Next Generation Science Level K - Activity Book B

Science for the Next Generation

Science K i n d erg a rt en Activity Book

B

Next Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Observations

Activity 4.9

the 1. Draw the fish in

Observe a Fish

fish tank.

Materials • fish food

• fish in a fish tank

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

was

do when the fish food 2. What did the fish placed in the fish tank?

Procedure

tank. ve the fish in the fish 1. As a class, obser the fish does.

Discuss the things tank. fish food in the fish 2. Place a pinch of ss what the fish does.

Observe and discu

pret Analyze and Inter True (

).

) or false (

The fish moves.

The fish does not need

water.

The fish needs food. .

The fish is a living thing

105

Engineer It! Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Engineer 104It!

Make a Cactus!

Draw a Model Draw a model of your cactus.

Did you know that cacti store water in their stems?

Animals try to eat cacti to get the water inside the stems.

Design and build a cactus that will stop animals from getting to its water.

Materials • art and craft supplies • toothpicks

Analyze and Interpret

What feature does your cactus have that helps protect it from animals?

124

4. True (

Review

Review Topical questions at the end of each chapter for formative assessment.

als 1. List two anim

n.

that live in the ocea

als 2. List two anim

als to how they

food and water.

e their own (b) Animals mak (c) All animals eat

ts. that live in fores

3. Match the anim

).

) or false (

air, (a) Animals need

ls All About Anima

125

food.

plants for food.

s plants 5. List two way

als.

are similar to anim

move. hop als are different

s anim 6. List two way

from plants.

run

swim

fly

106

107

Contents Unit 6 – Changes to the Environment

2

Unit 7 – The Earth and the Sun

28

Unit 8 – Weather and Seasons

44

Unit 9 – Forces and Motion

70

Unit 10 – Matter

102

Unit 11 – Sound and Light

122

Activity 6.1

How Plants Change the Environment Materials • pea seeds

• clear container

• soil

• spray bottle

Procedure 1. Fill the clear container with soil.

2. Place three pea seeds in the soil.

3. Push the seeds under the soil with your finger.

2

4. Place the pot near a window.

5. Use the spray bottle to water the seeds every day for two weeks.

6. Record your observations.

Observations Draw what you see in the pot every three to four days. Label the day.

3

4

Analyze and Interpret How did the plant change the soil during the investigation?

Application In Blake’s garden, the rain keeps washing away the soil. What could Blake do to stop the rain from changing the environment?

5

Activity 6.2

How Are Plants Changing My School?

1. Walk around your schoolyard with your friends.

Find ways in which plants are changing the environment.

2. Record your observations by drawing a model.

Draw a Model How plants are changing my schoolyard.

6

Analyze and Interpret 1. How are plants changing your schoolyard?

2. Why are the plant roots growing towards the stream?

7

Activity 6.3

How Are Animals Changing My School?

1. Walk around your schoolyard with your friends.

Find ways in which you think animals are changing the environment.

2. Record your observations by drawing a model.

Draw a Model How animals are changing my schoolyard.

8

Analyze and Interpret 1. How are animals changing your schoolyard?

2. A squirrel buries its nuts under the soil.

Draw a picture to show how the squirrel changes the environment.

9

Activity 6.4

How Do Beavers Change the Environment?

Make a Prediction What do you think caused this change to the environment? Why?

10

A beaver is an animal that can cause big changes to its environment. The changes it makes affect the living and non-living things around it.

Write something you would like to find out about beavers and their environment.

I want to find out ...

Write what you find out on page 13.

Procedure 1. Use books and videos to find out how beavers change their environment.

2. Draw a model to show what you find out.

11

Draw a Model raw a model to show a beaver environment D before and after it is changed by beavers.

Before

After

12

Analyze and Interpret 1. How does the change the beaver is making help it to meet its needs and survive?

2. Write what you found out about beavers.

13

Activity 6.5

How Do People Change the Environment?

Materials •c lear container

• sand

• t oy cars, trucks and houses

• sticks and stones

Procedure 1. Talk about the ways in which people can change an environment.

2. Use the materials to make a model showing how people can change the environment.

14

Draw a Model Draw your model.

Analyze and Interpret Tell how the environment changed.

15

Activity 6.6

How Does Pollution Change the Environment?

1. Draw to show how water pollution can change the environment. Write about what you draw.

16

2. Draw to show how land pollution can change the environment. Write about what you draw.

17

3. Draw to show how air pollution can change the environment. Write about what you draw.

18

4. Make a poster that tells people how to care for the environment in your area.

19

Activity 6.7

Reuse – Make Something New Materials • old things from home that you no longer use

• tape, scissors and a marker

Procedure 1. Bring some things from home that you no longer use.

2. In small groups, design and make something that is useful.

3. Draw a model of your new object.

20

Draw a Model Draw your model.

Application How does reusing help the environment?

21

Activity 6.8

Make a Recycling Station Materials • containers

• tape, scissors and a marker • scrap paper

Procedure 1. As a class, use the materials to make a recycling station for your classroom.

2. Write the names of the things you can put in the recycling station.

3. Draw a model of your recycling station.

22

Draw a Model Draw your model.

Application Why is it important to recycle?

23

Activity 6.9

Ways to Help the Environment 1. Write a sentence to tell how the children are helping the environment. (a)

(b)

24

(c)

2. Draw and describe one way you can help the environment in your area.

25

Review

Changes to the Environment 1. Draw a picture to show how plants can change the environment. Why does this change happen?

2. Draw a picture to show how animals can change the environment. Why does this change happen?

26

3. Check ( ) to tell how people are changing the environment. (a)

water pollution land pollution clearing forests

(b)

air pollution water pollution clearing forests

4. List two ways you can help the environment. (a) (b)

27

Activity 7.1

What’s in the Sky? Warning: Do not look directly at the Sun during this activity. The light from the Sun can damage your eyes.

1. During the day, go outside and observe the sky. Draw and list the things you see.

28

2. At night, go outside and observe the sky.

Draw and list the things you see.

3. List one thing you can only see in the sky during the day.

4. List one thing you can only see in the sky at night.

29

Activity 7.2

Observing the Heat from the Sun Make a Prediction Will ice melt faster in the shade or in sunlight?

Materials • two plastic containers • ice cubes • stopwatch

30

Procedure 1. Place three ice cubes into each container.

2. Place one container outside in direct sunlight.

Place the other container outside in the shade.

3. Start the stopwatch. Observe the ice cubes in each container every 20 minutes for one hour.

4. Record your observations.

Observations Draw what you observed.

Start Sunlight

Shade

31

20 minutes Sunlight

Shade

40 minutes Sunlight

Shade

1 hour Sunlight

32

Shade

Analyze and Interpret 1. Describe what you observed.

2. In which container did the ice melt faster? Why?

3. What can you infer from your observations?

33

Activity 7.3

Measuring the Heat from the Sun Make a Prediction Will water be warmer in the shade or in sunlight?

Materials • two plastic cups

• thermometer

34

Procedure 1. Fill each plastic cup with the same amount of water.

2. Place one cup outside in direct sunlight.

Place the other cup outside in the shade.

3. Use the thermometer to measure the temperature of the water in each cup.

4. Measure the temperature of the water in each cup again after one hour.

5. Record your observations in the table.

Observations Cup Location

Temperature at Start

Temperature After 1 Hour

Sunlight

Shade

35

Analyze and Interpret 1. In which cup was the water warmer? Why?

2. What can you infer from your observations?

Application It’s a very hot day.

Circle the area Ethan and Wyatt should eat lunch.

36

Engineer It!

Keep It Cool You have learned that ice melts faster in sunlight.

What could you do to slow the melting of ice in sunlight?

Materials • art and craft supplies

• scissors

• variety of different objects and materials

• tape

• ice cubes

37

Procedure 1. In small groups, talk about the different ways you could keep the ice cool in sunlight.

2. Use the materials to design a container to keep the ice cool.

3. Draw a model of your container. List the materials used.

4. Build your container and place one ice cube inside.

5. Place the container in direct sunlight and record the time.

6. Observe the ice cube every hour. Record the time when the ice cube has melted.

38

Draw a Model raw a model of your container. Label the D materials you used.

Observations Start Time

Time When Melted

Time Taken to Melt

39

Analyze and Interpret 1. How long did it take for the ice cube to melt?

2. What could you do to improve your container?

Application Blake has a pet rabbit. Draw a model of something Blake could use to keep his rabbit cool when it is hot.

40

Engineer It!

Sun Protection Sometimes the heat from the Sun can cause the Earth to get too hot for animals.

They seek shelter in the shade or underground.

Think of your favorite pet.

Design and build a shelter that will provide your pet with shade and keep it cool on a hot, sunny day.

41

Draw a Model Draw your model. Label the things you used.

Application What can you do to stay cool on a hot day?

42

Review

The Earth and the Sun 1. Use the words in the box to label the pictures.

Sun Earth (a) (b)

2. True (

) or false (

).

(a) The Sun is a star. (b) The Earth is bigger than the Sun. 3. List two things we get from the Sun.

43

Activity 8.1

Hot, Cold, Sunny and Rainy 1. Circle the things you would wear on a hot, sunny day.

44

2. Circle the things you would wear on a cold, rainy day.

45

Activity 8.2

How Can You Describe the Weather?

1. Check ( (a)

) the boxes to describe the weather. rainy sunny snowy

(b)

cold sunny windy

(c)

windy sunny cloudy

46

(d)

rainy sunny windy

(e)

rainy sunny snowy

2. Write two words to describe the weather.

47

Activity 8.3

Observing Clouds 1. In small groups, go into the schoolyard and observe the clouds in the sky in the morning and in the afternoon. Draw the clouds you see.

Clouds in the morning:

Circle the pictures that best describe the clouds you observed in the morning.

clear, no clouds 48

light, thin clouds

white, fluffy clouds

dark, thick clouds

Clouds in the afternoon:

Circle the pictures that best describe the clouds you observed in the afternoon.

clear, no clouds

light, thin clouds

white, fluffy clouds

dark, thick clouds

2. Do you think it will be cloudy tomorrow? Why?

49

Activity 8.4

My Weather Diary Draw pictures and write words to describe the weather for four days.

Day:

Weather:

50

Day:

Weather:

51

Day:

Weather:

52

Day:

Weather:

53

Activity 8.5

Weekend Weather Patterns Draw and tell how the weather changes at different times of the day on the weekend.

Saturday

54

Morning

Midday

Afternoon

Evening

Sunday Morning

Midday

Afternoon

Evening

55

Activity 8.6

My Weather Forecast You can observe daily weather patterns to predict what the weather will be like in the future.

1. (a) Think about the weather yesterday. Circle the pictures that tell about the weather.

Daily Weather Report for Yesterday

(b) Describe the weather yesterday.

56

2. (a) Observe the weather today. Circle the pictures that tell about the weather.

Daily Weather Report for Today

(b) Describe the weather today.

3. (a) Predict the weather for tomorrow. Circle the pictures that tell about your weather prediction.

Daily Weather Report for Tomorrow

(b) Describe the weather tomorrow.

57

Activity 8.7

Describing Seasons 1. Compare the weather in the photographs.

Use the words in the box to label the seasons.

Describe the season.

summer winter fall spring (a)

58

(b)

(c)

59

(d)

2. Write numbers to show which season comes next.

1

60

3. Which is your favorite season. Why? Draw how a tree looks in that season.

My favorite season is ...

because ...

Draw a Model

61

Activity 8.8

Weather Throughout the Year 1. Predict what the weather will be like in your area at different times of the year.

Draw a picture and write some words to describe the weather.

January

62

May

August

2. Which month has your favorite weather?

63

Activity 8.9

Extreme Weather Events Use the words in the box to label the extreme weather events.

thunderstorm earthquake drought flood winter storm

1.

2.

64

3.

4.

5.

65

Activity 8.10

Extreme Weather Alert!

You’ve just found out that severe weather is on the way! It’s time to make a weather report.

1. Circle the symbols to show what type of severe weather is coming.

2. Describe the weather.

66

3. Make a poster to warn people about the severe weather. Include the things people should do to stay safe.

4. Use your poster to report the weather to your friends.

67

Review

Weather and Seasons 1. Which best describes weather? (a) seasons (b) hot and cold (c) what the air and sky outside are like (d) the Sun and clouds in the sky 2. Write two words to describe the weather. (a)

(b)

68

3. Write the seasons.

Summer

4. True (

) or false (

).

(a) Fall is the hottest season. (b) Spring is the season after winter. (c) Winter is the coldest season.

5. List two types of severe weather in your area.

69

Activity 9.1

Make It Move!

Materials • toy car

• piece of string

• tape

Procedure 1. Place the toy car on the floor and push it.

Observe what happens.

2. Tape the string to the toy car. Tug on the string.

Observe what happens.

3. Draw pictures to show what you observed.

70

Observations 1. Use arrows to show what happened when you pushed the car.

2. Use arrows to show what happened when you tugged on the string.

Analyze and Interpret Tell what happened to the car.

71

Activity 9.2

Pushes and Pulls 1. Use the words in the box to label each action. push pull

72

73

2. Tell how Blake can move the cart from the garden to the house.

3. Tell how Ethan can move the box into the truck.

74

Activity 9.3

My Forces Diary Write and draw four activities you do in a day.

Check a box to tell the force you use.

push

pull

push and pull

push

pull

push and pull 75

push

pull

push and pull

push

pull

push and pull 76

Activity 9.4

Describing Movement Use the words in the box to label each action.

1.

2.

fast slow

spinning rolling

77

3.

78

back and forth up and down round and round

4. Draw your favorite play equipment.

Tell how it moves.

79

Activity 9.5

How Does It Move?

1. Check ( ) the boxes to tell how the objects can move. (a)

roll

slide

bounce

slide

bounce

(b)

roll

80

(c)

roll

slide

bounce

slide

bounce

slide

bounce

(d)

roll (e)

roll

81

Activity 9.6

Forces and Movement Draw arrows to show how each object will move.

Pull on the string.

Push the toy car.

82

Drop the ball.

83

Engineer It!

Design a Sailboat

Materials • objects that float • tape and scissors

84

• art and craft supplies • fan

• tub of water

Procedure 1. Use the materials to design a sailboat that will move in water.

2. Draw a model of your design.

3. Build your sailboat.

4. Test your boat using the tub of water and fan.

Draw a Model Draw a model of your sailboat.

85

Observations Draw your sailboat in a tub of water.

Use arrows to show how it moved.

Analyze and Interpret 1. What caused your sailboat to move?

2. How could you improve your sailboat?

86

Activity 9.7

Forces in Nature Check the force in nature.

Check (

) the boxes to identify the forces in nature.

1. wind

moving water 2. wind

moving water 3. wind

moving water 87

Activity 9.8

Big and Small Forces Materials • t oy car

• marker

• tape

Procedure 1. Use the tape to label different places on your classroom floor.

2. Place the toy car at the start. Use forces to move the car to each position.

3. Describe the force you used each time.

88

Observations Tell what you did to move the car to each position.

Analyze and Interpret What can you infer about force and the distance an object moves?

89

Activity 9.9

Direction of Forces Make a Prediction What will happen when the toy cars collide?

Materials • t oy cars

• books

• cardboard

Procedure 1. Use the materials to build two ramps.

2. Conduct the investigations on the next page.

90

Investigation 1

Investigation 2

Investigation 3

91

Observations Draw to show what happened during each investigation.

Investigation 1

Investigation 2

Investigation 3

92

Analyze and Interpret What can you infer about force and motion from these investigations?

Investigation 1

Investigation 2

Investigation 3

93

Engineer It!

Maze Motion!

Materials • t able tennis balls

•a rt and craft supplies

94

• tape

• scissors

• books

Procedure

1. As a class, design and build a maze for a ball.

Your maze should show how forces cause the ball to:

• start moving • speed up • slow down • change direction • stop moving 2. Draw a model, then build your maze.

3. Take turns in testing and improving the maze.

95

Draw a Model raw a model of your maze. Draw arrows to D show how you predict the ball will move.

96

Observations Draw and tell about what you observed.

1. How did you start the ball moving?

2. How did you speed up the moving ball?

97

3. How did you slow down the moving ball?

4. How did you change the direction of the moving ball?

98

5. How did you stop the moving ball?

Analyze and Interpret How could you improve your design?

99

Review

Forces and Motion 1. Use the words in the box to tell what is happening in each picture. push pull push and pull (a)

(b)

(c)

100

2. What force is pushing the boat?

3. True (

) or false (

).

(a) A force is a push or a pull. (b) You use a pull to throw a ball. (c) You use a push to catch a ball. (d) A force can make things move. (e) A force can stop a moving object.

101

Activity 10.1

Grouping Objects 1. Your teacher will give you some objects.

Sort the objects into two groups.

Draw the objects and tell how you grouped them.

Now group the objects in a different way.

Draw the objects and tell how you grouped them.

102

2. Circle the object that does not belong.

103

Activity 10.2

Describing Objects Check the boxes to describe the objects.

1. hard soft rough smooth 2. hard soft rough smooth 104

3.

hard soft rough smooth 4.

hard soft rough smooth 105

Activity 10.3

What’s the Secret Object?

Suggested Materials • bag

• tin can

• elastic bands

• modeling clay

• soft toy

• book

• sandpaper

Procedure 1. Have your classmate hide an object in the bag.

2. Reach into the bag and feel the object using your sense of touch. Describe what you feel. Can you guess the object?

3. Swap roles with your classmate. See if they can guess your hidden object.

106

Observations Name, draw and describe the secret objects.

Object:

Description:

Object:

Description: 107

Activity 10.4

Sorting and Grouping Objects Materials • assortment of objects

Procedure 1. In small groups, observe each object. Talk about the ways you can sort them into groups.

2. Sort the objects. Draw the objects in each group and tell how they are grouped.

3. Repeat Step 2, but sort them in a different way.

108

Observations Draw and tell how you sorted the objects.

Objects Grouped By:

Objects Grouped By:

Analyze and Interpret What are some other ways to sort the objects?

109

Activity 10.5

Changing Matter Materials • modeling clay

Procedure 1. Take some modeling clay and roll it into a ball.

Draw the ball on the next page.

2. Use your hands and fingers to change the ball of clay. Draw to show how you changed it.

3. Roll the modeling clay into a ball again. Repeat Step 2.

This time change the ball in another way.

1 10

Observations Ball of modeling clay:

Change 1:

Change 2:

Analyze and Interpret Tell what you did to change the ball of clay.

111

Activity 10.6

Suitable Objects Circle the most suitable object to use.

1. Keira needs to water her plants.

2. Riley is trying to reach her doll.

1 12

3. Jordan needs to clean the spill.

4. Halle needs to remove the nail.

1 13

Engineer It!

Build a Bridge!

Cars and trucks are very heavy! When engineers design a bridge, they need to make sure it is strong enough to hold all the vehicles.

Now, it’s your turn! Design and build a bridge to move a toy car from one desk to another.

Materials • art and craft supplies • tape, scissors • toy cars • plastic cup • marbles

1 14

Procedure 1. Move two desks apart.

2. Using the craft supplies, design a bridge to get the toy car from one desk to the other.

3. Draw a model of what you plan to build.

4. Build and test your bridge.

5. Place a plastic cup on the bridge.

Test how many marbles the bridge can hold.

Draw a Model

1 15

Analyze and Interpret 1. What materials did you use? Why?

2. What could you do to improve your bridge?

1 16

Application What materials are used to make bridges? Why?

1 17

Activity 10.7

Is It a Solid or a Liquid?

Materials • different types of solid and liquid matter

Procedure 1. Use your senses of sight and touch to observe the different objects.

2. Sort the objects as solids or liquids.

1 18

Observations Solids:

Liquids:

Analyze and Interpret 1. How could you tell which things were solids?

2. How could you tell which things were liquids?

1 19

Review

Matter 1. True (

) or false (

).

(a) You are matter. (b) Water and air are matter.

2. Write two words to describe the marbles.

3. Circle the best tool to help Chelsea get her schoolbag.

120

4. Use the words in the box to label the different states of matter. gas liquid solid (a)

(b)

(c)

121

Activity 11.1

Sounds Around Us 1. Circle the things that make sound.

122

2. Draw and name two things that make sound.

Circle the part that makes the sound.

123

Activity 11.2

Seeing Sounds!

Materials • rice

• plastic cup

•c ling wrap

• elastic band

• musical instruments

Procedure 1. Stretch the cling wrap over the plastic cup.

Use the elastic band to hold it in place.

2. Sprinkle some rice on the cling wrap.

3. Play the musical instruments close to the cup. What do you observe?

124

Observations Draw and tell what you observed when sound was made near the plastic cup.

Analyze and Interpret How would loud and soft sounds change the way the rice moves?

125

Activity 11.3

What’s the Sound?

1. Close your eyes. You teacher will use objects to make different sounds. Draw and write what you think is making the sound. (a) Sound 1

(b) Sound 2

126

(c) Sound 3

(d) Sound 4

2. Have a friend close their eyes. Make a sound using an object around you. See if they can guess what it is.

127

Activity 11.4

Describing Sound Check the boxes to describe the sounds made. whistle

baby crying

loud

soft

high

low

loud

soft

high

low

loud

soft

high

low

vacuum cleaner

128

whispering loud

soft

high

low

loud

soft

high

low

loud

soft

high

low

loud

soft

high

low

ringing alarm clock

chicks chirping

car racing

129

Engineer It!

Make Some Sounds Materials • art and craft supplies

Procedure 1. Use the materials to design a device that makes different sounds.

2. Show your design to your teacher. Tell how your sound device will make different sounds.

3. Build and test your sound device.

130

Draw a Model Draw a model of your sound device.

Analyze and Interpret Describe how your device makes sound.

131

Activity 11.5

What Is a Source of Light?

1. Check (

132

) the sources of light.

2. Which natural source of light helps you to see during the day?

133

Activity 11.6

Does It Produce Light or Sound?

Check the boxes to tell if the object produces light or sound.

light sound

light sound

light sound

134

light sound

light sound

light sound

135

Activity 11.7

How We Use Light 1. Circle the parts of each picture that show people using light. (a)

(b)

(c)

136

(d)

2. Draw a picture to show how you use light at home. Circle the sources of light.

137

Activity 11.8

Observing Shadows Tell what is making each shadow. (a)

(b)

138

(c)

(d)

139

Review

Sound and Light 1. True (

) or false (

).

(a) Light helps us to hear. (b) Sound is a form of energy. (c) Sound is made when an object vibrates.

2. Use the words in the box to describe the sounds. loud soft high low (a) (b)

(c) (d)

14 0

3. What is the main source of light we use during the day?

4. List two sources of light you use at night.

5. Draw what you will see on the board when the flashlight is turned on. What did you draw?

141

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