PhD Science Texas - Level 1 Module 1 - Extension Activities

TEXAS

Extension Activities

Level 1 Module 1

Lesson 6 Extension | Pushes and Pulls

Working individually or in groups, students use the water model to experiment with pushes and pulls.

PREPARATION

Provide students with the water model.

Distribute and read aloud the following procedure sheet to students.

Explore the Water Model

1. Push or pull the tugboat to move the cargo ship.

2. What do you observe? Write.

3. Share your observations with the class.

Lesson 11 Extension | Pushes and Pulls

Students carry out an investigation with additional obstacles in the harbor, such as boats made of clay. Working with a partner, students use their tugboats to push or pull the cargo ship to change direction and avoid obstacles while moving toward the port.

PREPARATION

Distribute a set of direction investigation materials to students. Place a boat made of clay as shown on the map model to create more obstacles for the tugboats and cargo ship.

Distribute and read aloud the following procedure sheet to students.

Investigate Direction

1. How will the cargo ship get to the harbor? Draw.

2. Describe your plan.

3. Test your plan.

4. Share your results with the class.

Lesson 21 Extension | Pushes and Pulls

Working in groups, students share data gathered from the Engineering Challenge with another class.

PREPARATION

Provide students with their Science Logbook (Lesson 19 Activity Guide) and access to line plot data.

Distribute and read aloud the following procedure sheet to students.

Share Results

1. How did your class sort their cushions? Write.

2. Which cushion worked the best?Circle.

3. Describe how you used numbers to decide which materials worked the best.

4. Share your answer with another class.

Students vote as a class to research or investigate one unexplored question or related phenomenon from the module. With teacher support, students work in groups to perform research or carry out a simple investigation. Students then present their findings to the class.

PREPARATION

Prepare a list of unexplored questions and related phenomena from the driving question board.

As necessary, curate resources for student research or provide materials and a procedure for a simple, teacher-designed investigation. Prepare to review safety measures with students as necessary.

Write the appropriate activity name and procedure on a whiteboard or a sheet of chart paper, and read aloud.

Research a Science Topic

1. Research the topic.

2. Prepare a presentation about the topic.

3. Share what you learned with the class. Carry Out an Investigation

1. Gather materials.

2. Carry out the investigation. Follow all safety rules.

3. Share what you learned with the class.

Working with a partner, students discuss how the children in Pond (LeMarche 2016) changed the flow of water in the stream to cause the water to pool and form a pond. Students consider other ways in which people and animals can interact with a pond in different seasons.

PREPARATION

None

Distribute and read aloud the following procedure sheet to students.

Draw Pond Activities

1. Discuss how the children made a pond.

2. What is an activity you could do at the pond in each season? Draw each activity.

Spring Summer

Fall Winter

3. Share your drawings with the class.

Lesson 7 Extension | Weather Conditions

Working individually or in groups, students use information from the Bloom Watch web page from the National Park Service to draw a picture and plan a trip to see the cherry blossom trees in Washington, DC.

PREPARATION

Provide students with computers or tablets, and cue the web page (http://phdsci.link/2582).

Distribute and read aloud the following procedure sheet to students.

Plan a Trip

1. Draw a picture of the cherry trees in Washington, DC.

2. What is the best day to go see the blossoms? Explain to a partner.

3. What clothes would you pack? Write.