teachers in the school or district, performance assessments of student learning, administrator and community support.

· Build bridges between formal and informal science education.

Physical Sciences

What is it?

Science News for Kids

www.sciencenewsforkids.org/

Who’s it for?

6^th -12^th grade

Why bother?

This site has tons of interesting articles about current issues and discoveries in science. For instance, a group of chemists recently discovered poison in a store-bought gingerbread man ornament! There are also science fair tips and games. This site is a great resource for researching life science topics for fun or for reports. Each week, directions are available to conduct a science experiment at home.

But…

The majority of Science News for Kids deals with physical science, but there are also math mind games and other sciences.

What is it?

A Visual interpretation of the Table of Elements

www.rsc.org/chemsoc/visualelements

Who’s it for?

7^th-12th

Why bother?

This site provides stunning artistic depictions of each element on the periodic table as well as important information about each element such as who discovered it and when, common uses, chemical structure, and it’s origin. A useful and artistically portrayed resource for anyone interested in learning more about the periodic table of elements.

But…

The site requires Flash player or similar software and takes a few seconds to load. If you do not have Flash player, there is a link on the site to get it. There is not a ton of information about each element, but the information is understandable and practical.

What is it?

The Atoms Family

http://www.miamisci.org/af/sln/index.html

Who’s it for?

K-12th

Why bother?

This site, developed by the Miami Museum of Science, has something for everyone because each link within the site has options for different grade levels. Come here to learn more about the properties of waves, light, and particles through conducting your own experiments.

But…

there is a lot of text and younger students will need adult help to help them gather supplies and conduct the experiments.

What is it?

Learning Games for Kids

www.learninggamesforkids.com

Who’s it for?

Kinders-2^nd

Why bother?

Space games, science songs, and experiment ideas that are kid friendly. The science songs on this site are informative, fun to follow along with, and easy for kids to practice on their own. Just click on the song you want to listen to and an image will come up as the song is sung and the words appear on the screen so it is easy to follow along with. The games available focus on helping kids develop matching skills and keyboarding skills.

But…

The games are fun, but do not have much science content in them, this site is mainly strong because of the fun and educational songs. There are also many activities that do not relate to science so kids using this site to learn more about physical science will have to navigate through a lot of other activities.

What is it?

The Official Kids Portal to the US Government

www.Kids.gov

Who’s it for?

Kinders-8^th

Why bother?

This site is divided into two categories, one for K-5^th and one for 6^th-8^th. Energy, living things, our earth, and space and flight are the tabs in the K-5 category. How things work, careers, earth science, inventors and scientists, life science, physical science, science project ideas, and space science are the 6^th-8^th categories. Within most of the categories, there are sub-categories so it is fairly easy to find specific information without having to hunt around for it. The physical science and space & flight categories are the most rich in terms of physical science resources. This site has at least 100 links to science web sites aimed at students so it is useful for a wide variety of interests, skill levels, and needs.

But…

In order to access the physical science information, children need to click on the tab for their grade band, click on the topic within the tab, and in many cases choose a sub category tab. This is useful for finding specific information; however, it makes it easy to get set on a specific track within the site. Nowhere is there a general overview of the activities available on the site that can be viewed at a glance.

Lesson Plan Draft:

1, 2, 3 Motion with Me

Grade level: Kindergarten

Time: 35 min

Objective: Children will use their bodies and play to help them understand the concept of motion

Materials

· Science journals

Standards:

· Motion is a change in position

Procedure:

· Welcome scientists! Get your science journals out; we’re going to do some thinking.

o Open to your first blank page and write “Ideas about motion” on the left and “What I think now” on the right. Use pencils, markers, or crayons to show what you know. Independent reflection time. 5 min.

o Opportunity to share with whole group.

· Congratulate students on what they already know. Ask if it’s okay if their ideas change and guide them to the understanding that our ideas are always changing.

· Play game- 1,2,3 Motion with Me (10 min)

o Have students stand in a big circle (outside if there’s no room inside) and show them how to play and sing the tune. I’ll start by saying 1,2,3 motion with me and moving my body then all the children mimic the movement. We’ll go around the circle until everyone has had an opportunity to lead the motion changing the types of motions as we go. For instance, fast motions, slow motions, small motions, big motions, motions using particular body parts.

· Play I spy something in motion in table groups (5min)

o I spy with my little eye, something moving . (ex. very slowly, quickly, ect.)

· Have students work with a partner to come up with a definition of what motion is and share with the others at their table group. (5 min)

· Discuss what motion is as a whole group. Ask do you think motion is important, why? (5 min)

· Close with independent journal reflections- “What I think now” (5 min)

Rubric:

Plus- child demonstrated an increased understanding of motion based on journal reflection, contributed ideas during pair and group work, and participated in 1, 2, 3 motion with me.

Check- child demonstrated two of the above three components.

Minus- child demonstrated one or fewer of the above components

AB- absent

Article with curriculum connections:

Science in Early Childhood: Developing and acquiring fundamental concepts and skills.

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED418777&ERICExtSearch_SearchType_0=no&accno=ED418777

Content Connections:

· In order to develop a love of scientific inquiry, explorations should begin at an early age

· Paradigm shift from focus on memorization of scientific facts towards analyzing systems and reporting discoveries

· “less is more” curriculum focus

· The best way to learn science is to do science

· Children need to have opportunities to ask and answer questions, do investigations, and learn to utilize problem-solving skills

· “concepts are the building blocks of knowledge”

· Concepts used in science grow and develop as early as infancy

· In preschool and kindergarten, children are developmentally beginning to apply basic concepts to collect and organize data to answer questions. For instance, a science investigation centered on sprouting lima beans likely uses science concepts, counting, and grouping.

· As children explore, they construct their understandings

· Naturalistic experiences-

o major mode of learning for young children. It is the role of the teacher to create an interesting and rich physical science environment and environment in general.

· Informal learning

o Learning initiated or introduced by an adult while a children is having a naturalistic science experience

· Structured learning

o Pre-planned lessons.

· Math concepts are needed to solve science problems so it is fairly easy to teach them in an interdisciplinary way.

· Science education should be conducted in ways that science is practiced- this means that children, even kinders, should be able to understand and use modes of scientific inquiry and reasoning

·