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PBS Channel 39 PreK - Grade 3 Science Shows

6:00 am Ready, Jet, Go!

7:00 am Curious George

8:00 am Wild Kratts

12:00 pm Dinosaur Train

12:30pm Cat in the Hat

1:30 pm Splash and Bubbles

3:00 pm Nature Cat

3:30 pm Wild Kratts

Kindergarten Week 4 Download Packet

Topic: Weather

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

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Elementary Science Learning Opportunities

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Read: Observing weather and weather patterns: Weather Patterns pages 181-182.

● Circle the picture that shows the warmest weather on page 181.

● Think about this question.

o How can we observe weather patterns?

● Complete Apply What You Know on page 182.

o Look at the calendar on page 182.

● Circle the days in the five-day weather calendar that are part of a cloudy or rainy weather pattern.

● Study the weather calendar.

● What patterns do you see in the calendar?

● What would you wear on a cloudy/rainy day?

● What would you wear on a sunny day?

● Activity 2: Complete the Hands On Activity on page 183-184 from the Observing weather and

weather patterns handout.

● Materials: Paper and crayons

● Look at the weather outside for the next 7 days.

● Make a chart of the weather by drawing the weather in each square.

● What patterns in the weather did you see?

● How has the weather changed from last week when you observed the weather?

● Write down a claim about the weather pattern.

● Write down the evidence that you have to support your claim.

● Activity 3: Complete the Do the Math Activity on page 185 from the Observing weather and

weather patterns handout.

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○ Count the sunny days.

○ Count the rainy days.

○ What kind of weather has more? Circle the picture of the weather that has more.

○ Watch the weather forecast on a local station.

○ What kinds of pattern do you see in the forecast?

○ What predictions did the meteorologist make?

○ What evidence did the meteorologist use to support his/her predictions?

● Activity 4: Read: Observing weather and weather patterns handout: Seasons page 186-187.

● Circle the season with the most hours of daylight on page 186.

● Draw an X on the season you like best on page 186.

● Tell a family member why you like it better than other seasons as evidence for your

claim.

● Underline the season with the fewest hours of daylight on page 187.

● Look at the seasons on pages 186-187. Put a box around the season that it is now.

● Activity 5: Complete the Hands on Activity on page 188 from the Observing weather and

weather patterns handout.

○ Draw a line from the clothes to the season when you might wear them.

○ Choose a season. Act out something you like to do during that season. Show your act to

a family member.

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Grade 1 Week 4 Download Packet

Topic: Animal Camouflage and Plant Survival

Objectives:

● Students make observations to construct an explanation of why camouflage is helpful to animals.

● Students will be able to describe what plants need in order to survive.

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Watch the Animal Super Power Video: “Why are Polar Bears White?”.

● While watching the video, see if you can spot the different animals in the pictures.

● Look at the picture below. All of these animals are different, what are some ways that they

are alike?

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● Think about the following questions.

o Why do you think so many animals are camouflaged?

o What would happen if they weren’t?

● Stop watching the video at this point. See picture below.

● Activity 2: Look at the slides from National Geographic. ● See if you can find the different animals in the slides. ● Ask a family member to find the different animals in the slides.

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● Activity 3: Read: What do plants need handout: Pages 110-112 ● Look at page 110. What questions do you have about what plants need?

o Sample Questions

● Do different plants need different amounts of sunlight?

● Do different plants need different amount of water?

o Look at page 111. Watch the video to see what plants need to grow and stay healthy.

● Students will need to go to Clever and Log in to HMH Science in order to view the video.

o If you are unable to log in, look at the two pictures at the top of page 111. This is the

same plant at different stages.

o Think about the following questions.

● What causes this plant to change? ● What are some of the things plants need to grow?

o Complete “Can You Explain It” at the bottom of page 111.

● At this point students should be able to explain that plants that don’t get the things they need will wilt or die.

o Look at page 112 and think about the following questions.

● What do plants need to live? ● How do plants get water? ● Why does a plant need air and water? ● What is a nutrient? ● Where does a plant get the nutrients it needs? ● How does a plant use sunlight? ● Why does a plant need space?

● Activity 4: Read: What do plants need handout: Pages 113-116 ● Look at the two plants on page 113 in the handout “What do plants need”. Circle the plant

that is getting it needs to live and grow. ○ Think about this question: How can you tell that Plant 2 is getting what is needs to

live and grow?

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● Look at page 114. Think about the following questions. ○ What is this a diagram of and how does it help you? ○ How do roots help a plant grow?

○ How does a stem help a plant grow? ○ How do leaves help a plant grow? ○ Suppose one of the plant’s parts got damaged. What do you think the effect would

be on the plant? ● Look at page 115.

○ Check your understanding by completing the sentences. ○ Think about the following questions.

■ What can happen to some ponds and lakes during very cold weather? How would this affect plant life?

■ What can happen to some ponds and lakes during warm weather? How would this affect plant life?

● Complete “Do the Math” on page 116. ● Complete “Apply what you know” on page 116 by answering the following questions.

○ What causes a plant to become dry and wilted?

○ What is the effect of a plant getting too much water? ○ What patterns can we observe?

● Activity 5: Complete the Hands on Activity: What a Plant Needs (video)

○ You can click on the activity to watch a Explore What a Plant Needs video. (You must log in

through Clever and then your HMH Science resource.)

■ The question is: What happens when a plant is placed in colored water?

■ Complete steps 1-4 and answer the questions.

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Grade 2 Week 4 Download Packet

Topic: Changes to the Earth’s Surface

This week’s topic investigates: · How quickly does the surface change? · What causes the Earth’s surface to change? · What are some solutions to stop the changing of the land?

As students are completing the activities, ask your student to explain their thinking to you. Students should make predictions about what will happen next, record their observations in a journal, or through other writing activities, and verbally summarize their ideas after engaging in the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: ● Read: What Changes to Earth Happen Slowly: Weathering by Plants: Pages 230-231 ● Look at the pictures on page 230. Think about the following questions.

● How do plants change the Earth’s surface?

● How is this example similar to weather by water and ice?

● Look at the tree pictures on the top of page 231. Write 1, 2, and 3 to show the correct order.

Think about the following questions: ● How do plants cause changes to Earth’s surface by weathering? ● Do you think weathering by plants is a slow or quick process? How do you know?

● Activity 2: Mystery Science: Plant Walk ● Talk a walk in your neighborhood and look for plants that have taken root where they don’t

belong. You may find grass growing in cracks in a sidewalk or plants sprouting between stones or bricks in a wall.

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● The roots of these plants are ever-so-slowly expanding the cracks in which they grow. Just as the plants on the side of a mountain break rocks apart, the plants in your neighborhood are breaking the sidewalk and the stone walls.

● Draw pictures of what you have found. ● Activity 3: Mystery Science: Plant Walk Day 2

● Label the evidence of weathering by plants on your drawings. ● Write a sentence to describe your findings. ● Share these pictures and descriptions with a family member.

● Activity 4: ● Read: What Changes to Earth Happen Slowly: Erosion by Wind: Pages 232-234 ● Think about the following questions:

● What is erosion?

● How could erosion cause problems for people, especially those working the land

What causes rocks, soil, or sand to move?

● How is the Earth’s surface changed during erosion?

● How is erosion different than weathering?

● How does the wind cause erosion?

● Wind erosion can happen anywhere the wind is blowing. Why do you think it happens in mostly dry places?

● What are some examples of how wind erosion can change the Earth’s surface

● Do you think erosion by wind is a slow or quick process?

● Check your understanding by answering the multiple choice question on page 234. ● Activity 5:

● Complete “Apply What You Know” on page 234. ● Pile sand (flour) into a small mountain on a tray. ● Sketch a picture of it on a piece of paper. ● Then use a straw to blow air gently through the straw toward the mountain. ● Sketch a picture of your observations on a piece of paper. ● Repeat the activity using different speeds of air.

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● Explain how the mountain changed. How does this activity relate to wind erosion?

Grade 3 Week 4 Download Packet

Topic: Organisms in Their Environment

Essential Question:

● How do different organisms adapt to their environment?

As students are completing the activities, ask your student to explain their thinking to you. Students should make predictions about what will happen next, record their observations in a journal, or through other writing activities, and verbally summarize their ideas after engaging in the learning. Science is all about asking good questions and finding answers to them!

● Activity 1 ● Read: “How does the environment affect traits?” Pages 262-266 ● Complete “Can You Explain It?” on page 263. ● Look at the two pictures of the same type of trees at the top of the page. Think about these

questions. ● How do these two trees different?

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● What would cause these two trees to be different?

● On page 264, look at the pictures and answer the questions. ● What is different about the flowers in the morning than in the evening? ● In what ways have you seen plants react to the sun?

● On page 265, complete “Causes and Effects”. ● Look at the pictures and captions. Underline the cause and effect in each caption.

● On page 266, check your understanding by completing “What Happened?” ● Write the letter for each cause in the circle for the photo that shows its effects. ● Choose one of the images. Describe how the effect on the plant could be changed

again. ● Activity 2

● Read “How does the environment affect traits?” Page 267 ● On page 267, complete “Apply What You Know: Plan a Garden”.

● Design a greenhouse to grow plants. ● Label the parts of your design. ● Write how the parts will help plants grow healthy.

● On page 267, check your understanding by completing “Making Inferences”. ● Your friend’s parents have poppies in their garden. Your friend noticed that these flowers

turn throughout the day. ● Explain to your friend why this happens. ● Explain other ways that the environment can affect plants.

● Activity 3 ● Complete “Hands on Activity: How much water to plants need?” ● Use the “How much water to plants need Handout” for directions. The question that you will

investigate to meet this object is: ● What do you think would happen if a plant did not get enough water ● What would happen if a plant received too much water?

● Activity 4: ● Mystery Science: Grass Head Activity (Directions)

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● Complete the Grass Head Handout during the lab. ● This lab may take up to two weeks to see results.

Grade 4 Week 4 Download Packet

Topic: Changes to the Earth’s Surface

This week’s topic investigates:

● Students will be able to describe patterns about the Earth’s surface.

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1:

● Read “What Patterns Do Maps Show Us Handout” Pages 428-438

● Complete “Can You Explain It?” page 429

● Predict how the land and bodies of water in this area of the world might change as

the rift changes.

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● On page 430, read about earthquakes and volcanoes.

● On page 431, check your understanding by answering questions 2-4.

● Activity 2:

● Complete “What Patterns Do Maps Show Us Handout”: Apply What You Know: Earthquakes

and Buildings: pages 431

● Work alone or with a family member to design and test a building that will survive a model

earthquake.

○ Materials: Toothpicks, modeling clay, toilet paper or paper towel rolls, 2 tables,

stopwatch

○ Brainstorm for 2 minutes to come up with a possible design.

○ Design Constraints:Structure must be 4 stories high

○ 1 toothpick = 1 story height.

○ 5 minute time limit on building

○ Sketch your design on paper.

○ Build your structure (Remember on 5 minutes allowed)

○ Test your design by placing it over the space between two tables where the two

tables are pushed together.

○ Gently shake the desks or tables for 1 minute to simulate an earthquake.

● Explain the following questions:

● How well did your design withstood the earthquake?

● What are 2-3 ways you can improve your design?

● Activity 3:

● Look at page 432 in the “What Patterns Do Maps Show Us Handout”, complete “Mountains

and Trenches” to check your understanding.

● Look at page 433 in the “What Patterns Do Maps Show Us Handout”.

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● Read “Mapping the Ocean Floor”

● Check your understanding by answering the following question:

● How is the ocean floor mapped?

● Complete “Putting it Together” Question #9.

● On each line, write whether the feature forms on land, under water, or both.

● Look at the maps on pages 434-437 in the “What Patterns Do Maps Show Us Handout”, use

the information on the maps to complete questions 10-15.

● Activity 4:

● Study the map on page 438 in the “What Patterns Do Maps Show Us Handout” to complete

“Mark Up the Map”.

● Use what you’ve learned to draw the symbols for the locations of volcanoes, earthquakes,

and mountains on the map.

● Draw at least five symbols for each feature. Use colored pencils to make dots for symbols.

● Activity 5:

● Complete “Apply What Your Know: Modeling Features on the Ocean Floor” in the “What

Patterns Do Maps Show Us Handout” page 438.

● Use modeling clay or Play Dough to make a 3D model of the features of the ocean floor.

Include locations of volcanoes, mountains, trenches, and earthquakes.

● Label your model.

● Send a picture of your model to your teacher through the LMS or an email

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Grade 5 Week 4 Download Packet

Topic: Earth’s Systems

Objective: Students will identify and describe each of the Earth’s systems and the cycles that occur within

them.

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

Activity 1: Read “Earth’s Systems” handout

o Think about the following questions.

● What is a system?

● What are the four major Earth’s systems? (Describe them.)

Activity 2: Nature Walk

o Go outside on a short nature walk for 5-10.

o Record your observations. (at least 5)

● What do you see?

● What is going on outside today?

● What do you see happening in nature?

● Have you noticed any changes in nature over the past month?

● What do you see on the ground?

● What is growing around you?

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● How are animals interacting with the plant life?

o Categorize each observation with one of these terms: Air, Earth Materials, Living Things,

Sun, and Water.

o Choose one observation to consider in more detail and identify as many interactions as

you can. Example: A bird flew from one branch to another.

Activity 3: Hydrosphere

● Make a model of the Water Cycle

o Put a bowl in a sunny place outside.

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o Pour water into the bowl until it is about ¼ full.

o Place the mug in the center of the bowl.

o Cover the top of the bowl tightly with plastic wrap.

o Tie a string around the bowl to hold the plastic wrap in place.

o Let the model sit outside for at least an hour.

● Think about these questions. ○ What did you observe?

○ After the mist starts to drip into the mug, peel back the plastic.

What do you see?

○ What does the water in the bowl represent?

○ What does the plastic represent?

Activity 4: Create or draw a picture of the water cycle using items that you have at home.

o Materials:

Cotton Balls

Markers

Tissue Paper

Construction Paper

Add arrows and words to label your diagram.

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