RELEVANT CURRICULUM-GRADE 6-SCIENCE-SPACE

E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics  

INQUIRY PROVOCATION BOX OR SCIENCE PROJECT- you decide! Building off of Not A Box By Antoinette Portis I painted the inside with a mix of blue, black, and glitter paint. Once dried I cut out the planets and suspended them with a thread from the upper flaps. I did my best to hang them in the relevant distance that they orbit around the sun. I printed an image of an astronaut, a meteoroid, and a spaceship that students can color and glue down to the insides. The bottom of the inside is an aerial view of Toronto from google maps. Afterwards I used duct tape to wrap the box all around, and then laminated some visual cues of planets for a science vocabulary reference. The viewer can use them as a guide to explore the planets inside. Cut a small hole on the front for the viewer to look into and a hole on the side for them to shine a flash light inside. This idea can also easily translate into a zoo, an aquarium, sight words- the possibilities are endless! 

RELEVANT CURRICULUM-KINDERGARTEN PROGRAM

Belonging and Contributing Frame:

• Working together with peers and educators.

• Colour mixing exploration.

• Acquiring new science vocabulary.

• Participate actively and regularly in a variety of activities that require the application of movement concepts.

• Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.

Problem Solving and Innovating Frame:

• Making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;

• Use language (verbal and non-verbal communication) in various contexts to connect new experiences with what they already know (e.g., contribute ideas during experimentation/class discussions).

HANDS ON INQUIRY- There is flexibility to adjust the parameters to allow for a smaller or larger experiment depending on your groups size, or needs. It can be part of a larger lesson that includes a story about colour mixing or rainbows. This activity is simple enough that it should only require guided instruction and allow for hands-on investigating directly from the students.

MATERIALS NEEDED:

1. 4-6 clear plastic cups

2. Food colouring (4-6 colours)

3. Paper towel

4. Water

 STEPS:

 1. Fill your cups up with water-halfway

2. Add (6 drops) of food colouring to the water 

3. Cut your paper towel into strips

4. Make your hypothesis of what you think will happen

5. Connect each strip from one cup to another

6. Discuss what happened-What surprised you? What do you wonder?

RELEVANT CURRICULUM-GRADE 1-SCIENCE AND TECHNOLOGY-STRUCTURES AND MECHANISMS

Hands on, guided, investigative approach where children will identify objects brought from home, their material and properties. This activity would be an extension of activity one where we read Iggy Peck, Architect. At the conclusion of activity one a letter was sent home to parents explaining the current unit goals for science and the request for their child to bring in three items that can be reused or repurposed. 

Set up: The vocabulary words- materials, and properties would already have been introduced allowing this to strengthen and build on those connections made.  There is flexibility to use this as a whole class instruction or in small groups as a table activity. The Iggy Peck, Architect book should be out and available for children to look through in this display. Laminated prompts will be displayed with examples of materials and properties for investigative comparison. Children can use both meaningful discussion, and the object sorting worksheet to classify the three objects they’ve brought from home based on the material and its property. The sheet can be put onto the clipboards and with pencils to bring to each area. The intent will be to investigate and ask questions about their material while independently recording their responses. Children can draw a picture of their objects in the first column and then use prompts in each area to identify the material and properties. The removable images can be scattered around the match for children to investigate and match up with the visual cues. Teachers can scaffold their learning to help students identify their objects, and the visual prompts will be a tool to assist with labeling. It is also an opportunity to reinforce rich science vocabulary and test their knowledge and understanding by engaging in conversation.

Prompt-What does it look like?

Material: fabric, paper, wood, plastic, glass or metal.

Prompt-What does it feel like?

Properties: hard, soft, transparent, opaque, rigid, flexible, rough, smooth, fragile, or strong.