Lesson Plan- Inquiry Based Science Classroom
Inquiry-Based
Science Lesson Plans
Based on
First Grade Idaho
Introduction:
The following inquiry-based
science lesson plans are designed to address first grade Idaho science content standards. The lessons
are intended to encourage students to think beyond rote memorization of
information. Teachers should use these lessons to encourage students to think
critically about what they are learning; to ask questions and to seek answers.
First graders who have not yet experienced this type of lesson design will
require encouraging to move beyond yes/no, right or wrong answers. Students should
be encouraged to make predictions, explore a variety of answers to questions
and to problem solve. Students should learn to develop critical thinking
skills, provide well thought out answers and to defend their answers. Finally,
students must learn to work cooperatively with each other, explore the ideas of
others, work together to solve problems and find answers, make and record
observations and communicate results.
Kim
Thomas
April
6, 2013
Title
Introduction to Pumpkins
External Pumpkin Data
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Standard:
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Goal
1.2: Understand concepts and processes of evidence, models and explanations.
1. S.1.2.1 Make observations, collect data and use data. (543.01.a)
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Engaging
Question/Activity:
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Introduction: Read one of the following:
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Pumpkin Circle: The Story of a
Garden by George Levenson
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From Seed to Jack O'Lantern, by Hanna Lyons Johnson
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Pumpkin,
Pumpkin, by Jeanne Titherington
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If one of these books is not available an electronic version of
Pumpkin Pumpkin can be shown on: https://www.youtube.com/watch?v=l1gs4yFfRyQ
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The following video on the life cycle of the pumpkin may also be
chosen. http://www.youtube.com/watch?v=iXLnCd4JMH4
What do we know about pumpkins? Draw a KWL chart on white board (or smartboard).
Have students brainstorm everything they know about pumpkins. Next fill in
“what” we want to know about pumpkins. (May need to model “what” for
students, “How many seeds are inside? How long do the take to grow?) Have
several pumpkins at front of room of various sizes. (This is the beginning of
a unit on pumpkins and this question will be referred to throughout the unit.
This is the first lesson in this unit.)
First Lesson of unit: Focus on describing pumpkins, weighing pumpkins,
measuring pumkins.
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Demonstration:
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Demonstrate
“Estimating” How much will the pumpkin weigh? How big around do I think the
pumpkin is. Demonstrate how to use the scale to weigh, how to use a piece of
yarn to measure. Demonstrate how students will work in cooperative groups to
weigh, measure and record pumpkin data.
Review science center rules. For
this lesson remind students of the importance of washing their hands after
handling the pumpkin.
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Group
Activity:
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Divide students into
groups of 4
Materials: Scale, paper, pencil, yarn, scissors, yard
stick 3-4 pumpkins of varying sizes
and types (cooking, carving, small decorative)
Students will work
together to estimate how much each pumpkin weighs, record their estimate,
then weigh the pumpkins and record the weight of each pumpkin.
Students will work
together to wrap a piece of yarn around each pumpkin and then cut the yarn
and measure the yarn on the yard stick. Students will record the measurement
in inches on their paper.
If students finish early,
they can arrange the pumpkins from largest to smallest, heaviest to lightest.
(Future centers will
include documenting the appearance of the outside of the pumpkin. These
measurements and observations will later be compared to what is found inside
each pumpkin.)
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Effective
Questions:
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1. Was the heaviest
pumpkin also the biggest around?
2. Which pumpkin do you
predict will have the most seeds? Why?
3. What is another way
you could measure the pumpkin? (Answers might include: wrapping arms around
pumpkin, tape measure, use ruler or cubes to measure height, etc.)
4. Thinking about the
size of the largest and smallest pumpkins, what do you think caused one to
grow so large and the other to stay so small? (Answers might include:
Different kinds of pumpkins, water, soil, fertilizer, sun, air, etc.)
Class will review their
data as a group in teacher led discussion. Data will be saved and used to
graph which pumpkins hold the most seeds, have the thickest “meat,” etc.
during future lessons.
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Title
How Plants Grow
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Standard:
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Goal
1.2: Understand constancy, change and Measurement. 1.S.1.3.1 Measure in both
standard and non-standard units. (543.02.b)
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Engaging
Question/Activity:
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Introduction: Read the following:
The Tiny Seed by Eric Carle
or use the electronic
version
One of the plants in the
story grew faster than the other, one stopped growing.
How can we know our
plants are growing?
How can we compare which
plants are growing fastest?
Have students brainstorm
solutions to the problem posed. Once students reply that the plants could be
measured guide them toward tools that could be used to measure the plants.
(standard and non-standard tools. Rulers, paper clips, pencils, crayons, erasers,
unifix cubes other classroom supplies.)
(This lesson is part of a
larger unit on plants. Seeds from the pumpkin unit can be planted, or lima
beans or grass seeds could be planted.)
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Demonstration:
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Using a plant and an
object such as a paper clip, show students how they will use an object of
their choice to measure their plant. Have them record the object used and the
number of objects required: “My plant is 5 unifix cubes tall.” Next show
students how to use a ruler to measure the size of their plant to the nearest
inch.
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Group
Activity:
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Materials: Student plants, rulers, classroom materials such as paper clips,
unifix cubes, etc. recording worksheet and pencil.
Students will work in
pairs to measure their plants with classroom items and then rulers. Students
will record their results on data sheets. Students will compare the height of
their plants and document other similarities and differences between their
plants. (Which plant has more leaves, bigger leaves, etc.) Students will
record their observations on their data sheets.
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Effective
Questions:
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1. What tools did you use
to determine the height of your plant?
2. Was your plant taller
or shorter than your partner’s plant?
3. Why do you think one
plant grows faster or larger than the other?
Watch the following video
about what plants need to live:
What did you learn that
might explain why one plant is larger than the other?
(Follow up lessons will
include taking regular measurements of plants, comparing plant growth,
graphing results, etc.)
(May also use a digital
camera to take photos of the plants each week and post in a timeline on a
bulletin board to compare growth.)
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Title
Exploring past, present and future with
“Mike Mulligan and his Steam Shovel”
By Virginia Lee Burton
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Standard:
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Goal
1.4: Understand the Theory that Evolution is a process that relates to the
gradual changes in the universe and of equilibrium as a physical state.
1.S.1.4.1 Explain the concepts of past, present, and future. (543.03a)
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Engaging
Question/Activity:
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Introduction: Read the following
Mike Mulligan and His Steam Shovel by Virginia Lee Burton
This version of the story
set to music may also be used:
Point out/emphasize that
Mary Ann the steam shovel was replaced by newer technology. Explain that
scientists are always inventing new machines, tools, computers, etc.
Have students brainstorm
things they have seen that have become old and outdated and new things that
have replaced the older versions.
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Demonstration:
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Show the following You
Tube videos to demonstrate what Mary
Ann the steam shovel looked like https://www.youtube.com/watch?v=8a65RHDgUuo
and what a
modern day backhoe looks
like
Use one of the
following to demonstrate the evolution of technology:
·
Show students
an old manual type writer, an old electric type writer and the
computer/keyboard, IPAD, tablet, etc.
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Show students
an abacus, old adding machine, calculator, etc.
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Show students
an old phonograph, record player, transistor radio, tape player, CD player,
MP3 player, etc.
Talk briefly about how
each of these items is an improvement on the older version.
(Many of these items can
be found in attics, thrift shops, and the school district warehouse)
You may also ask
friends/parents to share antiques (an old wash board, hand mixer, radio, telephone,
etc.)
Show additional video
clips and photos of changing technology to help students learn to research on
the internet. Search for these photos and videos with student assistance.
(Assuming first graders are still learning to read and write; this is an
important time to model internet research for them.)
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Group
Activity:
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Break students into small
groups. Students should choose a set of objects and order them from the
oldest technology to the newest creating a “timeline.” (Real objects or photos can be used.)
If students get an item
out of order, ask them why they think it is newer/older than the item next to
it? What properties are they using to determine the age of the item?
Students should list one
new attribute for each piece of technology. (Students may need to
manipulate/explore the objects to determine “what is different” or to
identify new attributes. If handling items is not possible, have students
watch a short you tube video of the item.)
(Leave old typewriters
out for exploration. First grade students love to practice spelling words by
typing them on an old typewriter even without ribbon or paper. Students also
enjoy practicing math facts or checking their work on old adding machines.)
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Effective
Questions:
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1. How is the newer piece
of technology better? What does it do more easily or differently?
2. Do you notice a
difference in quality between the older and newer items? Is one easier to use
than the other? Why/why not?
3. Can you think of
something that has changed in your life time? What?
4. What do you use
everyday that could be improved on? Can you think of a way to make it better?
What if I could….?
5. What made Mary Ann
obsolete and the new diesel engine better?
6. Can you think of a way
you could still use one of the older items in your timeline?
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Title
Recording the Weather
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Standard:
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Goal
1.6: Understand scientific inquiry and develop critical thinking skills. 1.S.1.6.1 Make and record observations.
(544.01.a)
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Engaging
Question/Activity:
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Engaging Questions:
What are some ways we can
find out how warm or cool it is outside? (Except all reasonable answers and
write them in a brainstorming list on the board.)
What are some ways we can
measure the temperature outside? (Except answers all reasonable answers
including going outside and feeling the temperature, watching the news, students
may need assistance coming up with the word “thermometer.”)
Show students the weather
channel website and display your local weather. Show students that
temperature and a description of the weather are provided (sunny, cloudy,
raining, etc.)
Tell students that they
will be learning to read a thermometer today so that they can begin recording
the weather.
(This is the beginning of
a unit on Weather. The class will begin graphing the outdoor weather
temperature and the outdoor weather conditions such as sunny, cloudy, rain,
snow. Later students will compare the weather temperature with the weather
conditions.)
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Demonstration:
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Explain that today we
will learn to read thermometers. There a many different kinds of
thermometers. Show students indoor and outdoor thermometers or photos of
various thermometers. Digital thermometers, mercury thermometers, etc. Explain
that we will be learning how to read a thermometer today.
This website sells
inexpensive sets of student thermometers. http://www.highhopes.com/lertemperature.html
Draw a thermometer on the
board. Color in various sections and demonstrate how to read the thermometer.
Have students practice.
Show students a real
thermometer and explain that they will be using the thermometer to measure
record the temperature of three bowls of water. Model for students how to use
the thermometers to measure the temperature and demonstrate how to record on
their data sheets.
Remind students of
science safety rules. The light bulb will be hot, use caution in the science
lab.
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Group
Activity:
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Materials:
Bowl of ice water, bowl of room temperature water, bowl of warm water sitting
under lamp, thermometers, data sheets, pencil. Print and picture
instructions. Warning label that the light bulb is hot. Supervise students
around the lamp.
Groups of 3-4 students in
the science lab at a time.
Students will work
together to measure the temperature of each bowl of water using a
thermometer. Students will record the temperature of each bowl of water on
their data sheet.
(An outdoor thermometer
will now be placed outside the classroom. Students will read the thermometer
daily to record and graph the weather and weather conditions.)
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Effective
Questions:
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1. Which bowl of water was the coolest? Which was the
warmest? What made them the coolest/warmest?
2. How is the light bulb
like the sun?
3. Can you describe what
the light bulb does to the water?
4. How can you change the
temperature of the water under the light bulb? (add ice, move the bowl, move
the light farther away or closer, put something in between the light bulb and
the water…)
5. How does this compare
to the effects the sun has on the earth’s temperature?
6. What helps cool the
earth’s temperature?
7. How can knowing the
outdoor temperature help us? (What to wear to school, can we leave the
windows open, do we need to turn the furnace on, etc.)
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Title
Describing Words
Partner Activity
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Standard:
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Goal
1.7: Understand that interpersonal relationships are important in scientific
endeavors. 1.S.1.7.1 Demonstrate cooperation and interaction skills.
(553.02.a)
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Engaging
Question/Activity:
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Engaging Questions:
What does the word
describe mean? What are some examples of describing words?
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Demonstration:
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Hold up a gourd or squash
and ask students to describe it. Document their descriptions on the board.
Point out that their descriptions were based on what they could see.
Or…hold up a pumpkin and
ask students to provide describing words. Write their words on cards and
begin pinning the cards to the pumpkin. Challenge the class to cover the
pumpkin with describing words.
Explain that today they
will work in pairs. One person will be blind folded. The other will choose a
pumpkin to hand to the partner. The partner will describe what they feel,
smell, hear, etc. The sighted partner will document the blindfolded partner’s
description. The partners will then switch roles.
(Future lessons will
include comparing the descriptions, graph descriptions, etc.)
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Group
Activity:
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Materials: variety of pumpkins. Blindfolds, paper and pencil for documenting
Blindfolded partner will
describe the pumpkin using senses other than sight. Blindfolded partner
should be as descriptive as possible.
Sighted partner should
document their partner’s description.
Students must work together,
communicate effectively, listen, clarify, and cooperate to complete this
task. If students have not developed the skills for writing, the activity
could be adapted so that the partner draws a picture of the pumpkin as
described by their partner.
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Effective
Questions:
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1. Did your partner write
down what you described?
2. Was it difficult to
describe the pumpkin to your partner?
3. When you saw the
pumpkin and looked at the description your partner wrote down, did they
match?
4. What was the most
difficult thing to describe to your partner?
5. What did you notice
about the pumpkin while blindfolded that you hadn’t notice before?
6. Do you think you felt
more details, smelled more, etc. when you couldn’t see it? Why/why not?
7. What were some
similarities between you and your partner’s descriptions? Differences?
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Title
Following Directions
Bird in a Cage
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Standard:
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Goal
1.8: Understand technical communication. 1.S.1.8.1 follow multi-step
instructions. (553.02.a)
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Engaging
Question/Activity:
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Game: Begin
by playing Simon Says. Start with single step instructions until all students
have engaged and demonstrate understanding of the game. Then explain that you
will now give them two step instructions. The students must do both things
Simon says in order. Then change the game to 3 steps, 4 steps, etc. until you
are down to just a few students able to stay in the game.
Explain that in science
it is important to follow instructions, in order. Explain that today they are
going to do an activity and they will need to follow directions, step by step
in order for the activity to work.
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Large
Group Activity:
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Materials: Each student in class needs 2 pieces of paper 2X2 inches each. And a
pencil. Tape for all students in class.
Give instructions in the
following order:
(Do not correct students
who do not follow the directions – this is an experiment to help students
understand why following directions is important.)
1. Put the two papers
together so that all edges match up.
2. Tape two opposite edges
together.
3. Draw a bird in the
middle of one side.
4. Turn it over and draw
a bird on the opposite side.
5. Open an untapped side
and put your pencil up the middle of the two pieces of paper.
6. Roll the pencil
between your palms so that the paper spins back and forth quickly.
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Effective
Questions:
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1. What did you see when
you rolled the pencil quickly between your palms? (Should have seen a bird in
a cage.)
2. Did you see a bird in
a cage? If so, you followed the directions exactly. What do you think would
have happened if you hadn’t followed directions?
3. If your bird was not
in the cage, where was it? Why was it not in the cage?
4. Did you follow
directions exactly and draw the bird and the cage in the center of the paper?
5. Did you follow directions
exactly and tape opposite sides of the paper?
6. What are some things
that could happen in the science lab if directions aren’t followed?
7. Do you think good
things have ever happened if directions weren’t followed? (be sure to discuss
safety issues regarding following directions when discussing the pros and
cons of this answer.)
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Title
Matter – Introductory unit
What’s the Matter?
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Standard:
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Goal
2.1: Understand the structure and function of matter and molecules and their
interactions. 1.S.2.1.1 Describe properties of objects. (545.01.a)
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Engaging
Question/Activity:
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Ask students: What is
Matter? Write their ideas on the board
Read the book: What is Matter by Don L. Curry
Compare what they know
now about matter to what they thought before reading the story. Write new
ideas about what matter is on the board.
Explain: Today we are
going to describe matter.
(This is an introductory
unit, future lessons will focus on how solids can change to liquids, liquids
to solids, liquids to gas, etc. Today’s objective is to help students
understand matter can be a solid, liquid or gas and that students can
describe the properties of matter.)
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Demonstration:
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Show students that solids
and liquids have properties that can be described. Gasses do also but today’s
lesson will focus on solids and liquids. Hold up a variety of objects and ask
students to provide describing words.
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Group
Activity:
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Materials: Several empty shoe boxes with lid taped on and fist size round hole
cut in one end. One object placed in each shoe box. (Number your shoe boxes)
*Place a small dish of water, dish soap, other non-toxic liquid in at least
one or two boxes. Place an ice cube, liquid turned solid, in one box.
Play: What is the matter?
Have students work in
groups to rotate to each shoe box and reach inside. (Direct students to reach
in carefully so as not to break or spill anything inside. Students should
write a guess for what they feel/what they think the item inside is. They can
talk to each other and share ideas but they can not look inside. Students
should also describe what they feel.
When the activity is over
reveal the contents of each box. Discuss whether the students guessed the
items correctly. Discuss the descriptions the students came up with for the
objects inside. Discuss which items were liquids and which were solids.
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Effective
Questions:
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1. Did you identify any
of the items correctly? Were you surprised by any of the items?
2. Did you find any
solids? Any liquids? Any liquids turned to solid? Any solids turned to
liquids?
3. Describe the liquid
turned to solid… or the solid turning to liquid…
4. Do you think you could
have felt a gas? Why/why not?
5. Describe one of your
items using 3 describing words…
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Title
Sink or Float
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Standard:
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Goal
2.2: Understand concepts of motion and forces. 1.S.2.2.1 Describe the
position and motion of objects. (ex. Revolve, rotate, at rest, float, and
fall) (545.02.a)
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Engaging
Question/Activity:
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Ask students to: Name
some items that sink, Name some items that float.
Explain that you are
starting a unit on the position and motion of objects. Today we will talk
about the positions: Float and Sink. The position is top of a pool of liquid,
bottom of a pool of liquid.
(In this lesson we are just
exploring what sinks and floats. In future lessons we will explore why.)
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Demonstration:
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Using a couple of clear
pitchers, glasses, vases (clear container that will hold water and be large
enough for class to see.) Demonstrate the concept of sink and float by
dropping objects into the water. Ask students to predict which items will
sink or float, then check their answer. Place a ping pong ball and a stone
(same size) in the vessel and show that one sinks and one floats.
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Group
Activity:
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Materials: Water tub, variety of items that will sink and float. Paper and
pencil for documenting results.
Students will work in
small groups at the water tub. Students should select items and place them in
the tub, then record whether the item sinks or floats. (If students can’t yet
write, pictures of the items can be used, students can place pictures in
float and sink columns, or students can remove items from the tub and sort
them into float and sink categories. A digital photo can be taken to record
the results. Items should be placed back into their original container for
the next group so that they don’t see the results of the previous group. (The
digital photos can be posted on a bulletin board for future reference.)
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Effective
Questions:
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1. Were you surprised by
any items that did not float? (sink) Why?
2. Were you surprised by
any items that did not sink? (float) Why?
3. Were there any items
that floated at first and then sunk? What do you think happened?
4. Were there any items
that sunk at first and then rose to the top? What do you think caused this?
5. Were there any items
that seemed to stay more in the middle?
6. If you went back to
the water, is there an item that floats, that you could make sink? How? Try
it… did it work?
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Title
Life Cycle of a Plant
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Standard:
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Goal
3.1: Understand the theory of biological evolution. 1.S.3.1.1 Describe the
life cycle of a plant (seed, growth, reproduction, death). (547.01.a)
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Engaging
Question/Activity:
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This is a review lesson
near the end of a unit on plants…
Begin by asking students
to recall what they placed in the ground to grow their plants (seed). Ask
students to describe what happened next…
Draw a circle on the
board and have students help you fill in the life cycle of plants.
Refer to the digital
photos of their plants posted on a timeline on the bulletin board to guide
the discussion.
Ask students what they
think happens to plants after they die?
What happens to the fruit
or flower after it has been picked?
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Demonstration:
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Show students a variety
of plants at the end of the life cycle – a live dandelion and a dead
dandelion, live and dead leaf, live and dead flower pots, etc. Talk about the
life cycle, show students all these plants started as seeds, grew, spread new
seeds (dandelion is a great example of new seeds) and dies.
Refer students again to
the photos taken of their seeds and plants growing over the past several
weeks.
Today we are going to be
scientists and explore some dead plant material to determine what happens to
the plant after it dies.
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Group
Activity:
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Materials: Variety of live and dead plants. (Leaves, dandelions, flowers, grass,
pumpkins - cut open, etc.) gloves, goggles, magnifying glass, rulers, paper
and drawing materials, pencil.
Divide students into
pairs or small groups. Instruct students to handle plants carefully so plants
are not damaged. Dead plants will be especially fragile. Remind students of
science safety rules and require gloves and goggles for this activity. Remind
students to wash their hands when finished.
Students will explore
live and dead plants and document their observations. Students should compare
the properties of live plants and dead plants. Students should document their
comparison of one pair of plants. Students can draw or write their
observations.
(Expect observations to
reflect: brown leaves and green leaves, dry, moist, straight, wilted, smelly,
etc.)
Students could also use a
graphic organizer (Venn diagram) to document the similarities and differences
between live and dead plants.
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Effective
Questions:
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1. After exploring many
of the plants, which did you chose for your comparison?
2. Was there a difference
between the size/smell/feel/color of your live and dead plant?
3. Why do you think your
dead plant smelled differently? Changed size? Feels different? Changed
color?
4. Draw a picture showing
the life cycle of a plant…
5. What did your plant
need to grow from a seed? Why do you think it died?
6. Are dead plants
beneficial in any way? Is there something we could use them for?
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Title
Life Cycle of Animals
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Standard:
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Goal
3.3:Understand the theory of biological evolution 1.S.3.1.2 Describe the life
cycle of an animal (birth, development, reproduction, death). (547.01.a)
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Engaging
Question/activity:
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Students will have
brought in baby pictures and current photos of themselves, photos of their
parents, photos of their grandparents.
Draw students’ attention
to the bulletin board where these photos are posted.
Ask students what these
photos represent? Accept all of their ideas. Then guide them to see that
these photos can represent a life cycle.
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Demonstration:
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Show video’s of the life
cycle of a couple of animals:
(Here are a few options)
Explain the life cycle of
animals (humans as well): Infant, child, adult, reproduction, death
Show students the life
cycle drawings of various animals
(This website may be
useful) http://www.challengerindy.org/Lessons/cycleweb/lifecycles.htm
This website shows the
life cycle of a chicken to egg to chick and back to adult chicken. Also shows
egg, larvae, pupa, ladybug, etc.
Show students how photos
of animals can be placed in a circle to demonstrate the life cycle. Show
students how photos of themselves as infants, their parents and grandparents
can be placed in a circle to show the life cycle of humans.
(Butterflies and frogs
are also interesting for studying this objective and will be used as part of
the larger unit.)
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Group
Activity:
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Materials: Several sets of photos of animals from egg/infancy to adulthood,
photos of students and their parents/grandparents, large butcher/bulletin
board paper, markers, colored pencils, crayons.
Have students work in
pairs or small groups to arrange their personal photos into a life cycle and
attach to the butcher paper. Have students draw pictures where photos are not
available. Have students label each phase. Next have students arrange a set
of animal photo’s in a life cycle on their Butcher paper. Have students label
each phase in the animal life cycle as well.
(If students don’t yet
have the writing skills to label their life cycles, ask them to dictate them
to you. Provide models for them to copy from.)
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Effective
Questions:
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1. What are the stages of
the human life cycle?
2. What are the stages if
the life cycle of the animal photos you chose?
3. What are the
similarities between the life cycle of the animal and your life cycle?
4. What are the
differences?
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Title
It’s Alive
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Standard:
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Goal
3.2: Understand the relationship between matter and energy in living systems.
1.S.3.2.1 State that living things need food to survive. (548.01.a)
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Engaging
Question:
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How does a plant grow?
Does a plant need food? What is food for a plant?
(Could use KWL chart on
board)
Let’s be scientists and
find out!
We’ll start with a seed.
Let’s find out what a seed needs to grow…
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Demonstration:
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Draw a lima bean on the
board. Draw the inside (coat, food, sprout/baby plant) don’t label the parts,
leave that for after the activity. Just explain that this is a picture of a
seed. Explain they will be opening and exploring seeds just like this. These
are the parts they will be looking for.
Show students how they
will carefully open a well soaked (over night) lima bean and use their
magnifying glass to examine the inside.
(Don’t describe what you see yet.)
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Group
Activity:
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Materials: Lima beans soaked over night in water, magnifying glass
Divide students into
pairs or small groups. Give each group a soft lima bean. Instruct students to
very carefully open their seed. Have students use their magnifying glass to
examine the inside of their seed. Move among the groups listening and
observing their conversations and observations. Make sure each group see’s
the baby plant inside the seed.
Draw the class back to
large group discussion. Ask students to describe what they have found inside
the seed. Guide students to identify the parts of the seed and label them on
the board as they come up with answers. Help them make predictions about
whether the center of the bean is food or whether the plant can grow without
it. Ask students to be scientists and brainstorm ways you could find out.
Pass out clear zip lock bags, paper towels and spray water bottles. Work as a class to (do as much as possible
to encourage students to make decisions and determine what they will try
before intervening as the teacher) decide which beans will remain whole and
placed on wet paper towel in bag, which bags will be sealed shut, which left
open, which paper towels will remain dry, which wet, which seeds will be
taken apart (sprout removed from been), which will be placed in the sun, etc.
Record the growth of the
beans over the next few weeks. Take digital photos to keep record of the
growth and post in the classroom for review and study.
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Effective
Questions:
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1. Which seeds grew?
2. Which seeds did not
grow?
3. Why did some grow and
some not grow?
4. What were the seeds
that did not grow lacking?
5. What do you think is
food for a seed?
6. If the sprout without
the seed had sun, air and water, why didn’t it grow?
7. Can plants/seeds live
without food? Why/why not?
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Title
Seasons
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Standard:
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Goal
4.1: Understand scientific theories of origin and subsequent changes in the
universe and earth systems. 1.S.4.1.1 Identify the four seasons and their
characteristics for a local region. (549.01.a)
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Engaging
Question/Activity:
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What are the four seasons?
Watch a video such as the
one below or show photos of the four seasons asking students to pay careful
attention to the characteristics of each season
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Demonstration:
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Create a venn diagram with
a circle labeled for each season. Have students help you create a list of distinct
characteristics for each season. (In
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Group
Activity:
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Have students work in
small groups to place photos in a large venn diagram on bulletin board or
butcher paper. Listen as students make observations about the photos,
discriminate between the seasons, make decisions about where the photo
belongs. Guide discussions about the similarities and differences in the
photos.
This activity can also be
accomplished using a smart board, digital photos and a digital venn diagram,
students can drag and drop photos to the appropriate location. The diagram
can be saved on the computer and referred to throughout the unit.
Example:
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Effective
Questions:
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1. What are the 4
seasons?
2. List two
characteristics of each season?
3. Which is your favorite
season? Why?
4. What are some benefits
of each season?
5. What are some common
characteristics of the 4 seasons?
6. What are some common
characteristics of spring and summer? fall and winter?
7. What are some differences
between summer and winter? spring and fall?
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Title
Our Environment
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Standard:
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Goal
5.1: Understand common environmental quality issues, both natural and human
induced 1.S.5.1.1 Identify the characteristics of local and natural
environments. (playground, backyard). (551.01.a)
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Engaging
Question/Activity:
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This is the near the
beginning of a unit on local environment.
Take a short digital
video of the area around your school. Show the video
or show one of the video’s
below:
Ask students what they
saw in the video that was created in nature? What was man made?
This lesson will begin to
point out how we interact with nature, how we impact nature…
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Demonstration:
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Have students close their
eyes. Ask them to think about their school playground. Give them a long pause
to begin visualizing their playground. Have them keep their eyes closed while
you “walk them out the door (in their mind), talk them through a walk in
their mind around the school playground. Have them open their eyes and tell
you what they “saw.” Write their “observations” on the board. (Or draw their
observations)
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Group
Activity:
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Divide students into
pairs. Take the class along with coloring materials outdoors to the
playground. Instruct students to spread out around the playground (you may
need to assign some locations). Ask students to draw what they see. Ask
students to be sure to draw some living things (plants, birds), some things
found in nature, and some man made things.
If you have completed
your plant unit have student look for seeds, seedlings and young plant life and
also plants that have completed the life cycle.
When you return indoors,
ask students to compare their observations with the observations on the
board.
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Effective
Questions:
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1. What were some living
things you found on the playground?
2. What were some
man-made things you found on the playground?
3. Did you find anything
you had never noticed before? Why don’t you think you ever noticed it before?
4. Was there anything man
made that took up a lot of space? Do you think it killed any living things
when it was placed there?
5. What are the benefits
of the man made item? (black top, playground structure, fence, parking lot,
etc. ask students to brainstorm the benefits)
6. How can you/we support
the living things on the playground?
7. What are the benefits
of the living things on the playground? (ask students to brainstorm)
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Title
Internal Pumpkin Observations
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Standard:
Goal 1.6:
Understand scientific inquiry and develop critical thinking skills. 1.S.1.6.1 Make and record observations.
(544.01.a)
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Engaging
Question:
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We have been exploring
pumpkins. We have weighed and measured pumpkins and described the outside of
a pumpkin. What do you think the inside will look like?
Use a KWL chart to record
student responses and to record their questions.
Let’s be scientists and
find out!
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Demonstration:
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Using digital photo’s
project several photos of the inside of pumpkins. Model and call on students
to demonstrate how you will make and record observations of the inside of the
pumpkin. Explain that students will be using real pumpkins for their individual
observations. They will need to follow science safety rules; washing hands,
wearing gloves and goggles, etc. for this activity.
Students will not be
reaching into the pumpkin or pulling material out of the pumpkin for this
particular activity. Students will be making observations based on what they
can observe with their senses without disturbing the inside of the pumpkin.
Later lessons will involve counting seeds etc.
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Group
Activity:
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Divide students into
small groups. Provide each group a pumpkin with the top removed. Each group
should work together to create a drawing of what the group observes inside
the pumpkin. Each group will also use a digital recorder to provide a verbal
description of their observations. This can include observations beyond what
they see. Encourage students to explore the use of all senses.
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Effective
Questions:
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1. What did you find
inside the pumpkin?
2. Were there a lot of
seeds or a few seeds? How many do you predict there are?
3. Was the inside wet or
dry? Dark or light? How else did you describe the inside?
4. How did it smell?
5. How was it like the
inside of an apple? How was it different?
6. Compare it to the
inside of another fruit such as a pepper, tomato, squash…
(use internet photos if
needed)
7. What part grows new
pumpkins?
8. What part is food that
can be eaten?
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Title
Our Town - Past and Present
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Standard:
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Goal
1.4: Understand the Theory that Evolution is a process that relates to the
gradual changes in the universe and of equilibrium as a physical state.
1.S.1.4.1 Explain the concepts of past, present, and future. (543.03a)
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Engaging
Question/Activity:
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What do you think the
earth looked like 1000 years ago? 100 years ago?
How would you describe it
now? What do you think it will look like in the future?
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Demonstration:
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Show the students a photo
slide show of your town/geographic area over the past 200 years.
You can use internet
search engines to locate photos or contact your local museum or historical
society, or your local Fish and Wild Life office, Bureau of Land Management
office, etc. Be sure to show photos of what was once an open/natural area
that now has buildings on it. If possible show photos of an open/natural area
from many years ago and now… point out that what was once a field is now a
forest etc. Show photos of an area pre and post wild fire (or other natural
disaster) and then again several years later.
Have print outs available
of some of these areas, provide at least two photos of each area (then and
now).
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Group
Activity:
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Divide students into
pairs or small groups. Each group should select a pair of photos. Students
should document similarities and differences in the photos. (If students can
not yet write to demonstrate knowledge, use digital recorders or drawings.) Students
should categorize their differences or changes into two categories: natural
causes and human causes.
Students should then
predict what the area in their photos will look like in the future.
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Effective
Questions:
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1. What area did you
choose?
2. How did the area
change?
3. What are the
differences between then and now in the area you chose?
4. What are the
similarities?
5. Are there natural
changes that took place? What are they?
6. Were there changes due
to human influence? What are they?
7. Are the changes
positive or negative? Explain why?
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References
Brown, D., McKinnon, J., Martin, A., Shorter, J., Rogers-Elstad, A., Morrison, A., & Parkos,
S.(n.d.). Elementary Science Lesson and Assessment Handbook. Retrieved from
http://www.bemidji.k12.mn.us/pdf/science_handbook.pdf
Dynamic Curriculum Science. (n.d.). Retrieved March 31, 2013, from
http://jc- schools.net/dynamic/science/sci1.html
First grade lesson plan: reading, recording and comparing temperature. (2010). Retrieved
March 30, 2013, from Discovery Science Center
http://client.thinkademic.com/discoverycube/lesson/grade-lesson-plan-reading-
recording-comparing-temperature/
Hathcock, R. (n.d.). Plant Power. Retrieved April 4, 2013, from
http://www.learnnc.org/lp/pages/3214?ref=search
Inside a seed. (n.d.). Retrieved March 29, 2013, from
http://lessons.atozteacherstuff.com/330/inside-a-seed/
Life Cycles. (n.d.). Retrieved April 5, 2013, from
http://www.challengerindy.org/Lessons/cycleweb/lifecycles.htm
Martin,
R., Sexton, C., Franklin, T., Gerlovich, J., & McElroy, D. (2009). Teaching
science for all
children: An
inquiry approach. (5th ed.). Boston
Rouleau, S., & Buchlberg, W. (n.d.). Pumpkins in the primary classroom curricular unit.
Retrieved March 27, 2013, from http://www.scholastic.com/teachers/lesson-plan/
pumpkins-primary-classroom-curricular-unit
Safe-T Products from Learning Resources. (n.d.). Retrieved April 4, 2013, from Safe-T
Products from Learning Resources
website:http://www.highhopes.com/lertemperature.html
