Exploration ¢« Elementary 2d — 5th e IT'S PHENOMENAL M MinoWorks RESOURCES”MindWorks Resources strives to provide exciting, engaging, and fun lessons and materials that promote critical thinking, problem-solving, and reasoning skills in support of the school day. Special care is taken to ensure materials are age and skill appropriate. MindWorks Resources provides these materials for differing demographics intemationally, and thus asks you, as an individual program, to review lessons and materials prior to conducting activities for appropriateness for your particular environment. Often, lessons will indicate use of specific book pages or game pieces; this is generally to allow access to compelling materials in a controlled way. All materials should be used with direct adult supervision. Program instructors may modify lessons and materials as needed to conform to individual program standards © 2017 MindWorks Resources Incorporated All rights reserved. The activities and illustrations within this manual may be reproduced by the sole individual owner of this publication for single classroom or educational purposes only and may not be redistributed in part or in whole. This work may not be reproduced or copied in its entirety in any form or by any means - graphic, electronic, or mechanical - without express written consent from the publisher. Printed in the U.S.A. I MinpWorks RESOURCES” www.MindWorksResources.com Exploration «Irs Phenomenal + 20-5 Elementary 2 © 2017 MindWorks Resources IncorporatedMindWorks Curriculum Components Included in each Teacher's Guide: Overview - This section provides a brief description of what students experience in the subject over the course of the week. Read this to gain an understanding of the scope of activities for the week. roject Based Learning Voice and Choice - Project Based Learning (PBL) activities in the Voice and Choice section ate designed for programs utilizing the optional MindWorks PBL component. Review the driving question included in the beginning of the Teacher's Guide at the beginning of each week to support the PBL daily voice and choice. © © Objectives - The activities and topics in each subject are matched to national standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial literacy. On occasion, state standards will be listed as well. Reference these standards as necessary in grant applications, conversations with school district employees, state education representatives, etc. Objective numbers are not referenced due to the many duplications across state and national standards Career Connections - This component helps instructors guide students in drawing parallels from the lessons to various related careers. This helps students to link their career options with their unique skills, encouraging optimal success in families, careers, and communities. Remind students what they learn now allows them to discover their individual strengths and interests, to consider and outline career goals, and to focus their thought processes to achieve desired lifestyles. ) Materials List - Diviced between materials provided by MindWorks and matefials the instructor should gather, the comprehensive list at the beginning of each set of lessons includes everything needed for the week. Check the availabilty of the listed items on the master list, and gather the materials listed in preparation for a successful week. D> y Pre- and Post-Test Questions and Answers ~ Each subject includes both a pre- and post-test for students, as well as answer keys for the instructor. This allows both the + i's Phenomenal « 2-9" Elementary 3 © 2017 Mind Works Resources Incorporatedinstructor and the students to assess the students’ knowledge. skill, and abilities. Copy and give students a pre- and post- test, or administer the test as a large group. Modify the version of the test, if appropriate for your group. Collect data to show improvements between before and after learning and to measure lesson effectiveness. oO Core Vocabulary ~ Each subject includes a list of core vocabulary taught in the lessons, as well as related extension vocabulary. Review this list prior to the unit and each day's lessons as necessary to become familiar with words and concepts Websites - Near the back of each book, instructors will find a handy list of websites that are referenced in daily lessons. These websites provide examples to show during the lessons, pictures that reinforce key lesson concepts, videos that relate to the topics, and interactive sites for extension activities. Share this list with the technology department and request assistance to ensure firewalls do not block access, Preview sites for theit appropriateness for your student audience. Included in each day’s lesson: © Materials List - A materials list for each individual lesson helps the instructor know what materials he or she should gather in order to complete that particular lesson successfully. Preparation - This section provides the instructor with a list of items that need to be prepared prior to beginning the lesson. Prepare for a successful lesson by completing the tasks listed in this section. Entry Event - Each lesson begins with a hands-on or mind-engaging experience. This component's purpose is to hook students in the learning process. It may involve using an object, event. or question to engage students in the topic for the day, which then seamlessly transitions students into the discussion and activity. oO Pre- and Post-Activity Discussion - Each lesson's pre- and post-activity discussions ensure key learning opportunities. The purpose of the pre-activity discussion is two-fold: fist, it transitions students from the entry event to the content of the lesson and activity; and secondly, it reviews the concepts taught in previous lessons so + i'sPheniomenal « 8-9 Elementary 4 © 2017 Mind Works Resources Incorporatedstudents are consistently receiving review and preparation for the post-test at the end of each set of lessons. The post-activity discussion provides a time for students to process, summarize, and review that day’s lesson and activity. This allows students not only to explain their understanding of the day's concepts and processes, but to solidify the concepts covered in the lesson. Read these discussions before beginning lessons. Determine if you, as an instructor need to read the script as written or read the underlined summary sentences and lead the content of the discussion to support these. s/ Activity - This component provides step-by-step instructions to engage students in a learning experience, Practical as welll as fun, the activity component allows for various degrees of instructor guidance and support based on students’ needs, including young modifications (young mod) to support learning for non- readers. Follow the outlined instructions to bring excitement, energy, and enjoyment to learning as lesson concepts "come to life” for each student. © Social-Emotional Learning - Some dailly lessons include a social-emotional leaming component. When applicable, this section provides suggestions for ways to promote social and emotional development in connection with the daily activity. Read the information to determine if it is pertinent to the students you serve, and discuss with them as appropriate. °@ Reminder - Only certain lessons contain reminders. Look for reminders that are included when preparation is necessary for an upcoming day. . N NW extension Activities - These supplemental activities build upon each day's learning to provide additional opportunities to explore lesson concepts, Allow time for students to complete extension activities, communicate extension activities to families, or use these activities at another program time, Voice and Choice - The Voice and Choice suggestion in each daily lesson provides ideas for connecting each day's lesson to the over-arching PBL component project. Implement these ideas to build to the culminating PBL event, described in the optional PBL Facilitator's Guide Exploration i Phenomenal « 2 - 9 Elementary © 2017 MindWorks Resources IncorporatedMindWorks Curriculum Design: MindWorks elementary curriculum includes two independent instructor guides. While these guides are labeled as K-1* and 24-5, instructors are encouraged to select the guide which is best suited for the reading abilities of individual groups of students. The K-15 facilitator guide is designed for students who are considered to be emergent readers. Emergent readers are those who are beginning to learn sound/symbol relationships, know some letters of the alphabet, understand that writing conveys a message, and may recognize some words or letters Lessons included in the K-1# facilitator guide do not require independent reading and writing and are designed to promote early reading skills and assist in building a strong foundation for language and literacy learning The 2n¢.5t" facilitator guide is designed for students who exhibit early fluent to fluent reading skill. At the early fluent stage, reading is more automatic with less time spent on decoding words and more time devoted to comprehension Early fluent readers are able to read a greater variety of text and read somewhat independently. Fluent readers are able to read without decoding words, Their energy is devoted to comprehending what they read and they have a good grasp of comprehension strategies. They are able to read accurately and independently. Lessons included in the 2n4-5t facilitators guide require independent reading and writing skills and are designed to further encourage the development of reading fluency. For those students who are in the early fluent stage of reading development, modifications have been included in the 2"-5% guide to facilitate the development of early fluent readers, Exploration «irs Phenomenal + 20-5 Elementary 6 © 2017 MindWorks Resources IncorporatedOverview This week in Exploration, students discover natural phenomena in our world. They will keep cool as they lea more about crawling ice and frozen bubbles, marvel at tree-climbing goats and sailing stones, unravel the mystery of synchronized fireflies, and take cover from raining frogs. Exploring one sicle of the globe to the other, students will see why our worid is truly phenomenal @ Project Based Learning Project Based Learning (PBL) Voice and Choice activities included in the daily lessons are for programs utilizing the optional MindWorks Project Based Learning component. Campuses utilizing MindWorks PBL Component begin the week by discussing with students the driving question for the unit. Driving Question for It's Phenomenal: How would you share with the citizens of your city some of the strange, unusual, and unbelievable things that happen in the world? Objectives + Make predictions based on observable patterns * Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem + Represent the natural world using models relating to bodies of water, stones, and land masses + Explain how the sun and ocean interact in the water cycle + Classify matter based on its physical state of being, such as a solid or liquid + i'sPhenomenal + 20-9 Elementary 7 © 2017 Mind Works Resources IncorporatedCareer Connections Bioengineer - a biological scientist who studies the relationship between workers and their environments Biologist - a scientist who studies animals and plants and their relationship to everything Climatologist - a person who tracks weather trends from the past and helps make predictions for future weather patterns Conservationist ~ a professional who studies how to protect things found in nature Geologist - a scientist who studies rocks Glaciologist - a scientist who studies glaciers and other ice phenomena Inventor - a person who has invented particular processes or devices Marine biologist - a scientist who studies living things found in the ocean Oceanographer ~ a scientist who studies the ocean Scientist - a person who studies one or more areas of natural or physical sciences or who has expert knowledge in one of these areas Ship and boat captain - an expert that oversees the command of ships and boats; this person can be hired for scientific purposes such as transporting scientists on research expeditions or positioning airplanes in a certain location for flight or landing + i's Phenomenal « 2-9" Elementary 8 © 2017 Mind Works Resources Incorporatedm Materials List Provi ided by MindWorks Comstarch Bowls Foil cake pans Measuring cups Frog Water Bouncer Stretchy toy frogs Touchable Bubbles Measuring spoons Chenille stems Light corn syrup Not Provided by MindWorks water Pencils Paper towels Variety of art materials Water Bowl or cup. Scratch paper Exploration i Phenomenal « 2 - 9 Elementary 9 Dawn dish soap Glow stick bracelets with connectors Gravity's Edge by Mindware Giant beach balls Masking tape Paper cups Rubber bands Cratt sticks Hole punches small classroom objects Timing device (optional) Tarp or cloth (optional) © 2017 Mind Works Resources IncorporatedPre- and Post-Test Answer Key Give each student a pencil and a copy of the Pre-Test located on page 47, or read questions aloud and have students record A, B, or C as answers on a sheet of paper, taking no more than five minutes. Collect the finished papers. 1. What is the difference between a solid and a liquid? A.asolidisan object —_B. there isno difference —_C. a liquid is an object that holdsits shape, and between a solid and that keeps its shape and aliquid does not liquid a solid does not 2. What kind of extreme weather causes frogs to rain from the sky? A. a snow storm 8, awaterspouttomado C, a heat wave 3. How are frozen bubbles created? B. the bubbles are A. the bubbles are Rasen nGnnean C. the bubbles are blown with a wand {rapped under sheets of Aries natural water into very ice cold air 4, What word is used to describe a group of fireflies moving at the same time? A. synchronized B.random C. boring 5. What skill must climbing goats have? A hand-eye coordination B, balance C. the ability to do math 6. In what directions can sailing stones move? A.stonesdonotmove 8, forward only S Pan a to the right or left Exploration + irs Phenomenal + 2-5 Elementary 10. © 2017 MindWorks Resources IncorporatedDay 1: Crawling Ice 2nd - 5h Grade Materials Provided by MindWorks Resources: * Cornstarch + Foil cake pans + Masking tape + Measuring cups + Measuring spoons + Bowls Not provided by MindWorks Resources: * Water + Pencils + Paper towels + Variety of art materials + Small classroom objects Included in Subject Guide: * Crawling Ice Preparation + Alarge, open area is needed for the Entry Event, + Use a measuring cup to pour one cup of comstarch into four separate bowls in preparation for the Activity Reminder + The cornstarch and masking tape provided in the materials kit must be equally distributed for use throughout the entire nine weeks. Failure to Exploration «I's Phenomenal « 209-9 Elementary 11 © 2017 Mind Works Resources Incorporatedw monitor the amounts being used by students may result in a shortage of supplies toward the end of the nine weeks Give Pre-Test Give each student a pencil and a copy of the Pre-Test lacated on page 47, or read questions aloud and have students record A, B, or C as answers on a sheet of paper, taking no more than five minutes. Remind them it is okay if they do not know the answers yet. Collect the papers when students are finished. Entry Event Tell students they will play freeze tag Have students line up at one end of the playing area: Choose one student to be “it,” and have the student stand in the center of the playing area Provide students with the following instructions: - When the instructor says, “Go,” all students run from one end of the playing area to the other. - The student who is “it” attempts to tag students before they reach the other end of the playing area. If a student is tagged, that student becomes “frozen” in place - When all untagged students reach the other end of the playing area, the student who is “it” joins the group of untagged students, and the tagged students remain “frozen” in place. - When the instructor says “unfreeze,” tagged students become “it” and game play continues. Note: The “it” group becomes larger and larger each round. - Game play continues until all students have been tagged Allow time for stuclents to play freeze tag. Pre-Activity Discussion Discuss states of matter. Define the terms “ice,” “frozen,” “liquid,” and “solid.” During the Entry Event, you played freeze tag. How did a player become “frozen” during the game? Describe what they were supposed to do when they were “frozen.” Exploration «irs Phenomenal + 20-5 Elementary 12 © 2017 MindWorks Resources Incorporated- (A player became “frozen” in the game when she was tagged. She was not allowed to move again until the end of the round.) * Aplayer became “frozen” in the game once she was tagged and then was not allowed to move again until the end of the round. What are some things that can freeze? = (Answers will vary but will include the following: Ice cream, snow, popsicles, etc.) * Most people think of ice when they hear the word “frozen.” Ice is frozen water. When a liquid such as water is frozen, it becomes a solid. You can tell an object such as ice is a solid because it holds its shape. A liquid such as water does not hold its shape. Define and discuss the terms “crawling ice” and “natural phenomenon.” Discuss how “crawling ice” occurs. Show pictures of crawling ice. * Share the following information with students: - Ice becomes water when it melts. When large amounts of ice form over a body of water such as a lake and begin to melt on bottom but stay frozen on top, it is the beginning of a natural phenomenon called “crawling ice.” This phenomenon occurs when slow-moving ice is pushed onto land by strong winds. Slow-moving, crawling ice is strong ‘enough to destroy homes and other buildings in its path. * Show the students photos of "Crawling Ice,” included in lesson on page 53. * Crawling ice is a natural phenomenon. A natural phenomenon is an amazing event that takes place in nature. Like many phenomena, crawling ice occurs only when certain conditions are just right. * Ifyou saw a natural phenomenon such as crawling ice, would you stay to watch what might happen or call someone for help? Why? - (Answers will vary.) (AR) @® Activity * Tell students they will create a phenomenal demonstration of “crawling ice.” * Divide the students into four groups. + Provide each group with the following materials - Bow! filled with one cup of comstarch (1 per group) - Foil cake pan (1 per group) Exploration + irs Phenomenal + 2-5 Elementary 13. © 2017 MindWorks Resources Incorporated- Measuring cup (1 per group) - Measuring spoons (1 per group) - Access to the following ° Water ° Pencils ° Masking tape ° Paper towels * Provide groups with the following instructions - Each student in a group chooses one of the following jobs. Note: The instructor may find it necessary to assign the following jobs based on each student’s strengths. ° Water collecting and pouring person ° Mixer ° Bowl holder ° Set-up person ° Clean-up person - The water collecting and pouring person uses a measuring cup to measure half a cup of water and slowly pours the water from the measuring cup into the bow! filled with cornstarch. Note: It is important that the water is poured slowly. The bowl holder holds the bowl steady during this step. - The mixer uses her hands to mix the ingredients together for approximately 30 seconds to a minute until it has a gooey consistency. - Each student takes tums using her hands to feel the “crawling ice.” Note: The bow! holder holds the bow! steady on a flat surface during this step. The set-up person should be the second student to feel the “crawling ice” so she can set up the second part of the Activity. - While the rest of the group takes turns feeling the “crawling ice,” the set-up person tears three pieces of masking tape, each approximately 3inches long, and secures each piece of tape to the inside of the cake pan. She then placesa classroom abject such as a book or block under Exploration «irs Phenomenal « 20 5 Elementary 14 © 2017 MindWorks Resources Incorporated‘one end of the cake pan, creating an incline. Note: Each piece of tape should be equally spaced, as pictured below: - After each student in the group touches the mixture, it is poured into the cake pan in front of the first piece of tape, on the inclined end, as pictured below: - The group watches the “crawling ice” move in the cake pan. The pieces of tape serve as markers to view the movement of the "crawling ice” from one end of the cake pan to the other. - If time allows, groups may experiment with the consistency of their “crawling ice” in the following ways: squeezing a handful of it and watching it ooze through the fingers; making a “crawling ice” puddle to drag fingers through; and rolling it into a ball and then watching it slowly “melt.” - Once finished, the clean-up person makes sure that the supplies are put away and the workspace is left clean. Note: The rest of the group should help with this step. Paper towels can be used to clean students’ hands and clean workspace surfaces. ‘* Allow time for groups to create phenomenal "crawling ice” and perform the experiment. Post-Activity Discussion * During the Activity, you created “crawling ice.” What did you notice about the mixture? Describe how the mixture felt in your hands. = (Answers will vary.) Exploration + 1s Phenomenal « 2-5 Elementary 15, © 2017 MindWorks Resources IncorporatedReview the terms "solid * Asolid object is one that holds its shape. A liquid is a substance that does not hold a shape. Do you think the “crawling ice” is a liquid or a solid? Why? - (Answers will vary.) © The “crawling ice” acts like both a liquid and a solid, depending on what you do with it. For example, when rolled into a ball, the "crawling ice” may seem like a solid. When the “crawling ice” oozes through your fingers, it may seem like a liquid. Did you enjoy the “crawling ice” more when ithad a solid shape or when it oozed like a liquid’? Why? = (Answers will vary.) nd “liquid.” Revi rawli 0 ral_ phenomenon.” Shar interesting fact about crawling ice. * Real crawling ice occurs when large amounts of ice located on water melts on the bottom but stays frozen on the top and the ice is pushed across land by strong winds. What do you imagine crawling ice sounding like as it moves across land? - (Answers will vary.) * Crawling ice makes a sound similar to thunder and is strong enough to destroy buildings in its path. Crawling ice is a natural phenomenon that rarely occurs. A natural phenomenon is an amazing event that takes place in nature. Some scientists enjoy studying natural phenomena such as crawling ice. If you were a scientist, what might you be interested in studying? Why? - (Answers will vary.) Reminder + Clean and save the foil cake pans for future use. + Use your hands to continue to experiment and play with the “crawling ice.” Exploration «irs Phenomenal + 2-5 Elementary 16 © 2017 MindWorks Resources Incorporated+ Use the “crawling ice" created in the Activity, art materials, and small Classroom objects to create a nature scene in which “crawling ice" moves over objects in its path. + Leam more about the states of matter by playing the game on the following website: - http://www.abcya.com/states_of_matter.htm + Experiment with water as liquid by performing one of the experiments found on the following website: -_ http://www.steampoweredfamily.com/activities/water-projects-for- kids/ PBL Voice and Choice This suggestion is designed for programs utilizing the optional MindWorks Project Based Learning component. Reference the driving question, included ‘on page 7, and read the additional PBL Facilitator's Guide for more information + Students can create a sensory experience with different substances and objects they consider to be phenomenal Exploration «is Phenomenal « 20 5 Elementary 17 © 2017 MindWorks Resources IncorporatedCrawling Ice