Kindergarten – 2nd Grade

WE WILL BE ON SPRING BREAK MARCH 22-26TH

Virtual Science

Growing Green Shamrocks Taught by: Kenzie

It’s time to jump into spring with this opportunity for students to explore how seeds grow! In this lab, we will look at the life cycle of a plant, learn what plants need to grow, and then set up a classroom plant for your students to watch till the end of school! Materials provided by the classroom teacher: one plastic cup (clear works best) and plastic wrap (enough to cover the top of the cup). Greenbush will provide potting soil and shamrock seeds.

• K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Every Day is Earth Day! (Part 1 – Earth Day) Taught by: Sheila

Essential Question: How can we help to restore our Earth? 

Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a mission with Little Critter to Save the Planet and learn how to Reduce, Reuse, and Recycle.  As we learn about Climate change and how we can do our part to “Restore Our Earth” students will have a chance to put what they have learned into action.  Teachers will need to supply vegetable shortening/lard and string. Students will need one piece of recyclable material (e.g. TP roll, milk carton, juice carton, cereal box). Greenbush will provide bird seed. (Part 2-Arbor Day) of this lesson will be available in April.

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

•  K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures. 

Push and Pull – Taught by: Lisa

Students will learn how objects move from one place to another, the difference between a push and a pull, and how to change the direction of an object during this hands-on lesson. Classroom teachers need to provide the following: Cardboard sheets (1 per student), push pins, ping pong balls or other small ball (1 per student) and Dixie cups (2 per student.)

• K-PS2-1 Motion and Stability: Forces and interaction. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
• K-PS2-2 Motion and Stability: Forces and Interaction. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Virtual Team-Building and Social-Emotional Character Development Lessons

The Hot Seat – Led by Amie, Emily or Sydney
How will you do in the hot seat? Guess the mystery word by listening to the clues your team provides. 

• SECD.P.3.2

• SECD.P.2.6

• ELA.P.2.1

Virtual Social Studies & Cross-Curricular Art

Around the World with Art: Aboriginal Dot Paintings – Taught by: Sharon

Unarguably one of the most recognized forms of Australian art, Aboriginal dot paintings are highly valued worldwide as being a unique and integral part of Australian Indigenous culture. Students will learn the origins of dot paintings and create their own work of dot art. Teachers will need to provide tempera paint and paper.

• VA:Cr1.1.K. Engage in exploration and imaginative play with materials.

• VA: Cr1.2.K  Engage collaboratively in creative art making in response to an artistic problem.

• VA: Cr2.1.K. Through experimentation, build skills in various media and approaches to art making

• VA: Cr2.3.K. Create art that represents natural and constructed environments.

Virtual Project-Based Learning Labs

Create an Outdoor Learning Space – Led by: Sydney

Essential Question: How do we create an inclusive and accessible outdoor learning area? 
These grade band appropriate, interdisciplinary project based learning modules stem from the inquiry learning/PBL guidelines and instructional examples provided by KSDE. Students will use critical thinking and hands-on activities to address the essential question. Modules include student videos, instructor videos, optional resources and exercises, and access to live ZOOM sessions with our Horticulture and Outdoor Education Coordinator.

• SECD.P 1.2; SECD.P 6.1; SECD.P 3.6 ELA
• ELA.P 3.5, ELA.P 1.1
• HGSS.P 3.1
• MATH.P 5.1, MATH.P 5.3
• SCI.LS.P 2.3
• VA.P 1.1, VA.P 1.2

WE WILL BE ON SPRING BREAK MARCH 22-26TH

Virtual Science

Push and Pull Taught by: Lisa

Students will investigate how objects move from one place to another, the difference between a push and a pull, and how to change the direction of an object during this hands-on lesson. Classroom teachers, please provide the following: Cardboard sheets (1/student), push pins (5/student), ping pong balls or other small ball (1/student) and Dixie cups (2/student).

• SCI.PS.P 1.2 Explore how pushes, pulls, gravity, magnetism and mechanical forces have different strengths, can change the speed or direction of an object’s motion, and can start or stop it.

Growing Green Shamrocks Taught by: Kenzie

It’s time to jump into spring with this opportunity for students to explore how seeds grow! In this lab, we will look at the life cycle of a plant, learn what plants need to grow, and then set up a classroom plant for your students to watch till the end of school! Materials provided by the classroom teacher: one plastic cup (clear works best) and plastic wrap (enough to cover the top of the cup). Greenbush will provide potting soil and shamrock seeds.

• 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Every Day is Earth Day! (Part 1 – Earth Day) Taught by: Sheila

Essential Question: How can we help to restore our Earth? 

Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a mission with Little Critter to Save the Planet and learn how to Reduce, Reuse, and Recycle.  As we learn about Climate change and how we can do our part to “Restore Our Earth” students will have a chance to put what they have learned into action.  Teachers will need to supply vegetable shortening/lard and string. Students will need one piece of recyclable material (e.g. TP roll, milk carton, juice carton, cereal box). Greenbush will provide bird seed. (Part 2-Arbor Day) of this lesson will be available in April.

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

•  K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures. 

Go with the Flow! Taught by: Kenzie

In this lab, students will learn all about their heart and make a class heart. They will learn key terms with the heart, how blood flows in and out, and will compare and contrast heart beats per minute while resting and exercising. Materials needed: Heart print outs (one per student, attached in teacher resource packet), large classroom heart (optional).

• 2A-P3 Movement concepts, principles and knowledge: States the short-term effects of physical activity on the heart and lungs.
• 3B-EP1 Fitness Knowledge-Recognizes the relationship between movement, heart rate, and breathing.
• 3B-EP2 Names physical activities that enhance fitness.

Space Exploration with Snoopy (Part I- Moon Phases) Taught by: Sheila
Essential Question: What patterns are in the sky?
What causes day and night? Does the moon always look the same? What would it be like to live on the moon? Come and explore space with Snoopy, the first beagle on the moon. Teachers will need to provide the following supplies per student: Two “Oreo” type double stuffed cookies, plastic knife or popsicle stick, printed worksheet.

• 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Space Exploration with Snoopy (Part 2- Constellations) Taught by: Sheila
Essential Question: What patterns are in the sky?
What color is the sun? Why do we experience seasons and differing amounts of daylight? Students will explore the night sky and the patterns of the sun, moon and stars. Teachers will need to provide the following supplies per student: Brass fastener, scissors, printed worksheet.

• 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
• 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

Space Exploration with Snoopy (Part 3- Hydroponics) Taught by: Sheila

Essential Question:  What challenges would astronauts face living on the moon?

What challenges will Snoopy face living on the moon? What will he eat? Where will he get his food?  How will micro-gravity affect his bones and what does he need to do to make sure he is in tip top astronaut shape? Teachers will need to provide the following supplies per student: One empty disposable water type bottle, two paper towels, bean seed (or seed of your choice).

• 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
• 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive 
•  K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Space Exploration with Snoopy (Part 4 – Mission to the Moon with NASA’s Artemis Program) Taught by: Sheila

Essential Question: What challenges would astronauts face living on the moon?

With the Artemis Program, NASA will land the first woman and next man on the moon by 2024, using innovative technologies to explore more of the lunar surface than ever before. Students will learn about the Space Launch System (SLS), Orion (Space Capsule), Gateway (Lunar outpost around the moon), Lunar Landers, and Artemis Generation Spacesuits. They will experience the process from launch to docking at the Gateway Outpost and will get a close up view of what lunar soil looks like. Students will learn the fundamentals of the engineering design process as they are challenged to make a lunar rover to demonstrate how Snoopy can explore the moon. Teacher will supply per student: 2 plastic straws, 1 small paper cup, 4 circle shaped candies with holes in the middle or pasta wheels, 1 index card, masking tape.

• 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Virtual Team-Building and Social-Emotional Character Development Lessons

The Hot Seat – Led by Amie, Emily or Sydney
How will you do in the hot seat? Guess the mystery word by listening to the clues your team provides. 

• SECD.P.3.2

• SECD.P.2.6

• ELA.P.2.1

  Virtual Social Studies & Cross-Curricular Art

  Around the World with Art: Aboriginal Dot Paintings – Taught by: Sharon
  

  Unarguably one of the most recognized forms of Australian art, Aboriginal dot paintings are highly valued worldwide as being a unique and integral part of Australian Indigenous culture. Students will learn the origins of dot paintings and create their own work of dot art. Teachers will need to provide tempera paint and paper.

  • VA: Cr1.1.1. Engage in exploration and imaginative play with materials.

  • VA: Cr1.2.1.  Use observation and investigation in preparation for making a work of art.

  • VA: Cr2.1.K. Through experimentation, build skills in various media and approaches to art making.

  • VA: Cr.2.1.1. Explorer uses of materials and tools to create works of art or design.

Virtual Project-Based Learning Labs

Create an Outdoor Learning Space – Led by: Sydney
Essential Question: How do we create an inclusive and accessible outdoor learning area? 
These grade band appropriate, interdisciplinary project based learning modules stem from the inquiry learning/PBL guidelines and instructional examples provided by KSDE. Students will use critical thinking and hands-on activities to address the essential question.  Modules include student videos, instructor videos, optional resources and exercises, and access to live ZOOM sessions with our Horticulture and Outdoor Education Coordinator.

• SECD.P 1.2; SECD.P 6.1; SECD.P 3.6 ELA
• ELA.P 3.5, ELA.P 1.1
• HGSS.P 3.1
• MATH.P 5.1, MATH.P 5.3
• SCI.LS.P 2.3
• VA.P 1.1, VA.P 1.2

WE WILL BE ON SPRING BREAK MARCH 22-26TH

Virtual Science

Every Day is Earth Day! (Part 1 – Earth Day) Taught by: Sheila

Essential Question: How can we help to restore our Earth? 

Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a mission with Little Critter to Save the Planet and learn how to Reduce, Reuse, and Recycle.  As we learn about Climate change and how we can do our part to “Restore Our Earth” students will have a chance to put what they have learned into action. Teachers will need to supply vegetable shortening/lard and string. Students will need one piece of recyclable material (e.g. TP roll, milk carton, juice carton, cereal box). Greenbush will provide bird seed. (Part 2-Arbor Day) of this lesson will be available in April.

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

•  K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures. 

Growing Green Shamrocks Taught by: Kenzie

It’s time to jump into spring with this opportunity for students to explore how seeds grow! In this lab, we will look at the life cycle of a plant, learn what plants need to grow, and then set up a classroom plant for your students to watch till the end of school! Materials provided by the classroom teacher: one plastic cup (clear works best) and plastic wrap (enough to cover the top of the cup). Greenbush will provide potting soil and shamrock seeds.

• 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. 

Go with the Flow! Taught by: Kenzie

In this lab, students will learn all about their heart and make a class heart. They will learn key terms with the heart, how blood flows in and out, and will compare and contrast heart beats per minute while resting and exercising. Materials needed: Heart print outs (one per student, attached in teacher resource packet), large classroom heart (optional).

• 2A-P3 Movement concepts, principles and knowledge: States the short-term effects of physical activity on the heart and lungs.
• 3B-EP1 Fitness Knowledge-Recognizes the relationship between movement, heart rate, and breathing.
• 3B-EP2 Names physical activities that enhance fitness.

Itsy Bitsy Spider – Taught by: Kenzie

This lab will be all about spiders. Students will learn the parts of a spider, different types of spiders, and how they eat through a hands-on lab. Materials: one paper plate per student (can be a small plate), one sugar cube per student, one straw per student, cup of water per student (can be a dixie cup or smaller, they are only going to need a couple of drops). 

• 2-LS4 Make observations of plants and animals to compare the diversity of life in different habitats. 

Properties of Matter – Taught by: Lisa

Using hands-on activities, students will learn how to identify properties of matter and classify/sort matter based on those properties. Classroom teacher must provide the following: Ziploc bags and variety of food items (anything you have in your pantry is fine.) IF food items are not an option because of COVID, any small solid objects will be fine.

• 2-PS1-1 Matter and Its Interactions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

All About Matter – Taught by: Lisa
Essential Questions: How can materials be alike and different? What changes do heating and cooling cause? 

What makes something a solid, liquid or a gas? In this lesson, students will explore the properties of matter to help them understand how items are classified as solids, liquids and gases. In addition, they will design a science experiment that will change a solid to a liquid.

• 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. 

Virtual Team-Building and Social-Emotional Character Development Lessons

The Hot Seat – Led by Amie, Emily or Sydney
How will you do in the hot seat? Guess the mystery word by listening to the clues your team provides. 

• SECD.P.3.2

• SECD.P.2.6

• ELA.P.2.1

  Virtual Social Studies & Cross-Curricular Art

  Around the World with Art: Batik – Taught by: Sharon
  

  Students learn about the ancient Indonesian art of batik fabric and make a paper version of the technique. Teachers will need to provide watercolor paint, Crayons, and paper.

  • VA: Cr1.2.2. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

  • VA: Cr2.1.2. Experiment with various materials and tools to explore personal interests in a work of art or desi

Virtual Project-Based Learning Labs

Create an Outdoor Learning Space – Led by: Sydney
Essential Question: How do we create an inclusive and accessible outdoor learning area? 
These grade band appropriate, interdisciplinary project based learning modules stem from the inquiry learning/PBL guidelines and instructional examples provided by KSDE. Students will use critical thinking and hands-on activities to address the essential question.  Modules include student videos, instructor videos, optional resources and exercises, and access to live ZOOM sessions with our Horticulture and Outdoor Education Coordinator.

• SECD.P 1.2; SECD.P 6.1; SECD.P 3.6 ELA
• ELA.P 3.5, ELA.P 1.1
• HGSS.P 3.1
• MATH.P 5.1, MATH.P 5.3
• SCI.LS.P 2.3
• VA.P 1.1, VA.P 1.2