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Scholastic: Activity Plan 3-4: Sand Constructions
Activity Plan 3-4: Sand Constructions | Scholastic.com Teachers Parents Kids Administrators Librarians Book Clubs Book Fairs TEACHERS Where Teachers Come First New Site Design! See New
Scholastic: Activity Plan 3-4: Sand Constructions
Activity Plan 3-4: Sand Constructions | Scholastic.com Teachers Parents Kids Administrators Librarians Book Clubs Book Fairs TEACHERS Where Teachers Come First New Site Design! See New
Scholastic: All Activities Issue - Sand & Water: Sifting Sand
All Activities Issue - Sand & Water: Sifting Sand | Scholastic.com Teachers Parents Kids Administrators Librarians Book Clubs Book Fairs TEACHERS Where Teachers Come First New Site Design
Scholastic: Seashore Science
Strategies & Ideas Student Activities Books & Authors Products & Services Shop The Teacher Store Storia™ eBooks Lesson Plan Seashore Science Wherever you live, your class can explore the sand and the sea with our “sun-sational” theme unit By Mackie...
Scholastic: Activity Plan Mixed Ages: Sand and Water Mix-Up
Activity Plan Mixed Ages: Sand and Water Mix-Up | Scholastic.com Teachers Parents Kids Administrators Librarians Book Clubs Book Fairs TEACHERS Where Teachers Come First New Site Design! See
Scholastic: Mud Pies and More: Summer Water & Sand Activity
Summer Water & Sand Activity: Mud Pies and More | Scholastic.com Teachers Parents Kids Administrators Librarians Book Clubs Book Fairs TEACHERS Where Teachers Come First New Site Design! See
 A Classroom Full of Resources
from petro- leum); if you have a septic tank it is concrete and the leach ! eld is !lled with sand and gravel. The carpet in your home is made from synthetic ! bers (petroleum). The back is !lled with limestone, even if your carpet is made of wool. And ! nally, your mortgage or rental contrac...
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from petro- leum); if you have a septic tank it is concrete and the leach ! eld is !lled with sand and gravel. The carpet in your home is made from synthetic ! bers (petroleum). The back is !lled with limestone, even if your carpet is made of wool. And ! nally, your mortgage or rental contract is written on paper made from wood or cloth !bers. The !bers are !lled with clay and other minerals to determine its color and texture. Your House Came Out of the Ground The interior walls are usually wallboard
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http://www.mii.org/pdfs/classroom.pdf#page=3
www.mii.org/pdfs/classroom.pdf#page=3
21Mineral Information Institute Littleton, Colorado www.mii.org Your House Comes From A Mine The roof may be covered with asphalt shingles (petroleum and a variety of colored sands), !berglass (silica <span class="highlight">sand</span>), clay, or corrugated iron. The exterior walls may be of concrete block, brick (clay), stone or aluminum siding, all provided by mining. The gutters can be made of galvanized steel (iron and zinc), aluminum (bauxite), or plastic (petroleum). The foundation and sidewalk are probably
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http://www.mii.org/pdfs/classroom.pdf#page=4
www.mii.org/pdfs/classroom.pdf#page=4
from petro- leum); if you have a septic tank it is concrete and the leach ! eld is !lled with <span class="highlight">sand</span> and gravel. The carpet in your home is made from synthetic ! bers (petroleum). The back is !lled with limestone, even if your carpet is made of wool. And ! nally, your mortgage or rental contract is written on paper made from wood or cloth !bers. The !bers are !lled with clay and other minerals to determine its color and texture. Your House Came Out of the Ground The interior walls are usually wallboard
2006 Science and Technology/Engineering Curriculum Framework
to demonstrate how silica from sand is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that include...
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to demonstrate how silica from sand is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that includes (a) duplicates of the same mineral, somewhat different in appearance (size, shape, exact color) and (b) samples of minerals that look similar but are actually different. Examine minerals using a hand
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
to demonstrate how silica from <span class="highlight">sand</span> is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that includes (a) duplicates of the same mineral, somewhat different in appearance (size, shape, exact color) and (b) samples of minerals that look similar but are actually different. Examine minerals using a hand
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=37
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=37
vegetation on erosion, put soil in two shallow rectangular baking pans. Cover one pan with a layer of sod. Elevate one end of each pan. Compare and discuss the erosion caused by equal amounts of water running down each slope. Identify one manmade attribute that slows the erosion process (e.g., hay bales used at a construction site, silt fence protecting <span class="highlight">sand</span> dunes) and one attribute that accelerates it (e.g., paving a parking lot, cutting trees). Relate these to natural systems. (T/E 2.1, 2.4) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
(T/E 1.1, 2.3) 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, <span class="highlight">sand</span> and block table). Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1) 3. Describe how water can be changed from one state to another by adding or taking away heat. Do simple investigations to observe evaporation
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=123
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=123
Technology/Engineering standards. Technology/Engineering standards for grades PreK–2 can be found on page 85; for grades 3–5, they can be found on page 86. Earth and Space Science Grades PreK–2, page 25 Standard #1 • Use a hand lens to observe and describe the components and properties of a sample of soil (e.g., color, texture, presence or absence of clumps). Extend the examination to moist topsoil. • For grades 1–2, conduct the experiment above with thoroughly wet soil and <span class="highlight">sand</span>. Observe again after
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=124
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=124
Earth and Space Science (cont.) Grades 3–5, pages 26–29 Standard #1 • Observe and describe the differences between quartz and mica. • With a hand lens, examine a sample of coarse <span class="highlight">sand</span> containing many kinds of grains. Also examine a collection of local rocks. Observe that rocks usually contain grains of many different minerals and that <span class="highlight">sand</span> grains can be pure minerals (e.g., quartz, mica). • Show examples of items made from minerals (e.g., jewelry, aluminum foil, cans, glass bottles). • Visit a
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=129
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=129
Life Science (Biology) (cont.) Grades 6–8, pages 51–53 (cont.) Standard #17 • Research natural and human-caused changes in some of the large-scale ecosystems (biomes) on earth. • Use computer simulations to model the growth of plants on a plot of land, or a <span class="highlight">sand</span> dune, or after a volcanic eruption. • Review the data (on websites) gathered by scientists who are conducting long-term ecological research. How are they monitoring rising sea levels? • Observe seasonal movement of barrier beaches. Compare
Microsoft Word - South Dakota Science 2005.rtf
10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple...
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10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple Earth patterns in daily life. Examples: weather observations, seasons, night and day #0;9 Explore rocks, sand, water, and soil. Examples of tools and materials to use include sand and water table
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=19
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
snails, insects, worms, rocks/<span class="highlight">sand</span>, sea shells, etc.). Example: Use magazines or pictures to group things into living and non-living. #0;9 Students are able to discuss the basic needs of plants and animals. Example: Demonstrate what happens to plants after a week or two of not watering. #0;9 Students are able to compare size and shape of living things. Example: Gather and sort a variety of leaves from local trees and plants. Example: Order a variety of mammals from smallest to largest (mouse
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=21
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple Earth patterns in daily life. Examples: weather observations, seasons, night and day #0;9 Explore rocks, <span class="highlight">sand</span>, water, and soil. Examples of tools and materials to use include <span class="highlight">sand</span> and water table
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=26
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Example: Use film canisters filled with various materials such as pennies, <span class="highlight">sand</span>, yarn, popcorn, washers. Students order the canisters from lightest to heaviest. (Application) 1.P.1.3. Students are able to predict how common materials interact with water. • Floating/sinking Example: Use items to float/sink: clay, wood, cork, pencils, crayons, coins, cotton balls, etc. #0;9 Soluble/nonsoluble Example: Try to dissolve or mix salt, sugar, toothpaste, oil, etc. in water. Indicator 2: Analyze forces
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=29
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
18 First Grade Life Science Grade Standards, Supporting Skills, and Examples Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 1.L.1.1. Students are able to discover life needs of green plants. • Grow plants using variables such as sunlight/no sunlight, soil/no soil, <span class="highlight">sand</span> or rock. (Knowledge) 1.L.1.2. Students are able to identify the parts
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=36
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Examples: Separate trail mix, rocks and <span class="highlight">sand</span>, types of beans. Indicator 2: Analyze forces, their forms, and their effects on motions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 2.P.2.1. Students are able to demonstrate how moving objects exhibit different types of motion. Examples: straight, circular, back and forth • Describe motions of common objects in terms of change in position or direction (e.g., up-down, left- right, fast- slow). • Describe how pushes
Microsoft Word - Grade 1.doc
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermome...
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Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=9
www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=9
may occur when different materials are mixed. #0;90107.9.1 Classify solids according to their size, shape, color, texture, hardness, ability to change shape, magnetic attraction, whether they sink or float, and use. #0;90107.9.2 Compare liquids according to their color, ability to flow, solubility in water, and use. #0;90107.9.3 Investigate and describe the results of mixing different substances such as salt and pepper, water and <span class="highlight">sand</span>, water and oil, and water and salt. Grade 1
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil and water with thermometers are placed in a shady
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