SCIENCEBLASTER JR T M - Knowledge Adventureimages.knowledgeadventure.com/school/teachermaterials/9547794.pdf · LEVELS: For grades PreK–2 SCIENCESKILLS ANDCONCEPTS: J Weather and

SCIENCE BLASTER™ JR.

TEACHER MATERIALS

© Vivendi Universal Publishing and/or its subsidiaries. 1 Science Blaster Jr.All Rights Reserved.

M01S67Z00Z0T15Z0


TABLE OF CONTENTS

PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

I NTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

UNIT 1: WHAT IS SCIENCE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5See It All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6All Sorts of Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Race the Clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Tooth Tunes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Puddles and Ice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

UNIT 2: PLANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Grow Green Hair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17A Tree for Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Something to Sprout About . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21A One-Flower Bouquet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Breathing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

UNIT 3: ANIMALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Moving On Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Old Fish, New Fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Bird Buffet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33As Big as a Dinosaur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Tale of a Whale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

UNIT 4: ME AND MY WORLD . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Looking at Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Take Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Water Everywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Me and My Shadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Blow Me Away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50


AAUTHORS

BARBARA WOOD

BEVERLY NELSON

i LLUSTRATORBARBARA WOOD

EDITORS

JOE SKELLEY

KELLY YEARY

its subsidiaries. All Rights Reserved. All trademarks referenced herein are the property of their respective owners.

Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction of any part of this bookfor an entire school or school system or for commercial use is strictly prohibited.

© Vivendi Universal Publishing and/or its subsidiaries. All Rights Reserved. Science Blaster is a trademark of Vivendi Universal Publishing and/or

LEVELS:For grades PreK–2

SCIENCE SKILLS AND CONCEPTS:J Weather and SeasonsJ Inventions TimelineJ Animals and HabitatsJ Changing States of MatterJ Mixing ColorsJ SequencingJ CategorizingJ AttributesJ Sound WavesJ Prediction and Planning

ACTIVITY COMPONENTS:Main Cabin – The main cabin allows

children to explore scientificconcepts about measurement,comparisons, weather and seasons,and animal habitats.

Mixed Up Science Library – Help putthe science library back in order.Order science sequences aboutweather, time, measurement,volume, and other naturalphenomena.

Engineering Room – The engineeringroom needs your help to make surethat it runs properly. You may beasked to sort plants or mix colors.You may even have to solve the icemaze to complete your mission.

Photo Safari – Help General Fishburncomplete his study of the habitats ofearth animals. Identify animalsaccording to the attribute puzzlesthat the General poses in the game.Take photographs to complete yourscience mission.


SPECIAL FEATURES:J 30 printable experiments to do with your childJ Parent Tips for teaching your child about scienceJ Interstellar Radio with original songsJ Two modes of play–Explore and Mission Mode


As students beam into space with Blasternaut,Spot, and Galactic Commander, they areintroduced to early science concepts in anengaging world of sight and sound. Thelessons and activities in this guide extend thisexperience into the classroom.

These materials, for preschool and early gradeschool (K–2) students, are designed:

J to build on and reinforce thinking skills explored in the program (classifying, predicting, problem solving, etc.)

J to provide opportunities to further investigate science concepts and increase basic understanding of the world

J to establish cross-curricular links to math, language arts, social studies, health, art, and music

This guide contains twenty lessons, organizedinto four content areas:

JUnit 1 What Is Science? (the basics of scientific thought and investigation)

JUnit 2 Plants

JUnit 3 Animals

JUnit 4 Me and My World (our bodies, our planet, the weather)

Each lesson, approximately thirty minutes inlength, centers around a hands-on activity andcan be used independently or as part of a unitof study. All lessons include reproducible activitysheets.

In addition, Science Blaster Jr. contains a book ofscience experiments which may be of interest toyou and your students. Just click the Activity Bookicon.

INTRODUCTION


UNIT 1 - WHAT IS SCIENCE?This unit centers on skills and concepts that form the foundation of scientific thought.The activities provide opportunities to practice scientific observation, sorting,classification, predicting, and testing.

SEE IT ALL

Level:Focus: ObservationCurricular Areas:Science, Language Arts

Students sharpen their observation skills by playing a simple game. Then they use these skills to observe pets or otheranimals.

RACE THE CLOCK

Level: Focus: Linear

and time measurements

Curricular Areas:Science, Mathematics, Art

Students measure lengths with theirshoes and with rulers. They alsodetermine the speed of paper race carsin feet per minute.

ALL SORTS OF THINGS

Level:Focus: Sorting and

classificationCurricular Areas:Science, Mathematics

After exploring ways scientists classifyanimals, students sort common objects.

TOOTH TUNES

Level:Focus: Predicting and

testingCurricular Areas:Science, Music

Students experiment to produce high and low notes on a single-stringinstrument. Included is a tip from Thomas Edison about being persistent.

PUDDLES AND ICE

Level:Focus: Experimenting with states of matterCurricular Areas:Science, Mathematics

Students conduct simple experiments with ice, water, andwater vapor.

plasticpaper

metal


ACTIVITY

1. Tell students that they all possess one of themost important scientific tools—the power ofobservation. Explain that scientists use theireyes to study things around them. Then they askquestions about these things and try to discoverthe answers.

2. Suggest that students play a game tosharpen their powers of observation. Givestudents one minute to look around theclassroom. Encourage them to notice details—what is on your desk, if the door is open orclosed, which shades are drawn, if books arelying on top of the bookshelves.

3. At the end of one minute, ask students tocover their eyes. Make six changes in the room(shut the door, clear off your desk, put a bookon the floor, etc.).

SEE IT ALL

FOCUS

Observation Level

CURRICULAR AREAS

Science, Language Arts

MATERIALS

❏ copies of page 7

SETTING U P

Optional: Arrange a field trip to a petstore, zoo, aquarium, petting zoo, orfarm. (Take copies of page 7 on thefield trip.)

4. Give students a few minutes to spot thechanges. Then ask volunteers to point them out.Play again to see if students can improve.

5. Distribute copies of page 7. Ask students tothink of various interesting animals aroundthem—birds, fish, insects, and mammals.Suggest that students observe animals on afield trip (optional), pets at home, classroompets, or birds and insects outside.

6. Give the assignment to select an animal,record observations, and bring the activity sheet back to school. Encourage students toobserve carefully in order to discover things notpreviously noticed.

7. Let students share their discoveries with theclass. Assemble the activity sheets into an animal book or post them for display.

AT THE COMPUTER

Click the Photo Safari to observe animals with the Blaster Pals.

Unit 1 - What is Science?


This is a close-up of ________

________________________

(Draw your animal.) (Draw one part of your animal.)

(Draw something your animal does.) (Draw something you noticed about your animal.)

My animal is a ___________

_______________________

I noticed _________________

________________________

My animal can ___________

_______________________

See It All

Name ______________________________


sorting things into categories. First, they need to gather some things to sort. Ask that eachstudent hunt for the items on page 9 and, if possible, bring five of them to school the next day.

5. Let groups of four to five students work in different areas of the classroom to sort theiritems. Circulate among the groups, helping students determine appropriate categories andmake index card labels for their categories. For example:

Items which do not fit a category can be setaside temporarily. Continue until all groups have sorted their items using several different categories.

6. If desired, combine all the items and worktogether, trying different categories for sorting.Which categories work best?

AT THE COMPUTER

Go on the Photo Safari to learn more about classification of animals.

ACTIVITY

1. Ask students if they know what a dragonet is(if they do, ask about a grayling or a tilapia).Tell students that the dragonet (grayling, tilapia)is a fish and suggest that they can probablyanswer these questions correctly:

J Does the dragonet have a tail and fins? (yes)

J Does the dragonet have fur? (no)

J Does the dragonet live in water? (yes)

J Does the dragonet play basketball? (no)

J Can the dragonet swim? (yes)

J Is the dragonet covered with scales? (yes)

2. Discuss the idea that students know the correct answers because they know about thecategory (group) of animals called fish.

3. Explain that scientists have sorted all knownliving things into categories. For example, animals can be sorted into vertebrates (animalswith backbones) and non-vertebrates. Or theycan be sorted into categories such as birds,fish, mammals, reptiles, and amphibians.4. Tell students that, like scientists, they can try

UNIT 1 - WHAT IS SCIENCE?

FOCUS

Sorting and Classification Level

CURRICULAR AREAS

Science, Mathematics

MATERIALS

❏ copies of page 9❏ index cards❏ markers or crayons

metalpaper

indoor

outdoor

numbers

letters

plastic

ALL SORTS OF THINGS


Can you find something from each of these categories (groups)? If possible, bring fiveof the things you find to school. (Note: The things you bring to school may not bereturned.)

❑ Pictures from Old Magazines

❑ Round Things

❑ Things from Outdoors

❑ Words from Newspaper Headlines

❑ Green Things

❑ Empty Cans or Boxes

❑ Large Seeds

❑ Numbers Cut from an Old Magazine

❑ Food Wrappers

❑ Shells or Stones

All Sorts of Things

Name ______________________________


4. Distribute copies of page 11 and helpstudents follow the directions to make paperrace cars. Let students practice blowing theircars along the floor.

5. Ask students how fast a real car usuallytravels on the highway (about 60 miles or 37km per hour). Point out that a measurement ofspeed is really two measurements—a certaindistance (miles or kilometers) in a certainamount of time (hours).

6. Suggest that students measure to see howfast their cars travel. Because paper cars donot travel as fast as real cars, it is easier tomeasure speed for paper cars in feet (ormeters) per minute than in miles (or kilometers) per hour.

7. In a long hall or gymnasium, use maskingtape to mark a starting line. Demonstrate howto time a student as he or she races (blows) apaper car for one minute. Measure thedistance traveled. Let students work in pairs torace their cars and record their speeds at thebottom of page 11.

AT THE COMPUTER

Click the Size-O-Meter and use small objects tomeasure larger objects.

ACTIVITY

1. Ask students to measure the width of the classroom in shoe lengths (by carefully walkingheel-to-toe across the room as they count off their steps). Record the measurements on a chalkboard and note differences in the results.

How Wide Is Our Classroom?Joel: 53 shoe lengthsCam: 60 shoe lengthsLucinda: 55 shoe lengths

If desired, repeat the experience using handlengths or elbow-to-fingertip lengths.

2. Then let students measure the room withrulers (or meter sticks) and record themeasurements. Are the results more consistent?Why?

3. Explain that measurements are important inscience. For example, when testing out a newauto airbag, scientists must measure autospeeds accurately to tell how the airbagperforms in various situations.


FOCUS

Linear and time Levelmeasurements

CURRICULAR AREAS

Science, Mathematics, Art

MATERIALS

❏ copies of page 11❏ crayons or markers❏ scissors, glue❏ rulers or yardsticks (or meter sticks)❏ masking tape ❏ stopwatch (or a watch with a

second hand)

RACE THE CLOCK


1. Color both sides of your race car. You can add racing stripes, racing numbers, or other designs.

2. Cut out the car.

3. Fold on the dashed lines. Glue your car together.

4. Blow your car to race it along the floor for one minute.

Travel Speed

feet (or meters)per minute

Race the Clock

Name ______________________________

glue

here

glue here

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ACTIVITY

1. Discuss the idea that scientists makeimportant discoveries by trying out ideas.

2. Show students a light bulb and ask ifanyone knows who invented the first electriclight bulb (Thomas Edison). Edison alsoinvented or improved the phonograph, thetypewriter, the motion picture, the cement mixer,the telephone, the battery, and the electric-powered train. Share this story about Edison:

Once Thomas Edison was trying toinvent a battery. He tried one ideaafter another—about 10,000 in all!Still nothing worked. Many peoplewould have given up! A friend triedto make Mr. Edison feel better aboutall of his failures. However, Mr.Edison replied, “Why, I have notfailed! I’ve just found 10,000 waysthat won’t work.” Every time an ideadid not work, Mr. Edison hadlearned one more way not to makea battery.

TOOTH TUNES

FOCUS

Predicting and testing Level

CURRICULAR AREAS

Science, Music

MATERIALS

❏ copies of page 13❏ unsharpened pencils❏ pieces of string 18 inches (45 cm)

long

3. Help students follow the directions on page13. Discuss the results, explaining that the teethare connected to the bones in the head. Soundwaves can easily follow a path from the teethto bones in the head to the nerves of the ear.

4. Encourage students to try out their own ideasfor producing higher or lower notes. Suggestthat they follow this “Guess and Test” method:

JGuess: Think of an idea and guesswhat will happen. (For example,maybe plucking close to the pencilwill produce a low note.)

J Test: Try it out. Did it work?Remember, if it did not work, you didnot fail. You have learned one morething that does not work! Trysomething else.

5. Allow time for students to experiment. Thendiscuss the ideas they tried. If students have notalready tried it, let them experiment withchanging the pitch by holding onto the stringclose to the mouth or far away. Also, trytightening or loosening tension on the string.

AT THE COMPUTER

Use the Wave Maker toplay a song. Do the soundwaves of the low noteslook the same as the waves of the high notes?

(This produces little or no sound.)

(This produces a note.)



3. What will happen if you hold the pencilbetween your teeth and pluck the string?

Guess: ❏ I will hear a note.

❏ I will hear little or nothing.

Test: ❏ I heard a note.

❏ I heard little or nothing.

1. Tie a string tightly around a pencil.

2. What will happen if you hold the pencil with your knees and pluck the string?

Guess: ❏ I will hear a note.

❏ I will hear little or nothing.

Test: ❏ I heard a note.

❏ I heard littleor nothing.

Tooth Tunes

Name ______________________________


ACTIVITY

1. Ask students to name some things that are liquid. List them on the chalkboard. Continue inthe same manner with solids and gases.

liquids solids gaseswater ice water vapor milk dime airjuice pencil lead oxygenrain glass

2. Discuss the fact that substances can changefrom one of the three states of matter (solid,liquid, or gas) to another. For example, an icecube can melt into a puddle of water, and thepuddle of water can evaporate into watervapor.

PUDDLES AND ICE

FOCUS

Experimenting with Levelstates of matter

CURRICULAR AREAS


MATERIALS

❏ copies of page 15❏ transparency of page 15 ❏ an overhead projector❏ materials listed on page 15

SETTING UP

Set up three stations. (Pairs of studentswill circulate from station to station.) Cuton the dashed lines to divide page 15into three sections. Place one at eachstation along with the materials listed.

3. Tell students that they will be doing someexperiments to learn more about water in its different states. Use the transparency to explainhow to do each of the three experiments.

4. Let pairs of students circulate from station tostation to complete the experiments.

5. Discuss the results together and explain theseprinciples:

Melting Cubes: The foil reflects the heat,causing the ice to melt more slowly.

Colored Water: Molecules in hot water movefast, distributing the food coloring quickly.

Ice Power: Water expands as it freezes,pushing out the sides of the milk carton.

AT THE COMPUTER

Experiment with ice, water,and water vapor in theTotally Tubular activity (Level3).

Melting Cubes Experiment

Ice PowerExperiment

Colored Water Experiment



Colored WaterYou need: 2 paper cups, hottap water, cold tap water, foodcoloring

1. Fill a cup with cold water.

2. Fill a cup with hot water.

3. Put 2 drops of food coloring in each cup.

Which cup of water becomes one color first?

What happens to the carton?

Which ice cube melts first? Second? Third?

Ice PowerYou need: an empty milk carton, water, masking tape, a crayon

1. Completely fill the carton with water.

2. Tape the top shut. Write your name on the tape.

3. Freeze it overnight.

Melting CubesYou need: 3 ice cubes, 3 papercups, foil

1. Put an ice cube in each cup.

2. Put one cup in the sun.

3. Wrap one cup with foil.

4. Let one cup sit as it is.


GROW GREEN HAIR

Level:Focus: Plant growthCurricular Areas:Science, Art

As students grow grass (“green hair”) ineggshells, they learn about a plant’sneed for water and light.

SOMETHING TO SPROUT ABOUT

Level: Focus: Seeds and

sproutsCurricular Areas:Science, Mathematics

Students study seeds and sprouts byfinding tiny banana seeds andobserving sprouting beans.

A TREE

FOR ME

Level:Focus: TreesCurricular Areas:Science, Mathematics, Language Arts

When it comes to studying the detailsof an individual plant, there is nothinglike adopting a tree and creating a“baby book” for it.

A ONE-FLOWER BOUQUET

Level:Focus: Capillary action

in plantsCurricular Areas:Science

Students get in on the action (capillaryaction) by examining the capillaries incelery and creating a red, white, andblue carnation.

UNIT 2 - PLANTSBasic knowledge about plants is integral to scientific literacy. In this unit studentsexamine seeds and sprouts, learn about how plants grow, and discover ways thatplants benefit us and our world.

BREATHING PLANTS

Level:Focus: TranspirationCurricular Areas:Science, Mathematics

Students place plastic bags over plants to see transpirationand explore factors that affect transpiration rates.


ACTIVITY

1. Give each student half an eggshell (real orplastic) and a copy of page 18.

2. Help students follow the directions on page 18 to decorate their eggshells and plant grass seed.

3. Plant two extra egg gardens forexperiments. (You may also want to plant afew extra egg gardens for replacements incase of accidental breakage.)

GROW GREEN HAIR

FOCUS

Plant growth Level

CURRICULAR AREAS

Science, Art

MATERIALS

❏ eggshells (see “Egg Preparation Tips” below) or hollow plastic egg halves

❏ copies of page 18❏ paper strips,1 x 5 inches (2 x 13 cm)❏ tape❏ markers (permanent markers needed

if you use plastic eggs)❏ potting soil❏ grass seed❏ mister and water❏ scissors

4. Set the egg gardens in a safe place and mist them every day or two to keep the soildamp, but not soaking. Set aside oneexperimental egg garden and do not mist it.

5. Watch for sprouts. Compare the misted egggardens to the dry egg garden. Talk about thefact that seeds need moisture in order tosprout.

6. Move the students’ sprouted egg gardens toa sunny spot. Set the second experimental egggarden (the misted one that has sprouted) in acupboard or other dark spot. Continue mistingall the egg gardens, including the one in thedark.

7. After a few days, compare the grass in thesun with the grass in the dark. Talk about thefact that plants need light in order to grow.

8. In about a week, students can use scissorsto give their eggs creative “haircuts.”

AT THE COMPUTER

As you play with the Sequencer, watch for various kinds of seeds.

EGG PREPARATION TIPS

If you use real eggshells (instead ofplastic eggs), hard boil the eggs first and,if desired, dye them. Use a table knife tocrack each eggshell in half and a spoonto remove the egg.

UNIT 2 - Plants


paper ring

tape

1. Make a base for your eggshell. 2. Draw a collar and a face.

3. Carefully fill your eggshell with dirt.

Gently pat grass seed into the soil.

4. Grow green hair!

Grow Green Hair

Name ______________________________


ACTIVITY

1. Show the baby book to the class. Point outfeatures such as the record of the baby’sgrowth, photos, a lock of hair, etc.

2. Tell students they can make baby books,too, but their baby books will be for trees they“adopt.” Ask each student (or small group of students) to select a nearby tree.

3. Brainstorm and list information students mightinclude about their trees. For example:

J leaf and bark rubbings

J information about animals or insects that live in the tree

Jpressed leaves, seeds

J seasonal drawings or photos

A TREE FOR ME

FOCUS

Trees Level

CURRICULAR AREAS

Science, Mathematics, Language Arts

MATERIALS

❏ a baby book (completed if possible)❏ copies of page 20❏ pencils and crayons❏ rulers❏ jump ropes❏ construction paper❏ scissors ❏ paper punch❏ yarn or ribbon

4. Distribute copies of page 20. Explain that students can include these pages as well asideas of their own. Provide time for students tovisit their trees and complete the pages for theirbaby books.

5. Make construction paper covers, punchholes, and assemble the books with yarn orribbon.

AT THE COMPUTER

Click the Sequencer to seehow a tree grows from anacorn to a full-sized oak.

EASY MEASURING TIPS

Circumference: Wrap a jump ropearound the tree. Use twist ties tomark the rope where it meets. Thenstretch the rope out on the groundand measure it with a ruler.

Diameter: Form the jump rope into a circle again. Measure acrossthe circle.

Height: First determine the time ofday when one’s shadow equalsone’s height. Then measure the tree’sshadow at this time.

UNIT 2 - Plants


(place photo or drawing here)

My name ________________________(kind of tree)

My nickname _____________________(your choice)

Where I live ______________________(location)

My circumference _________________(distance around)

My diameter _____________________(distance across)

My height _______________________

How I’ve Grown!

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ACTIVITY

1. Ask students where to look for bananaseeds. Peel a banana and break it in half. Putyour finger in the center and carefully separatethe three sections:

2. On one of the sections, use your finger togently rub away the shiny white fibers thatgrow up the center of the banana. This willreveal the tiny, dark brown banana seeds.

3. Explain that tiny banana seeds are able togrow into banana plants the size of trees.

SOMETHING TO SPROUT ABOUT

FOCUS

Seeds and sprouts Level

CURRICULAR AREAS


MATERIALS

❏ a banana❏ bean seeds (lima bean seeds

work well)❏ copies of page 22❏ a dish of water❏ pencils❏ rulers❏ zipper-top plastic bags with labels❏ dampened, folded paper towels❏ tape or tacks

4. To study seeds more closely, distribute bean seeds and copies of page 22. Ask students to examine their seeds and record theirobservations (Numbers 1 and 2, page 22).

5. Have students soak the seeds overnight, splitthem in half, and identify the parts inside(Number 3, page 22). Ask why there is food in the seed (to supply the embryo until the rootsand stem grow).

6. Distribute bean seeds to ”plant“ in zipper-topbags.

7. Put the bags in a dark place (to simulateunderground darkness). Ask students to predicthow long it will take for their seeds to sprout.Record the predictions and the actual sproutingtime (Number 4, page 22).

8. Hang the bags (with tape or tacks) in naturallight and observe the growth.

JDo the roots (stems) grow up or down?

JHow do the root and stem compare in length?

JHow much do the roots (stems) grow daily?

AT THE COMPUTER

Click the Sequencer to seehow a tree grows from anacorn to a full-sized oak.

Press out air and seal tightly

Dampened papertowel

Been seed

UNIT 2 - Plants


1. 2. How long is my seed? (Color the length on the rulers.)

My seed looks like this.

3. Inside My Seed(Draw lines from the labels to the parts.)

4. I predict that it will take days for my seed to sprout.

My seed took days to sprout.

1 2 3 4 5

1 2

centimeters

inches

embryo(the little plant)

food(for the embryo)

seed coat

Something to Sprout About

Name ______________________________


ACTIVITY

1. Discuss a plant’s need for water. How doesthe water get to the plant’s leaves and flowers?(It enters through the roots and travels upwardthrough the stem.)

2. Point out that the water must travel againstthe pull of gravity. How? Liquid naturally movesup a very narrow tube (capillary action).

3. Cut a cross-section of celery. Let students usea magnifying glass to look at the capillaries.

A ONE-FLOWER BOUQUET

FOCUS

Capillary action in plants Level

CURRICULAR AREAS

Science

MATERIALS

❏ celery❏ food coloring❏ plastic or styrofoam cups❏ water❏ sharp knife (used by the teacher)❏ magnifying glass ❏ carnation or other white flower❏ clothespin❏ copies of page 24❏ crayons

4. Divide the class into small groups to conductthe following experiment:

J Pour a spoonful of food coloring into a cup (each group can use a different color).

J Add a spoonful of water.

J Have an adult cut off a small, leafy stalk of celery. Put the stalk into the colored water.

J In a few hours, check to see what has happened (capillary action carried the colored water up the stem and into the leaves).

5. To see the colored water in the capillaries,cut cross-sections of the colored celery.

6. Distribute copies of page 24. Split a carnation stem lengthwise into thirds and arrange the stem in tinted water as shown.

7. Ask students to color their illustrations toshow what they think will happen. In a fewhours, check the carnation to see if thepredictions were correct.

AT THE COMPUTER

For more fun with celery and other plants, go to the Totally Tubular activity (Level 1).

UNIT 2 - plants


untinted water

blue-tinted water

red-tinted water

clothespin support

A One-Flower Bouquet

Name ______________________________


ACTIVITY

1. Let students experiment with exhaling on amirror or windowpane to see the moisture inthe air they exhale. Students may enjoy usingtheir fingers to draw pictures on the moist glass.

2. Ask students if plants give off moisture, too (yes, in a process called transpiration).

3. Explain that plants give off a great deal ofmoisture through transpiration.

J A large tree may put up to 40,000gallons (over 150,000 liters) of waterinto the air each year. This is enough tofill a big swimming pool.

J The transpiration of houseplants keepsthe air in our homes moist and healthy.

4. Tell students they will be conducting a simple experiment to see how much moisture various plants give off during transpiration.

BREATHING PLANTS

FOCUS

Transpiration Level

CURRICULAR AREAS


MATERIALS

❏ hand mirror or windowpane❏ transparency of page 26❏ overhead projector❏ plastic bags❏ twist ties❏ plants (see Step 6)

UNIT 2 - plants

5. Use an overhead projector to display page 26. Explain the experiment.

6. Divide the class into groups of four or fiveand assign a different plant to each group. Tryto use a variety of plants:

J indoors and out

J plants that prefer a lot of water andplants that prefer drier conditions

J trees (if students have a means of safelyreaching leafy branches)

J similar plants in full shade and in the sun

7. Let student groups complete the experiment(young students will need supervision with plastic bags). Compare the various rates of transpiration (by comparing the amount ofwater in the bags) and discuss factors thatmight make a difference:

J The rate of transpiration often increasesin sunlight or warmth.

J Some types of plants give off more waterthan others. (For example, wax-likeleaves transpire slowly.)

J Results of the experiment may varydepending upon the number and size ofthe leaves covered.

AT THE COMPUTER

Click the Sequencer to see how plants grow.


© 1996 Davidson & Associates, Inc. 26 Science Blaster Jr. Activity Sheet

1. Place a plastic bag over a plant (or a leafy stem).

3. What is in the bag? Be careful not to spill as you unfasten the bag.

2. Use twist ties to fasten the bag. Wait three hours.

Breathing Plants

Name ______________________________

MOVING ON GAME

Level:Focus: Metamorphosis (frog, butterfly)Curricular Areas: Science, Mathematics

A simple board game makes a difficultword like metamorphosis easy tounderstand.

BIRD BUFFET

Level: Focus: Birds of the regionCurricular Areas:Science, Social Studies, Mathematics

Students make bird feeders to attractbirds of the region. Field guide rangemaps are used for reference.

OLD FISH, NEW FISH

Level:Focus: Scales of a fishCurricular Areas:Science, Art, Mathematics

This lesson combines a magnifyingglass examination of fish scales with acolorful art project.

AS BIG AS A DINOSAUR

Level:Focus: Size concepts and

dinosaursCurricular Areas: Science, Mathematics, Art

Students get the feel of the size of adinosaur by drawing a chalkApatosaurus on the blacktop.

UNIT 3 - ANIMALSAnimals, big and little, are the focus of this unit. Students study everything from insectsto dinosaurs as they learn about animals and their habitats.

TALE OF A WHALE

Level:Focus: WhalesCurricular Areas: Science, Art

A “blubber glove” protects students’ hands from the cold. In addition, students construct origami whales.


ACTIVITY

1. Ask students if they have ever found atadpole or a butterfly pupa and ask them toshare their experiences.

2. Show and discuss photos from anencyclopedia (or other reference book) of thestages in the life of a frog (egg, tadpole,maturing tadpole, frog). Then show the stagesin the life of a butterfly (egg, caterpillar, pupa,butterfly).

3. Divide the class into pairs and distributecopies of pages 29 and 30. Explain that thepages contains parts for a game—two dice,two playing pieces, and a game board. Pointout that the game board illustrates the stages inthe lives of a butterfly and a frog.

MOVING ON GAME

FOCUS

Metamorphosis Level(frog, butterfly)

CURRICULAR AREAS


MATERIALS

❏ World Book Encyclopedia or reference books with photos of the stages in the metamorphosis of a butterfly and a frog

❏ crayons❏ copies of pages 29 and 30

(on heavy paper if possible)❏ scissors❏ glue

4. Instruct student pairs to color their dice, playing pieces, and game boards.

5. Help students cut, fold, and assemble theirdice and playing pieces:

6. The game is played by two students. Eachstudent chooses a playing piece (butterfly orfrog), uses the corresponding die, and beginsat the corresponding “Start Here” square.

7. Players take turns rolling the dice:

J If the player rolls the next stage in the lifeof the animal, the player moves to thatspot.

J If the player rolls a stage other than thenext stage, the player’s turn is over.

J If the player rolls a solid color, the playercan either move to the next square ormove the other player back one square.

J The first player to “become a butterfly orfrog” wins.

AT THE COMPUTER

Use the Sequencer to orderthe stages in the life of abutterfly or frog.

UNIT 3 - animals

frog die

butterfly playingpiece


glue here

glue here

glue here

glue here

glue hereglue here

glue here

glue

her

eDice

Name____________________________

glue here

glue here

glue here glue here

glue hereglue here


glue

her

e

glue

her

e

Pla

ying

Boa

rd a

nd P

layi

ng P

iece

s

Nam

e __

____

____

____

____

____

____

____

_

But

terf

lyS

tart

Her

e Frog

Sta

rtH

ere


ACTIVITY

1. Show the class the tree slice, pointing outthe growth rings. Ask students if they knowwhat the rings can tell them (age of the tree).Explain that the tree grows a new light-coloredring of wood each spring, when the tree startsto grow rapidly. The ring darkens as growthslows.

2. Let a volunteer(s) use a magnifying glass tocount the rings.

3. Show students the fish. With tweezers,remove a few scales. Ask volunteers to use amagnifying glass to look at the scales. Discusstheir observations:

J Different kinds of fish have differentdesigns on their scales.

J Each scale has a pattern of bands.

OLD FISH, NEW FISH

FOCUS

Scales of a fish Level

CURRICULAR AREAS

Science, Art, Mathematics

MATERIALS

❏ tree trunk (or branch), sliced to show rings

❏ fish with scales (one or more kinds, carp and crappie work well)

❏ magnifying glass ❏ tweezers❏ copies of page 32 (on brightly

colored paper if possible)❏ scissors❏ colored paper strips,

1/2 x 5 inches (1 x 13 cm)

4. Explain that, like the rings on a tree, thebands on a fish scale show the age of the fish.The wide, light-colored bands show the growthof the fish during the summer, and the narrow,dark-colored bands show the growth during thewinter.

5. Ask a volunteer to determine the fish’s age bycounting the sets of dark and light bands.

6. Give all students the opportunity to use amagnifying glass to view the rings on the treeand the bands on the fish scales.

7. Distribute copies of page 32 and help students follow the directions to make wovenfish. If desired, students can use crayons to add details to their fish.

AT THE COMPUTER

Use the Size-O-Meter tomeasure a giant sequoiatree. Some of California’ssequoia trees arethousands of years old—that’s a lot of rings tocount!

UNIT 3 - animals


Wea

ve a

Fis

h

N

ame_

____

____

____

____

____

____

__

1.C

ut o

ut t

he f

ish.

2.F

old

on t

he d

ashe

d lin

e.C

ut o

n th

e ve

rtic

al li

nes

to m

ake

slits

.

3.W

eave

str

ips

of c

olor

ed p

aper

in a

nd o

ut t

o m

ake

”che

cker

boar

d sc

ales

.”


4. Suggest that students make bird feeders toplace outside the classroom window.

5. Help students follow the directions on page34. (Three simple ideas are shown. You maywant to set up a station for each idea and letstudents choose from among them, or selectone idea for the entire class.)

6. Hang or set the completed bird feeders outside. It may take about a week for birds to discover them.

7. Help students use a field guide to identifybirds that come to feed.

8. Talk about the fact that many birds live farther south in the winter than in the summer.Use the field guide’s range maps to find wherethe birds live in both seasons. Then on a largeclassroom map, let volunteers attach stickynotes to mark the birds’ summer and winterhomes.

AT THE COMPUTER

To learn about some of theworld’s other animals, clickthe Photo Safari button inthe main cabin.

ACTIVITY

1. Ask students to name one or two familiarbirds. Use a field guide to find illustrations ofthese birds. Point out differences in male andfemale coloring.

2. Discuss the fact that birds need to eat a lot.Each day, birds eat almost as much as theyweigh (4/5 of their weight).

Suppose you weigh 60 pounds (132 kg). If you were a bird, youwould eat 48 pounds (106 kg)of food each day. That is about150 hamburgers!

3. Ask students what birds eat (correct answersinclude seeds, nuts, bread crumbs, suet, berriesor other fruit, nectar or sugar water, insects,worms, fish, carcasses). Each kind (species) ofbird has its favorite foods.

BIRD BUFFET

FOCUS

Birds of the region Level

CURRICULAR AREAS

Science, Social Studies, Mathematics

MATERIALS

❏ Golden Press Guide to Field Identification: Birds of North America(or other field guide)

❏ materials for bird feeders (see page 34)

❏ sticky notes❏ large map of North America

UNIT 3 - animals


Pine Cone FeederYou will need: a large pine cone, string, peanut butter, a plasticknife, birdseed

1. Tie on a string for hanging your pine cone feeder.2. Use the knife to spread on peanut butter.3. Roll the pine cone in birdseed.

Milk Carton FeederYou will need: a milk carton, sharp scissors and a pointedpencil (for an adult to use), an unsharpened pencil, and bird-seed, bread scraps, popped corn, or other food for birds

1. Ask an adult to help cut an opening and poke holes in your milk carton (see drawing).

2. Push an unsharpened pencil through the holes.3. Add a handful of food for the birds.

Stringer FeederYou will need: a blunt needle (tapestry needle),heavy sewing thread, raisins, O’s or other cereal

1. Thread the needle with a double thread.2. Tie a raisin on the end of the thread.3. String cereal and more raisins.

Bird Buffet

Name____________________________________


2. Distribute copies of page 36 and help students draw an apatosaurus at the bottom of the page.

3. Ask students how big they think theapatosaurus was. If an Apatosaurus livedtoday, could it stretch its head up to look intoan upstairs window? (Yes; it was about 15 feet or 5 meters tall and 65 feet or 20 meterslong.)

4. Suggest that students draw a full-sizedapatosaurus on the playground.

5. On the blacktop, let volunteers use chalk todraw a line as long as an apatosaurus. Thenhave them measure and mark the height of theapatosaurus.

15’ (5 m)

65’ (20 m)

6. Let other volunteers use the reference pointsto draw the outline of an apatosaurus (as ontheir activity sheets).

7. Ask the class to estimate how many studentscould lie head-to-toe along the length of theapatosaurus. To determine the exact number, letvolunteers lie head-to-toe while the other students count.

AT THE COMPUTER

Click the Size-O-Meter to measure animals, extinct and living.

ACTIVITY

1. Show students a picture of an apatosaurus(sometimes formerly called brontosaurus).Explain that it is only a drawing, because therewere no people around at that time to takephotos. Incorporate these facts into a classdiscussion of the apatosaurus:

J The word dinosaur means “terriblelizard.”

J The apatosaurus was one of the largerdinosaurs. (A longer dinosaur was thediplodocus. Some dinosaurs were assmall as chickens.)

J Some dinosaurs lived in the water, some on land, and some in the air. Theapatosaurus lived on the land and in thewater.

J The apatosaurus ate plants.

J The apatosaurus lived in the Jurassic period (middle years of the Age ofDinosaurs).

AS BIG AS A DINOSAUR

FOCUS

Size concepts and dinosaurs Level

CURRICULAR AREAS

Science, Mathematics, Art

MATERIALS

❏ copies of page 36❏ encyclopedia or other reference book

with a picture of an apatosaurus❏ pencils or crayons ❏ yardstick (or meter stick)❏ chalk

UNIT 3 - animals


Dra

w a

n A

pato

saur

us

Nam

e___

____

____

____

____

____

____

____

____

_

Dra

w a

n ap

atos

auru

s at

the

botto

m o

f the

pag

e.T

he g

ray

lines

sho

w h

ow ta

ll an

d ho

w lo

ng y

our

apat

osau

rus

shou

ld b

e.


3. To demonstrate how blubber keeps whaleswarm, make a “blubber glove.”

J Fill a zipper-top plastic bag about 2/3full of shortening.

J Let a volunteer put a hand into adisposable glove and push it into theshortening.

J Ask the volunteer to put both hands (oneprotected by the blubber glove) into a tubof icy water. Which hand feels colder?Why?

4. Provide time for all students to try wearingthe blubber glove. (The shortening-filled bagcan be reused, but the disposable glove willneed to be replaced periodically.)

5. Finally, distribute page 38 and help studentsfollow the directions to make origami whales.Crayons can be used to add color and detailsto the folded whales.

AT THE COMPUTER

Use the Size-O-Meter tomeasure the actual size of a whale and otheranimals.

ACTIVITY

1. Stock the classroom library with books aboutwhales. Read some of the books together.Provide time for students to browse through theother books.

2. Discuss these facts about whales and blubber:

J Many whales migrate between polarand equatorial waters (point out on aglobe or world map). Ocean water canbe icy cold, especially near the poles.

J Under their skins, whales store a layer offat (blubber) up to 20 inches (50 cm)thick.

J Blubber helps keep the whale warm,serves as an energy source when food isscarce, and helps the whale float.

TALE OF A WHALE

FOCUS

Whales Level

CURRICULAR AREAS

Science, Art

MATERIALS

❏ encyclopedia and children’s referencebooks about whales

❏ globe or world map❏ zipper-top plastic bag❏ shortening❏ disposable gloves❏ plastic tub filled with very cold water

and ice❏ copies of page 38❏ scissors❏ crayons

disposableglove

shortening-filled bag

UNIT 3 - animals


1. Cut on solid lines.

2. Lay paper down, this side up.Fold here.

Make an Oragami Whale

Name______________________

6. Lay your folded paper down likethis. To make the tail, fold thispoint straight up.

3. Fold here.

4. Fold here.

5. Fold here.

7. Fold the two tips down so thatthey spread out flat.


LOOKING AT ME

Level:Focus: The bodyCurricular Areas: Science, Health, Art

By completing activities at stations,students learn about their bodies—fromfingerprints to parts of the eye.

WATER EVERYWHERE

Level: Focus: The body’s need

for waterCurricular Areas:Science, Health, Mathematics

After students guess the amount of waterin our bodies and on the Earth, theydetermine the amount of water in somecommon foods.

TAKE CARE

Level:Focus: Paper resourcesCurricular Areas:Science, Social Studies, Art, Creative Dramatics

Puppets are used to reinforce informationstudents learn about taking care of ourpaper resources.

ME AND MY SHADOW

Level:Focus: Light and shadowsCurricular Areas:Science, Language Arts,Physical Education

Students read about, experiment with,and play games involving shadows.

UNIT 4 - ME AND MY WORLDActivities in this unit are designed to enhance students’ understanding of themselvesand their world. Lessons center on the body and on various aspects of the Earth andits resources.

BLOW ME AWAY

Level:Focus: Wind and weatherCurricular Areas:Science, Health,Language Arts

Students measure the speed and direction of the wind andreview windstorm safety measures.

My Print Collection


ACTIVITY

Announce Looking at Me Day (or Week) andexplain that the class will be completing activitiesat five different stations to learn about how ourbodies work. Have students begin and end atStation A. The other stations can be visited inany order.

Station A: Wonder-Filled MeYou will need: a roll of newsprint or large paper

crayonsscissorsglue

Trace around students as they lie on the paper.Later have students return to color their life-sizedimages. They can also glue on fingerprints (fromStation D). If possible, display the finisheddrawings around the room or along a hallway.

LOOKING AT ME

FOCUS

The body Level

CURRICULAR AREAS

Science, Health, Art

MATERIALS

❏ supplies listed with the stations (this page)

SETTING UP (Choose one.)Looking at Me Day: Set up Stations Athrough E and, if needed, arrange forvolunteer help. Looking at Me Week: Set up one of thefive stations each day for a week.

Station B: Thin SkinYou will need: bright flashlights In a dimly lit area, let students hold flashlightsagainst their palms to “see through” their skin.Have students look for bones or other details.

Station C: Mirror, MirrorYou will need: sunny (or brightly lit) area

hand mirrorsHave students close their eyes and cover themwith their hands. After one minute, ask them tolook in a mirror and watch their pupils. Explainthat the pupil is an opening that changes sizeto let just the right amount of light into the eye.

Station D: Print CollectionYou will need: ink pad

copies of page 41 and pencilstissues and hand lotion for

clean-upHelp students make fingerprints on copies ofPage 41. Each student should also have threeclassmates ”print“ and sign the page. Comparethe prints to discover that they are all unique.

Station E: Thumbs DownYou will need: masking tape

notebooks and pencilsWrap masking tape around students’ hands,securing their thumbs. Let students try to write,turn pages, or tie shoes with no thumbs.

AT THE COMPUTER

Visit the Totally Tubularactivity to learn aboutfoods that keep your bodyhealthy.

UNIT 4 - Me and my world


My Print Collection

Name__________________________________

My fingerprint (right index finger):

Other students’ fingerprints:

Name_______________________Name_______________________

Name_______________________


3. Discuss paper and cardboard recycling programs in your community. If possible, tour arecycling center or invite someone from a recycling center to explain local programs.

4. Brainstorm ways to reuse or recycle paperat school (use the back sides of worksheets forsketching, save construction paper scraps forart projects, maintain a bin for recyclablepaper, rinse and recycle milk cartons, etc.).

5. Display products with excess packagingand similar products with minimal packaging.Discuss which products would be the best environmental buys. For example:

J a large box of cereal and the sametotal amount of cereal in single-servingboxes

J a toy truck with excess packaging anda toy truck with only a price sticker

6. Use copies ofpages 43, 44, and45 and recycledpaper bags to make puppets.

7. Let small groups create and present puppetplays about paper resources. For example, theBlaster Pals might buy a birthday gift that is notover-packaged, start a recycling bin, reform alitterbug, or reuse paper scraps.

AT THE COMPUTER

Click the Galactic Radiofor music about ecologyand recycling.

ACTIVITY

1. Ask students to describe beautiful sights innature. Discuss the idea that we all need tohelp take care of our planet and keep itbeautiful.

2. Conduct this classroom experiment:

J Point out that some individuals thinklittering “just one scrap” does notmatter—what if we all thought that?

J Ask everyone to litter (crunch and drop)one piece of scrap paper in the room.

J Discuss problems that would develop ifeveryone did this every day in theclassroom or on the street.

J Collect and recycle the littered scraps.

TAKE CARE

FOCUS

Using paper resources Levelresponsibly

CURRICULAR AREAS

Science, Social Studies, Art, CreativeDramatics

MATERIALS

❏ products to illustrate packaging (See Step 5)

❏ copies of pages 43, 44, and 45❏ recycled paper bags (lunch size)❏ scissors and glue❏ pipe cleaners and yarn❏ stapler

SETTING UP

Optional: Arrange to tour a recyclingcenter or invite someone from a recycling center to visit.

UNIT 4 - Me and MY world


1. Cut out the face.2. Glue it to a paper bag.3. Make arms from paper scraps.

Blasternaut

Name______________________________


Spot

Name______________________________

1. Cut out the face.2. Glue it to a paper bag.3. Make arms from paper scraps.4. Staple on a pipe cleaner antenna.


1. Cut out the face.2. Glue it to a paper bag.3. Make arms from paper scraps.4. Make a ponytail from yarn.

Galactic Commander

Name______________________________


3. The following experiments demonstrate how much water common foods contain. Leteach student do each experiment, or do the experiments as a class with volunteers completing each step.

Dried Apple ExperimentJWeigh an apple and record the weight.

JGuess how much the apple wouldweigh with its moisture gone.

J Use a plastic knife to cut the apple into small pieces.

J Spread the pieces on a paper towel. Put them on a windowsill to dry.

J Periodically, weigh the apple pieces and record their total weight until the apple pieces are completely dried out.

J Compare the weight of the dry apple piecesto the weight of the original apple.

Watery Watermelon ExperimentJGo outside or work over a sink.

JGuess how big a watermelon ball would beif all its water were missing—the size of a marble? A pea?

JWrap a watermelon ball in several layers ofcheesecloth or paper towels.

J Squeeze out the juice.

J Compare the size of the “dry” melon ball to the size of the original juicy melon ball.

J Let the melon ball sit until it dries completely.

J Compare its size again.

AT THE COMPUTER

Go to the Weather Globeactivity to experiment withwater in the form of rain.

ACTIVITY

1. Discuss the importance of water.

JWe drink water.

JWe wash with water.

JWe need water to grow food.

J Animals drink water.

JOur eyes, mouths, and other body parts contain water.

J Almost all foods contain water.

2. Distribute copies of page 47. Have studentscolor the illustrations with their “waterestimates.” Then share the correct answers:

WATER EVERYWHERE

FOCUS

The body‘s need for water Level

CURRICULAR AREAS

Science, Health, Mathematics

MATERIALS

❏ copies of page 47❏ crayons❏ watermelon balls or cubes, about

1 inch (2.5 cm) across❏ cheesecloth or paper towels❏ apples❏ plastic knives❏ postage or diet scale (or other scale

that weighs in ounces or mg)

UNIT 4 - Me and My world

(about 60 or 65% water)

(about 70% covered with water)


This globe is divided into 10 similar-sized sections. Color the number of sections toshow how much of the Earth you think is covered with water.

This person is divided into 10 similar-sized sections. Color the number of sections toshow how much of your body you think is made of water.

Water Everywhere

Name ______________________________


FOCUS

Light and shadows Level

CURRICULAR AREAS

Science, Language Arts, PhysicalEducation

MATERIALS

❏ Literature about shadows such as:Light in the Attic by Shel Silverstein orBear Shadow by Frank Asch

❏ flashlight❏ stand-up doll or other tall object❏ copies of page 49❏ World Book Encyclopedia or otherbook with a picture of a sundial❏ yellow crayons❏ chalk

3. Distribute copies of page 49 and yellowcrayons. Ask students to draw the sun in theposition required to produce the shadowsshown. Check the papers together by usingthe flashlight and stand-up doll.

4. Explain that we can use shadows to tell the time of day. Show students a picture of asundial in the encyclopedia or other referencebook.

5. On a sunny day, let pairs of students usechalk on the blacktop to make “body sundials.”One student stands on a chalked ✗ while theother student draws the shadow and marks thehour. To complete the clock, repeat theprocedure at various hours of the day.

6. On another sunny day, go outside to playShadow Tag. The rules are the same as thoseof a typical game of tag, except that playerstag one another by stepping on each other’sshadows.

AT THE COMPUTER

Check the Weather Globeactivity to find the sunnyspots on the globe.

ACTIVITY

1. Read ”Shadow Race“ from Light in the Attic(Shel Silverstein) and Bear Shadow (Frank Asch)or other children’s literature about shadows.

2. Place a stand-up doll (or other tall object) ona table and darken the room. Allow time for allstudents to experiment with producing shadowsby shining a flashlight toward the doll atvarious angles.

JIf the light is on the right, where doesthe shadow fall? (to the left)

JHow does the shadow change whenthe light is lowered? (becomes longer)

JWhen the light is raised? (becomes shorter)

JWhen the light is directly overhead?(nearly disappears)

ME AND MY SHADOW UNIT 4 - Me and My world


Me and My Shadow

Name_______________________

Where would the sun be in each ofthese pictures? Draw it.


5. Explain that names in alphabetical order areused to name hurricanes each year. For fun,together list students’ names alphabetically as ifthey were to be used to name hurricanes.

6. Distribute copies of page 51 and explainthat these simple instruments can measure thespeed and direction of the wind.

7. Divide the class into small groups and assist each group in making one of the windinstruments. Use the instruments to monitor thewind’s speed and direction.

8. Optional: To discover air movement patterns,let students blow bubbles outside on a breezyday. Do the bubbles follow certain paths over or around shrubs, buildings, hills, and otherobstacles?

AT THE COMPUTER

Go to the Weather Globeactivity to explore theweather around the world.

ACTIVITY

1. Read this nursery rhyme to the class.

The north wind doth blow,And we shall have snow,And what will poor robin do then,

Poor thing?He’ll sit in the barn,And keep himself warm,And hide his head under his wing,

Poor thing!

2. Ask students what kind of wind the rhymementions (north wind). Ask students whether anorth wind comes from the north or blowstoward the north (it comes from the north).

3. Point out that (in the northern hemisphere)north winds often bring cold air from coldernorthern regions. This is one reason why it isimportant for people who predict the weatherto know the direction of the wind.

4. Discuss dangerous winds (tornadoes, hurricanes, windstorms) and review safety measures for those that occur in your locality.

BLOW ME AWAY

FOCUS

Wind and weather Level

CURRICULAR AREAS

Science, Health, Language Arts

MATERIALS

❏ copies of page 51❏ supplies listed on page 51❏ optional: bubble solution and blowers Wind vane (direction)

Wind gauge (speed)

UNIT 4 - Me and my world


1. Cut the shapes above from an index card.

2. Slit a straw on each end and glue theshapes into the slits. Pin the straw to thepencil eraser. Make sure it can spin freely.

3. Mark N, S, E, and W on a margarine tubfilled with modeling dough.

4. Push the pencil into the modeling dough.

Wind VaneYou will need: index card, drinking straw, scissors, glue, pencil (with eraser), pin, margarine tub, modelingdough (or clay), crayon

Wind GaugeYou will need: 2 paper plates, scissors, crayon or marker, stapler, thumbtack, crepe paper streamer(about 24 inches or 60 cm long), dowel

How does it work? Position the wind vane outside. Watch which direction thewind blows the arrow.

1. Fold a paper plate in half. Draw a gauge.Staple it over the dowel.

2. Using this pattern, cut a strip from another paperplate. Staple on a streamer, and punch a hole. Attachit with a tack. (Be sure it can swing easily.)

3. Push the dowel into the ground.

How does it work? Watch the gauge when the wind blows the streamer.

Punch hole here. Fold a streamer and staple it here.



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SCIENCEBLASTER JR T M - Knowledge Adventureimages.knowledgeadventure.com/school/teachermaterials/9547794.pdf · LEVELS: For grades PreK–2 SCIENCESKILLS ANDCONCEPTS: J Weather and