This activity is a hands on activity where students will gather information on their findings about iron in different cereals. Then use their finding and give reasonings of the differences and similarities.
Students journal their thoughts and responses to the questions associated with the grand challenge question presented in the associated lesson. For the Generate Ideas" step, they answer the questions: "What are your initial ideas about how this challenge can be answered? What background knowledge is needed? Have you tried this before?" After students have individually written responses to these questions, the class brainstorms together to reach consensus on the main ideas that need to be explored to solve the challenge question.
This activity involves student teams classifying clouds into the main categories, making a poster of their findings, having a poster session and learning the vocabulary terms cirrus, stratus and cumulus.
This activity is used to help students describe various rock types.
This cooperative classroom activity will allow students to apply their knowledge of magnetism and electricity. The students will create a circuit that lights a flashlight bulb and simultaneously practice the skills of prediction, observation, inferrence, recording, investigation and communication.
This activity is an guided inquiry based lesson where students measure and graph data on a two-coordinate graph the growth of a toy animal submerged in water over a period of time.
In this biology field experience, students will explore trees of Minnesota. Working in cooperative groups, students will discover biodiversity of trees and determine populations of tree species through observation and use of dichotomous keys.
This activity is designed to help deepen our language and understanding of taking observations. We will also learn that water molecules are in constant motion.
This activity is a guided inquiry investigation where students gather data on rate of water falling on erosion. Student will interpret their data, and develop a conclusion from the data. The data will lead to further questions, which can be developed by the students.
This lesson will extend the learning on rocks with the Foss kit, Pebbles, Sand, and Silt to include soil. Students will perform the soil sifting activity like the one designed for rocks in the Foss it. Through their work, students will complete a Venn diagram of soil and rocks as a class.
This activity allows students to brainstorm investigable questions, conduct an experiment, and communicate the results related to our invertebrate animal study; specifically sponges and absorption. (Lesson is based on an original activity from "Porifera's Porosity", Holt Science and Technology - Animals, Holt, Rinehart, and Winston 2002, pages 50-51.)
This is a classroom lab investigation where students use the story of the three bears to discover inadequacies in the story and discover how to make them correct. Convection, conduction and radiation are involved.
This activity is a teacher-guided inquiry activity of the sorting or grouping of Minnesota critters according to student driven criteria or purpose of their groupings. Teacher/student questions and discussion should be encouraged after this activity to emphasize that awareness of the criteria or purpose of certain groupings may be important before beginning an investigation.
This is a guided inquiry investigation where students record and gather visual information of what the moon phases look like.
In this activity students will compare characteristics of birds with characteristics of animals from other classifications. They will list the characteristics that are unique to birds.
This activity is a field investigation where students investigate the water quality of a local stream or pond.
In this inquiry-based worms lesson, students will compare and contrast red worms and earthworms through exploration (magnifying glasses provided) and a read-aloud.