Lesson & Resources for Science:

Egg Drop Activity

National STEM Standards: NGSS.3-5-ETS. ENGINEERING DESIGN. Students who demonstrate understanding can:

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Materials:

Eggs, depends on the size of group(s) Bubble Wrap Tape String Scissors

Lesson/Pre-Activity:

There is a problem with the method of transporting eggs from the one floor of a building to the next floor down. Whenever the upstairs neighbor needs to borrow an egg to the downstairs neighbor he drops it down to him. The problem is that lately the egg has been breaking during the drop because the downstairs neighbor has been having problems catching the egg. Can you design a simple, reusable, enclosure for the egg so that it does not break? You need to be able to recreate what you make. Need to be able to explain it to someone else. You need to test out your model and have it work the first time.

Questions to possibly ask:

What did you consider in you design? What do you predict will happen? Why? How will it compare to others? What would you do differently?

Properties of MatterDIRECTIONS: Fill in the chart below. Provide at least one fact in each box.

Solids Liquids GasesSHAPE

SHAPE

VOLUME

VOLUME

EXAMPLE

EXAMPLE

Sorting & Classifying Rocks and Minerals Activity

Materials:

4 Hula-hoops Labeled:

1. Igneous Rocks2. Metamorphic Rocks3. Sedimentary Rocks4. Minerals

4 Hula-Hoops per group

48 Index cards, 4x12 of different colors labeled with the 12 different classifications

Metamorphic Rocks Sedimentary Rocks Igneous Rocks Minerals

Marble Sandstone Basalt DiamondGneiss Conglomerate Granite TalcSchist Shale Obsidian Salt

Pre-Activity:

Go through the different classifications of rocks and minerals. Go through the rocks and read the reason it goes in which category. Talk about the 3 different classifications under each category of rocks and mineral.

Activity:

Students will be divided into 4 equal groups. Students will need to run and pull a card out of a bucket. Look at the card and decide which category it fits in. Students will then run and place the card in the hula-hoop labeled with the correct category. If students do not know which category the classification fits it, they may ask their team. Students may receive help only 2 times. Students to go through all of their cards in the correct category wins.

Erosion and Weathering

4th Grade Science Core: Standard 3; Objective 2

Summary: Erosion is the general term that means the wearing down of landforms, including the toughest, tallest mountains. Actually there are two forces that work together: weathering, which is the breakdown of land into smaller pieces, and erosion, which is the movement of the pieces removed by weathering. Weathering is caused by wind, water, heat and cold; erosion happens via wind, water, and gravity. Weathering and erosion typically happen over hundreds, thousands, or even millions of years. Boulders become sand and mountains are reduced to smaller hills. The pieces move downhill, creating new landforms. It’s a never-ending process.

From <http://www.kidsdiscover.com/teacherresources/erosion-ever-changing-earth/>

Materials:

Computer for powerpointTub of soil, rock, sandSpray bottlepaper

Lesson/Activity:1. Show and discuss-www.nps.gov/tica/forteachers/upload/Erosion.pptx 2. Experiment with sand and soil in a clear container and add water a little at time. Have students make

predictions about what will happen. 3. Discuss students observations.4. Play the game Weathering, Erosion, and Deposition. Divide students into 3 groups: weathering (give a piece of

paper), erosion group will take a piece of the paper and run it to the deposition group-they will be creating a "beach" with the "sediments".

5. Conclusion: Weathering breaks down rock, erosion moves it, and deposition creates new land form.This process takes a long time.

Extension for classroom teachers : Have the students observe their environment outside and make a list of things that are eroding, weathering, and the result of depositing. (Identify each one as such)For example: the rocks on top of Mt. Timpanogos are a result of weathering from ice or the garbage that has moved into gutters after a rain storm, the water washed it there.

Different Types of Rocks and How They are Formed

4th Grade Core: Standard 3; Objective 1

Summary:There are 3 types of rocks: sedimentary, metamorphic, and igneous

- The main idea is that rocks are continually changing from one type to another and back again, as forces inside the earth bring them closer to the surface (where they are weathered, eroded, and compacted) and forces on the earth sink them back down (where they are heated, pressed, and melted). So the elements that make up rocks are never created or destroyed — instead, they are constantly being recycled. The rock cycle helps us to see that the earth is like a giant rock recycling machine!

Background Information:

Sedimentary rocks are formed from particles of sand, shells, pebbles, and other fragments of material. Together, all these particles are called sediment. Gradually, the sediment accumulates in layers and over a long period of

time hardens into rock. Generally, sedimentary rock is fairly soft and may break apart or crumble easily. You can often see sand, pebbles, or stones in the rock, and it is usually the only type that contains fossils. Examples of this rock type include conglomerate and limestone. Metamorphic rocks are formed under the surface of the earth from the metamorphosis (change) that occurs due to intense heat and pressure (squeezing). The rocks that result from these processes often have ribbon like layers and may have shiny crystals, formed by minerals growing slowly over time, on their surface. Examples of this rock type include gneiss and marble. Igneous rocks are formed when magma (molten rock deep within the earth) cools and hardens. Sometimes the magma cools inside the earth, and other times it erupts onto the surface from volcanoes (in this case, it is called lava). When lava cools very quickly, no crystals form and the rock looks shiny and glasslike. Sometimes gas bubbles are trapped in the rock during the cooling process, leaving tiny holes and spaces in the rock. Examples of this rock type include basalt and obsidian.

Materials:Bag of dark chocolate chipsBag of white chocolate chipsBag of butterscotch chips1 large ziploc bagContainer of hot water or microwaveContainer of cold water

Lesson/Activity: 1. Pair up and have students discuss what they know about rocks and what kinds of questions they have about how rocks are formed. 2. Give a quick summary about the 3 types of rocks and why the formation of these rocks is a cycle. Relate it to other cycles they know about: bicycle, lifecycle, recycle.... 3. Demonstrate using 3 types of chocolate chips-(brown, white, and tan) 4. Place all the chips in a baggie, flatten with a book-these now represent sediments of different rocks, sedimentary. Next, using hands, add pressure and heat from the hands to create a new rock, metamorphic. And last, place the bag in hot water or heat up until it melts into a liquid, this is the magma. Place the bag in cool water to harden. Have the students notice how the "magma" cools and then hardens into a shiny "rock".

1. Have the students partner up and tell each other about their observations and how the chocolate chips represent the rock cycle.

Extension for classroom teachers: Have students figure out how every type of rock can change into the other 2 types of rocks from whatever stage. Have them show it in a diagram. Also what role do weathering and erosion have in this process. Why are fossils found in sedimentary rocks?

Experimenting with Force and Motion on Objects

3rd Grade - Standard 3 Objective 1

Relationship between the force being applied to an object and the resulting motion of the object

Standard 4 objective 2

Describe the effects of gravity on the motion of an object.

Background:

Force is anything that tends to change the state of rest or motion of a an object.Forces cause changes in the speed or direction of the motion of an object. the greater the force placed on an object, the greater the change in motion. The more massive an object is, the less effect given force will have upon the motion of the object.

1.Objects are at rest until a force moves it. Objects will keep moving in the same direction unless a force changes it. (inertia) 2.An object's motion depends on how much mass it has and how much force is needed to move it. The faster an object moves the more force is needed to overcome it and make it stop. Momentum: the force in a moving object. The more speed and mass an object has the more momentum it has. 3.Every force has an equal and opposite reaction. Gravity: Friction: slows down and heats objects up Vocabulary: gravity, friction, mass, speed, inertia, momentum

Activity # 1 Mass and Speed, Distance/Force and Motion

Momentum: the more speed and mass an object has the more momentum it has.

1. Give each group one ping pong ball and one golf ball.

2. Instruct students to predict and observe what happens when force is applied to an object, and compare the relative effects of a force of the same strength on objects of different weight by flicking the ping pong ball gently with a finger and measuring the distance the ball covered.

3. Repeat step 2 using the golf ball.

4. Have students compare results and draw conclusions about force applied to objects and its outcome in direction of the object. Mention effect of gravity on objects in motion (thrown ball vs dropped ball).

5. Allow students time to explore with force applied to objects by having available other spherical objects of varying weights.

6. Gather students together and discuss what they have discovered. The following questions may be used to guide the discussion. *what did you discover about the ping pong ball as a force in motion? *What did you discover about the golf ball as a force in motion? *Which ball produced the greater direction/distance and why? *Did the balls move farther when a greater or lesser force was applied to the balls? *How would the speed of the object and distance change if force had increased or decreased in strength? *What does weight have to do with force?

7. Guide students in making a list of forces they see every day (examples could include batting or kicking a ball, strong winds and breezes blowing, flowing water).

8. Guide students in defining that the greater the force applied to an object, the greater the change in speed or direction of the object.

Extension: Using a baseball bat, kickball, and softball, have students predict which ball they think will go the greater distance. Why? What would happen if the bat were exchanged for a golf club? Allow students to explore with hitting the balls of differing weights using the bat and golf club.

Activity # 2 - Science in Literacy-Force and Motion/Push and Pull

Every force has an equal and opposite reaction

Read the book, The Gigantic Turnip

Activity: Tug of War-notice the force when the rope is equal force on both sides.

Activity # 3 - Motion in Sports

All sports involve motion, to make something start moving athletes exert force, like a push or pull. Runners push their feet against the ground to make them run, rowers pull on oars to move a boat.

1. Give a brief over view of the forces in motion-inertia, gravity, mass and speed, momentum, friction. Tie lesson into becoming a good athlete, learn the correct motion to send objects into a good path. For example spin on the ball or a straight throw....

2. Divide the group into 4 groups. They will rotate through stations 3. The different stations will allow the students to explore and experiment motion in sports and physical activity:

bowling, running, body movement with arms, swinging, skateboarding, biking, frisbee, jump roping, sleds, scooters, (notice wheels vs. No wheels for friction, speed, momentum, and stopping).

Activity # 4 - Stomp Rocket-exploring inertia, gravity

1. Begin with -objects are at rest and will not move unless a force moves it.(Bottle at rest until launched.) -objects will keep moving in the same direction unless a new force changes it. (Bottle is launched into space, it loses its energy and speed (momentum), then gravity acts on it and pulls in down to earth, and changes its direction). Discuss gravity-as objects move through air, frictions slow the object. The more surface area an object has the more air resistance.

2. Students catch rockets with buckets. (Catching the rockets stops the object from moving)

Background: Objects move fast, slow, zigzag, around, up/down, straight, slide, back/forth, roll, bounce, spin....Pushing and pulling can affect how the object moves.

Air prevents or slows down objects from reaching the ground. Objects of varying masses fall at the same rate. When you throw an object in the air, you exert a force that causes it to fly. It continues to fly until the effects of gravity become stronger than the force you used. Gravity pulls the object back toward Earth. Gravity is strong and pulls objects without touching them. Gravity is always working. It is a constant force, which means it never stops! The farther an object falls, the faster gravity makes it travel. Gravity can work in our favor; when we ride a bike down a hill, we go faster and faster as we near the bottom. Gravity can also work against us; when we ride a bike up a hill and it becomes more difficult to pedal.

Very light objects, such as feathers or seeds, fall slowly or even seem to float in the air. They are so light that air can hold them up against the force of gravity. Air and air resistance can cause objects to fall slowly to the ground. Air can slow an object, but it can’t stop gravity.

A common misconception is that heavier or larger objects will fall faster than objects that are smaller or lighter. Objects similar in shape but with different weights will hit the ground at the same time.)

Science Core K-4 Weather/Seasons- K-2 Grades Standard 2-objective 3 Describe seasonal weather patterns, characteristics of the weather 3th Grade- Standard 5-objective 1The sun is the source of heat and light for Earth. Look at temperatures in the sun and those in shady places, how does the sun affect people and animals and their behaviors? 4th Grade-Standard 4-objective 3Identify weather tools, describe weather and how it affects people, how to predict weather and justify it. Background Information: Weather and climate are not the exactly the same.Weather is what condition the atmosphere are over a short period of time and climate and climate is how the atmosphere behaves.The similarities are that they booth describe the atmospheric conditions.

Weather is the state, or condition, of the atmosphere at any time.

It is popularly thought of in terms of temperature, precipitation (if any), cloud cover, and wind speed. Because of this, words like hot, cloudy, sunny, rainy, windy, and cold, are often used to describe it.

Weather is caused by uneven heating of Earth's surface.

Energy from the sun heats Earth's surface. But because our planet is a sphere, this energy isn't absorbed equally everywhere on Earth.

Regardless of season, the sun's rays always strike most directly near the equator, which keeps temperatures there higher than anywhere else on Earth. At latitudes farther from the equator, sunlight strikes the surface at lower angles -- that is, the same amount of solar energy that strikes near the equator strikes here too, but is spread over a much greater surface area. As a result, these locations are heated less intensely than those near the equator. It is this temperature difference that drives air to move around the globe, giving us weather.

What is climate?Climate is the average weather usually taken over a 30-year time period for a particular region and time period. Climate is not the same as weather, but rather, it is the average pattern of weather for a particular region. Weather describes the short-term state of the atmosphere. Humans

After you wake up in the morning, what is one of the first decisions that you make? You pick out your outfit, of course! Are you going to wear a pair of shorts with sandals, or are you going to go wear your new scarf with a wool sweater? Do you need rain boots? What about sunglasses? The answers to all of these questions will depend on one thing - the weather.

Weather also affects the activities you can do. If it is a particularly hot day, you might choose to go for a swim. If it is snowy, you might choose to build a snowman. Sometimes, your plans change because of weather. For example, if you want to play kickball outside with your friends, you are going to need a 'plan B' if it begins to rain. If you plan a vacation and have to get on an airplane to be there, plans might change if a blizzard or a tropical storm comes through.

Did you know that your health can be affected by the weather? For example, you are more likely to get the flu during cold weather. Extra sunlight you get in the summer can increase your Vitamin D levels, which has many health benefits. However, not receiving enough sunlight can lead to a type of depression.

Vocabulary: sunny, windy, cloudy, hot, chilly, rainy, snowy, temperature, air pressure, precipitation, meteorologist, humidity, storm front, seasons, climate, weather Lessons: Activity 1Relay Games to help learn about seasons and how it affects people and their sport activities-Jami

1. Review the different seasons and what the characteristics of those seasons are, relate the affects of the weather patterns to how people modify their activities and clothing. What are the approx .temperatures that go with the seasons. How does it affect our behaviors?

2. Divide students into 4 groups for a relay game. They are to run to the other end of the gym and "dress" up accordingly to what coach says is the season and sport activity. For example: swimming-summer-need swim googles and towel. Then they run back to their team for the next person to run according to the "call".

3. At the end of the relay, the students will discuss how certain sports are play in different seasons. Summarize the different patterns and what the patterns are for Utah.

Activity 2Elements of weather and the tools we use to make predictions about the weather-Shelley

1. Discuss what makes weather, what are the elements of weather and how we measure them.2. Examine the different weather tools, short video on each and have students hold the actually tool. Discuss the

importance of each tool and why people need to make predictions about the weather using those tools. How is the information used?

3. Discuss a few examples of severe weather, what it looks like and how people are affected. Show pictures. 4. Discuss briefly the differences between seasons and weather. What do the seasons of Utah look like. Ask students

to share their experiences on the weather patterns of Utah. Activity 3Video on Weather & Seasons from Magic School Bus - Activity 4Kahoot on Weather & Seasons -

1. Play a Kahoot covering the different parts discuss about for weather and seasons.a. https://play.kahoot.it/#/k/994b571e-181b-4fbb-aace-702ed1d8d60d

2. Track data over the different sessions to measure effectiveness of Science Extravaganza.

Three States of MatterObjective 1

Describe the relationship between heat energy, evaporation and condensation of water on Earth WHAT IS MATTER?

Matter is all around us. It is the air we breathe, the water we drink, the food we eat, etc. Everything is made of matter. We may not always see it, but it’s always there.

WHAT ARE THE PROPERTIES OF MATTER?

Matter is anything that has mass and takes up space (aka: ‘volume’). To figure out if an object is a solid, liquid, or gas, you need to look at how it behaves. For example:

Can you see it? Can you touch it? Does it have mass? Does it changes its shape when you add force to it? Does it change shape when spilled out of its container?

Activity #1 SCIENCE ACTIVITY

Or use balloons instead of rubber gloves

To help young children visualize and understand the properties of matter, this science activity does the trick. All you need are three rubber gloves, water and food coloring. First, fill two rubber gloves with water. Put one filled glove in the freezer overnight. The other can stay out on the counter. Then fill one rubber glove with air. (I added a few drops of blue food coloring to the water, so it would show up better in the photos. Adding food coloring is not a necessity.)

After the water in the freezer is completely frozen, bring it and the other gloves out to show the children. Discuss their observations. What does each glove look like? What about what is inside each glove? Can you see what is inside of the gloves? (No? It’s probably a gas.) Does whatever is in the glove change shape when you squeeze it? (No? Then it’s probably a solid.) Can you see what is inside of the glove and does it change shape when you squeeze it? (Yes and yes? It’s probably a liquid.) What are some other solids in the room? Do you see any liquids? What about gas? The air we breathe is made up of gas.

Fill in chart on Properties of Matter white board? r-whole group

<<Properties of Matter.docx>>You tube- south east water states of matter(-5 minutes)Discuss what the states of matter look like in the water cycle Changing water- States of matter <<Changing water- States of matter.mp4>>

Activity #2 Experiment with waterObjective 1

Describe the relationship between heat energy, evaporation and condensation of water on Earth Make a cloud

What you need1 x glass jar with lid50ml boiled water from the kettleaerosol can (eg. hairspray)ice

Activity- Boil the kettle. Pour about 2cm of boiled water into the jar. Swirl the hot water in the jar so that it heats up

the sides of the jar.- Turn the lid of the jar upside down and use it as a small container to put a few cubes of ice into. Rest it on top

of the jar for a few seconds.

- Take it off and quickly squirt in some hairspray (or whatever aerosol you’re using). Put the lid, with the ice resting in it, back on top of the jar.

- Watch the cloud form inside the jar. When it is fully formed, take the lid off and watch the cloud escape.Why is it so?

The atmosphere needs three ingredients to make a cloud: 1. warm, moist air2. cooling (which causes the moisture to lift)3. cloud condensation nuclei or CCN (Cloud condensation nuclei = a very small particle that can float in the air to help water vapour condense into clouds. In Hawaii, for example, the most common CCN are sea salt aerosols, but CCN can also be dust, smoke, air pollution or volcanic fog.)

Here’s what happened to make your cloudBy pouring hot water into a jar and trapping it, you created warm, moist air. As the warm air inside the jar rose, it was then cooled by the ice on top of the jar. When the water vapor cooled, it wanted to turn back into liquid, but it needed to condense onto a surface. The aerosol provided cloud condensation nuclei: a surface for the water vapor to condense into tiny cloud droplets. The cloud swirled inside the jar due to the circulation of warm air rising and cold air sinking.

Examine the 3 main types of clouds and what type of weather they bring

Stratus-rain, snow-like a blanketCumulus-can be fair, can lead to quick Cirus-fair weather

Ask why water is important to us and our world? What happens when we pollute our water?

Activity #3 Lesson water cycle and vocabulary wordsObjective 2

Describe the water cycle. <<Water Cycle PPT.pptx>><<Water Cycle Notes.pdf>> Activity #4 Water Cycle Physical ActivityObjective 2

Describe the water cycle. Possible lesson:<<water_cycle_fitness.pdf>>

Fossils: Clues to the Past4th Grade ScienceStandard 4

Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.

Objectives Describe Utah fossils and explain how they were formed. Explain how fossils can be used to make inferences about past life, climate, geology, and environments.

Lesson Plan:Activity # 1 Introduction:Brain Pop & Brain Pop Jr

Username: wasatchcountyPassword: wcsd

Video for 3rd & 4th - https://www.brainpop.com/science/diversityoflife/fossils/ Video for K- 2nd - https://jr.brainpop.com/science/land/fossils/ Material:Fossil Toolkit with fossils and cards from the NUES CenterMeasuring tape and magnifying lenses Divide up students into small groupsHave the groups rotate to the different stations. A student will read the directions and questions from the card and then as a group they will discuss the answers. 5 different centers from Fossil Tool Kit:

1. Students use play dough to make trace, mold, or body fossilsa. Materials needed: Play dough, plastic dinosaurs, and sea shells.

2. .Opening: Discuss how certain traits on a living organism will benefit it for eating, fighting, sleeping, hiding etc....Discuss the behaviors also tell us about animals, environment, and climateRelate this to the observations we see in the fossils and the tracks they left behind.Conclusion:Discuss questions/answers and observations. Extension:Have students draw the rest of the dinosaur related to fossil part. Activity # 2 Types of Fossils/How are fossils formed?Objective 2

Explain how fossils can be used to make inferences about past life, climate, geology, and environments. Link to the video: How Fossils Are Formed – YouTube<<How Fossils Are Formed.mp4>> Background:

So how are fossils formed anyway? There are several processes that plants and animals or their parts can be preserved. No matter which way preservation occurs it takes a lot of luck, pure happenstance. Most living things are quickly recycled upon death. Scavengers and bacteria usually consume all but bones and shells.

Still millions of fossils have been found. If you think about all of the museums, university paleontology labs, fossil dealers, and private collectors, there really are a lot of fossils that have been discovered! However when you think of the billions and billions of living things that have inhabited the earth over the last 550 million years only a very small percentage are immortalized in stone!

The following is a list with descriptions answering the question “How are fossils Formed?” Generally the top of the list has methods that preserve best though their occurrence is seldom seen.

How are fossils formed? Freezing (refrigeration)-This is the best means of preservation of ancient materials. It happens only rarely. The animal must be continually frozen from the time of death until discovery. That limits the possibilities to cold hardy animals from the last ice age. There have been remarkable discoveries of mammoth and wooly rhinoceros found in ice from Alaska and Siberia. Specimens with flesh, skin, and hair intact have been found. Some of these finds suggest that they were flash frozen, with food still in the mouth and stomach.

Drying (desiccation)- Mummified bodies of animals including humans have been discovered in arid parts of the world. The soft tissues including skin and organs are preserved for thousands of years if they are completely dried.

How are fossils formed?Asphalt- In what is now downtown Los Angeles lies a 23 acre park called The La Brea Tar Pits, officially Hancock Park. Within the park are over 100 pits filled with sticky asphalt or tar. The tar pits were formed by crude oil seeping through fissures in the earth. The lighter elements of the oil evaporate leaving thick sticky asphalt.

The pits are famous for the number and high quality of Pleistocene fossils that have been pulled from the pits. The fossils date between 10 and 40 thousand years old. Asphalt is an excellent preservative. Bones, teeth, shells, the exoskeletons of insects, and even some plant seeds have been pulled from the pits.And of course many saber tooth cats.

How are fossils formed?Amber- Insects, spiders, and even small lizard have been found, nearly perfectly preserved in amber. Picture this scenario: A fly lands on a tree branch in an area that is now the Baltic sea. While looking for food it steps in sticky sap that the tree has made to protect itself from fungal infection.

As the fly struggles to escape it becomes more and more entombed in the sap until it is completely engulfed and suffocates. The tree eventually dies and falls into the swampy water from which it grew. Over the course of millions of years the tree along with countless others becomes a coal deposit and the sap with our fly inside is polymerized and hardened into amber. As more time passes the coal bed is submerged as the sea level rises. Eventually the currents uncover the coal bed, slowly eating into the Surface, little by little. When the erosion reaches the amber it floats to the surface because it is lighter than the salty water. It is then washed ashore where it can be found.

How are fossils formed?Carbonization (distillation)- In this process of fossilization plant leaves, and some soft body parts of fish, reptiles, and marine invertebrates decompose leaving behind only the carbon. This carbon creates an impression in the rock outlining the fossil, sometimes with great detail.

How are fossils formed? Permineralization-This is the most common method of fossil preservation. Minerals fill the cellular spaces and crystallize. The shape of the original plant or animal is preserved as rock. Sometimes the original material is dissolved away leaving the form and structure but none of the organic material remains.

Paleontologists have found that there are three different ways fossils are formed. The three different forms are impression fossils, mineral replacement, and preservation.

Impression FossilsLet’s first learn how nature makes impression fossils. Impression fossils were made by living organisms millions of years ago and show detailed outlines of these organisms. Nature uses these impressions in sediments to make three types of impression fossils. The three types of impression fossils are:

1. trace fossils,2. imprint fossils, and3. cast fossils.

Trace Impression FossilsTrace fossils show the activities of ancient life. These include footprints, teeth marks, tracks, trails, burrows, body outlines, and tail drag marks. It would be similar to leaving your footprint in sand or even in cement as you were walking home.

A footprint that has hardened in the cement.

For a footprint to become a trace fossil, an impression needs to be left in soft sediment such as the dinosaur footprint left in the sediments below.

Some ancient animals, like dinosaurs may have walked across wet mud and left footprints in the mud, like in the picture below. The dinosaur left a trace behind. Over millions of years, this footprint was preserved and became a trace fossil. A dinosaur left its footprints in the mud, and the mud turned to rock. This is a trace fossil.

After the dinosaur left its footprints in the sediments, the sediment hardened. The footprint dried up too leaving it hard. Then the footprint got covered with more sediment which preserved it by preventing the footprint from being destroyed by outside forces. Over time, the sediments on the footprint hardened and became a sedimentary rock making the footprint a fossil. Eventually the sedimentary rock covering the footprint weathered and then eroded away. The footprint then became exposed. It looks just as it did when it was first made by the dinosaur.

Study this diagram below to see how this process works.

1. A dinosaur made a footprint in sediments.2. The sun dried up the sediments and made the print hard.3. Mud filled up the footprints and preserved it for millions of years because nature’s elements didn’t wash it away.4. The sediments on the footprint hardened.5. Weathering and erosion of the rock finally exposed the footprint.

Imprint Impression FossilsImprint fossils were created when thin plants and small animals died in sediments and rotted, leaving behind a dark print (carbon) on the impression. Plants, leaves, feathers, and fish are common examples of imprint fossils.

Here are some examples of imprint fossils. Can you see the carbon on the impression made by the decomposing leaves?

Cast Impression FossilsCasts are impression fossils made by larger organisms. When an organism died, it was covered by sediment, the organism slowly decomposed. A cavity (hole) was left in its place in the sediments. If the cavity filed up with sediment, it could produce a cast fossil. The cast fossil will physically look like the original organism on the outside.

1. Long, long ago, a dinosaur died on the banks of a river, such as the triceratops.2. The flesh of the dinosaur decomposed, or other animals ate it so only the skeleton remained.3. There was a flood and the river rose and covered the skeleton with mud and sand.4. Over time, more floods deposited more layers of sand and mud over the skeleton. Over thousands of years, the

bottom layers became more compacted and turned into sedimentary rock. Under the ground, water carried minerals from rocks into each little space where a bone had been. Minerals took the place of the bones. We say the bones went through mineral replacement. A fossil bone has the same shape as the original bone but is much heavier than the original.

5. Millions of years later, the conditions of the environment above the skeleton changed. The rock eroded and weathered over time by wind and water and the fossil was exposed on the surface. A scientist found the fossil and made a great discovery!

6. Other scientists joined in and excavated the fossil by carefully removing the rock and sand around the skeleton. The fossils are packed carefully and taken to a museum or research center where the scientists will study them to see what they can learn about prehistoric life. They will try to reassemble the bones into a full skeleton - this may take many months or years to complete.

Lesson on the 3 types of fossils and how they are formed. Refer to descriptions above.

http://utah.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.fossiltype/types-of-fossils/

Demonstration of casting a dinosaur

Demonstration of a bug caught in amber

Let the students make an impression of a dinosaur using play dough

Activity # 3:

The Mystery of the Fossil Bones

Objective 2 Explain how fossils can be used to make inferences about past life, climate, geology, and environments.

Material:

Bones puzzle for each group

1.Put students in groups

2.Hand out bones

3.Have students put the bones together to form a living organism

4.Make inferences-what did it eat, how tall was it, did it fly, was it fast

5.What things make it so that you know these answers?

6.Show the actual picture, name, and description of the animal

7.Discuss their inferences to the actually animal

Do you like mystery and intrigue? Do you like to do detective work and make inferences, a conclusion reached using evidence and reasoning-from something known or assumed? If you do then you will love to learn about fossils—the remains or evidence of ancient organisms.

This is an old photograph of people searching for fossils.

These people are splitting open pieces of shale. They are looking for fossils in the rock. The layers of the shale split apart, and occasionally reveal the shape of a leaf or an animal in the rock. The shape is called a fossil.

Fossils provide clues to Earth’s history. Fossils provide important evidence that helps determine what happened and when it happened in prehistoric times. Fossils can be compared to one another, and to organisms of today. For example, finding fossils oforganisms can help paleontologists (scientists who study fossils) figure out what the organisms may have looked like to compare them with organisms of today. This information can be used to make inferences about past environments.

This is a picture of some marine fossils that look very similar to the shells of today.

Here is a photo of a fossil of the head of a Massospondylus, a dinosaur—a fossil reptile of the Mesozoic era, often reaching an enormous size—that lived about 200 million years ago.

The next image shows you what scientists think the Massospondylus looked like:

How do scientists use fossils to learn about the history of the earth? For recent history dating back thousands of years ago, we have written information in books that have many recorded events. This means we can read what people who lived long ago wrote about during certain time periods. However, no human was around millions of years ago to record what really happened.

Scientists have to use other ways to find out about what life was like on Earth millions of years ago. To do this, scientists use fossils. Fossils are actually our most valuable source of information about the ancient past!

Fossils can tell us much more than what organisms lived millions of years ago. By studying fossils of plants and animals, scientists can also gather information on how these organisms matured, what they ate, their environment, their climate, and how they interacted.

The bones of the Tyrannosaurus Rex tell us it was very, very big!

A hard footprint can tell a lot of things about a prehistoric animal, such as how much it weighed, how big it was, and even what speed at which it was running!

Scientists can determine what the climate was like in prehistoric times for many plants and animals. We now know there were ice ages that lasted thousands of years, and when there were droughts caused by warmer weather.

This may look like a colorful rock, but it is actually petrified wood that went through the process of mineral replacement, the process of an organism’s hard parts being dissolved and replaced by other minerals, a natural solid material that has a particular crystal structure. It was created millions of years ago when a forest was buried under mud.

Fossils are usually preserved in sedimentary rocks, formed from mud, sand, small pieces of rock, or other sediments that are pressed and naturally cemented to form a rock. For an organism or parts of an organism to become a fossil, it needs to be buried by sediments or covered by something that will keep it safe from nature’s elements such as rain, snow, wind, cold, heat, water, or ice. If covered by sediments, the organism will eventually turn intosedimentary rocks. When that happens, the organism or parts of an organism can go through the process of becoming a fossil. The sediments harden and the organism is preserved. It would then take thousands or even millions of years for the organism to become a fossil.

Paleontologists look for fossils in sedimentary rock. They never know whether they will find a fossil or not. They have to split open the rock layers to uncover fossils.

Sometimes an organism or parts of an organism can become a fossil if it is buried by ashes of a volcano. It can also be covered with ice, tar, or tree sap. (The sap will eventually turn into amber.) So, no matter how it became a fossil, it has to be buried.

Science Topic - Living and Non-Living How plants and animals live together in an ecosystem and what happens to organisms' traits when the environment changes.

Supplies:-tub-water-oil-dirt-sponge-other "pollutants" -pictures of environments

1. Define ecosystem, biomes, habitats2. What are the needs of organisms and how do they fulfill their needs in their ecosystem.3. Look at a food chain. Define produce, consumer, decomposer. Make the connects of plants and animals

depending on each other. Show slide of food chain, discuss.4. What causes an ecosystem to change: weather, pollution in water and soil, air quality, deforestation, natural

selection, beavers creating a dam, and food chain disruption. Show pictures of destructive ecosystems...Demonstrate water pollution by adding things to water in a tub. Observe what happens to the water. Relate it to soil also.

5. What happens to living things when this occurs? Organisms die off, imbalance in the ecosystem... Have students investigate natural selection by using 2 colorful trees, one yellow, one green, and have yellow and green "bugs" on each. Discuss which ones would survive when a bird comes looking for food....

6. What can humans do to help? Conservation ideas...

4th Grade Standard 5 Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common

organisms for each environment. Activity 1 Animal Classifications Objective 3

Use a simple scheme to classify Utah plants and animals

1. Discuss the 5 different types of animals2. Label each type by habitat, babies, food, covering, and any other type of unique trait.3. Have students compare the different types by observing different centers around the room, with each center

focused on one animal type through a model display (coverings, pictures, food)4. Have students draw pictures of each type and make sure they have added details to help classify animal.

Activity #2 Habitats & Biomes - Objective 1

Describe the physical characteristics of Utah's wetlands, forests, and deserts. Focus of lesson is on Utah BiomesLesson starter: video on Utah Biomeshttps://www.youtube.com/watch?v=Bz8d4h6tKBQDiscussion in on the three major Utah biomes. Discuss what animals need to survive in different biomes.Resources:https://sites.google.com/site/utahbiomesplantsanimals/home - Utah Habitats Activity #3 What IF You Had Animal Teeth? Objective 2

Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

Kindergarten, 1st, 2nd~Share the book, one page (animal) at a time and talk about why the animal needs that set of teeth.

Beaver, Great White Shark, Narwhal, Rattlesnake, Elephant, 3rd & 4th~Give groups of students a photo copy of an animal from the book and have them discuss the importance for the teeth and present it to the class

Activity #4 – Animal and Utah Habitats:Objective 4 – Observe and record the behavior of Utah animals

-Discuss Utah's different habitats -What animals might live in the different habitats and why? -Game: Divide students into 3 groups Each groups will have 20 animal pictures-1 student from each group will run and place the animal picture in the habitat he/or she thinks that animal lives in-Next student will go once he/she receives a high five-Game continues until all pictures are placed Review the game by sorting the animals and discussing if they are correct- yes, no and why?

Space & Moon1st Grade Standard 2

Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

2nd/3rd/4th Grade Space Lesson The Moon: There & Back Near Pod OneNote Activity

Kindergarten/1st Grade Moon Lesson

Objective 2o Observe and describe the changes and appearance of the sun and moon during daylight.

Activity #1 Daytime Sky/Nighttime Sky:

1. Give each student one sheet of paper. Assign half of them to draw a picture of the daytime sky and the other half to draw a picture of the nighttime sky.

2. After pictures are drawn, have students share. Ask questions such as: What does the sun look like? What does the moon look like? Why did you put that in the daytime sky/nighttime sky? Is there anything that we could add to the different skies?

3. Ask a few students to draw on the board what they think the moon looks like. Ask others to draw what they think the sun looks like.

4. Ask students: Can you see the sun during the day? How about at night? Can you see the moon at night? How about during the day?

Activity #2 Phases of the Moon:

1. Video: <<Why Does the Moon Change.mp4>>

2. Discuss the Phases of the Moon