Author: TCR Staff

Lesson Plans

Activities that Inspire Learning: Science Investigations

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Aside from being highly motivating and fun, science investigations provide an excellent opportunity for students to question the world in new and creative ways. The thinking skills a child develops while doing a science project are the same basic skills that will be used throughout life—to sense and clarify problems that exist and to find creative solutions to those problems. After a thorough review of the scientific process, allow students to guide their own learning by selecting a science investigation. Determine if you want students to work independently, with a partner, or with a small group.

Below is a list of ideas from which students may want to choose. Students will have to consider how they will conduct the investigation as well as how to present their investigation process and findings for review by the class or teacher.

Tip: You may want to do several science investigations as a class prior to assigning students to do one independently so that students gain an understanding of what is expected both of the process and the presentation.

Level 1
1. How much salt does it take to float an egg?
2. What kind of juice cleans pennies best?
3. Which dish soap makes the most bubbles?
4. On which surface can a snail move faster—dirt or cement?
5. What brand of raisin cereal has the most raisins?
6. Do ants like cheese or sugar better?
7. In my class who is taller—the boys or the girls?
8. Do different types of apples have the same number of seeds?
9. Do mint leaves repel ants?
10. What materials dissolve in water?
11. Do all objects fall to the ground at the same speed?
12. Do wheels reduce friction?
13. Can things be identified by just their odors?
14. With which type of battery do toys run on longest?

Level II
1. How far does a snail travel in one minute?
2. How far can a person lean without falling?
3. Can you tell time without a watch or a clock?
4. Does the shape of a kite affect its flight?
5. Does an ice cube melt faster in air or water?
6. How much of an orange is water?
7. Does baking soda lower the temperature of water?
8. Does the color of water affect its evaporation?
9. Can you separate salt from water by freezing?
10. Do suction cups stick equally well to different surfaces?
11. Which cheese grows mold the fastest?
12. Which kind of cleaner removes ink stains best?
13. Which gets warmer—sand or dirt?
14. What kind of glue holds two boards together better?

Level III
1. What type of line carries sound waves best?
2. Does an earthworm react to light and darkness?
3. Is using two eyes to judge distance more accurate than using one eye?
4. What materials provide the best insulation?
5. Do different kinds of caterpillars eat different amounts of food?
6. Do boys or girls have a higher resting heart rate?
7. Do liquids cool as they evaporate?
8. Which way does the wind blow most frequently?
9. Which dish soap makes the longest lasting suds?
10. How accurately can people judge temperatures?
11. Does the length of a vibrating object affect sound?
12. What common liquids are acid, base, or neutral?
13. Who can balance better on the balls of their feet—boys or girls?
14. Does sound travel best through solids, liquids, or gases?

Lesson Plans

Activities That Inspire Learning: Vocabulary Activities

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If vocabulary learning is viewed as boring to some of your students, try some of these activities to spice up and make learning vocabulary fun and memorable.

Vocabulary Bingo
Play Vocabulary Bingo. Students randomly write down all the vocabulary words for that unit, one per square. (Note: The words can be written on the board so everyone has the same words.)

Read the definition of each word. Students then cover the matching word on the Bingo sheet with a small square of paper, dried beans, or other marker. Once they get a consecutive row, they yell “Bingo” or another word you chose. Pick a word that relates to the unit the class is studying.

Action Vocabulary
Give a set of partners one word from the unit or novel being read. They are to learn the definition and then come up with a simple charade-type action associated with the word. The action should be a clue to the meaning of the word. Once practiced, students share their word, definition, and the action with the class. Encourage students to keep the actions simple, only one or two movements. Too detailed or too lengthy actions will be forgotten. The class then repeats the action. After every two words, go back and review actions and definitions of the previously learned words. The action will help secure the meaning in their minds. If desired, students can also choose their own words to perform from the unit.

Password
This game is similar to the TV show “Million Dollar Password.” It is a terrific way to review vocabulary in the classroom.

Split the class into two teams. The first person from each team comes to the front and sits in one of the two chairs facing the game show host (the teacher). The game show host begins by giving one-word clues to both players at the same time. The first person to say out loud the answer gets two points for the team. For example, the word may be carnivore. Possible clues to give are as follows: “animal,” “meat,” and “teeth.” Keep repeating the clues thus far if they are stumped. If still stumped, start giving obvious clues such as “not an herbivore.”

As the class sees how this work and gains experience with the clue-giving technique, eventually allow teammates to give clues, one at a time to their guesser.

For more vocabulary activities or resources, you can browse a wide selection of vocabulary books here.

Classroom Management

Time Management Tips for Teachers: Part IV of IV

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Part IV: Meeting Deadlines and Keeping Appointments

It is obviously essential that you meet deadlines, be they deadlines set by your principal, by a parent, or of your own accord. You must respect deadlines and make no excuses to yourself for missing them. The following procedures will eliminate the missed deadlines and allow you to meet deadlines, as well as people’s expectations.

  • Write down a date or deadline immediately upon notification. Don’t delay! Write it down in your calendar the day it is due.
  • Write down the same deadline in your task list, far enough in advance so that you can prepare. For example, on Tuesday, write “Prepare for conference with Johnny’s mom on Thursday.”
  • In your daily task list, write down the day of an event and the actual appointment, stating “Johnny’s mom’s conference prepared?”
  • Set an alarm (perhaps on your cell phone?) to notify yourself of an appointment a few minutes in advance so that you have time to gather your materials and travel to the appointment spot. Many teachers might choose not to have the alarm because they refer often enough to their task list and can keep a mental alarm in their heads. But for those who look down at the end of the day at their task list and find themselves missing an appointment or task, an alarm will prove to be a welcome reminder.

Remember, keeping deadlines and appointments is one of the most crucial points to being organized. This is true not only because of the actual importance of the appointment or deadline, but also because it shows respect, gains respect, and builds others’ confidence in you as a professional.