3. Why did I take this photo? - I took this picture to show how a variety of states of matter can happen all at once. - This picture has a solid (ice) that is melting into a liquid form (water). - The solid wax of the candle is being melting into a liquid. The flame of the candle is also showing how matter can turn into a gas. -The liquid water in the teapot is being boiled. The liquid is turning into steam when it gets very hot. - Matter can be anywhere and in many different forms.
4. NJ Core Curriculum Content Standards 5.2.2.A.1 Sort and describe objects based on the materials of which they are made and their physical properties. 5.2.2.A.2 Identify common objects as solids, liquids, or gases. 5.2.2.B.1 Generate accurate data and organize arguments to show that not all substances respond the same way when heater or cooled, using common materials, such as shortening or candle wax. http://www.njcccs.org/search.aspx
5. How to use this photo to teach young students about science First, I would have the students individually try to identity which objects in this photo are a solid, a liquid, or a gas. Next, I would have the class compile a list of the objects that they think could be a solid, liquid, or gas. I would explain to the class what the differences are between solids, liquids, and gases and that they can be called properties of matter. Then I will explain that matter is everywhere around us, but it can come in different forms or properties.
6. How to use this photo to teach young students about science continued… I will also explain that not all objects react to being heated or cooled in the same way. I may do a little demonstration by heating up different objects and see if they all react in the same way. Finally, I will have the students come up with objects that they have at home or in the classroom that have different properties of matter. I want them to be able to determine the difference of objects based on their physical properties.
9. Why did I take this photo? - I took this picture to show that there are similarities in animals. One of the penguins in the picture could be a parent and the rest could be their offspring. -There may be some minor differences, but for the most part the penguins often resemble their parents. -The penguins in this picture have features on their body that enable them to live in their environment. I want the students to see the differences of the features that the penguins have in comparison to the everyday birds that we see in our yards.
10. NJ Core Curriculum Content Standards 5.3.2.B.2 Compare how different animals obtain food and water 5.3.2.D.1 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring 5.3.2.E.1 Describe similarities and differences in observable traits between parents and offspring 5.3.2.E.2 Describe how similar structures found in different organisms (e.g., eyes, ears mouths) have similar functions and enable those organisms to survive in different environments. http://www.njcccs.org/search.aspx
11. How to use this photo to teach young students about science First, I would have the students compile a list of what they may already know about penguins. I would ask the students to tell me what features the penguins have that can help them live in their environment. How are they different from the birds that we know? Then, I would explain to the class about the similarities that animals can have to their parents. Look at the penguins and how similar they are.
12. How to use this photo to teach young students about science continued… In groups, I would ask the students to draw pictures of other animals that they know of that look similar to their parents. I want them to explain how those features that are similar can help the animal live in the environment that they are in. I will share with the class a picture that I have of my cat and her mother and show how similar they are to one another.
13. Could these penguins live in your house? Why or why not. Explain what features the penguins have that could allow them to live in your home or not to live in your home.
16. The living flowers can be resting on the nonliving fence. The bees on the flowers are also living. There is a boat in the background that is nonliving.
17. The flowers in this picture are alive because of the sun that is being absorbed through its leaves and the water from the soil that it is planted in.
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19. How to use this photo to teach young students about science First, I would explain to the class the difference between living and nonliving things. I would explain that things are living when they can get nutrients and water from their environment and grow. Next, I would have the class get into pairs and come up with some examples of living and nonliving things. I would then explain that the flower in this picture is living because it is getting its food and water from its environment. And because it is getting the food and water it needs, the flowers will grow.
20. How to use this photo to teach young students about science As a whole class experiment, I want each student to plant their own flower seed in a plastic cup. The students will make sure that their flowers are in the sun and have enough water so that it can grow. When the flowers have started to bud, I will have the students take their flowers home to plant with their parents.
21. Explain how the flower in this picture is living or nonliving. Provide examples.
24. NJ Core Curriculum Content Standards 5.2.2.C.1 Compare, citing evidence, the heating of different colored objects placed in full sunlight. 5.2.2.C.2 Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen. 5.2.2.C.3 Present evidence that represents the relationship between a light source, solid object, and the resulting shadow. http://www.njcccs.org/search.aspx
25. How to use this photo to teach young students about science I would first ask the students to tell me what is causing the shadows on the street. After they have given me their answers, I will explain how the light from the sun can create a shadow if something solid is in the way. Next, I will have the students explain to me how the sun is good for the trees and the grass in this picture. The goal is to get them to tell me that the sun creates energy and heat for the plants.
26. How to use this photo to teach young students about science continued… I would demonstrate how shadows work by bringing the class outside along with different shaped objects. Some of the objects will be solid and others will not be. The students will guess which objects will create the shadows before I actually do the demonstration. My last activity will be to have the students work in pairs and trace their shadows in chalk on the sidewalk outside. This will teach them that their bodies are solid and can block the sunlight.
27. If you were walking down the street without any shoes or socks on and it was a hot day, where would you rather walk? Would you want to walk on the shaded part of the street or in the full sunlight? Explain your reasons.
