April 21, 2020
We have come to what would have been our last class meeting at Share. It is still hard to believe what is going on, but I hope you all are safe and healthy. Today would have been a fun day in class. There would have been no homework, so what I have included here is what I would have attempted to do in class. I hope you are having fun doing these activities with your child.
Christy has your magnet wands. She will be at the Food Lion parking lot from 10-11 )TUESDAY, April 21). If you are reading this late, your wands will be on her porch for a few days (3573 Mahlon Moore 37174).
If you do not get your wand, you may use a fridge magnet etc.
These three videos are good explanations of magnetism. Watch them first.
Words that you will want to use with your student are:
Magnet-a rock or a piece of metal that can pull certain types of metal toward itself
Magnetism-the force of a magnet
Magnetic field-the area around a magnet in which there is magnetic force
Attract-to draw toward something
Repel-to push away from something
Activity 1: using the PDF worksheet, explore items in your home to see whether or not they are magnetic. There is a worksheet with pictures or you may use the blank sheet and list your own items. Use a fridge magnet or whatever type magnet you have. Caution your child not to apply the magnet to electronics, as magnets may damage them. An alternative or additional activity would be to assemble an assortment of items, some magnetic, some not. Have your child go through the items with a magnet to determine which is and is not magnetic.
Activity 2: Magnetic bottle-you will need an empty plastic water bottle with lid, some small magnetic items such as jingle bells, pipe cleaners cut into 2 inch pieces, small nuts, bolts or screws or straight pins. Drop the small items into the bottle and secure the lid. Move a magnet over the surface of the bottle and observe what happens to the objects inside.
Activity 3: Attract or Repel worksheet.
Activity 4: I have looked forward to this activity for months, so I hope you are able to make it happen at home. I am including these links to make it easier to understand how to set it up. You can use a car and draw a road, which is probably easiest for younger students. If your child is up for a real challenge, he or she may want to try the maze.
If you send pictures of your children doing science activities, I will try to forward them for inclusion in the yearbook.
April 14, 2020
Sound is a type of energy made by vibrations. These vibrations travel in waves through a medium or substance, such as air or water. The vibrations hit the air particles, causing them to bump into other particles and so on, until the vibrations run out of energy. If the waves reach your ear, you hear the sound. When you speak, sing or hum, you make sound. Your vocal cords vibrate. Put your hand to your throat. Now hum a little song. Do you feel the movement under your hand, in your throat? These are vibrations.
When the vibrations are fast, you hear a high note. When they are slow, you hear a low note. This is called pitch. Use your “voice box” and make a high pitched sound. Now make a low pitched sound. Although you probably can’t feel it, your vocal cords are moving faster when you make the high sound and slower when you make the low sound.
Here is a video that is a good introduction:
https://www.youtube.com/watch?v=3-xKZKxXuu0Now, here are several activities to try to see vibrations and to create and hear sounds.
Activity 1: Vibrations-You will need a rubber band, cut to make one strip. Hold one end of the band in your teeth. Stretch the other end and with your other hand, pluck the band. Be careful not to stretch too far or to let go of the band. What do you hear? Do you feel something? Now stretch the band a little more and try again. Is there any change?
Activity 2: See vibrations- you will need an aluminum pan, some dry rice or small dry cereal (like Rice Krispies) and a bluetooth or other speaker, connected to music. Pour enough rice or cereal into the pan to cover the bottom. Place the pan on the speaker. Now turn on music (faster music with a distinct beat is best) and watch the rice. Turn up the volume and see what happens. The vibrations of the music cause the rice to move. Do you notice that it “dances” with the beat of the music?
Activity 3: straw flute-https://www.science-sparks.com/how-to-make-a-straw-flute/
Activity 4: write a song- This activity may have been easier to explain in a classroom but I think it will be fun. The older children can make up their own while you can make up a song for younger children and have them “read the music.” There are not many instructions here but I think there is enough to give you the idea. I’d love to see some videos of the songs they write. You can place a copy into the science notebook.
Activity 5: Guess that Sound-https://www.youtube.com/watch?v=n1m4h79JZso I recommend letting your younger students do this alone with you. They may need a little longer to identify the sounds. You may need to pause the video while they think.
Have fun and text or email with any questions. 615-308-4948 or
April 7, 2020
Hello again. I hope you have been able to keep busy with some of the science activities. This week we will learn a bit about light as it relates to color. Be sure to read through the activities to see what you’ll need to gather before getting started. One activity calls for colored cellophane, which hopefully if available in stores now.
When we talk about color, we can go into how the eye sees images and colors, etc. I am holding off on that and plan to incorporate it when we get to human body systems.
Here is some basic info for your child to read or for you to read to him/her.
As we learned last week, light is a form of energy. Light occurs in both waves and particles, but we will talk about light waves. The white light we see is actually made up of many colors of light. Scientists use an instrument called a spectroscope to separate white light into different wavelengths. We use prisms for this purpose, but a glass of water or even a raindrop can serve as a prism. We see these different wavelengths as different colors. Scientists refer to these colors as part of the electromagnetic spectrum. We call it a rainbow. The waves with the shortest wavelength (violet) tend to bend more than the waves with the longest wavelength (red). It is interesting that we can only see a small part of the electromagnetic spectrum. There are other waves like gamma waves, microwaves, and ultraviolet waves that we cannot see.
Our eyes see colors in this way: when light shines on an object, say an apple, the apple’s skin absorbs much of the light, except the red light. That light is reflected from the apple to your eye and you see a red apple. Think about that. Red is reflected to your eye so you see red. What about green grass? What color is reflected? What color do you see? A blue bicycle…what color is reflected and what color do you see?
Here are two videos that will help to explain about light and color.
The following activities will demonstrate these ideas. Feel free to use any activities with any of your children, but some may be more appropriate for older or younger children.
Activity 1: Students should create a model of the visible spectrum (rainbow). Use the computer to find an example of correct position of the colors. Students may use crayons, paint, yarn, chalk on the driveway…be creative.
Activity 2: Electromagnetic Spectrum worksheet (2nd grade)-cut and paste to make a lift-the-flap model of the ES
Activity 3: rainbow on the wall- PDF instructions below
Activity 4: construct a spectroscope:https://buggyandbuddy.com/homemade-spectroscope/
Activity 5: color mixing with light-find instructions here:
I'd love to see photos of my science students at work.
Hello everyone. Are the days running together for you like they are for me? It’s hard to keep track of where we are —Ha! I guess that’s not true! Its pretty easy to know WHERE we are, just not WHEN!
I sure am missing seeing your children. I feel like I’m at the top of my game when I’m actually with the kiddos. I hope you are having some fun with the activities from last week. There are a lot of fun things to do with the energy topic. This week we’ll cover light and next week, color. I plan to have formal assignments completed by 4/21 but use them as you wish. One advantage to this kind of learning is that I can let you know about lots of activities and you can do them at your own pace. When we meet in person, I am forced to choose the activities that work best in a classroom setting, so some really fun ones fall be the wayside.
Some of you have asked about turning work in or grading work. In my K-2 classes, I check that homework is done and we sometimes go over an assignment in class if there is time. You are your child’s teacher so you are always the one who assigns grades and turns them in to your umbrella school. No work needs to be turned in to me. I recommend checking over work that your child does independently (probably 2nd graders) and adding worksheets etc to the science notebook. I have a couple of pictures of each student that I will ty to get to you, but you may want to take pics as you do the various activities and experiments to add to the notebook. PLEASE if you have older students, read their teachers’ summaries today to learn what they plan to do about assignments and grades. It may vary from my plan. I love to see pictures of what my students are doing, so feel free to send them my way via text or email. I also see some on FB if we are friends there. We are pondering a way to connect digitally, just so the children can see their friends. Hopefully we can figure something out.
This week, light. Some facts I believe are important to know are these:
Light is a form of energy that allows us to see.
Light sources are objects that make their own light.
Light travels in straight lines.
Light bends when it travels from one substance to another. (refraction)
Light bounces off shiny surfaces. (reflection)
Light behaves differently when shone on different surfaces. (transparent, translucent, opaque)
A shadow is formed when light is blocked.
I am including a link here:http://learningideasgradesk-8.blogspot.com/2013/09/the-science-of-light-7-fun-activities.html You will find links to great activities. In most cases, you should have everything you’ll need on hand. I am attaching several pdfs of worksheets with great ideas for activities to illustrate these facts. Please do not feel obligated to do the worksheets (some are just suggestions) unless your child needs the practice or wants to do them. You can have great discussions and know that your child grasps the information. Be sure to use the noted words above as you do the various activities. Next week I will be sending info and activities about color and how we see color. If at all possible, please hold off of this topic until next week!
If you have questions, please email me (firstname.lastname@example.org) or call or text (615-308-4948). I am easiest to catch by text : )
March 24, 2020
Hello fellow quarantined Share families,
I hope you are doing well, staying healthy and making the best of this unusual situation. We are hopeful that we will be able to meet together in person before too long. In the meantime, I plan to forward some science work to you to both fill time and continue our science study. Please forgive me if this seems hard to follow. When I am in front of your children, somehow, it seems to work. If you have questions, please email me (email@example.com).
Parents, please read through this before beginning. I have included more than I would be able to get through in a class period, so feel free to do as much or as little as works for you. Also, I recommend gathering supplies before starting an activity. Please add any worksheets, drawings, etc. into the science notebook. I have not assigned work by grade or class. Please use what works for you, your child and your schedule. If you have kindergarten students, they will love the activities, but spread them out. You will see two PDFs (I hope). One is a bit of reading with pictures; the other is worksheets that you can use when they fit in to the lessons.
In light of our current situation, here are two activities you can use to discuss germs and hand washing with your child.
1. Watch Germs Run!-fill a bowl with water and sprinkle with pepper. The pepper is “germs.” Have child stick one finger into the bowl. (Finger will have pepper on it.) Then ask child to dip the finger into dish detergent (I know Dawn detergent works, but not sure about others. You may try first.) and then into the bowl. You should see the “germs” jump away from the soap-covered finger.
2. Glitter Germs-In this activity from the Columbus Public Health website, sprinkle a little glitter on your child's hands. Then have them wash with just water. Repeat the experiment, washing with soap and water the second time. Have your child observe which method removes more glitter. You can also put glitter on your hand and touch your child's shoulder, hands and hair. Show them how the glitter (like germs) can spread by touch.
Our current study is about energy. We have defined energy as the ability to do work. We will focus on three types of energy: heat, sound, and light.
From our last homework: The video from our last meeting’s assignment was about energy transfer. A fun little activity to demonstrate energy transfer is this activity using a ruler (the kind with a depression going down the center) and a few marbles.
Begin heat energy below: ask your child to create a “poster,” though it can simply be on regular paper, like the photo here. We will fill in over the next few weeks.
1. This week we will talk about heat energy, also called thermal energy. The root word “therm” is Greek and means heat. On notebook paper, students should write the following words: Thermos
In each word, have students look for the part that is the same and underline it (therm).
Discuss each item, making sure the student understands what it is: A thermos is a bottle
used for keeping a liquid hot. A thermometer measures temperature. A thermostat controls
the temperature in your home. Discuss what these words have in common and ask the
student to guess what “therm” means (heat). Have student draw a picture of each
object.Add the root “therm” to the poster.
2. The Laws of Thermodynamics are the scientific laws about the behavior of heat. Students
will learn much more about these laws in the future but for now, let’s learn how heat or
thermal energy transfers (or moves) from one object to another. Materials that allow heat to
pass through them easily are called thermal (or heat) conductors. Metals, such as
aluminum, copper, steel, and iron, are all good thermal conductors. Thermal conductors can
be useful when it is necessary to cool things down, or heat them up, quickly. A metal
saucepan, for example, allows heat to transfer quickly to the food inside it.
• Activity: heat transfer
Items needed: mug of water (or hot cocoa : )), warm enough to warm mug but not too hot
for child to hold; cold running water
While Mom is preparing a mug of hot liquid, hold your hands under cold running water (1
minute or so, just until hands feel chilly). Place warm mug into child’s chilly hands. Child
should wrap hands around mug instead of using handle. As you hold (or sip), notice how the
mug begins to feel less warm and your hands begin to feel more warm. This is because the
heat from the mug is transferring to your hands. When heat moves from one object (mug) to
another (hand) by direct contact (touch), it is called conduction. Add the word conduction to
• A second quick, but potentially messy activity is to divide some m&ms into three groups.
Put one group in a bowl or on a napkin. Put another group into the child’s open palm. Put
the third portion into the child’s other hand, but ask him/her to close the hand around the
candy. After 5 minutes, compare the candies by tasting some of each group. Which one is
melted because of heat? How do the different temperatures compare?
• Some materials conduct heat better than others. An experiment to illustrate this can be found here:
3. A second way that heat or thermal energy can be transferred “occurs when a fluid (or gas) physically moves into an area of different temperature and then heats this area up, or cools it down, as a result. An example of this is a vent blowing air into a room to heat it up or cool it down. On cold winter days a furnace vent would blow warm air into a cold room to heat it up, and on hot summer days the vent would blow cool air into the warm room to cool it down.”
• Activity: Add cool water to a sink, tub or some other vessel, letting the child test the temperature. Slowly add warm water and, again, have child test temperature. What happens? The cool water slowly becomes warmer. This is convection. Add the word convection to the poster.
• Here is another experiment. Prep needed!
4. Materials that prevent heat from passing through them are called thermal insulators. A good thermal insulator will keep cold objects cold for a long time, and hot objects hot. Wood, plastic, and many fabrics, such as wool and cotton, are good thermal insulators. Thermal insulators are good materials for keeping people warm. Clothing, carpets, and curtains are examples of everyday thermal insulators. Add the word insulators to the poster.
• Activity: insulation demonstration
Items needed: large bowl of ice water, Ziploc bag, shortening
Child should put hand inside the bag. You may use a rubber band to secure. Smear the outside of the bag with a thick layer of shortening. At the same time, have the child place both hands into the water. Tell the child to remove hand when it gets cold. Discuss how the shortening acts as an insulator, keeping the hand from getting as cold as the other hand.
Whew! If you are still with me, bless you! I know in a regular Share class period, I would not have gotten all this done, but we do fill our meetings, as much as possible, with hands-on activities. Because it fits well with the topic and because the temperature is forecasted to be above 80 (!) on Friday, her is one last project for you science-loving moms out there. Let me know how it goes.
• Solar oven:
1. Looking for items that produce heat: stove, toaster, iron, sun, candle
2. Warmer or hotter, cook, sun
3. heat, food, sun, thermometer
4. Child’s answers written or dictated
March 3, 2020
We began our study of energy today, by defining it (the ability to do work), learning the two types (potential and kinetic), and discussing many of its forms. I used the illustration of many forms of chocolate (candy, cookies, cake, cupcakes) to try to explain the variety of forms of energy. We listed and talked about several. After spring break, we will be doing activities to learn more about heat, light, and sound energy. I hope the cup rockets made it home in no more than two pieces. I used them to demonstrate potential and kinetic energy (and to have FUN!) Thanks go to Mrs. Sonya for the idea. Please sign the progress reports and return to the yellow folder so they are sure to make it. back to Share after break.
The only homework over spring break is to watch the following video about energy transfer. I suggest watching it the Monday before classes resume (or rewatching).
February 25, 2020
Today was race day in science and the final day that we will talk about simple machines. I was very proud of all of the students and their cars. Trophies (albeit small) were given to the race winner in each class and the “best of show” ribbon went to the student whose car was chosen by unbiased judges (Mrs. Johnna and my teen helpers) as the bet decorated. The winners are as follows:
K race winner-Evie, best of show-Ian
1st yellow race winner-Ezekiel, best of show-Della Rose
1st green race winner-Kent, best of show-Winston
2nd race winner-Harper, best of show-Chase
We finished up with a worksheet as a simple machine review. I was pleased to hear all that the students remembered about our unit. We will finish out the year studying energy.
Homework for 1st and 2nd grades:
complete simple machines cut and paste sheet (in notebook, cut outs are in yellow folder)
Watch the following video about energy: https://www.youtube.com/watch?v=Q0LBegPWzrg
Complete the energy worksheet in the notebook (list three household items that are powered by electricity, batteries, and the chemical energy created in our muscles.
February 18, 2020
In science today, we covered the wheel and axle and friction (except K, who will learn about friction next week). The students did activities to demonstrate that rolling is helpful in making work easier. They used two types of rolling pins in one activity and in another saw that rolling a brick is more helpful than pushing a brick across a surface. They also moved blocks over several different surfaces to see how surfaces have different amounts of friction. In each student’s yellow folder, you will find parts to construct a clothespin car. Next week, as we wrap up our study of simple machines, we will have races with the cars, so PLEASE remember to send them next Tuesday.
ALL CLASSES: Construct the car by following directions at this link: http://almostunschoolers.blogspot.com/2010/12/clothespin-button-racer.html You will need to provide a small piece of tape, but everything else is in the bag. Bring back your car to race with your class. You may want to put it in a small box so it isn’t damaged in the backpack.
1st and 2nd grades:
Read wheel and axle info below.
Complete wheel and axle page in your notebook.
Look over all simple machine info to prepare for a class review.
Wheel and axle:
Are made of only two parts
The wheel is round with a hole in the middle
The axle is a rod that is inserted through the hole and makes the wheel turn
Makes work easier by helping to move or turn things faster
Answers to wheel and axle page: wheel, axle, move objects faster
***Consider setting a reminder to send the car on Tuesday. Your student will be very disappointed if they are not able to race.
February 11, 2020
**I apologize that I am posting late. I’m having technical difficulties.
Today we learned about pulleys. We read the book “Pull, Lift and Lower” and learned about different uses for pulleys. I told the students that, although pulleys are very useful, they will be harder to spot, as we don’t see them as often as some other simple machines. I had three activities planned, but only two were successful (such is experimentation). First, students lifted a fifty pound weight using a single pulley, only redirecting our effort. Then they lifted the same weight using 4 pulleys at once. They realized this was much easier. Our second activity was using a sideways pulley similar to one that may have been used as a clothesline in a city. The students were able to pull in a little treat as the pulley line was set up across the classroom.
I left the homework sheets for 1st and 2nd grades in my printer at home so please print out the page below, only using one copy. The answers are: wheel, rope, sideways. Each week, if you have time, it would be a good idea to go over previous machines.
February 4, 2020
I hope you got a lot accomplished or at least some of you are feeling better after your extra day. I am attaching a pdf for homework. There is a fact sheet that can be read by or to all students, a fill in the blank page for 2nd (required) and 1st (optional). There are 3 pages for labeling or matching simple machines. Please choose the one that best fits your child. Kindergarten, you are welcome to do any pages but not required.
January 28, 2020
I try to begin our class periods with a short review of what we have been studying. I am so proud of the students because so many are able to answer questions about work and force, as well as the simple machines we have covered. Our simple machine of the day was the wedge. Each class had fun with three different activities: moving a cube and a wedge through rice (in some classes the majority of the students thought the cube moved easier than the wedge…such is science!), dropping a sharpened and a dull pencil or crayon onto stretched tp to see how the wedge-shaped pencil made holes, and seeing apples cut by knives (wedges) and an apple slicer (multiple wedges). They also compared being an apple slice with their front incisors and their back molars. In each class, there was a contest between the children who brought their catapults. The following students won in their classes:
Good job everyone!
First and second grades: Complete the wedge page in science notebook after going over the following facts:
A wedge is made up of two incline planes that form together to create 1 sharp edge.
Wedges push two objects apart or cut an object into pieces.
A wedge can also be used to hold an object in place (like a door stop).
Answers: sharp, two, cut, hold
January 21, 2020
Our topic today was levers. We read a book called Simple Story of the 3 Pigs and the Scientific Wolf, a story in which the Big Bad Wolf’s son, tries to catch and eat the 3 daughters of the Three Little Pigs. The wolf uses many different simple machines, but happily is unsuccessful and finally outsmarted by the pigs. Many children recognized the simple machines in the story, some that we’ve studied and some we haven’t. All classes got to learn and experiment about all the classes of levers (see what I did there?) I told a story about the Lever brothers, EFL, ELF and FEL. Using the letters of their names we learned to determine what class a lever is by looking at where the fulcrum, load and force are. Honestly, it was a bit of info to absorb but when we got to the hands-on part, everyone had fun. Students built small balance boards as examples of first class levers, lifted a heavy bucket of rocks with a second class lever and learned that a broom that many said they used at home is actually a third class lever.
***Note to K parents: You may have noticed that we are not adding a lot to their notebooks. Because I am with them during the last hour, we have to spend some of our class time gathering everything to send home. I want to include a little paper and pencil practice but will always choose hands-on activities first. Just because you don’t see a paper, don’t worry that they aren’t doing anything. Check below for some fun homework.
First and second grades: Complete the Lever page in your notebook after the following lever facts:
A lever is made of a stiff bar that rests on a fulcrum.
The bar moves but the fulcrum generally does not. (It may pivot or move slightly.)
A lever helps to lift or move something or to pry things apart easier.
Answers: stiff bar, fulcrum, lift, pry (We did not get to this today so please explain).
All classes: in your yellow folders you will find a baggie with popsicle sticks and rubber bands. Please follow this link https://kidsactivitiesblog.com/28871/catapult-for-kids-to-make to help your child construct a simple catapult. If the link doesn't work, please copy and paste, The only thing you’ll have to add is a lid from a milk or water jug. If you can, please send back next week for a little friendly competition ; )
Next week, we will learn about wedges.
January 14, 2020
In science today we reviewed work and force and then began our look at simple machines. The children learned about inclined planes or ramps, leaned that stairs are a type of inclined plane. To practice using inclined planes, they had fun racing cars down a track with varying degrees of slant. We also learned about screws. Although it’s a bit of a difficult idea to understand, the children learned that a screw is an inclined plane around a cylinder. To practice with screws, we first compared nails and screws and then practiced putting screws in wood and removing them. I was impressed with how hard the children worked. Kindergarten students may enjoy the video below.
Homework for first and second grades:
Read the facts below.
The first and second graders put their homework sheets in their notebooks. There is a “work” sheet, as well as sheets about an inclined plane and a screw. Below are the answers for the sheets.
Watch the following video about ramps:
Simple Machine Facts:
Work is the movement of an object using force.
Force is the push or pull on an object.
A machine is a tool that helps us do work.
A simple machine is a machine with few to no moving parts.
An inclined plane is a flat surface that is higher on one end. Another name for an inclined plane is a ramp. It helps you move an object to a lower or higher place.
A screw is made from an incline plane that winds around a cylinder; it has ridges unlike a nail. It helps you hold objects together. It can also create holes.
Work or Not Work?-students should try the activities and decide if each activity is work or not. Remind the students that work means something is moved using force. We will go over this page in class.
Inclined Plane-higher, higher, lower
Screw-inclined plane, hold, holes
For both inclined plane and screw, help your child find examples of each around your house. Some examples are roof, stairs or steps, ramp, slide or bathtub (inclined planes); light bulb, jar lids, bottle caps (screws). Write, dictate or draw the examples on the page with the worksheet.
Email with any questions:
January 7, 2020
Happy New Year and welcome back! Today was a good day. In science, we did more paper and pencil work than usual. We are starting a study of simple machines and today was the day to lay the foundation. Each class learned the scientific meanings of work and force. We also talked about machines and I introduced simple machines. In the notebooks, students in 1st and 2nd copied terms and their definitions, as well as wrote or drew pictures of their ideas about each word.
First and second grades: In notebooks, please make sure that there are three pages that have the following information on them. Some were finished in class, but please make sure that your child’s are complete. The pages should be as follows: Work-the moving of an object using force; Force-push or pull; Machine-a tool that helps us do work.
If you have not already done so, please return the signed progress reports.
Email with any questions:
Today we had fun learning about chemical reactions. First we talked about the difference between chemical and physical reactions and how to tell the difference. Then we performed two experiments to see chemical reactions at work. First, we made elephant toothpaste. Then we cleaned dirty pennies with a very unexpected substance. Ask your student to tell you about it. Either activity would be easy to do at home. You can google elephant toothpaste and email me if you want the particulars of cleaning pennies, but its really just soak the penny in ketchup for several minutes, then clean off.
The kindergarten started the cut and paste worksheet about chemical and physical reactions in class. The two parts are in the yellow folder if you want to complete it at home. You will need to talk through the sheet with your child. During out class today, we had a fire drill. Everyone lined up and followed directions as we left the building. I explained what a fire drill is, but your littles may still have questions.
Homework for 1st and 2nd grades:
Read the Chemical and Physical Changes handout (in notebook). Parents, please discuss with your student the difference and go over the examples.
Complete the cut and paste activity (in the yellow folder). When it is done, put it into the notebook, after the handout.
This is the last of our homework until January. When we start back up, we’ll enter into a brand new topic.
***Remember, no Share next Tuesday. We will see you on Dec. 3. Watch for Christy’s email about the Christmas party day. Happy Thanksgiving!
November 12, 2019
Today we learned about mixtures and compounds. Very simply, mixtures can be separated into their original parts and compounds cannot, as they are a brand new substance. To illustrate, we used trail mix and crackers. The students mixed up the trail mix, then separated it into its components. They learned that although it takes several ingredients to make crackers that once those ingredients are mixed and go through a chemical reaction (in an oven) they can no longer be separated back into the individual ingredients. Sorry if that sounds confusing, but the children got it!
Next week we’ll be creating some chemical reactions.
First grade homework: In the yellow folders, there is a blank form. It is for doing a very simple project learning about one element. I am attaching 2 pdf documents with instructions. One is for first grade, the other for second. Below is a list assigning an element to each child.
Adalynn- lithium Ela-phosphorus
Della Rose-boron Ezra-Chlorine
Weston- beryllium Wells-chromium
Second grade homework:
in the yellow folders, there is a blank form. It is for doing a very simple project learning about one element. Use the attached pdf labeled 2nd as your guide.
Follow this link to learn about elements, mixtures and compounds: Students may write down their guesses and corrections or just talk through with mom or dad. Remember, keep it simple. You’ll notice that this is meant for 8th graders, so we are just skimming the top.
*Students will be asked to tell the class about their element. I am always happy to help read or explain if anyone is uncomfortable. Another idea is to bring an item made of the element or in which the element is used.
**You may use the online periodic table from last week.
Email me with any questions:
Here are the instructions PLEASE USE A COMPUTER TO VIEW THE PDFs, NOT A PHONE. First grade on the left, second on the right.
November 5, 2019
Hello everyone! Well, I hope I still have my students after today. Our topic was the Periodic Table and, yes, that is a bit unusual for K-2nd. Keep in mind that my goal is to introduce many different science topics so that as the students get older, they will build on what they have learned. I found a wonderful kid’s version of the PT that I will share in a bit, but I believe it made the subject a little less overwhelming/more interesting. I have heard from some of you that you are excited about the direction of our science this year and I am, too!
The kindergarten class brought home a printed copy of the PT I found. In class, they investigated the pictures and had lots of questions. We also built atoms and talked a bit about the different shells and how many electrons each could hold. I don’t think I have mentioned before that, when we have time, we end our day at Share singing. Everyone seems to enjoy this and it gives our helpers time to help the children gather and load up.
The first and second grade classes colored a PT, discussed periods, groups and families.
Homework for first and second grades:
For first grades, this is optional but I very much hope you will help your child give it a try. For second grade, it is required.
In the yellow folder, there are two docs. One is reading material about the PT. Please read and highlight or underline interesting ideas. The other is a PT Scavenger Hunt. You will use this kid’s PT to complete the hunt: https://elements.wlonk.com/. Parents, I mentioned the keys on the PT, but you may need to explain them further.
Please from now on, add completed homework to the science notebook. You may use glue stick or staple at the top. This will help so much because adding things takes up a lot of class time.
Some classes received a blank sheet with blocks on it. You may leave this in the yellow folder for next week.
Email me with any questions: firstname.lastname@example.org.
Today we moved on to molecules. Our new words today were molecule and bond. We discussed in each class how a molecule is formed when atoms join together and that atoms are joined together by chemical bonds.
Kindergarten students had fun forming molecules on the floor with paper plates and craft sticks, and then with gumdrops and toothpicks.
First and second grade classes learned the two new science words and drew a molecule. The students practiced reading molecular formulas. Then all classes used example cards to make several molecules.
First and second grades homework:
You will find two sheets in the yellow folder. Read the page about molecules and bonds. First grade should write two facts at the bottom of the page and second grade should write 4 facts. Facts can also be new words.
Complete the second worksheet by filling in the missing molecular formulas (letters) or structural formulas (pictures).
Please email with any questions: email@example.com.
Our topic today: atoms! My goal is to introduce and familiarize just a little…and I think it went well. Hopefully, your students can tell you a bit about atoms and can recognize some new words.
I found a great little book, What Are Atoms? By Lisa Trumbauer. Its small and short but packed full of good info about atoms and molecules. I recommend it if you are building a science library or have littles coming behind. All classes learned that an atom is made up of protons, neutrons, and electrons and all classes made an atom model.
Next week, we will learn about molecules. I really can’t believe how excited I am to be teaching this!
Kindergarten students should have a drawing of an atom in the yellow folder. Please add it to the science notebook.
Read or listen to the selection below and fill in the answers on the What Are Atoms (found in yellow folder). Parents, here are the answers in order: atoms, microscope, 3, nucleus, protons, neutrons, electrons.
Everything in the world is made of atoms. Atoms are very, very small. They are smaller than an ant. They are smaller than a grain of salt. They cannot be seen, even my a microscope. All atoms are not alike. Atoms are the building blocks of all matter on the earth. As we learned before, matter makes up everything around us. We are even made of matter!
Atoms have three parts: protons, neutrons, and electrons. Protons and neutrons stick together in the nucleus (or middle) of the atom. Electrons move around the nucleus.
Not all atoms are alike. They have different numbers of protons, neutrons and electrons. There are also different kinds of atoms that make up different things.
After answering the questions, the children should draw an atom on the bottom of the page.
Complete the Atoms homework page (in the notebook). There is a word bank so I’d like the students to try to answer from memory. If they need help, they may read the selection above in First Grade.
I am happy to say that I amazed most of your children today! We learned about gases. The facts I hope they took away are that most gases are invisible and that gases take up space. We did two fun activities/experiments in class and had root beer (no better way to illustrate carbonation). Both the activities are simple but because of limited time and lots of students, we couldn’t be as hands-on as I would have liked. For that reason, I am including instructions to try these two at home. The supplies are things you already have or are easily and inexpensively available.
Be sure to check the yellow folder each week and be sure that your child has the folder in his/her backpack each Tuesday. This is the best way to insure that important things (like PROGRESS REPORTS) make it home to you and back to Share to us. Speaking of progress reports, please read, sign and return to the yellow folder in the backpack so it’s ready on the 22nd. With one quarter behind us, the children have done a very good job adapting to the rules and routines of Share. All of us have been extra patient while our classes settled in. As teachers, we only have minutes each week with each class. We want to make the most of each of those minutes and want to spend less time correcting and trying to get a class’s attention. Give your students a heads up that when we return, we will be giving fewer warnings about rule following before writing names down.
You will need: Empty water bottle, drinking straw, small amount of modeling clay, balloon, water, water-safe place (near the sink is perfect). Make a small hole in the water bottle, approximately halfway down one side. Make the hole just big enough for a straw. Insert the straw toward the bottom of the bottle. The end on the outside of the bottle should point up at an angle. Use a small amount of modeling clay to wrap the straw where it exits the hole on the outside of the bottle. You may have to work a bit to make sure it seals any leaks. Fill the bottle 3/4 full of water. Blow up a balloon and pinch closed. Stretch the mouth of the balloon over the mouth of the water bottle, while still pinching the balloon closed. Now let go of the balloon and see what happens!
You will need: empty water bottle, several Alka Seltzer tablets (we used 7 in one class…I wanted to try more but we were indoors), water, a deflated balloon, water. Fill the bottle 2/3 full of water. Break up the tablets into pieces small enough to fit into the bottle, but not too small. Put the tablet pieces into the water and QUICKLY stretch the neck of the deflated balloon over the neck of the bottle. Watch the balloon. ***If you use more tablets, I advise doing this outside or maybe in a bathtub, just in case.
FIRST GRADE-Read page 27 in your science notebook (Interesting Facts About Gases for Kids) and write 2 facts you learn on the lined page 28. Complete the What is a Gas? Page 30.
SECOND GRADE-read Interesting Facts About Gases for Kids and write 4 facts on the lined page. Complete the What is a Gas page (in yellow folder) and glue into notebook.
I hope you all have a wonderful fall break!
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August 20, 2019
Grace! My word for the day is GRACE! My carefully planned science lessons gave way in some instances to first day fun with lots of introductions and explanations. I give you my word that more science will be covered in the future.
Kindergarten-I have this class at the end of the day. We did have time to do a fun bubble wrap experiment and a bubble wrap art print. Because they were wet, they’ll come home tomorrow. If you are looking for your child’s yellow folder, look no further. In all the commotion, I did not get them into the backpacks. I will do better next week. Please look over pages 2 and 3 in your notebook, simplify the ideas, and pass them to your child. The main points are safety will be important so listen and obey, and take care of your notebook.
First grades-I had the most time with these classes, so we got the most accomplished. We talked a little about what science is and then we did an experiment using milk and food coloring. For homework, read over pages 2-4 with your child (feel free to simplify 2 and 3) and your child should complete page 6, How Do We Use Science? Do so by discussing this with your child, and either having them write your ideas on the page or having them dictate to you. Additionally, please print out, tear out of magazines, or draw illustrations of their ideas.
Second grade-Sadly, since I have this class first, we didn’t get as far as I had planned. We did discuss what science is and highlighted the main ideas in the reading on page 4. For homework, please read over pages 2-4 with your child (feel free to simplify 2 and 3) and complete page 6 How do we use science? Do so by discussing this with your child, and either having them write your ideas on the page or having them dictate to you. Additionally, please print out, tear out of magazines, or draw illustrations of their ideas. This class did not have time to do the experiment so if you would like to do it at home (very very simple), email me and I’ll send the instructions. If not, no worries.
We will be doing experiments or activities each week.
If you have questions about assignments or anything else, please
EMAIL me (firstname.lastname@example.org).