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Daylight Saving Time: Five Resources for the Classroom
Daylight Saving Time begins Sunday, March 8 2015. This week, teachers will want to educate their students about what Daylight Saving Time is all about, and Education World has you covered with finding lesson plans, resources, and other activities to bring to the classroom. Here are five resources educators can use to teach about Daylight Saving Time:
- Daylight Saving Time: The History of Clocks and Time: This article offers a list of resources, websites, books, and lesson plans teachers can use in the classroom.
- Fall Back & Spring Forward: With this printable, students can participate in a web-based scavenger hunt and answer questions on the worksheet.
- Teacher Planet: This website has a long list of lesson plans and activities teachers can share with their students, including:
- BrainPOP: Social Studies: Here, teachers can access a video, lesson ideas, and a quiz students can take to learn about Daylight Saving Time.
- Free Tech 4 Teachers: Here, teachers can access a list of instructional videos to use in the classroom.
Article by Kassondra Granata, Education World Contributor
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Lesson Plan: Different Types and Sources of Energy
Subject: Science
Grade: 4
Lesson Objective: To understand that there are different types and sources of energy
Next Gen Science Standard: 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Starter:
Say:
What do you think energy is? (Allow the students to answer.)
Main:
Say:
Today, we are going to be talking about energy.
Energy is power that comes from a source and is used to provide light, heat or to work machines.
There are different kinds of energy and energy comes from different sources.
One type of energy is kinetic (ki-ne-tic) energy and one type of energy is potential energy.
Kinetic energy is energy that is in motion. A ball bouncing is using kinetic energy.
Potential energy is stored energy. A ball that is sitting at the top of a hill has potential energy.
When you are sitting at your desk with your hands on your desk, your hands have potential energy. When you raise your hand or move your hand to write, your hand has kinetic energy.
Now, we are going to talk about the sources of energy. That means where energy comes from.
Energy comes from many different places.
Coal, natural gas and oil are all burned and then turned into energy.
Energy can also come from the sun, wind, heat in the Earth, water and natural things like wood and corn.
Energy comes from the sun is called solar energy. Solar panels soak up the sun and turn it into energy.
Wind, energy and heat from the Earth are all caught and used to make energy.
Wood, manure and corn can be burned and that is used to make energy.
Energy is transferred from place to place and can then be used to produce motion, sound, heat or light.
You are now going to look around the room and make a list of the different places where you see energy being transferred and producing something.
Does anyone have any questions?
Allow about 10 minutes for the students to make a list of places where energy is being transferred.
Feedback:
Say:
Who would like to share the list that you made? (Allow the students to answer and share.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
Image by wpclipart.com
Lesson Plan: Changes in Habitat
Subject: Science
Grade: 3
Lesson Objective: To understand that changes to an environment can be dangerous
Next Gen Science Standard: 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Starter:
Say:
How do plants and animals in a habitat depend on each other? (Allow the students to answer- students should explain that animals eat plants that grow and then other animals eat those animals. When animals die, they put nutrients in the soil that helps the plants to grow.)
Main:
Say:
Last class we talked about how the plants and animals in habitats rely on each other to survive.
Today, we are going to talk about what happens to the plants and animals in a habitat if there are changes to the environment.
Sometimes there are changes to an environment or habitat. These changes can happen for different reasons.
Some of the changes happen because of something that people do or because of weather patterns or a natural disaster.
Animals and plants in habitats are affected by any change that happens to an environment.
Any change to an environment can cause a change in the way that living things interact or depend on each other.
People often cut down trees to make room for farms or for houses.
When trees are cut down, it takes away places for animals to live and it takes away food from animals that eat the leaves or fruit from the trees.
This can be very dangerous to the animals in that habitat because if they cannot eat, they will die. Then, the animals that eat those animals will not have food either.
Sometimes making changes to an environment like cutting down many trees can cause a change in temperature or rainfall in that habitat.
This will make it difficult for the plants and animals that live in that habitat because they are not used to the new temperature or amount of rainfall.
Air and water pollution also cause problems for animals that live in habitats that are affected.
Any change to an environment can cause really big problems for plants and animals in a habitat.
The changes can make the plants and animals in that habitat die.
We just talked about how changes to the environment can be very dangerous for the plants and animals that live in a habitat.
Please take out your notebooks.
You are going to write a few sentences describing what makes changes to an environment dangerous.
Feedback:
Say:
Who would like to share what you wrote about what makes changes to an environment dangerous? (Allow the students to share.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimbery is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
Image courtesy of: wpclipart.com
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