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KS2 Science Investigation Mat

KS2 Science Investigation Mat

A word mat/ key aspects mat for KS2 children, particularly Year 5 and 6, to help them in writing up scientific investigations. Included are four key sections, getting children to think about what to include in their methodology/ what they're doing, the prediction, results and conclusion. Also included is a section about fair tests and a list of words that may be used and what they require of them e.g. list, compare, analyse.
krisgreg30
Earth's natural resources research project

Earth's natural resources research project

A research project for students to research and gain a deeper understanding of natural resources and the current problems facing the world. Includes requirements, sample project ideas, and brainstorming topics. Standard: (iii) Energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses. This lesson is student-centered meaning: --it allows you to become a facilitator --happier teachers --happier students --happier administrators
learningisawesomewithmrsalinas
Mythbusters Video Questions: NASA Moon landing (22 Question Total)

Mythbusters Video Questions: NASA Moon landing (22 Question Total)

Video guide questions for the Mythbusters episode: Moon landing Hoax. Great to keep the students focused. Word for word from video. Link to stream episode online as well. Key included. Standards: (i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work. (ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs. This lesson is student-centered meaning: --it allows you to become a facilitator --happier teachers --happier students --happier administrators
learningisawesomewithmrsalinas
Lesson 11, How to Write a Conclusion

Lesson 11, How to Write a Conclusion

This is lesson 11 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. This lesson wraps up the entire unit by examining the key components of a good conclusion. All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group.
davidhowe1385
Lesson 10, How to Make a Graph

Lesson 10, How to Make a Graph

This is lesson 10 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. Graphs are important for displaying data. This lesson discusses the key parts of every graph and how to graph the data you collect in your investigations. All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group.
davidhowe1385
Lesson 9, Data Tables

Lesson 9, Data Tables

This is lesson 9 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. If you are collecting data, you need to make a data table. This lesson describes how to use variables to make a perfect data table! All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group.
davidhowe1385
Lesson 8, Writing a Procedure

Lesson 8, Writing a Procedure

This is lesson 8 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. This lesson explains how to write a clear and concise scientific procedure, emphasizing the use of logic and the incorporation of variables to create an easy to follow step-by-step procedure. All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group.
davidhowe1385
Lesson 7, Types of Variables

Lesson 7, Types of Variables

This is lesson 7 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. This lesson examines the roles of controlled, manipulated and responding variables in an investigation. All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group. This lesson dissects the differences between manipulated, responding and controlled variables with lots of great examples!
davidhowe1385
Lesson 6, Variables

Lesson 6, Variables

This is lesson 6 of an eleven part series on Scientific Practices, which supports Appendix F (Science and Engineering Practices) of the NGSS. This lesson introduces the concept of variables and how they may affect your investigation. All lessons are developed using the BSCS 5E instructional model for teaching and learning (Engage, Explore, Explain, Elaborate, Evaluate) with a 6th (Extend) added for good measure. The handouts are based on video materials found at http://www.howaboutscience.com/scientificpractices. Teachers should have access to a computer and projector or individual internet connected devices depending on your preference or your access to technology. Two handouts and keys are provided. Choose either one, based on the time you have and the ability level of your students. The first handout is more detailed and will take more time to complete. The second handout is shorter and focuses more on main ideas. Just go to the website and click on the appropriate video. Your students can watch and fill out the handout. Here are a few things to consider. If students are working individually it is helpful, but not required to have headphones or earbuds. If the sound is kept low even a large class of students can be successful without them. Also, because students find the directions very easy to follow, these are perfect for substitute teachers. And, because the videos are online, students with internet connections at home don't have to be at school to complete an assignment. My classes are typically action packed with labs and activities, but these video-based lessons require careful listening and focus. My classes are never quieter, which is kind of nice on occasion. Note! I would suggest doing a trial run before purchasing if you plan to have a large class of students working at individual computers. Internet connection speeds vary which may cause videos to load slowly. You might have everyone log on and try my free resource on TpT (or just go to a lesson and choose something) just to be sure you aren't going to have connection issues. If you do, then you can always project the videos and complete the handouts as a group.
davidhowe1385