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Preschool Weather Observations

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In seed-time learn, in harvest teach, in winter enjoy. ~William Blake

{This post is Part 1 of “The Weather Calendar:  Science Activities for Preschool, Elementary Grades and Beyond,” a 6-part series on weather observations as part of daily math and science teaching in the early childhood years, and beyond}

“What is the Weather Today?”

Are you looking for a way to hook your students in your daily lessons? Do you have some students who still struggle with number concepts or math and science vocabulary? Has winter weather disrupted your flow and distracted your students?

Of course, most of you will answer yes, yes and yes – especially if you live in the Northeastern United States, where we (once again) are being buried in snow. If this is you, consider adding a weather calendar to your morning routine.

I once was working with a group of first grade teachers and recommended calendar routines as an important addition to the daily mathematics repertoire. One teacher balked, saying, “I think calendar routines are a big waste of time. There are so many more important things to do during that time than calendars.” I so disagree! While those of us who have taught kindergarten no doubt use a weather graph somewhere in our school year, weather observations and calendar routines can be adapted and used to teach important grade-level concepts from preschool through grade 3, and higher:

  • By keeping the number of data points low (under 31), weather observations on a calendar can be used for initial or remedial teaching of important concepts of number;
  • Through careful choice of what is recorded on the calendar, grade-level earth science concepts can be layered on and emphasized;
  • Because of the discussion format of calendar time, proper use of the content vocabulary of math and science can be practiced.
  • During conversation, students will have the opportunity to ask and answer questions, analyze and make predictions and statements about data.
  • By focusing on weather phenomena, students can practice new ideas using familiar, readily observable content (the weather).

With better understanding of the grade level math and science possibilities, preschool weather observations, and weather calendar work, can be incorporated into daily routines in all early childhood (birth to grade 3) years, and beyond.

Hip Homeschool Moms

 

Understanding Toddlers and Preschoolers

The preschool years are a time of incredible physical, social, interpersonal and cognitive growth. Babies step out of the familiarity of their home into the bigger world of preschool, daycare or play group. They take in and make sense of a seemingly infinite amount of new information, and begin to make sense of it all. The big advantage teachers (both homeschool and classroom) have when working with children at this age is their innate sense of wonder about everything. Using observations about the weather can be a great way to hook students on looking at the world like a scientist.

In order to make the most targeted use of preschool weather observations and calendar routines for your students, it helps to first note what important number and science concepts toddlers and preschoolers should understand:

 Toddlers to Preschoolers~

  • Understanding and working with numbers to 5
  • Observing and recording patterns in the weather
  • Sorting objects into groups based on one attribute
  • Noting the effect of weather on the environment

A “Circle Time” Staple: the Weather Calendar

Let’s break the concepts above into individual pieces, and see how your weather activities can address each. For each part, I will share some ideas for how to make the best use of this wonderful time of the day. For veterans, some of this information will be old news. But I will also tell you why these activities work with young children, and how they can be powerful ways to emphasize important math and science concepts.

Focus on School Day Observations, Monday through Friday

What to do:

In my classroom, I had one pocket chart that had spots for the date or weather cards for each day of the week: seven pockets in all. Because my preschoolers often didn’t really understand the difference between Saturday and Sunday (especially if they didn’t attend preschool every day of the week), I sometimes ignored the weekend pockets. Sometimes, we knew about an event (“Sarah, your birthday party was on Saturday, right? What was the weather on Saturday, do you remember?”). But mostly we used observations that we made right then, so we focused on the days of the school week.

http://www.simplesciencestrategies.com preschool weather observations

Use a weekly (rather than a monthly) calendar for weather recording with preschoolers. {Photo credit: (c) Kim M. Bennett, 2015}

 

Why it works:

By focusing on Monday through Friday on our winter weather calendar, we can then practice counting within five: an important skill to begin with toddlers and preschoolers. Very young children learn to master the numbers up to five, because they can count them on one hand!

But understanding the idea of the numbers 1-5 is also an important skill for students to master before they work with larger numbers, which they will learn to break apart into the smaller, “friendlier” numbers of 1-5. For example, they will use tools, such as a ten-frame, to see that the number 7 is made up of 5 and 2 more. In fact, adults do this when counting large numbers of objects, or memorizing phone numbers (which are broken into series of 3- and 4-number sections, not by accident). So really understanding the meaning of the numbers 1-5 is a foundation for work with bigger numbers when they are four and five years old.

 

The Daily Weather Report

What to do:

As a preschool teacher, I taught in a co-op, where parents helped out with some of the daily tasks of running the school. The classes with 2- and 3-year-olds had two helping parents; the 3- and 4-year-old classes had one helper. If your parent was a helper that day (and everyone’s parent helped), you were the Weather Reporter for the day. {If you don’t have a co-op, or you are doing this in your homeschool, you can set up a rotating schedule for this job.}

We would all sing the “What is the Weather?” song, as the Weather Reporter(s) looked out the nearby classroom window, to decide what the weather was that day:

What is the Weather? {sung to “Mama’s Little Baby Loves Short’nin’ Bread”}

What is the weather, weather, weather?

What is the weather {clap} today?

What is the weather, weather, weather?

What is the weather {clap} today?

 

The Weather Reporters then either chose from a selection of pre-made weather symbols (that fit inside each pocket), or drew the weather symbol on the chart (when we used a hand-made version). Once the Weather Reporters came back to the circle and reported their findings, we finished the song:

Jesse says it’s sunny, sunny, sunny.

Jesse says it’s sunny {clap} today.

What a good job, job, job,

What a good job Jesse did!

 

I will not be lying if I told you that sometimes observing the weather took a looooonnnnggg time! If a child had a hard time doing this task (which often happens with the littlest ones), buddying up helped. Sometimes we would need to narrow down the choices for kids (“Is it cold or hot today?”) Focusing on one type of weather observation (sunny/cloudy, hot/warm/cold, etc) often helped the youngest children. This also helped later when we began to sort our observations.

 

 

Why it works:

When children are very young, our goal in science, and in all things, is to get them to LOOK. The patterned and predictable nature of a calendar routine helps define for little ones what observation looks, sounds and feels like. The song routine helps them to develop the content specific vocabulary around weather that helps them later ask and answer questions about the weather.

The Weekly Weather Report

What to do:

After a week of weather watching, my kids had between 5 and 7 weather observations on their weekly weather calendar. The Class Mathematician (a class “job” that I used in grades pK through 3, for attendance, calendar work, number line work… any time we needed to count anything) would remove the weather symbols from the calendar, and sort them so that like symbols were grouped together. {Note: Velcro or magnet dots on the backs of the cards enable you to use your felt board or white board as a place to sort.} Once sorted, we would chorally count how many were in each group.

 

http://www.simplesciencestrategies.com preschool weather observations

Make use of a classroom window to make weather observations in the winter months. {Photo credit: (c) Glenn Beltz, 2014 via Creative Commons}

 

Why it works:

Before children learn that a numeral matches a number name, and matches a quantity, they learn how to match one object with another: they put one plate next to each chair, one napkin on each plate, and one spoon on each napkin, while setting the table for snack. They also learn how to visually discriminate among objects, and match like objects with like objects. This 1:1 correspondence is an important concept that lays the foundation for understanding the meaning of numbers later on. Because we are limiting our observations to seven, it is easy for little ones to count the cards in each category, as the quantity will be a number within five.

What is “sunny?”

What to do:

As we studied new weather words, we began creating posters for each word. I used large butcher paper or chart paper, which I hung on an easel near our meeting area. An ongoing center in my classroom was the magazine center, where (in this case) students would be looking for pictures that show what sunny looks like. These pictures, plus students’ own drawings and mini-paintings, would be glued to the poster. Every morning, during the weather calendar, we would talk about the poster, and ask, “What does sunny weather do to the environment?” Children would use their own work to describe the effects of sunny weather on the environment: grass grows, snow melts, clothes dry, etc.

When we finished discussing a weather term, I laminated the poster and hung it on the wall as a reference tool for students.

http://www.simplesciencestrategies.com preschool weather observations

Let children express understanding of weather words in many ways. {Photo credit bberlin2015, 2010 via Creative Commons}

Why it works:

I like to tie language and vocabulary into all my teaching, because I want students to talk like scientists and mathematicians. Part of the process for little children is to connect words, images and the real world together, to build the vocabulary understanding in the child’s mind.

A child’s understanding of a concept is called schema. In the beginning, they have relatively little understanding of a concept (“I see a sun. It is sunny.”). With each exposure to the idea, they begin to build understanding of the idea. Sometimes, their schema contains errors or misconceptions. One thing I often had to clarify is the difference between “sunny” and “warm.” Children would see the bright sun in January and say it was “warm” outside, or see snow on the ground, on a sunny winter day, and say it was snowy. Taking kids outside for a brief nature walk on a sunny winter day, or having them look closely at where the snow was (“Is the snow on the ground? Or is it in the air?”), were needed to clarify this misconception. The iterative process of researching, visualizing and discussing the relationship between weather and the environment helps refine the child’s schema, or conceptual framework, related to weather.

Preschool Weather Observations Yield Mighty Learning Results

Weather routines do much more than give kids a chance to check the weather. As we’ve seen, with a proper focus, they can be a way to get daily practice with important grade-level ideas in science and mathematics. They also provide opportunity for students to discourse about their learning.

So let’s dust off those pocket charts and get ready for some weather reporting!

Weather – Watching Materials for Your Classroom

I’ve gathered some helpful materials for weather-watching and weather studies with preschoolers, all in one place. Click to order directly from this page.

http://www.simplesciencestrategies.com

Poem in My Pocket: Winter PreK-1 ($13.99 at Barnes & Noble)

 

Poetry + pocket charts = lively literacy lessons! Each book features five original poems. For each poem, the book provides word and picture cards designed for use in pocket charts, and much more! This Volume, “Winter,” is a perfect accompaniment to your winter weather observations.

 

http://www.simplesciencestrategies.com

COMPLETE Calendar & Weather Pocket Chart ($36.99 at Barnes & Noble)

Complete calendar and weather study pocket chart, with date cards, months of the year and days of the week, weather symbols, and more!

 

 

 

 

 

http://www.simplesciencestrategies.com

Emma’s Cold Day ($1.99 at Barnes & Noble)

In her latest escapade, Emma is one game hen with a big problem. It’s the middle of winter and the chicken coop is freezing. Learn about how farm animals stay warm in the winter in this zany tale of Emma, an adventurous chicken, in this award-winning children’s book.

 

 

 

 

 

 

 

 

 

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The Mathematics of the Natural World, Part 1: Attribute Patterns

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I have always been a lover of numbers. Math and science just go together so wonderfully. To me, the idea that most natural phenomena (population growth, diffusion, cell division, plant leaf arrangement, a beautiful vista…) could be explained by a simple mathematical formula or idea, is just mind-boggling and reassuring, at the same time.

This post will provide you, the teacher, with some definitions, establish the relevance of some mathematical ideas to the natural world, and share links to some online resources that will help you plan math connections to your winter study of patterns in nature.

Mathematics in Nature — An Overview

We will review, in brief, a number of mathematical principles in this blog, over the next several weeks. In each post, the concept will be defined, in mathematical terms, then explained as it relates to the natural world. I will share some real-life examples, and then provide helpful links to some classroom tasks to reinforce the idea.

  • patterns
  • order & magnitude
  • symmetry
  • scale & proportion
  • Fibonacci numbers
  • fractals
  • The “Golden Ratio”
  • tessellations

Patterns in the Natural World

When we think of teaching patterns to students, our first thought is usually those patterns we named with letters, back in kindergarten and first grade:

ABABAB…

ABCABCABC…

AABBABAAABBABA…

and so on…

In reality, there is much more to the mathematical idea of patternation than this. There are actually three major types of patterns, classified by the basis for the pattern:

  1. Logical patterns
  2. Numerical patterns
  3. Language patterns

All three types can be studied via your science and nature study work, as we will see today.

Logical Patterns

Logical patterns are conceptual patterns based on meaning. There are two main types of logical patterns: attribute patterns and order patterns. Today we will talk about attribute patterns.

Attribute patterns

Children learn, at a very early age, that objects in the real world have qualities, or attributes, some of which can be directly observed (size, shape, color), others which can be determined by the use of simple tools or tests (e.g., floaters and sinkers, magnetism, etc.). When children sort objects into groups based on like attributes, or classify objects into identified groups, they are using attribute patterns as the basis for their work.

Here’s a real-world example of these two types of patterns, based on my son’s homeschool library and room organization. I know that it is easier for children to find things if there is system to organizing them. I have used two different systems over the years, in classroom and homeschool, both successfully. One involves more on my part, one more of the child’s thinking.

Scenario 1: Pre-Determined Classification System (most common)

Before the start of the year, I organize the classroom or homeschool library according to pre-determined categories, based on past experience and curricular needs, label the shelves or explain the system, and guide students to replace materials in the proper category through classification. This is likely the same system most parents use to help kids organize their bedrooms.

I do this based on several attributes, some observable, some based on purpose (not observable). How do you think I organized the two areas in the photos, below?

Logical patterns attributes www.simplesciencestrategies.com

Read below for the criteria by which we sorted my son’s homeschool resources.

Here were our categories, based on use:

  • Encyclopedias and Reference Books (1)
  • History Books (2)
  • Today’s Materials (3)
  • Hats (4)
  • Notebooks (6)
  • Science Books (5)
  • Soccer Stuff (7)

Here is another example, using more obvious attributes…

Logical patterns attributes www.simplesciencestrategies.com

Sorting books based on more obvious attributes.

Scenario 2: Student-originated Organization System (less common)

In some cases, I let the students organize belongings, then tell me their criteria for arranging them. This is the skill of categorization, the flip-side of classification.This requires the adult to let go of the process, and accept the students’ system of organization.

When we did this with the classroom library, it entailed a huge mess (at first), lots of argument, and some rather clever, kid-friendly categories. This is the system my two youngest boys have employed when making sense out of about a million LEGO pieces, as below. (NOTE: My middle son employed a label maker and made category labels for the compartments of an inexpensive hardware storage box):

Logical patterns attributes www.simplesciencsestrategies.com

Form and functionality help the LEGO builder sort bricks.

 

 

 

 

Logical patterns attributes www.simplesciencestrategies.com

Kindergartners sort and categorize seeds, providing their own categories.

***There’s Still Time!***

Don’t forget about the Mid-Winter Give-away

Click over for more details on how to enter!

 

 

 

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New e-Book: Nests, Nests, Nests!

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Burgess Animal Book for Children

Nests, Nests, Nests! – a 25-page e-Book for zoology and nature study. Simple Science Strategies, $1.95

Earlier this month, we studied nests, comparing a squirrel’s nest to an oriole’s nest in “Comparing Nests: The ‘Same and Different’ Center.”   For those of you who want to study nests in more depth, I am pleased to share my newest e-Book, Nests, Nests, Nests!

Nests, Nests, Nests! is a 25-page e-Book perfect for the elementary classroom or homeschool science class.

This set includes both primary and regular-ruled science journaling pages focusing on animal nests, as well as a variety of framed pages for thematic writing, note-taking or nature study. Organizers for studying and comparing nests of different animal orders, coloring and copywork pages, and game cards for sorting and classification tasks make this set versatile, perfect for direct instruction or independent learning tasks.

Burgess Animal Book for Children

Set includes both primary- and regular-ruled pages.

Burgess Animal Book for Children

Several different organizers lead students to compare nests of different animal orders, and to develop a deeper understanding of the purpose of an animal nest.

 

Vintage botanical and zoological illustrations provide high-quality visuals for students to study and color, and the pages include plenty of space for journaling, notebooking or note-taking tasks.

Plain lined pages provide space for more extended writing tasks, or writing paper for independent writing tasks.

The nests of 6 different animal orders  are featured, to get students to think beyond birds’ nests in this study.

Three different organizers are provided: a double-bubble map, and a concept definition frame and a discussion frame.

The double-bubble can be used to compare two different nests, either from the illustrations, from text studies, or from a classroom collection of nests.

The concept definition frame can be used by the class to determine the essential qualities of any nest, and to develop an operational definition about what a nest really is.

The discussion frame is useful for cooperative learning tasks where students decide whether or not humans also create nests.

Burgess Animal Book for Children

Two pages of sortable animal nest cards can be used for a variety of games or independent learning tasks.

Burgess Animal Book for Children

Manuscript and cursive copywork pages include scriptures that fit the theme.

A two-page set of images can be used to create a sort activity, for small group or independent learning task use. Simply copy them onto cardstock or heavy paper.

Images includes nests from birds, mammals, fish, insects, reptiles, amphibians, and other animal orders.

All images are original or images that are in the public domain. All the remaining work is original work.

 

If you are a homeschooler, and are looking for a “one-stop” set of notebooking pages, you will appreciate the manuscript and cursive copywork, which draws upon Scriptures on theme.

Per customer requests, this zoology item also includes suggested lesson uses, linked resources and much more.

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Click the button to order now!

 

The link to download the .pdf will be emailed to the email address you provide, within 24 hrs of your purchase.

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Comparing Nests: The “Same and Different” Center

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Similarities and Differences

Research-based Strategies for Teaching and Learning

Over the past several years, researchers have studied thousands of teaching and learning strategies, to determine which ones yielded the best increases in student performance (Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement presents one meta-analysis of these strategies).

The type of learning task that led to the greatest learning in students involved comparing two things to determine how they were alike and how they were different from one another. This shouldn’t surprise us, when we consider that all of us learn new things by comparing the new with the known, in order to better “file” the information in our brains.

This article explains a simple center that you can create to compare any two objects (related to your theme or content), in an interactive bulletin board display. We will use a squirrel’s nest and the nest of a Northern oriole, to accompany our November studies of autumn nature finds.

Materials

  • Index cards (three colors)
  • Markers
  • Colored yarn
  • A stapler
  • A large photograph of a squirrel’s nest
  • An oriole nest (or large photo)
  • Bulletin board space
  • Sentence strip (2 foot-long pieces)
  • Scissors
  • Field guides or other non-fiction resources on nests

Procedure:

[NOTE: This is designed to be an independent learning center. The assumption is made that students have already been introduced to, and know how to work with, both the bubble map and double bubble map, described in early posts.]

Provide materials on a counter below a bulletin board (cover the bulletin board with whatever covering you’d like — I used to buy fabric remnants on theme, and kept them folded in the box with the other unit materials, to use year after year).

Students use the photos or actual nests, and the non-fiction resources, to generate characteristics or descriptions of the two nests. In the diagram below, blue index cards are used for the characteristics of the squirrel’s nest, yellow cards for the oriole’s nest, and white cards for descriptors that can be used for both nests. Cards are stapled to the bulletin board, and attached to the appropriate header and/or photo with string (I opted for brightly colored yarn).

Leave the bulletin board up for interactive work for the duration of the unit.

science centers comparing nests

A simple, interactive bulletin board becomes a powerful tool for comparing two nests during independent learning time. Image credit: (c) Kim M. Bennett, 2012.

Assessment

Make the assessment part of the student work, inviting students to question one another and revise one another’s work. For example, I have used a small, simple “o” on interactive bulletin board work, to indicate an “opportunity” for other students to revise a piece of information. When the information is updated successfully, I simply cover the “o” with a small, round sticker.

Periodically use the collaborative display in response work, having students summarize the learning, to date. Refer to the work during whole class instruction, as well.

Classroom routines

Once students have used this center, you can use the routine to compare all sorts of things: two books on a theme or topic; two closely related vocabulary words (e.g., blissful, ecstatic); two geometric figures (e.g., rectangle, trapezoid); two biological processes (e.g., photosynthesis, respiration).

In my elementary classroom, interactive bulletin boards were a staple among my learning centers — they fostered conversation and collaboration, were hands-on, and created a healthy “buzz” of learning. The differentiation is built into the task, allowing multiple “entry points” for the content. And the routine of revisiting the work reinforces to students that the classroom displays are meant to be resources for the students to use daily.

Additional lesson ideas

Burgess Animal Book for Children

For more instructional activities to use in conjunction with this learning center, please see “New e-Book: Nests, Nests, Nests!”,  a 25-page e-Book perfect for the elementary classroom or homeschool science class ($1.95 from Simple Science Strategies).

This set includes both primary and regular-ruled science journaling pages focusing on animal nests, as well as a variety of framed pages for thematic writing, note-taking or nature study. Organizers for studying and comparing nests of different animal orders, coloring and copywork pages, and game cards for sorting and classification tasks make this set versatile, perfect for direct instruction or independent learning tasks. Also included with this e-Book is a summary of ten lesson ideas with linked resources, enough for a great integrated unit on animal nests.

Animal taxonomy studies

One of our favorite animal study books…

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Here’s the October Edition of the Simple Science Strategies Blog Carnival!

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Welcome to the October 31, 2012 edition of the Simple Science Strategies Blog Carnival!

I delayed publishing for a few days, as I know many of my readers have been struggling with weather-related issues, in the wake of Hurricane Sandy and the Superstorm that followed. I pray that all are safe and sound and back to full power soon, if not today.

Thank you for participating in the October Edition of the Simple Science Strategies Blog Carnival!

 

Changing Seasons

Kim Bennett presents Signs of Autumn: Our Trip to the Orchard posted at A Child’s Garden, saying, “We took the opportunity to enjoy a beautiful autumn day and pick some tasty apples, in the process! We could have filed this under “Fruits and Seeds,” too.”

 

Fruits and Seeds

The Bennett family then follows up with Two Easy Apple Experiments posted on Squidoo, saying, “This lens was an extension of our apple orchard field trip (see “A Child’s Garden”), and was fun to do for some “kitchen counter science.””

 

Potpourri

freelee presents “Be a Backyard Scientist” posted at 52 Days to Explore, saying, “Botany, biology and other sciences in the back yard with simple items you may have.”

That concludes this edition. Thank you to all participants! Each submission earns a free copy of “Autumn Leaves: A Plant Study,” a 23-page science journaling e-Book for studying fall leaves.

Submit your blog article to the November edition of Simple Science Strategies using our carnival submission form. Past posts and future hosts can be found on our blog carnival index page.


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Cause and Effect: Using a Multi-Flow Map in a Science Center

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Why Study Cause and Effect?

Scientific investigation and experimentation is all about connecting things. In  order for students to connect two events, or a treatment and its effects, students have to understand that things stay the same, unless acted upon by something else, and that things have the ability to change the behavior of other things.

science strategies cause and effect flow map

Understanding cause and effect is central to scientific thinking and exploration. Photo Credit: Alastros Oistros, 2005, via Creative Commons

Understanding cause and effect is a complex skill, involving many subskills:

  • Direct observation of objects and their attributes
  • Observation of objects through the use of simple tests and tools
  • Connection of two events
  • Making predictions based on facts, observations and past experiences
  • Evaluation of the probability and possibility of past and future events, based on observations, the body of scientific knowledge and past experiences
  • Understanding and communication of scientific ideas in words, diagrams and writing
  • Understanding causality and correlation

In short, the understanding of cause and effect, and communication about it, is at the heart of scientific experimentation and investigation.

Tools for Communication Cause and Effect

David Hyerle has established a system of eight Thinking Maps to organize thinking around distinct cognitive processes. One of these maps, the Multi-Flow Map, is specifically created, by the learner, to demonstrate cause-and-effect relationships. (Please click on the link, below, for resources prepared by Wappinger Central School District, in Fishkill, New York, for teaching about the Multi-Flow Map and using it with students:

The Multi-Flow Map

The Multi-Flow Map: useful for demonstrating an understanding of cause and effect relationships.

Using a Multi-Flow Map in the Classroom

This month, we have been using some typical October events to teach questioning:

  • the formation of fruits and seeds from flowers
  • fall color development
  • bird migration
  • changes in the weather

Here are some ways that you could use a multi-flow map in a science center, to provide independent practice in showing cause and effect. Provide the object identified, blank observations sheets and the directions for making a multi-flow map (see the link, above). Leave “cue cards” with the words “What happened here?” and “What will happen next?” Provide a basket for completed work, or create a class bulletin board for students to combine all their thinking into a classroom display (use different colored cards for causes, the event, and effects, and connect with string — leave a stapler at the bulletin board to facilitate student independence).

Fruit and Seed formation

  • an apple with a poke in the side
  • a cut or bitten apple that has begun to discolor
  • an apple with a bruise or rotten spot
  • a photograph of a chipmunk with full cheek pouches
  • a photograph of a blue jay with an acorn in its beak

Fall color formation

  • a branchlet with leaves in different stages of color development
  • a skeletonized leaf
  • a leaf with scorched leaf margins
  • a leaf with sooty mold, powdery mildew, or leaf spot
  • a leaf with insect galls

Bird migration

  • a photograph of geese in V-formation
  • a photograph of blackbirds congregating near a feeder
  • a photograph of vultures climbing a thermal
  • a photograph of goldfinches or other bird in transition plumage

Weather changes

  • a photograph of flooding after Hurricane Sandy
  • a photograph of a tree on downed power lines
  • a photograph of houses collapsed on a beach after a hurricane
  • a photograph of a person chopping wood
  • a photograph of wood smoke coming from a chimney
  • a photograph of  a pile of student jackets on the playground

A Note About Centers

Whenever possible, use real objects, and any relevant tools, instead of photographs or pictures. When photographs or pictures are used, make them relevant to the students. For example, after our experiences with Hurricane Sandy,  I would photograph downed trees or flooding in my town, or the school’s flooded playground, instead of another location. Always use whatever has the most meaning to your students.

science strategies cause and effect flow map

Use available, familiar items whenever designing independent learning centers. Photo credit: (c) Kim M. Bennett, 2011

 

 

 

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The October Simple Science Strategies Newsletter is Ready!

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Download the October Newsletter today!

As promised, here is the next edition of the Simple Science Strategies Newsletter for 2012.

In this edition, we explore Stability and Change through nature studies of fruit and seed development, migration, fall color change and the arrival of autumn weather. In the process, we will learn more about the role of questioning in scientific thinking, and learn ways to help students explore cause and effect. Right click on the text or photo link, below, and save on your computer wherever you choose. Print out or view online (note: the document contains hyperlinks to important resources).

October 2012 Edition of

The Simple Science Strategies Newsletter

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