Kindergarten – 2nd Grade

Virtual Science

Kindergarten

Basic Needs of Living Things

Essential Question: What are the needs of living things?

Kindergartners unite to learn about human, animal and plant needs! This month we will kick off our Basic Needs Series with a lesson using a popular game, Jeopardy, to learn the difference between needs and wants. Be watching in the upcoming months for other basic needs lessons!

  • K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
  • K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 

Basic Needs of Living Things (Lesson 2)

Essential Question: What are the needs of living things?

Kindergartners unite to learn about human, animal and plant needs! In lesson 2 of our Basic Needs of Living Things Series, we will investigate the need for food and water. This lesson will feature live animals and students will have the opportunity to dissect an owl pellet! Note: Greenbush will provide owl pellets. Classroom teachers need to provide disposable plates –1 per student.

  • K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
  • K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 

Basic Needs of Living Things (Lesson 3)

Essential Question: What are the needs of living things? 

Kindergartners unite to learn about human, animal and plant needs! In lesson 3 of the Basic Needs of Living Things Series, students will explore ways that animals protect themselves. Teachers will need to provide: 1 piece of material with print/pattern (examples include shirt with floral pattern, small patterned blanket or pillowcase, etc.)

  • K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. 
  • K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places that they live.

Kansas Weather – Happy Fall Y’all!

Essential Question: Why is it important to understand weather patterns where you live?

Fall is officially here! Join Lisa to learn about the beautiful season of Fall. Fall topics will include fall weather, colorful leaves, how to dress, and favorite activities of the season. Students will also set up an experiment they can watch throughout the year! Be watching in the upcoming months for more weather lessons! Note: Classroom teacher will need to provide 2 glass jars or drinking glasses and pine cones for an experiment.

  • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. 
  • K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. 

Build a Better Pencil

Session 1

In this engineering design lesson, students will take an ordinary pencil, identify the problems with it, and go through the engineering design process to create a pencil that is new and improved!  Teachers will need to provide the following: 1 pencil/student and a variety of supplies you can find in your classroom. Examples: paper towels, cotton balls, yarn, pipe cleaners, etc.

Session 2 (Optional)

In session 2 of Build a Better Pencil, students will practice their presentation skills by presenting their pencils to the class and Ms. Lisa.  Students will show their newly designed pencils and identify what problems they fixed and how they fixed those problems.  

  • 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.
  • K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

1st grade 

Sound and Light (Part 1- Sound)

Essential Question: How do sound and light travel?

Students will explore the role of vibrations in the creation of sound. What causes different sounds? What do these sounds “look” like? Teachers will need to provide the following supplies per student: 1 toilet paper or paper towel tube, 1 rubber band, ¼ sheet of paper, 4″ approx. squares of Aluminum foil and wax paper, plastic or Styrofoam disposable bowl.  Greenbush will provide Tuning Forks

  • 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and sound can make materials vibrate.

Sound and Light (Part 2 – Light)

Essential Question: How do sound and light travel?

Students will explore the concepts of illumination, how certain materials allow light to pass through them, while others block all light creating a shadow. Teachers will need to provide the following supplies per student:  Flashlight (optional) any size or type for each student, scissors, and printed worksheets.

  • 1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
  • 1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different material in the path of a beam of light.

1st Grade-Sound and Light (Part 3- Communication)

Essential Question:  How can we use sound or light to communicate over a distance? 

After evaluating the different ways we currently communicate with sound and light, students will design and build a device that uses light or sound to communicate over a distance.    Teachers will need to provide the following supplies per pair of students: 2 plastic or paper cups, 6 Ft approx of string, 2 paper clips, one flashlight per student.

  • 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Space Exploration with Snoopy (Part 1 – Moon Phases)

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)

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) 

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 microgravity 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 behaviors 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.

Build a Better Pencil

Session 1

In this engineering design lesson, students will take an ordinary pencil, identify the problems with it, and go through the engineering design process to create a pencil that is new and improved!  Teachers will need to provide the following: 1 pencil/student and a variety of supplies you can find in your classroom. Examples: paper towels, cotton balls, yarn, pipe cleaners, etc.

Session 2 (Optional)

In session 2 of Build a Better Pencil, students will practice their presentation skills by presenting their pencils to the class and Ms. Lisa.  Students will show their newly designed pencils and identify what problems they fixed and how they fixed those problems.  

  • 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.
  • K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

2nd Grade

Build a Better Pencil

Session 1

In this engineering design lesson, students will take an ordinary pencil, identify the problems with it, and go through the engineering design process to create a pencil that is new and improved!  Teachers will need to provide the following: 1 pencil/student and a variety of supplies you can find in your classroom. Examples: paper towels, cotton balls, yarn, pipe cleaners, etc.

Session 2 (Optional)

In session 2 of Build a Better Pencil, students will practice their presentation skills by presenting their pencils to the class and Ms. Lisa.  Students will show their newly designed pencils and identify what problems they fixed and how they fixed those problems.  

  • 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.
  • K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

All About Matter

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. 

Plants and Animals (Lesson 1)

Essential Question: How do plants and animals work together?

Plants need animals and animals need plants! We are kicking off this lesson series with flower dissections and bee explorations to learn the wonders of pollination. Students will also have the opportunity to start an engineering project that they can share with family and friends! Be watching in the upcoming months for other plants and animals lessons!

  • 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 
  • 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. 

Plants and Animals (Lesson 2)

Essential Question: How do plants and animals work together?

Plants need animals and animals need plants! In lesson 2 of the Plants and Animals Series, we continue to investigate our essential question. There are many types of animals in a single habitat, but why do they live there? Let’s investigate together! Be watching in the upcoming months for other plants and animals lessons! Note: Teacher will need to provide 1 piece of cloth with pattern on it. (Examples: shirt with floral print, pillowcase with pattern, throw pillow with design, small blanket with pattern, etc.)

  • 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Plants & Animals (Lesson 3) Rainforest Animals

Essential Question: How do plants and animals work together?

Plants need animals and animals need plants! In part 3 of the Plants and Animals Series, we will be exploring the diversity of animals of the Tropical Rainforest. Be watching in the upcoming months for other plants and animals lessons!  LIVE animals will be shown during this lesson! No materials will be needed for this lesson.   

  • 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. 

Virtual Social Studies & Cross-Curricular Art

Kindergarten

Community Helpers (November Lesson)

Many people have jobs that help us live our daily lives. Through literature and activities, students will learn about these jobs and have a chance to express what they might want to be when they grow up.

Kansas College and Career Ready Standards

for Social Studies:

  •  Choices have consequences
  •  Individuals have rights and responsibilities

Kansas College and Career Ready Standards for ELA:

  • RL.K.1 With prompting and support, students will ask and answer questions about key details in a text.
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

1st grade

Coding Unplugged: Dancing Our Way Through Coding (November Lesson)

Coding doesn’t always have to be done on a computer!  Using rainforest animals as inspiration, dance movements will become the basis for creating a code or algorithm by which students will determine how they will move through the classroom.

International Society for Technology in Education (ISTE) Standards:

  • Computational Thinker 5d  Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Kansas College and Career Ready Standards for Dance/Creative Movement:

  • DA:Cr1.1.1 a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.
  • DA:Cr2.1.1 b. Choose movements that express an idea or emotion, or follow a musical phrase.
  • DA:Pr5.1.1 b. Move safely in general space through a range of activities and group formations while maintaining personal space.

2nd grade

Coding Unplugged: Dancing Our Way Through Coding (November Lesson)

Coding doesn’t always have to be done on a computer!  Using rainforest animals as inspiration, dance movements will become the basis for creating a code or algorithm by which students will determine how they will move through the classroom.

International Society for Technology in Education (ISTE) Standards:

  • Computational Thinker 5d  Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Kansas College and Career Ready Standards for Dance/Creative Movement:

  • DA:Cr1.1.1 a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.
  • DA:Cr2.1.1 b. Choose movements that express an idea or emotion, or follow a musical phrase.
  • DA:Pr5.1.1 b. Move safely in general space through a range of activities and group formations while maintaining personal space.

Virtual Team-Building and Social-Emotional Character Development Lessons

Kindergarten – 2nd 

Dice Breakers

Let’s roll with some fun as we get to know our classmates. In this team-building session, we will play three different games that are both silly and informative about our classmates. 

Kindergarten – 2nd grade (SECD)

The Color Monster 

“Uh -oh! What’s the matter with the Color Monster? His feelings are all in a jumble. He needs help sorting them out!” In this lesson, we will read The Color Monster to discover what emotions look and feel like. We will then practice giving verbal and non-verbal cues so others can guess the emotions we might feel. 

  • SECD.P.2.1 Identify and describe a variety of emotions
  • SECD.P.2.8 Describe and practice sending effective verbal and nonverbal messages. 
  • SECD.P.3.1 Label other’s feelings based on verbal and nonverbal cues in different situations

Color Me Happy!

Sometimes our emotions feel very red. Sometimes they feel rather purple. Using the characters from the movie InsideOut, we explore the different emotions we feel, how they can change over time, and techniques for managing strong emotions. Students will create a wheel of emotions and use color to communicate how they are feeling.

SECD.P.2.1 – Identify and describe a variety of emotions. 

SECD.P.2.4 – Identify and describe techniques to manage common stress and emotions.

HGSS 3.3 – Compare perspectives of people in the past to those of people in the present.

VA.RE.7.1 – Perceive and analyze artistic work

VA.RE.7.2 – Visual imagery influences understanding of and responses to the world.

VA.RE.8.1 – Interpret intent and meaning of artistic work.

VA.CN.10.1 – Synthesize and relate knowledge and personal experiences to make art.

VA.CN.11.1 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

The Pout Pout Fish

Mr. Fish believes he is “destined to be glum” but his friends all believe differently. Let’s dive into the ocean to discover how we can be caring friends and help turn some pouty frowns upside-down. We will also discuss how our attitudes can affect others.

  • SECD.P.1.1 – Understand and demonstrate appropriate and inappropriate behaviors and the impact it has on others in all communities.
  • SECD.P.1.3- Recognize characteristics of caring relationships, hurtful relationships, and can identify trusting adults.
  • SECD.P.1.8 – Develop self-control skills (for example: stop, take a deep breath and relax).
  • SECD.P.3.5 – Describe how words, voice tone and body language communicate and can impact relationships positively and negatively.
  • SECD.P.3.8 – Identify and practice appropriate behaviors to maintain positive relationships.

Virtual Project-Based Learning Labs

Kindergarten – 2nd grade: Create an Outdoor Learning Space

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