Introduce the Primary Goal by piquing - PDF document

Introduce the Primary Goal by piquingEn
Introduce the Primary Goal by piquingEngage in open-ended dialogue related¥ Show students and array of thermometers(and photos of them). Through , discuss the Primary Goal: Whatcold the air is) How are these thermometersdifferent? How are they the same? Have youever used any of the thermometers that yousee? What kind was it? Why did you use it?thermometers work?¥ The end result of the discussion should bea need on the part of students to explore orsolve questions. Encourage children

to come¥ Throughout the activity give c
to come¥ Throughout the activity give children of time to think and wonder before offeringanswers. And remember, every answershould be treated as a valuable contribution.thermometer out in random order on a table.thermometer. Finally, guide students in using1) Fill the bottle to the brim with water. AddTightly seal the bottleÕs neck.5) Watch the colored water rise in the straw.Dump out any excess water so that the waterfills only half the straw.6) Your thermometer is now ready forM

ISSION: MAKE A STRAW THERMOMETERCADETI
ISSION: MAKE A STRAW THERMOMETERCADETIntroduce the Primary Goal by piquing Engage in open-ended dialogue related¥ Go outside on a breezy or windy morning.What is the weather like today? (sunny,rainy, cloudy, windy) How can you tell thatitÕs windy? (Sun and/or rain and/or cloudsvisible) How can you tell itÕs windy? Can yousee the wind? How do you know that itÕswindy if you canÕt see wind? (air on face,blowing hair or scarves, swaying trees,things can tell us if itÕs windy? How can

you¥ The end result of the discussion sh
you¥ The end result of the discussion should bea need on the part of the students to explore¥ Throughout the activity give children of time to think and wonder before offeringanswers. And remember, every answershould be treated as a valuable contribution.Depending on your class and comfort level,you can purchase and cut lengths of dowelsyourself, or work with students, a saw, andrough parts of their dowels/sticks. This project1) Decorate lengths of wood (dowels, pencils,broomsticks)

with colorful tape and/or createCADET
with colorful tape and/or createCADETPrimary Goal: Children will learnabout Form and Function by inquiringabout cloud composition, formation,shape, color, and precipitation.Primary Objective: Children will useNATIONAL SCIENCE EDUCATIONSTANDARDS MET BY THIS MISSION:¥ Earth and sky ¥ Property, position,MISSION VOCABULARY:Shape, Color, Dust Particle, Waterdivided into several shorter periodsflexible Ð childrenÕs inquiry of cloudsPREPARATION CHECKLIST:Tall, clear plastic bottles with

flat bottomsPens or permanent markersPa
flat bottomsPens or permanent markersPaper or Weather/Science Journallibrary at zula.comTIntroduce the Primary Goal by piquing¥ Go outside and look at the clouds in the sky., discuss the PrimaryHow do you think theyÕre made or formed?LetÕs make some sound effects!rubbing their hands together.2) After 20Ð30 seconds, children should startsnapping fingers. (ItÕs okay if some stick with3) After 20Ð30 seconds, children should startsnapping clapping hands on thighs. (ItÕs okay4) After

20Ð30 seconds, children should startstam
20Ð30 seconds, children should startstamping their feet. (ItÕs okay if some stick withneed on the part of the students to explore orof time to think and wonder before offeringanswers. And remember, every answer shouldÒoff topicÓ or makesTView, read about, and discuss thisinformation, research (books, video clips, pictures),fulldome show.what theyÕre made of, and how they form:Q: What do clouds do? (make rain, snow,think it might do later. Then read a briefweather forecast for the

day.Connect responses to childrenÕs MISS
day.Connect responses to childrenÕs MISSIONIGNITION observation and discussion.they think will fall. Make a chart of theirTSupport and facilitate studentMISSION VOCABULARYchildren describe concepts in their own words.quantify, discover and observe.inside the bottom of the bottle. Explain that thetop of bottle is the funnel and the bottom is thecollection container. by Tomie de Paolaby Roy Wandelmaierto make sure their gauges donÕt tip over (dig shallow holes with5) Secure gauges

so they wonÕt tip.6) Later in the day,
so they wonÕt tip.6) Later in the day, collect the gauges and measure rainfall with rulers.7) Compare these results with the childrenÕs estimates.TEnrich and extend content by supporting childrenÕsunderstanding of the Primary Goal, its connection to otherReview results, analyze, record and infer, use deductive1) Rain, Rain, DonÕt Go Away Mission: up with a long-term plan for measuring water. How long do theyresults? Make a beautiful class chart/mural and incorporate other2) Hats

off to Sleet, Hail, and Snow: Your class
off to Sleet, Hail, and Snow: Your class can measure morethan one type of precipitation! (You will not need funnel tops forsnow, so store these for future use.) Ask why the funnels are notinches) of water.together and to track their accuracy.Support additional learning about clouds with the Chartcompleted the Create a Cloud in a Jar activity. First, children willdiscover what clouds are and how they form. Then they will seeTEmpower students to express their conclusions and determin

eDraw conclusions, assess learning, eva
eDraw conclusions, assess learning, evaluate what theyÕvetheyÕve discovered and how.about clouds? (what they do, what different kinds there are, etc.)Use their comments to reinforce the Primary Goal. Ask what elseactivities and information, log onto zula.com. Celebrate a mission accomplishedchildren to color and wear or glue into their science journals.© 2007 Zula® USA, LLC. All rights reserved.oceans to get water.are in the air condense with a tiny bit of dust thatÕs alsoin the a