Graphic organizer anyone? I love a T-Chart, KWL, Word Diagram, Tree Map, or Bubble Map in the classroom! Graphic organizers are a powerful tool for students to extend and deepen their understanding in the classroom. Graphic organizers allow students to … Continue reading
As a former reading teacher, I am always looking for ways my students can become better readers. One of the ways they do this is become exposed to as many words as possible and look for words everywhere! Have you … Continue reading
Do your students like games? Are they willing to learn without realizing they are learning because it feels like a game? I know my classes (especially the morning class) will do anything if it is a game. Vocabulary acquisition can … Continue reading
Using new vocabulary words in our daily lingo is a fast track way to making these new words a permanent part of our personal dictionary. So how do we help students use their new vocabulary on a daily basis? The … Continue reading
Vocabulary is one of the most important parts of science and social studies instruction. Students who do not know the meaning of words or have the background knowledge to make connections to, struggle the most with science and social studies. … Continue reading
As a science teacher it is our jobs to teach the information, give students opportunities to explore the standards, and engage the learners in real science! This year I started my cells unit with a great video. The video has dramatic music, but I wanted to make it more dramatic, SO not only did we turn the lights off and turn the volume up, I read the words that come across the screen in my best and most serious dramatic movie introduction voice.
Then we began our unit. We talked about the standard, achievement descriptors and I gave them a few teasers on what was coming their way (Fear Factor lesson, growing mold, and medical masks). We also put our vocabulary into our journals (I still haven’t found a way to do digital interactive notebooks, but I am open to suggestions) You can grab my vocabulary packets (which also have the standard posters in them) for these two units here and here. They will be on sale until February 1st!
We will look at several power point presentations during this unit, but that is not the focus I want to give you. We used technology (computers, cameras, microscopes) to look at cells. My new school had several prepared slides for the kids to look at cells under microscopes and I had a few slides to share with them also. While I was pulling kids up to the microscopes the rest of the kiddos were playing games with our vocabulary words on Quizlet. You can access my word set for FREE here. If you haven’t used quizlet before, now is the day to start. As a teacher you type your words and definitions in and share the link. Quizlet does the rest! They make several games and activities out of the words you enter in. My students love it and we have access without a username or password because my word sets are not private.
We start looking at the organelles of the cells using Jennifer Findley’s FREE poster resource found here.
Then we complete a webquest here. I like for students to have as few struggles as possible though, so I offer diagrams for my students who do not want to draw. Smith Science and Lit has a great set of FREE plant and animal cell diagrams here.
After this we really get into the hands-on stuff!!!!! Eeeeekkkkk!!! I love hands-on learning and so do my students!
My students had done the glow germ lesson before, so I wanted to do something different. I started the lesson with putting on my lab coat (one of my new “costumes” for teaching), lab safety glasses (the kids each had a pair to wear too!) and medical mask! We talked about sneezing and the different ways kids sneeze (uncovered mouth, Kleenex, into their hands, into their sleeve. Then we started our lesson!
Each team had a piece of large white construction paper (I would have preferred white bulletin board paper but we didn’t have any at school —also next year I will have 4 different sheets of paper for each table), a spray bottle with water and food coloring in it (I did all different colors, but that didn’t matter —next year I will not use yellow because it didn’t show as big of an impact), a Kleenex (they really need about 5 Kleenex though), a piece of a T-shirt (I used gray this time because it is what I had with me, but next year I will use white), and a latex glove.
We used a spinner with the four different options on sneezes today and did 20 spins for the 20 sneezes. Next year I will do 5 sneezes of each type onto their own piece of paper for better scientific analysis.
When we landed on uncovered sneeze, the students simply sprayed the paper with the colored water. When we landed on sneezed into hand, the students sprayed the glove (on one of their hands) and then touched the paper once. When we landed on sneezed into sleeve, the students sprayed into the piece of T-shirt. When we landed on sneezed into Kleenex, the students sprayed the Kleenex and then crumpled it and set it on the paper.
We talked about which one had the least spread of “germs” (colored water), which one had the most, why they should cover their mouths with something when the cough, sneeze, or having a runny nose, etc.
It was a great lesson! They had so much fun with it! And the safety glasses and masks were a hit!
Fear Factor Lesson
I started with a Google Slide presentation on the board that had the Fear Factor logo on it. I also played some dramatic music. You can find a YouTube video of the Fear Factor theme music here. I used blind folds to add to the intensity of the moment, but I didn’t blind fold the students until I explained how the game would work.
Students would roll a dice to get a random number. Each number on the dice correlated to a edible microorganism. I promise that none of the foods will cause them to be sick or die, but that they may or may not taste very good. Then we put on our blind folds!
My six foods are:
- vanilla yogurt
- blue cheese crumbles
- bakery fresh bread (yeast!)
With each student, I place a die in their hand and have them roll it. Then I give them the food that they have rolled. Some of them feel all over it. Others smell the food. A few will decided not to eat what they are given. Others will dive right in!
We have a great discussion afterwards of why foods would have microorganisms in them, like bacteria.
As I continue to share new products, especially the vocabulary packets, I want to highlight a different part of the packet each time.
Today’s packet is over World War I and the piece out of each packet that I use no matter what is the interactive notebook pieces.
I have used these two different ways. 1. I have students cut out the pieces with the word and definition attached. We then fold them and glue one side down. We write the word on top so that they can see the word, try to remember the definition, and then flip it open to see the actual definition. 2. I have students cut out the definition and put a post it note on top of it (like pictures).
Teaching fifth grade this year means I am creating a TON of stuff…it is exhausting! I just finished the second nine weeks worth of Teach 5s last week and you can find them here. If you are not sure what … Continue reading
Last year I began to involve journals into our everyday lessons in math, science, and social studies. I found several FREE resources for social studies, but did not find as many for science, SO…
I have made THREE FREE vocabulary sets for third grade science! Each set of vocabulary includes the words and definitions to be matched. Students could use these as a concentration game in a center, or as a matching activity in a journal.
I plan to use the definitions only and post it notes to go over each definition with the word written (or maybe printed—if I can figure out how to print on post it notes) on it. This allows students to continually quiz themselves in their journals.
Click on each of the links below to get this free resource: