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PBS Channel 39 PreK - Grade 3 Science Shows

6:00 am Ready, Jet, Go!

7:00 am Curious George

8:00 am Wild Kratts

12:00 pm Dinosaur Train

12:30pm Cat in the Hat

1:30 pm Splash and Bubbles

3:00 pm Nature Cat

3:30 pm Wild Kratts

Kindergarten Week 4 Download Packet

Topic: Weather

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

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Elementary Science Learning Opportunities

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Read: Observing Weather and Weather Patterns. Circle the picture on page 179 that

shows what the best weather for a picnic is. Describe why this picture shows the best weather

for a picnic to a family member.

● Activity 2: Look at page 180 from Observing Weather and Weather Patterns. Circle the pictures

that show kinds of weather. Describe to a family member what kinds of weather you have seen.

Draw yourself on a warm or cold day. Describe to a family member with evidence (facts) how

you are dressed right for the day.

● Activity 3: Mystery Science: Weather Watching (You will need 2 copies of the Weather Watcher

Handout)

● Be a weather watcher. Go outside or look through a window to see today’s weather.

Draw a picture of today’s weather on the Weather Watching Handout. Pay attention to

four things.

○ What is in the sky?

○ Is it warm or cold?

○ Is it a windy day?

○ Is it raining or snowing?

● Choose another day to draw the weather when the weather is different from your first

picture. Draw this picture on the Weather Watching Handout. Describe to a family

member how these two days are different.

● Activity 4: Mystery Science: Weather Watching

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Elementary Science Learning Opportunities

● Make a weather book using the Weather Handout. You will need to fold the paper on

both sides to create the book. On your Weather Book, circle 1 picture in each box to

record today’s weather. Repeat this for four days. Think about the following questions to

help you circle the correct picture.

○ What do you see in the sky?

○ What would you wear outside based on the temperature?

○ Is there any rain or snow?

Grade 1 Week 4 Download Packet

Topic: Animal Structures (animal parts) and Functions

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

Objective: Students will learn that organisms have external structures (animal parts) that help them

survive.

● Activity 1: Watch “If you had Animal Teeth” then think about the following questions:

○ What do our eyes do? (see, look)

○ What does our nose do? (smell, sniff)

○ What do our ears do? (hear, listen)

○ What do our mouths, tongue, and teeth do? (yawn, talk, sing)

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○ What do our lips do? (kiss, whistle, blow, smile)

○ What do our hands do? (hold, pat, clap)

○ What do our legs do? (kick, skip, hop)

○ What do our feet do? (stomp, walk)

○ What are some other structures that animals have, and how do they help them to survive?

● Activity 2: Trace your body on paper or use sidewalk chalk and label the parts. Then discuss with a

family member the way these structures help humans to survive.

● Activity 3: Go to brainpop.com and login with:

username: FWCSBPOP password: BPOP2020 Select Brainpop Jr. from the drop down menu

● Brain Pop Jr: Mammals Watch the video and complete any of the activities (take easy quiz, draw about your learning, or play a game)

● Activity 4:

● Watch the video from Discovery Channel on Mammals. Find some examples of Mammals

in your neighborhood or look at the Pictures of Mammals and their Structures Handout.

Use the Mammal Investigation Handout to create a chart to describe their structures and

functions. Share your findings with family members. Ask them to share what they know

about your mammals and their structures.

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● Play a game of Twenty Questions focusing on mammals with a family member. Begin by

thinking of a mammal he/she is familiar with. Invite him or her to ask you questions about

the mammal that you can answer with a simple yes or no. He/she should keep asking

questions until he or she is able to figure out the mystery mammal. Then have your family

member think of a mystery mammal so you can ask the questions.

● Activity 5:

● Watch and follow the read aloud: The Ducks in Grandma’s Pond.

● Now that you’ve seen how the mother duck helps her ducklings, take a look at these videos.

Can you figure out what’s going on in each one?

o Hungry Robin Chicks

● What are these big birds doing, and why are they doing that?

o Mama Cat’s Unlimited Cleaning

● What is the big cat doing, and why is she doing that?

o How Do the Baby Shrews Make Sure They Don’t Get Lost

● How do the babies make sure they don’t lose their mother?

● Complete the Animal Moms Help their Young Handout.

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Grade 2 Week 4 Download Packet

Topic: Changes to the Earth’s Surface

This week’s topic investigates:

● How quickly does the surface change?

● What causes the Earth’s surface to change?

● What are some solutions to stop the changing of the land?

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1:

○ Read “What Changes on Earth Happen Slowly: Slow Changes to the Earth’s Surface and

Weathering by Wind”

○ Look at the pictures on page 225 to explore how Bryce Canyon has formed over time. Think

about this question.

■ What causes slow changes to rock on Earth?

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● Look at the pictures on page 226 to explore how weathering causes slow changes to Earth

over time. Check your understanding by answering the multiple choice question on page

227.

● Activity 2:

● Complete “Apply What You Know” on page 227.

o Observe a rock and write down your observations.

o Rub sand paper all over the rock for 5 minutes.

o Observe the rock again.

o Think about these questions and write your answers down so that you can share your

findings with a family member.

How did the rock change over the 5 minutes? What evidence do you have to support how the rock has changed? How does this experiment relate to weathering?

● Activity 3: Read “What Changes on Earth Happen Slowly: “Weathering by Water and Ice”

○ Look at the pictures and read the information to explore how water and ice cause slow

changes the Earth’s surface. Check your understand by answering the multiple choice

question on page 229.

○ Complete “Apply What You Know” on page 229

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o Fill one-half of a cup with water.

o Mark the water line with marker or tape.

o Put the cup in the freezer overnight.

o Observe the cup and the water mark the next day.

o Think about these questions and write your answers down so that you can share your

findings with a family member.

● What changes did you observe?

● What evidence do you have to support how the water mark changed?

● How does this experiment relate to weathering

Grade 3 Week 4 Download Packet

Topic: Weather

Objective: Describing the impact of weather on society and nature.

● How is weather predicted and measured? ● What’s the difference between weather and climate? ● What impact does severe weather have on society?

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Elementary Science Learning Opportunities

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Read “Weather and Climate: What is weather?” Check your understanding by

answering the multiple choice questions.

● Activity 2: Mystery Science: Watch “How Can You Keep a House from Blowing Away?” Think about

the following questions.

○ Do you have strong winds where you live?

○ Have you ever experience a natural hazard like a tornado, hurricane, or dust storm?

○ What natural hazards have your read about or watched on the news? Describe what you

have read about or seen on the news to a family member.

○ What kinds of problems do you think strong winds cause?

○ How could you protect your house during a wind storm?

● Activity 3: Mystery Science: Design a Wind Proof House (The directions are in the video) “How Can

You Keep a House from Blowing Away?”

○ Design a Windproof House Handout

o Paper House Model (2)

o Wind Maker

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Construct the Paper House Model.

o Fold on the black lines, and cut on the dotted lines.

o You can use tape or stickers to secure the “A” flaps.

Test the model with the Wind Maker. Redesign the Paper House Model so that it can survive a wind storm.

o Materials needed:

§ Toothpicks § Paper Clips § Tape § Scissors § Blank Piece of Paper

Test the new model with the Wind Maker.

Use the Design a Wind Proof House Handout to write about your observations and

conclusions.

● Activity 4: Watch these Videos to learn more about building houses and wind.

○ How a House is Built by Gail Gibbons (A book that shows the many different steps that go

into building a house.)

○ Wind by Ann Herriges (Learn all about where wind comes from, as well as what it can do.)

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Grade 4 Week 4 Download Packet

Topic: Changes to the Earth’s Surface This week’s topic investigates:

● How has the surface of the Earth been shaped by water and other factors?

● Mapping of the Earth’s surfaces

● Patterns we see from maps of the Earth’s surface

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Mystery Science: Watch the video “Will Mountains Last Forever?” Think about the

following questions while watching the video.

○ Look at the picture below (Picture 1). What do you think is going on here? What do you

think happened to the pyramid?

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● Look at the picture above (Picture 2). Has anyone ever told you not to put a can of soda in

the freezer? Why do you think people say this?

● Activity 2: Last week you performed an experiment called the Sugar Shake Activity. You performed

this experiment to understand the process of weathering and how this process explains why rocks

at the tops of mountains are jagged, while those at the bottom are rounded. Now we are going to

do an extension lab called, The Mighty Beans. See the instructions below.

· Materials: Dried Beans, Plastic Cups, Pennies, Water, Marker

● Use dried beans to demonstrate the power of seeds

● Put beans into a paper or plastic cup until it’s about one quarter full.

● Add water until all the beans are completely covered.

● Set another cup on top, and add pennies (or other weights) so the cup presses

down on the beans.

● Make a line with a marker to show the cup’s position.

● Draw a picture of your experiment and label it “before”.

● Wait an hour, then check on your beans.

● Draw a picture of the experiment and label it “after”. What did you observe? What is your

evidence?

● Explanation:

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o When you add water to dried beans, they start soaking up the water and swelling as they get

ready to grow.

o This is the first step in root wedging -- getting bigger and pushing against the surrounding rock.

The beans in this cup lifted the weight of many pennies when they swelled.

● Activity 3: Mystery Science: Plant Walk

○ Take a walk in your neighborhood and look for plants that have taken root where they don’t belong.

You may find grass growing in cracks in a sidewalk or plants sprouting between stones or bricks in a

wall.

○ The roots of these plants are ever-so-slowly expanding the cracks in which they grow. Just as the

plants on the side of a mountain break rocks apart, the plants in your neighborhood are breaking

the sidewalk and the stone walls.

○ Take pictures or draw what you find in your neighborhood.

● Activity 4: Mystery Science: Plant Walk continued

○ Use your pictures from your Plant Walk. Make a poster or digital poster. Label the evidence of root

wedging. Write a few sentences to describe what you found. Share your Plant Walk findings with a

family member or send it to your classroom teacher

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Elementary Science Learning Opportunities

● Activity 5: Read the article from Newsela, “Overview: Erosion and Weathering”. Check your understanding

by answering the multiple choice questions.

Grade 5 Week 4 Download Packet

Topic: Earth’s Systems

Essential Questions:

● How do the different systems interact?

● What are the differences and similarities between Earth’s Systems?

As students are completing the activities, ask your student to explain their thinking to you.

Students should make predictions about what will happen next, record their observations in a

journal, or through other writing activities, and verbally summarize their ideas after engaging in

the learning. Science is all about asking good questions and finding answers to them!

● Activity 1: Read an article from Newsela, “An Overview of Earth’s Four Spheres”. Check your

understanding by answering the multiple choice questions.

● Activity 2: Go to brainpop.com and login with:

username: FWCSBPOP

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password: BPOP2020

○ Earth’s Atmosphere: Watch the video and complete any of the activities.

○ Water Cycle: Watch the video and complete any of the activities to learn more about the

Hydrosphere.

● Activity 3: Mystery Science: Hydrosphere and the role of water

○ Watch the video: “How much water is in the world?”. Think about the following questions.

o Imagine you were floating alone in a boat on the ocean with nothing.

● What problems would you face?

● What would you need to survive?

● What about needing water to survive? Would that be a problem? Why or why

not?

o List all the ways that you and your family use water. Imagine what your life would be like if

this water disappeared.

● How would things change?

● How much water do you think your family uses in a day?

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o Do you think there's the same amount of fresh water and salt water on Earth? Or do you

think there's more of one than the other? If so, how much more do you think there is?

Twice as much? Five times as much? Or some other amount?

o Can you think of a way to figure out how much of the Earth is covered by salt water and

how much by fresh water?

● Activity 4: Mystery Science: How much of the Earth is covered by salt and fresh water? (Directions

are in the “How much water is in the world?” video)

Materials:

○ World Map Handout

○ Map Checklist and Answer Key

○ Bar Graph Label Handout

○ Where in the World Handout

○ Stickers or a Marker

○ Large piece of paper or Graph paper

○ Look at your map handout. Since you are working at home, you will only do Map 10. The

other map information will be done for you on the Map Checklist and Answer Key Handout.

Use the key to find areas of fresh water, frozen water, salt water, and land. Do you have all

four?

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Elementary Science Learning Opportunities

o Can you think of a way to count squares quickly? Talk it over with a family member.

o Complete questions 1-3 on your handout.

o Can you think of a strategy when you make your bar graph so that you will use less

stickers?

● The handout suggests 1 square = 50 squares.

● Activity 5: Mystery Science: How much of the Earth is covered by salt and fresh water? (Directions

are in the “How much water is in the world?” video)

○ Complete question 4

o Check your answers to Map 10.

● Salt Water for Map 10: 2 stickers 29 remainder

o Use the Map Checklist and Answer Key to create the bar for salt water. Hint: Make sure

you add up all the remainders and divide by 50. Use the Bar Graph Label Handout to help

you create your bar graph. You can create your own graph on graph paper.

o Complete question 5 using the same directions from above.

● Frozen Fresh Water for Map 10: 0 stickers 41 Remainder

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o Complete question using the same directions as above….But wait…..Do you even have

enough squares to equal 50? What should you do?

● Fresh Water for Map 10: 9 Remainder

● Add up all the Remainders and divide by 50.

● There are 41 squares. Round up to 50 and divide by 50. You will place 1

sticker on your graph.

o What observations can you make from your bar graph?

o How much more salt water is there than fresh water on the Earth?

o Where would you get fresh water if you do not live close to a lake or river?