In science there are a bunch of different physical activities that make something change. The end result of these changes are called effects. One type of effect is called erosion. Erosion is the physical process in the surface of the earth is worn away through some type of physical change. Today we are going to be making guess as to is doing the eroding and what is being eroded.
In the next series of pictures, I want you to hypothesize (take an educated guess) of what is doing the eroding, what is being eroded, and why might erosion be happening?
Things to keep in mind while analyzing the pictures:
These images will be used in a word association activity. I will project the images on the screen and have students write the first 1-3 words that the image makes them think of. Following the activity, we will have pair discussions that focus on these questions:
Share the word(s) that you wrote down with your partner. What about the image made you write the word(s) you did?
Are the words you wrote similar or different from your partner?
Why do you think the images made you think of different words or similar words?
Following these discussions, we will have a whole class discussion talking about students’ responses and moving toward the question of “what shapes our perspectives?” The goal of this lesson is to build an understanding that multiple factors (such as our past experiences) shape our perspective of the world and that, oftentimes, our perspective varies from that of our classmates. Most importantly, we will address that while our perspectives vary we need to respect the perspectives of our peers even if we disagree.
In this lesson students will explore the effects of deforestation. Students will observe and answer posed questions as the teacher and class discuss and point out observations in images shown below. As questions are posed, students may be directed to turn and talk to discuss their answers with a partner.
What changes do you see as you look at the first picture and the second picture?
What might happen to a forest when all the trees have been cut down?
What do you think the birds are doing? What about other animals who live in the forest?
Use your imagination! For your assignment, you will look at the images and pick one that stands out to you. You will use the image to prompt a story and practice your writing! After you have finished your story, you will share it with a peer.
What about the image stands out to you?
What events may have occurred before or after this image was captured?
For this assignment, students will analyze and describe visual character traits that a specific image has. Students will also hypothesize what a character’s personality may be like depending on their body language, facial expression, and the setting they are in. This activity is best suited for elementary or primary grades K-5 to build character description skills.
Directions: Describe the physical characteristics of each character(s) in the images. Then, hypothesize what the characters are feeling and describe why. Give a scenario as to why a person i feeling sad or why they are excited! Be creative, but sensible!
In this activity, students will identify modes of transportation. They will then select which mode of transportation that they would like to try and where they might go. They will illustrate their mode of transportation of their choosing. We will discuss more than these three modes of transportation.
This activity is designed to help students learn more about how we can tell what others are feeling based on their facial expressions. That sometimes when people don’t verbally express how they are feeling, you can use clues from their face and body to gain information. As a class we will analyze three pictures of different facial expressions and the different aspects of their facial features that inform us as to why we think they feel that way.
How does their mouth look? How do their eyebrows look? Does their forehead have wrinkles?
This science lesson could be great for students in younger grades (K-1) to discuss things that grow! The goal is to help students understand the process of growth, and the order in which growth occurs. Students will see the three images below in the order that they are presented here. The students will then be required to order the images, telling the teacher as a class which image comes first in the growth process, which comes second, and which comes third. The teacher then will reorder the images so that they are in the correct growth order (seed, sprout, flower).
Ideally, this learning activity would be paired with giving students the chance to grow their own flower or plant, so that they would be able to see the way in which their growth looked compared to the images they sequenced as a class: they could ask themselves, where in the growth process is my flower – am I in stage 1, stage 2, or stage 3?
This activity, while integral in understanding growth as a process, is also a great opportunity for the students to practice sequencing, which is a reading comprehension skill. The integration of a literacy skill within a science lesson, will help to create a cohesive learning environment.
Seed Image / Found via pixabay with author niebieskibanan
This mini lesson would be mainly used at the elementary level, primarily in lower grades. Using these images students will be able to identify what type of weather they see. I will using guiding questions to have them make various decisions with different situations for each weather type.
In my public domain search I found three pictures of different insects that can be found locally. I would lead kindergarten students in a “close reading” of the images in a whole class setting before we read a story on different bugs in order to activate prior knowledge. My guiding questions would include:
How are these bugs similar? How are they different?
Have you ever seen any of these bugs in person?
What kind of food do you think these insects eat?
Can you think of any ways that these insects can help each other?