1 Richardsonrufli Sciencecharts

Science Charts Elizabeth Richardson and Chelsea Rufli

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Day 6

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ERCR SoL S 1.1a Tools to enhance observation

ERCR SoL S 1.1b Classify objects on physical prop.

ERCR SoL S 1.1c Graphs, pictures communicated orally

ERCR SoL S 1.1d Making predictions based on gathered data

ERCR SoL S 1.1e Plan experiments

S/GA - The teacher will divide students in groups and provide them with tools such as a magnifying glass, ruler, and scales to observe a variety of objects.

S/MA – The teacher will give students objects in a plastic bag and they will need to classify according to various properties such as color, size, and texture.

S/PS - The teacher will provide students with data on experiments, such as plant growth, and they will need to predict what will happen in given situations.

S/PS - Given a problem or question, each group of students will need to design an experiment that will give the needed answer.

S/W- Students will record observations in chart from.

DA- Gifted students can create their own criteria for classifying objects.

S/MA/M – The teacher will have students create picture graphs of how many M&Ms they received in a bag, according to color. S/W- Students will write on the board how many M&Ms they had of each color in a chart. Students will interpret graphs from a worksheet.

Week 6 We ek 4

Day 26

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ERCR SoL S 1.2b 16 SoundDay of vibrating objects

ERCR SoL S 1.3a Day 17 Pushes of stationary objects

ERCR SoL S 1.3a 18 Pulls of Day stationary objects

ERCR SoL S 1.3a Day 19 of Pushes and pulls stationary objects

ERCR SoL S 1.3b Day 20 Positions effect on objects

ERCR SoL S 1.1e S/PS - Perform Students will experiments determine the cause of sound coming from various objects S/PS/GA Students brought -into the will perform classroom. the experiment that answers the will S – Students previous activities name things that question in groups, vibrate such as cell as determined by phones, cars, etc. the teacher.

ERCR SoL S 1.1f Develop skills for S/MO - Students information will discover the ease orgathering difficulty of pushing various objects around the S/PS - and Students school gym. should discuss Ssuccessful – Students will information predict how easy gathering objects will be to techniques, and push based on discuss possible weight/size, bottom areas foretc.) mistakes. (wheels,

S/H - Students must learn “lab safety rules as appropriate for their level.

ERCR SoL S 1.2a ERCR SoL S 1.2a ERCR SoL S 1.2b Motion of objects Motion of objects Sound S/MO - Students S – Students will S – From theof vibrating objects will discover the learn the difference previous lesson, ease or difficulty of in pulling/pushing students will pushing various objects’ if one is discuss how the objects around the easier based on position of an S/MO Students will S/MA – Students will S/MA/GA/LI – its school and gym. their previous object will affect visit the school discover how Students will experiences with ability to be pulled, and objects move after pushed, discover the sound S playground – Students will each. or moved. discuss theeasy motion reading a book. of vibrating objects predict how of all of the such as teacher a tuning fork objects will bedifferent to S/M – The teacher S/MA – The objects after S – Students will be and cans push based on will create math will design anwith string interacting with given a ping-pong tied between them weight/size, bottom word problems experiment to test each “toy.” ball, and must find (in pairs). (wheels, etc.) using the pushes the affect on many andaspulls of ways as various incline S/W – Students possible to move it degrees of a ramp DA – Students with S/A – Students willwill objects. (using The teacher should record the different from one handicaps will create a piece of addition andplace to on a ball. motions that each another. present “famous” participate as able, artwork that subtraction) object makes and if not able, illustrates experimental http://www.sciencenetlinks.c students can mistakes, and have themselves pulling om/Lessons.cfm?DocID=35 DA – Students with observe or get or pushing an students discuss special needs can supplementary object. corrective measures. observe the others activities from the movements or be Phys. Ed. Teacher. set up with the Phys. Ed. Instructor for other movement activities.

Day 36

Day 37

Day 38

Day 39

Day 40

Review

ERCR SoL S 1.4a Some substances do not mix with water

ERCR SoL S 1.4b Substances that dissolve in water or do not

ERCR SoL S 1.4c Substances that only dissolve in hot water

ERCR SoL S 1.4d Objects that sink or float

S/LI – The teacher will lead a discussion about substances that mix with water or ones that do not.

S/LI – The teacher will lead a discussion about substances that dissolve in water or ones that do not.

S/LI – The teacher will lead a discussion about substances that only dissolve in hot water, or dissolve well in hot water.

S/LI – The teacher will lead a discussion about objects that sink and ones that float in water.

S/MA – The teacher will demonstrate substances that do not mix with water (oil with food coloring, etc).

S/MA – The teacher will demonstrate substances that do not dissolve in water and ones that do.

DA/HS – Students may be given the option of bringing objects from home to test in water.

DA/HS – Students may be given the option of bringing objects from home to test in water.

Week 8

Quiz/Test

S/MA – The teacher will demonstrate substances that only dissolve in hot water and not cold water (or better in hot, like sugar). DA/HS – Students may be given the option of bringing objects from home to test in water.

S/MA – The teacher will demonstrate objects that sink or float in water. DA/HS – Students may be given the option of bringing objects from home to test in water.

Week 10

Day 41

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Day 43

Day 44

Day 50

ERCR SoL S 1.4d Objects that sink or float

ERCR SoL S 1.5a Physical properties

ERCR SoL S 1.5b Solid state of matter

ERCR SoL S 1.5b Liquid state of matter

ERCR SoL S 1.5b Gas state of matter

S/MA/PS - The teacher will fill a clear plastic tub with water and test various objects to see if they sink or float. Students should make predictions on what will happen.

S/LI – The teacher will explain what physical properties are.

S/LI – The teacher will describe the characteristics of something that is a solid.

S/LI – The teacher will describe the characteristics of something that is a liquid.

S – The teacher will describe the characteristics of something that is a solid.

S/MA – The teacher will present items/substances to the class to determine which ones are solids.

S/LI – The teacher will present items/substances to the class to determine which ones are liquids.

S/MA – The teacher will present items/substances to the class to determine which ones are solids.

S – Students will list items around the room that are considered solids.

S – Students will list items around the room that are considered liquids.

S – Students will list items around the room that are considered gases (have balloons!).

http://familyfun.go.com/par enting/learn/activities/featu re/FGP_nature/FGP_nature2 .html

S/MA – The teacher will test objects that would not float in water but will float in salt water.

S/GA – Given a bucket of items, students will name as many physical properties about an item as possible. S/MA – Students will observe salt and pepper and then mix the two. After brushing their hair, touch the comb to the mixture and they will separate.

DA – Gifted students could S/MA/GA – Students S/CM – Students will research objects will create a boat be given two plastic that are neither, or out of aluminum foil bags to pass appear to be one and discover which phase but is not. around (liquid and shape holds the (glass) solid) and will most paperclips. describe the (idea books) differences of each. (to prepare for tom. Lesson)

S/MA/PS – Students will be given a glass cup containing an ice cube. They will observe the ice melting into water, and then as it evaporates (over days), into gas.

Day 56 W ee k 12

ERCR SoL S 1.6a Parts of plants

S - The teacher will present the different parts of plants to the students. S/A - Students will be given a large B&W outline of a common plant, and will need to color it according to a key given by the teacher.

Day 57 ERCR SoL S 1.6b Needs of plants

S – The teacher will ask students to answer the major needs of plants, and it will be discussed that some plants do not need as much as others (light, soil, etc.) S/RE/CC – Students will research different types of plants, as specified by the teacher, and answer how much water, sunlight, and type of soil that each plant needs. Have appropriate books set aside by the librarian.

Day 58

Day 59

Day 60

ERCR SoL S 1.6c Types of plants

ERCR SoL S 1.6c Types of plants

ERCR SoL S 1.7 Growing plants

S – Students will watch the All About Plants video and discuss what they learned after viewing the tape.

S/MO – the teacher should lead students outside on a nature walk to discuss the different types of plants, their needs, surroundings, etc.

S/GA – Students will design a plan to grow their very own plant. They should be given choices on what they would like to plant, and who they would like to work with.

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S – In the classroom, the teacher should discuss what was not covered on the walk, if anything. DA – Students that could not go outside could have various plants brought to them for observation.

S – Students will rotate on who will water and check on the plants on a daily basis, based on alphabetical order by last names. Students should write in their agenda when their day is.

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ERCR SOL S 1.8b Survival due to characteristics

ERCR S0L S 1.8b Survival due to characteristics

ERCR SOL S 1.8b Survival due to characteristics

ERCR S0L S 1.8b Survival due to characteristics

ERCR SOL S 1.8c Species are like their own parents

S - The teacher will introduce the ways in which other characteristics help animals survive.

S - The teacher will introduce how the adaptations of animals over time have helped them to survive.

Week 14

S/LI - The teacher will introduce the ways in which some animal coverings help an animal survive. S/A/GA/PS – After put in groups, the teacher will give each group pictures of animals, and they will list how the coverings (fur, scale, etc.) help the animal survive (warmth, water, camouflage, etc) S – Students will create an animal that will be easily hidden around the classroom, based on what they learned about coverings in class. Science Through Children’s Literature

S/CM – Students will discuss how the legs, feet, and mouths of animals help them to survive. S/CM – Given pictures, students will discuss how animals’ features help them to survive. S/RE/CC – Students will choose an animal and research how the animals’ characteristics help it to survive.

S/A/PS – Students will create and think of ways that they wish to be changed, and how these changes would help them to accomplish various tasks. Students will draw pictures of their “new bodies” DA – Students who have trouble drawing could cut and paste items from a magazine.

Review animal characteristics.

S – Students will discover how species are like their parents, and that most species cannot mate with animals outside of their species, which is why animals mostly stay the same. S/A/W – Students will create, describe and draw an animal that is the combination of two animals that COULD NOT NORMALLY MATE. DA – Students who have trouble drawing could cut and paste items from an animal magazine.

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ERCR SoL S 1.8c Species are like their own parents

ERCR SoL S 1.8c Species are like their own parents

ERCR SoL S 1.8d Environments participation in animal survival

ERCR SoL S 1.8d Environments participation in animal survival

ERCR SoL S 1.8d Environments participation in animal survival

S/R – Students will read the book Baby Animals, and discuss how similar baby animals look like their parents.

S/A/HS – Have students bring in a picture of their mom or dad (or close relative), depending on whether the student is male or female. Have students make a list of characteristics that are similar in each. Give students a worksheet with types of eyes, noses, eye color, etc. to choose from.

S/CM - Visit the zoo, and discuss how each animal is provided with a different habitat to meet its needs. (If you cannot visit the zoo, bring in pictures of animals and their habitats, and start box display on tomorrow’s lesson.)

Week 16

S/A/ME – Students will be given pictures of baby animals and adult animals, and must match them according to the pair. This could also be done as a memory matching game between pairs. Science Through Children’s Literature

Science Through Children’s Literature

S/A – Have students compare themselves to a classmate, and make the same list. Compare the number of characteristics from each list.

S/GA/RE – Students, in pairs, will research an animal and learn about its desired habitat by writing in list form. S/A/PS - Students will create a shoebox display of their animal and include what the animal needs to have in its surroundings. (food, weather, plants, water, etc.)

S/OL – Students will share their animal and habitat with the class, discussing why the animal may need certain things to survive, and their box display. DA – Students will English or speech deficiency can write their speech in essay form with help from a language teacher to read to the class, instead of outline form.

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Day 80

ERCR SoL S 1.7 Growing plants

ERCR SoL S 1.8a Needs of Animals

ERCR SoL S 1.8a Needs of Animals

Review

Testing

S/MA – Students will gather seeds, dirt, and a Styrofoam cup and plant their seed. They should label their cup and find an appropriate spot in the classroom for their plant. Students should water their plants starting today.

S/OL – Students will plan a day of taking care of the animal they researched and their animals’ needs. They will share this with the class.

S/OL – The class will discuss the difference between needs and wants. Students will make a two column list of needs and wants to show the difference between the two. Students can share these with the class.

Week 18

S/GA/CM – Each pair will share with the class where they placed their plant and why, and explain how much sunlight and water it needs.

S/A – Students will illustrate one of their animals major needs.

DA – Students with LD can take the test in another, more suitable location.

Week 20

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Day 100

ERCR SOL S 1.9b Four Seasons Spring L/ CO/ W: The teacher will introduce the seasons and ask the students to tell their favorite seasons. The class will make a list of characteristics of each season.

ERCR SOL S 1.9b Four Seasons Summer L/ ME: The students will recall from their list the characteristics of summer. The teacher will give the official start and end dates for summer

ERCR SOL S 1.9a Sun heats land

ERCR SOL S 1.9a Sun heats air

ERCR SOL S 1.9a Sun heats water

CO: The teacher will introduce the topic of the sun. The class will discuss things that the sun heats.

L: The teacher will describe how the sun indirectly heats the air.

L: The teacher will describe how the sun heats water and how it loses heat faster than land.

HO/MO/LI: The class will go outside on the playground and feel the ground/pavement. They will answer the question, How does it feel? And relate it to the weather, Is the sun out? HO: The teacher will set up a light bulb hanging low over a small washcloth. The light bulb represents the sun and the washcloth represents the land. The students will predict what will happen to the washcloth.

HO: The students will continue the activity from the previous day. Tin foil will be placed over the washcloth. The students will observe. Is the air above the tin foil warm? When the sun is out does the air feel warm? When the sun heats the land, the land gives off heat to the air. DA: The students will be provided with a picture of the experiment as well as the demonstration

GA/M: The students will be divided into groups and given a fish bowl with water in it. They will record the temperature of the water. The bowls will be placed on the window sills to sit in the sun all day. The students will record the temperature again at the end of the day and record the difference.

T: The students will view a video Changing Seasons. LA/OL: The students will write a paragraph describing what they think Spring is. They should include things they saw in the video. They will share with the class. VA: The students will draw one thing they see or do in the spring.

LI/LS/GA/HS: Students will learn the dates for the first and last day of summer. They will get in groups and make a calendar for their summer. They will incorporate any plans the family already has while coming up with their own activities. They will take in to consideration, weather, holidays, etc.

Day 106 Week 22

Day 107

ERCR SOL S 1.9b Four Seasons Fall W: The students will re-list the characteristics of fall, including holidays.

ERCR SOL S 1.9b Four Seasons Winter W: The students will list the characteristics of winter including holidays.

MO: The teacher will have the students stand and sway like leaves on a tree. Gradually the students will take turns falling gently like leaves on a tree. The teacher will explain this is the main characteristic of fall.

VA: The students will construct snowmen using construction paper and cotton balls.

CI/HS: The students will be given extra credit if they take part in raking leaves in the community.

T/MU: The teacher will play the song “Four Seasons” and the students will learn and sing it as a class.

Day 108

Day 109

Day 110

ERCR SOL S 1.9b Night and day

ERCR SOL S 1.9b Night and day

ERCR SOL S 1.9b Night and day

TX/R: The students will use their test to read about the rotation of the earth.

CO: The students will discuss what you can see in the sky during the day, and what you can see at night.

Review and Test

VA: The students will construct a sun and an earth to demonstrate rotation. They will use this to understand that when the light shines on their part of the world, it is day, and when it doesn’t it is night. DA: There will be a tape provided with the text for those who have difficulty reading to listen to and follow along.

GA/VA/CC: The students will make a large mural on the wall in the hallway with other classes. One side will represent night in the students’ town, and the other side will represent day time. The mural will have to be accurate with clouds and stars where appropriate.

Day 116 Week 24

Day 117

ERCR SOL S 1.10 Effect of light, precipitation, heat on plants

ERCR SOL S1.10 Effect of light, precipitation, heat on plants

S: The students will answer the question, What does light do to plants?

S: The students will answer the question, What does rain do to plants?

E: A few designated students will have planted extra plants to be left out of the sun light. The students will compare how these plants have been growing to the ones that have stayed in the light.

E: A few of the students will have quit watering their extra plants for the last few weeks. The students will compare these plants with the rest of the class who has been watering theirs.

LI/ W: The teacher will explain photosynthesis and how it keeps plants alive. The students will then complete a worksheet about photosynthesis.

LI/ W: The teacher will explain that water is like food to plants and the students will write a short explanation for why plants need water.

Day 118

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Day 120

ERCR SOL S1.10 Effect of light, precipitation, heat on plants

ERCR SOL S1.10 Effect of light, precipitation, heat on plants

ERCR SOL S1.10 Weather effects on animals behavior

S: Students will answer the question, What does heat do to plants?

OL/ GA: The students will be divided in to groups and give small presentations one of the three subject’s effects on plants.

CC: The students will go to the library to research weather effects on animal behavior. The librarian will provide and assist in finding appropriate books. Each student will pick a specific animal to research how it behaves due to weather.

E: The last of the extra plants will have been kept under heated lamp every day for a week. The students will observe the lamp’s effects and compare to the control group. DA: Students who need extra attention will be given the tasks of turning on and shutting off the heat lamp daily and updating the class to any changes in the plant under the lamp.

HS: The students will be responsible for planting something of their choice at home and caring for it. They will keep a record of its growth and how they care for it with the help of parents. W: The students will complete a worksheet identifying everything a plant needs to live.

PS: The students will be given different weather scenarios and asked to think about what they would do in the given situation and then what they think their animal would or should do in the same situation.

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Day 130

ERCR SOL S1.10 Weather effects on animals behavior

ERCR SOL S1.10 Weather effects on animals behavior

ERCR SOL S1.10 Weather effects on animals behavior

ERCR SOL S 1.10c Weather on different cultural groups

ERCR SOL S 1.10c Weather on different cultural groups

CL: The students will research animals specific to other countries and how they live due to weather.

CC: The students will be given time to work on their research projects and put together information to present to the class. The teacher will circulate to help where needed.

OL: The students will each complete a short presentation on their chosen animal and how it lives according to the weather.

SS/A: The students will complete a map of the world indicating the different weather seasons/ phenomena different areas of the world experience.

LA: The teacher will read, Arrow to the Sun, to understand how some Native Americans viewed and used the sun.

Week 26

LA: The teacher will read to the students from, Rainforest Dreamtime Stories DA: Students who wish to will be able given copies of stories the teacher did not read from the book to read in their spare time.

T/MU: The students will learn and sing, Winter Sleep by Paul Rosenthal

GA/ CM: The student will compile a class book of all their animals and how they lives. They will categorize them by the one that hibernate and the ones that do not.

TX/HW: The students will use their text to obtain needed information and finish anything they don’t finish in class at home.

CC/CL: Students will be given the opportunity to further research how Native Americans lives are affected by weather. SS: The students will indicate on their maps where at least three different groups of Indians lived.

Week 28

Day 136

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Day 140

ERCR SOL S 1.10c Weather on different cultural groups

ERCR SOL S 1.10c Weather on different cultural groups

ERCR SOL S 1. 11a Resources of the earth

ERCR SOL S 1. 11a Resources of the earth

ERCR SOL S 1. 11a Resources of the earth

CO/LI: The students will predict how different cultures live due to their habitat. Specifically, they will predict how Eskimos live.

MU: The students will learn and sing Bill Oliver’s, Habitat, a song about the different habitats of the earth.

L/ W/TX: The students will learn the definition of resources. The teacher will give the definition and the students will copy it form the board. Students will use the teacher and their text to identify renewable and non-renewable resources.

L: The Teacher will explain that plants and animals are resources because we use them for food and clothing.

L/CO: Students will identify land, water, minerals, and soil as resources and identify where they come from.

R/ CC/ TX/A/ PS: The students will use their text to discover if their predictions were correct. Library resources can be used. They will view a collage of pictures depicting Eskimos deduce how they are living due to the weather.

PS/ HW: The students will choose one of the habitats in the song and a cultural group that might live in that given habitat. They will identify a place on their map where this habitat and people groups lives and then identify the weather they experience and how they live because of it.

W: The students will distinguish between renewable and non-renewable resources by completing a worksheet. Plants, animals, water, air, land, minerals, and soil will be categorized.

HS: Students will bring in some resource that they like to eat. They will share with the class. The class will make a list of plants and animals that are used as resources, beginning with the ones they brought in.

T: The students will watch a video, Everyday Natural Resources

Week 30

Day 146 ERCR SOL S 1. 11b Qualities of resources

Day 147 ERCR SOL S 1. 11b Qualities of resources

LI: The teacher will discuss pollution and how to prevent it.

MU/CC: Students will learn and sing, Save the Earth By Jack Hartman. The music teacher will teach the song and add instruments for the class to perform for parents.

LA: The teacher will read The Berenstain Bears Don’t Pollute (Anymore). LS/PS/W: The students will identify ways the Berenstains went about preventing pollution and what they can do themselves

A: Students will draw a picture of either the air or water being affected by pollution.

Day 148 ERCR SOL S 1. 11b Qualities of resources

Day 149 ERCR SOL S 1. 11c Recycle, Reduce, Reuse

Day 150 ERCR SOL S 1. 11c Recycle, Reduce, Reuse

T: Students will view Earth’s Natural Resources

Review and Quiz

LI: The teacher will explain the processes of recycling, reducing, and reusing and define them for the class

W: Students will summarize what they saw in the video and explain what they learned.

DA: Students who need extra help will be given a shortened quiz and provided aid is necessary

CI/CZ: The students will begin a recycling project to recycle cans/ bottles. The money raised will be given to a charitable organization to be decided on as a class.

Week 32

Day 156 Standardized Testing

Day 157 Standardized Testing

Day 158 Standardized Testing

Day 159 Standardized Testing

Day 160 Standardized Testing

Week 34

Day 166 ERCR SOL S 1. 11c Recycle, Reduce, Reuse LA: The teacher will read The Three Little Pigs. PS/LS: The teacher will tell the students that the pigs now have to clean up the mess left by the wolf. The students will evaluate the different materials used to build the houses, which ones where best, and what other things the straw, sticks, and bricks could be used for.

Day 167 ERCR SOL S 1. 11c Recycle, Reduce, Reuse

Day 168 ERCR SOL S 1. 11c Recycle, Reduce, Reuse

Day 169 ERCR SOL S 1. 11c Recycle, Reduce, Reuse

PS/ HW: The teacher will give each student an old jar. They will examine it and come up with three different things it could be used for. They will take it home and use it for one of the things they thought of.

MO: The students will take a field trip to the park and find two things that can be recycled, reduced, or reused before playing. They will also pick up one piece of trash.

GA/CZ/M: The students will count the bottles/cans they have brought in and figure (add) the total. They will then vote on a charity to give the money to.

A: The students will draw a picture of one new use they are choosing to implement. DA: Students who have difficulty drawing will be allowed to take a picture and write about the use.

CL/W: With the help of the teacher, the students will compose letters to the government’s of other countries and their own detailing the importance of recycling and reusing.

Day 170 ERCR SOL S 1. 11d Personal water conservation LI: The teacher will discuss the importance of conserving water. The students will understand water in a non-renewable resource. LS/PS/ HS: The students will come up with ways they can conserve water at home and at school. This list will be sent home and the students will implement their ideas both at home and school.

Week 36

Day 166 ERCR SOL S 1.7 Growing plants

Day 167 ERCR SOL S 1.7 Growing plants

PS/ LS: The students will make their final observations of their plants and record them. They will then draw conclusions based on their results.

E: The students will complete an experiment demonstrating how plants drink water. The teacher will place food coloring in a glass of water then place a celery stalk with top leaves in the glass. The celery will be observed every half hour.

W: Students will make the final observations of the plants that were left without either water, light, or left in heat, and record which one grew best. They will fill out the worksheet, What Plants Need to Survive.

A/W: The students will use construction paper and crayons to make a book about how to care for plants.

Day 168 ERCR SOL S 1.7 Growing plants A: The students will make a small four page book of the life cycle of a plant. Review for test

DA: Students who wish will be given extra credit for drawing a more indepth life cycle with more than four pictures.

Day 169 ERCR SOL S 1.7 Growing plants

Test

Day 170 ERCR SOL S 1.7 Growing plants MO/ SS: The teacher will take the students on a “Plant walk” around the school/neighborho od. Have the students note different kinds of plants and how they help people.

Legend

CC- Collaboration with colleagues CL- Cultural Literacy and diversity CO/CM- Communication DA- Differentiation/Accommodation E- Experiment GA- Group Activity H- Health HO- Hands on Activity HS- Home/school connection LI- Listening LA- Language Arts LS-Life Skills M- Math MA – Manipulative Activity ME- Memory

MO- Physical Education/ Movement MU- Music OL-Oral Language/ Public Speaking PS- Problem solving/ Critical thinking RE - Research S-Science T- Technology VA- Visual Art W- Writing

Resources

Barlow, M Rainforest Dreamtime Stories. Jirrbal, Retrieved October 12, 2007, from http://publib.slq.qld.gov.au/cbw/2002/jirrbal.doc

Cochran, J (1992). Integrating Science and Literature. Nashville, TN: Incentive Publications.

Cornett, C. E. (1999). Creating Meaning Through Literature and the Arts. Upper Saddle River, NJ: Pearson Education, Inc.

Family Fun. Retrieved October 15, 2007, from http://familyfun.go.com/parenting/learn/activities/feature/FGP_nature/FGP_nature2.html Plona Cerbus, D, & Feichtenbiner Rice, C (1993). Whole Language Units for Science.Huntington Beach, CA: Teacher Created Material, Inc.

Science NetLinks: Lessons K-2. Retrieved October 16, 2007, from Science NetLinks Web site: http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=8&DocID=17

Songs For Teaching. retrieved October 16, 2007 from www.songsforteaching.com

Teachers Store. Retrieved October 15, 2007 from http://teacherstore.discovery.com/stores/servlet/ProductDisplay?storeId=10003&catalogId=10003&langId= -1&productId=58854&partnumber=879031&jzid=40588027-0-0