Lesson #1: ​Science Lesson: Animal Classes (Fish, Birds, Mammals, Reptiles,

Amphibians)

Goal: Introduce participants to the 5 animal classes (fish, birds, mammals, reptiles, amphibians)
and present them with key characteristics of each class.

Materials:
- Chart Paper
- Markers
- Trays/Small Containers (one for each class of animal)
- Cut-outs of various animals

Introduction (10-15 minutes):

- Start by asking participants to list out names of different animals. Write these answers
down on the chart paper
- Have a discussion with participants on how they could possibly group these animals
(guide them towards the idea that we can group animals by physical features,
reproduction methods, etc.)
- Introduce the five classes of animals:
- Fish, Birds, Mammals, Reptiles, Amphibians
- Show an example for each and ask campers to identify a unique feature of each

Lesson (10-15 minutes)

- Continue building on the introduction, talking about more specifc points and then having
campers group the animals they listed into the 5 classes with you
- Fish: Cold-blooded animals that live in the water. They breathe through gills,
swim, and usually have scales on their body
- Birds: warm-blooded animals with feathers and beaks. They lay eggs, and
usually fly.
- Mammals: Warm blooded animals that have hair on their body, they feed babies
with milk from their bodies
- Reptiles: Cold blooded animals with scales on their bodies, they lay eggs (on
land) and breathe through lungs
- Amphibians: cold blooded animals that can live on land or in water, they breathe
through their skin and lay eggs in water

Activity (20 minutes + Clean up time)

- Divide campers into groups of 5. Each station should have around 20 cut outs of various
animals, along with 5 small containers, each labelled with a different animal class
- Have campers work together to organize animals into their respective baskets
 - Encourage group discussion and questions such as “What traits does a snake have that
makes it a reptile?”
- Take up the activity with the entire group and discuss any confusion campers may have.

Lesson #2: Animal and Plant Cells

Goal: To introduce campers to the basic structure of plant and animal cells, and differences
between each cell type

Materials:
- Chart Paper
- Markers
- Modeling Clay

Introduction (10-15 min):

- Start off by asking participants if they know what a cell is. Write down their ideas on chart
paper
- Keeping their ideas in mind, explain that all living things are made up of cells (cells are
the smallest unit of life, and are important for the function of living things)
- Introduce the two main types of cells - plant and animal cells, show pictures of both and
ask the group to identify any visual difference between the two

Lesson (10-15 min):

- Use the pictures to go into depth about what each cell type includes
- Plant cells: Explain that the plant cells have a cell wall (support and protection),
chloroplasts (photosynthesis, the process by which plants make their own food),
large central vacuole (stores water and other substances the plant needs to
survive)
- Animal Cells: Do not have a cell wall or choloroplant but have a cell membrane
(controls what can go in and out of the cell), a nucleus (contains DNA - which
tells the body how to look/function), mitochondria (gives energy to the cell), and
ribosomes (which make proteins)
- Mention which organelles are shared between both cells and which are different

Activity (20 min + Clean up time):

- Divide the campers into groups of 3 and give each group a few different colours of
playdoh.
- Have the groups create models (on paper) of a plant and animal cell, encouraging them
to include as many of the organelles talked about as they can remeber
- Once complete, have each group share and explain their model briefly to the class.
 Lesson #3: Heating and Cooling
Goal: To introduce the concepts of heating and cooling and how they affect different systems

Materials:
- Chart Paper
- Markers
- Plastic Bag
- Ice Cubes

Introduction (10-15 min):

- Start by having participants share different things that are hot and things that are cold.
Write their answers down on the chart paper
- Next, have them share different ways we can heat something up, and cool something
down
- Explain that as something is heated, it gets hotter and as something is cooled, it gets
colder
- Introduce the concept of thermal energy, and how it relates to hot and cold

Lesson (10-15 min):

- Introduce the concept of thermal energy (energy made by particle movement. The faster
the particles move, the hotter the substance gets. As they move slower, the substance
becomes colder)
- Heat - when something is heated, we are ADDING energy to it, and this can
cause things to melt or boil
- Cooling - when something is cooled, we take energy AWAY, this causes it to
freeze

Activity (20 min + Clean up time):

- Break campers into pairs and provide each group with 2-3 ice cubes in a resealable bag
- Have the campers try different methods to melt their ice cubes and see which group can
melt their ice cube first
- Finish the activity off with a discussion on how each group chose to melt their ice cube
and compare the winning group’s methods with others.

Lesson #4: Changes in States of Matter

Goal: Introduce the three states of matter, and changes such as evaporation, freezing, and
melting

Materials:
- Chart Paper
- Markers
Introduction (10-15 min):
- Start by asking the group if they know the three different states of matter. Introduce the
three (solid - fixed shape and volume, liquid - fixed volume but take the shape of the
container, and gas - move freely no fixed shape or volume), and come up with examples
for each
- Ask if anyone has ever see a solid become a liquid, or a liquid a gas, or a liquid a solid,
and discuss examples

Lesson (10-15 min):

- Using the changes participants have observed in everyday life, introduce the concepts of
freezing, melting, and evaporation
- Freezing - liquid to a solid, energy is taken away (result of cooling)
- Melting - solid to a liquid, energy is added (result of heating)
- Evaporation - liquid to a gas, energy is added (result of cooling)
Activity (20 min + Clean up time):
- Break campers into pairs and provide each group with 2-3 ice cubes in a resealable bag
- Have the campers try different methods to melt their ice cubes and see which group can
melt their ice cube first
- Finish the activity off with a discussion on how each group chose to melt their ice cube
and compare the winning group’s methods with others.

Lesson #5: Parts of a Plant

Goal: Introduce the different parts of a plant (root, stem leaves, flowers, and seeds)
Materials:
- Chart paper
- Markers
- Worksheets with plant pictures
- Pencils/Markers
- List of Clues (see Activity)
Introduction (10-15 min):
- Begin by asking what participants know about plants. Write down their answers on
paper.
- Ask them if they know about any plant parts, write these responses down as well.

Lesson (10-15 min):

- Explain that plants have different parts with different functions, similar to our own bodies
- Using a model of a plant, label and explain the different parts
- Root: absorbs water and nutrients from the soil and keeps the plant in place
- Stem: supports the plant and transports water and nutrients from roots to the
leaves
- Leaves: produces food and transports water from root to leaves
 - Flower: Produce seeds so we can make new plants
- Seeds: Contain a new plant and food for it until its big enough to make its own

Activity (20 min + Clean up time):

- Break particpants into groups of 3
- Provide each group with a worksheet with a plant model and a list of clues
- Find a part of a plant that absorbs water and nutrients from the soil.
- Find a part of a plant that produces food through photosynthesis.
- Find a part of a plant that produces seeds for reproduction.
- Find a part of a plant that supports the plant and transports water and nutrients
from the roots to the leaves.
- Find a part of a plant that contains a new plant and food for it to grow.
- Have the partcipants use the model and label it with the answers to the scavenger hunt
questions
- Take up the activity with the class

Lesson #6: Photosynthesis

Goal: Introduce the concept of photosynthesis as a method of food production for plants.
Materials:
- Chart Paper
- Markers
- Pictures of Plant parts and photosynthesis steps
- Glue
- Construction paper

Introduction (10-15 min):

- Start by asking the group if they know how plants make food, write ideas down and
compare this with how humans get nutrients

Lesson (10-15 min):

- Start by asking students if they know how plants make food. Explain that plants make
their own food through a process called photosynthesis.
- Show pictures or diagrams of plants and explain the process of photosynthesis:
- Plants use energy from the sun to turn water and carbon dioxide into glucose
(sugar), which is their food.
- The process takes place in the leaves of the plant, where there are small
structures called chloroplasts that contain a green pigment called chlorophyll.
- Chlorophyll absorbs the energy from the sun and uses it to turn water and carbon
dioxide into glucose.
- Oxygen is also produced as a byproduct of photosynthesis and released into the
air.
Activity (20 min + Clean up time):

1. Before the activity, cut out pictures or diagrams of different plant parts and the process of
photosynthesis
2. Give each participant a piece of construction paper and have them draw a circle in the
middle. This is where they will add the plant parts and photosynthesis process to.
3. Have campers glue the plant parts around the outer edge of the circle and the
photosynthesis process in the center of the circle.
4. After finishing the puzzle, have the campers discuss the different plant parts and their
roles in photosynthesis.

Lesson #7: Planets in the Solar System

Goal: To teach campers about the 8 planets and general characteristics

Materials:
- Chart Paper
- Markers
- Playdoh

Introduction (10-15 min):

● Ask the campers if they know what a planet is and if they can name any planets.
● Explain that the solar system consists of eight planets that revolve around the sun.
● Show pictures or models of the planets and point out their different sizes and colors.

Lesson (10-15 min):

● Introduce each planet in the solar system and discuss their unique characteristics, such
as size, distance from the sun, and atmosphere.
○ Mercury
○ Venus
○ Earth
○ Mars
○ Jupiter
○ Saturn
○ Uranus
○ Neptune
Fun fact: Jupiter, the largest planet in our solar system, has a massive storm called the Great
Red Spot that has been raging for at least 350 years. It is so big that three Earths could fit insid
● Use a solar system diagram or poster to show the relative size and position of each
planet.
● Have the students take turns naming a planet and describing its characteristics.

Activity (20 min + Clean up time):

 - Provide the campers with various Playdoh colours and have them make their own solar
systems
- This activity can be done in a gorup or as individuals
- Have the campers present their creation and check to see if the order is correct

Lesson #8: Planets, Days, and Earth’s Rotation

Goal: To teach campers about the relationship between day/night and Earth’s rotation

Materials:
- Chart paper
- Markers
- Clay
- Cardboard
- Pipecleaners
- Flashlight

Introduction (10-15 min):

● Ask the campers if they have ever wondered why we have day and night, or why the sun
appears to move across the sky.
● Introduce the concept of Earth's rotation and how it affects the way we experience day
and night.
● Show a globe or a diagram of Earth and explain how it rotates on its axis, which is an
imaginary line that runs from the North Pole to the South Pole.

Lesson (10-15 min):

● Talk with participants and see if they know what a planet is and if they can name any
planets in our solar system.
● Discuss the characteristics of each planet, such as their size, distance from the sun, and
number of moons.
● Use pictures or models of the planets to show their different colors and features.

Activity (20 min + Clean up time):

● Break campers into groups of 4 and have them create a model of the solar system using
materials such as clay, cardboard, or paper.
● Once the model is complete, have the participants place a light source (such as a lamp)
at the center of the model to represent the sun.
● Have everyone rtake turns spinning the Earth around its axis, and observe how the light
from the sun appears to move across the model, creating day and night.

Lesson #9: Body Parts and the 5 Senses

Goal: To introduce campers to the 5 senses and how the body parts work together to allow us to
experience the world around us

Materials:
- Chart Paper
- Markers
- Sensory Activities (scented markers, pickle/candy/chip, fur, etc.)

Introduction (10-15 min):

● Ask campers if they know what the 5 senses are and if they can name them.
● Introduce the concept of body parts and the 5 senses, explaining that different body
parts are responsible for different senses and how we experience the world around us.
● Use pictures or models to show the different body parts associated with each sense.

Lesson (10-15 min):

● Discuss each of the 5 senses and their associated body parts, including sight (eyes),
hearing (ears), smell (nose), taste (tongue), and touch (skin).
● Explain how each sense works and provide examples of how we use each sense in our
daily lives.
● Introduce the different body parts that are responsible for each sense, such as the eyes
for sight, the ears for hearing, etc.
● Explain how the body parts work together to allow us to experience the world around us,
such as how the eyes and brain work together to create images.

Activity (20 min + Clean up time):

● Have the campers participate in a sensory exploration activity where they use each of
their senses to explore different objects or materials.
● Set up stations for each sense, such as a sight station with different colored objects, a
smell station with scented materials, a taste station with different flavored foods, etc.
● Have the participants rotate through the stations, using each sense to explore and
describe the materials.
● Encourage them to use descriptive language and to compare and contrast their
experiences at each station

Lesson #10: Organ Systems

Goal: To teach campers about organ systems and the various organs involved in them

Materials:
- Chart Paper
- Markers
 - Craft Materials (markers, cotton balls, pipe cleaners, popsicle sticks, etc.)

Introduction (10-15 min):

● Introduce the concept of organ systems and explain that different organs work together
to perform specific functions in the body.
● Use pictures or diagrams to show the different organ systems in the body, such as the
digestive system, respiratory system, etc.

Lesson (10-15 min):

● Discuss the major organ systems in the body and their functions, such as the digestive
system for breaking down and absorbing food, the respiratory system for breathing and
exchanging gases, etc.
● Explain how each organ system is made up of different organs and how they work
together to perform their function.
● Introduce the different organ systems and the major organs that make them up.
● Use models or diagrams to show the organs and how they are connected.
● Discuss how different organs work together to carry out the functions of each organ
system.

Activity (20 min + Clean up time):

● Divide the class into small groups.
● Provide each group with a large sheet of paper, markers, and various materials such as
construction paper, pipe cleaners, and cotton balls.
● Instruct the groups to create a model of one of the organ systems they learned about in
the lesson. For example, one group could create a model of the respiratory system,
while another group could create a model of the circulatory system.
● Encourage the groups to be creative and to include labels for the different organs within
their system.
● After the groups have completed their models, have them present their creations to the
class and explain how their organ system works.