Grade 1 - Experiments Log

Experiment Transparency
Log EX 1
Seeds
Observe and ask a question.
1. What question can you ask about what
seeds need to grow?
Form a hypothesis.
2. What is something you think is true about
what seeds need to grow?
Plan a fair test.

3. What things will you keep the same in
your test? Write or draw them here.
Science © Harcourt
Log EX 2
4. What one thing will you change

in your test?
5. What things will you need to do your

test? Write or draw them here.
6. What steps will you take to do your test?
Science © Harcourt
Log EX 3
Do the test.
7. Record your data in the chart.
Did Seeds Grow?
Moist Seeds Dry Seeds

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Draw Conclusions. Communicate results.

8. What are your results? How can you
communicate your results to others?
Science © Harcourt
Log EX 1
Seeds
1. What question can you ask about what
seeds need to grow?
Do seeds need water to grow?
Form a hypothesis.
what seeds need to grow?
Seeds need water to grow.
Plan a fair test.

your test? Write or draw them here.
I will put cotton and a paper towel in each plastic cup. I
will put both cups in the same place. I will use the same
number of seeds in each cup. I will use the same type of
seeds in each cup.
Science © Harcourt
Log EX 2

in your test?
I will add water to the cotton and paper towel in one of
the cups.

I will use two plastic cups, cotton, paper towels, radish
seeds, and water.
6. What steps will you take to do your test?
a. Use a marker to label one cup WET and one cup DRY.
b. Fill the center of each cup with cotton.
c. Place ten seeds between the paper towel and the

sides of each cup.
d. Add water to moisten the cotton and paper towel in

the WET cup.
e. Each day, check to see if any seeds have grown.
f. Add water as needed to keep the seeds moist in

the WET cup.
Science © Harcourt
Log EX 3
Do the test.
Did Seeds Grow?
Moist Seeds Dry Seeds

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Draw Conclusions. Communicate results.

Accept all reasonable answers.
Science © Harcourt
Log EX 4
Animal Coverings
1. What can you ask about how body
coverings help animals live where they do?
Form a hypothesis.
how body coverings help animals?
Plan a fair test.

the test? Write or draw them here.
Science © Harcourt
Log EX 5

in the test?
5. What objects will you need to do the

6. What steps will you take to do the test?
Science © Harcourt
Log EX 6
Do the test.
How Did the Covered Hand Feel?
Body Covering Observation
Draw conclusions. Communicate results.

Science © Harcourt
Log EX 4
Animal Coverings
1. What can you ask about how body
coverings help animals live where they do?
Do body coverings keep animals warm? Do body coverings
help hide animals?
Form a hypothesis.
how body coverings help animals?
Body coverings keep animals warm.
Plan a fair test.

I will compare body coverings in the same environment.
I will make my observations the same way.
Science © Harcourt
Log EX 5

in the test?
I will change the kind of body covering observed.

ice cubes, cold water, large container, wool sock, plastic
bag, newspaper
a. Put ice cubes and cold water in the container.
b. Put the bag on one hand and place the hand in the
container. Observe.
c. Wrap newspaper around the hand. Put the bag over the
newspaper. Place the hand in the container. Observe.
d. Put the hand in the sock. Put the bag over the sock.
Place the hand in the container. Observe.
Science © Harcourt
Log EX 6
Do the test.
How Did the Covered Hand Feel?
Body Covering Observation

Science © Harcourt
Log EX 7
Plants and Soil

1. What can you ask about the way plants
might change how soil is washed away?
Form a hypothesis.
plants and how soil is washed away?
Plan a fair test.

the test?
Science © Harcourt
Log EX 8

in the test?

test? List or draw them here.
Science © Harcourt
Log EX 9
Do the test.
7. Draw pictures to show what happened to
each sample of soil.

Science © Harcourt
Log EX 7
Plants and Soil

1. What can you ask about the way plants
might change how soil is washed away?
Do plants change the amount of soil that is washed away
by water?
Form a hypothesis.
plants and how soil is washed away?
Plants help keep soil from being washed away by water.
Plan a fair test.

the test?
I will keep the amount of soil, the size and shape of the
pans, and the amount and temperature of water the
same. I will add the water from the same height each
time. I will keep the slope of the pans the same.
Science © Harcourt
Log EX 8

in the test?
One pan of soil will have plants (grass) growing in it.

test? List or draw them here.
2 pans, soil, measuring cup, watering can, room-temperature
water, centimeter ruler, piece of sod or grass seeds

a. Place the soil into one end of one pan. Prop up the
end of the pan that has the soil.
b. Fill the watering can with 2 cups of water.
c. Hold the watering can about 20 cm above the pan.

Make it “rain” on the soil.
d. Observe how much soil is washed away to the other

end of the pan.
e. Put the piece of sod in one end of the other pan. Prop
up the end of the pan that has the sod.
f. Repeat Steps b–d.

Science © Harcourt
Log EX 9
Do the test.
7. Draw pictures to show what happened to
each sample of soil.

Science © Harcourt
Log EX 10
Starry, Starry Night

1. What can you ask about the stars you
see in the nighttime sky?
Form a hypothesis.
2. What could be true about the difference
between the stars you see in the nighttime
sky and those you see in the daytime sky?
Plan a fair test.

Science © Harcourt
Log EX 11
4. What is one thing you will change in the test?
5. What objects will you need to do the test?
Science © Harcourt
Log EX 12
Do the test.
7. Draw pictures to show what you saw
on the ceiling in the dark classroom and
what you saw on the ceiling in the light
classroom.
Draw conclusions. Communicate the results.

Science © Harcourt
Log EX 10
Starry, Starry Night

1. What can you ask about the stars you
see in the nighttime sky?
How is what I see in the nighttime sky different from
what I see in the daytime sky?
Form a hypothesis.
2. What could be true about the difference
between the stars you see in the nighttime
sky and those you see in the daytime sky?
What I see in the nighttime sky will be different from
what I see in the daytime sky.
Plan a fair test.

I will keep the model of the star pattern I am looking at
the same.
Science © Harcourt
Log EX 11
4. What is one thing you will change in the test?
I will change the amount of light in the room.
5. What objects will you need to do the test?
model of star pattern, flashlight
a. Cover the flashlight with the model of the star pattern.
b. The teacher will make the classroom dark.
c. Turn on the flashlight.
d. Shine the light on the ceiling.
e. Observe the ceiling.
f. The teacher will make the classroom light.
g. Observe the ceiling again.

Science © Harcourt
Log EX 12
Do the test.
7. Draw pictures to show what you saw
on the ceiling in the dark classroom and
what you saw on the ceiling in the light
classroom.
Draw conclusions. Communicate the results.

Science © Harcourt
Log EX 13
Water Solutions
1. What can you ask about the way that solids
dissolve in warm water and in cold water?
Form a hypothesis.
2. What could be true about how warm
water and cold water change the way
salt dissolves?
Plan a fair test.

Science © Harcourt
Log EX 14
4. What is one thing you will change

in the test?

Science © Harcourt
Log EX 15
Do the test.
How Do Warm Water and Cold Water
Change the Way a Solid Dissolves?
Name of Solid Cold Water Warm Water

Dissolving time: Dissolving time:
seconds seconds

Science © Harcourt
Log EX 13
Water Solutions
1. What can you ask about the way that solids
dissolve in warm water and in cold water?
Does a solid dissolve more easily in warm water or in
cold water?
Form a hypothesis.
2. What could be true about how warm
water and cold water change the way
salt dissolves?
Salt dissolves the same in warm water and in cold water.
Plan a fair test.

I will use the same amount of water and salt each time.
I will stir at about the same speed each time.
Science © Harcourt
Log EX 14
4. What is one thing you will change

in the test?
I will change only how warm or how cold the water is.

plastic cups, spoons, measuring cups, marker, warm
water, cold water, salt, timer, thermometer
a. Label 2 containers: “COLD WATER,” “WARM WATER.”
b. Measure warm tap water into one of the containers.
c. Measure cold tap water into the other container.
d. Stir a spoonful of salt into the “WARM WATER” container.

Time how long it takes the salt to dissolve completely.
Write what happens.

e. Do the same thing for “COLD WATER.”
Science © Harcourt
Log EX 15
Do the test.
How Do Warm Water and Cold Water
Change the Way a Solid Dissolves?
Name of Solid Cold Water Warm Water

Dissolving time: Dissolving time:
seconds seconds

Science © Harcourt
Log EX 16
Gravity
1. What can you ask about the way height
affects distance?
Form a Hypothesis.
2. What could be true about the way a
change in height changes the distance a
toy truck will go?
Plan a fair test.

Science © Harcourt
Log EX 17
4. What is one thing you will change in

the test?

Science © Harcourt
Log EX 18
Do the test.
How Does the Height of a Ramp Change How
Far a Toy Truck Will Go?
Height of Ramp (Board) Distance the Truck Rolls

Science © Harcourt
Log EX 16
Gravity
1. What can you ask about the way height
affects distance?
How does the height of a ramp change how far a toy
truck will go?
Form a Hypothesis.
2. What could be true about the way a
change in height changes the distance a
toy truck will go?
Making one end of a ramp higher will make a toy truck
go farther.
Plan a fair test.

I will use the same toy truck, the same board, and the
same rolling surface each time. I will start the truck at
the same place each time.
Science © Harcourt
Log EX 17
4. What is one thing you will change in

the test?
I will change the height of the ramp.

I will use a toy truck, board, books, and meterstick.

a. Put one end of a board on one or two books. Measure
the height of the ramp.
b. Put a toy truck at the top. Let it roll down the ramp.
c. Use the meterstick to measure how far the toy truck

rolled after leaving the ramp.
d. Repeat these steps three times. Raise the ramp each

time by adding more books.
Science © Harcourt
Log EX 18
Do the test.
How Does the Height of a Ramp Change How
Far a Toy Truck Will Go?
Height of Ramp (Board) Distance the Truck Rolls

Science © Harcourt
Inquiry Skill Transparency
Mini-Lesson IS I-1
Predict
Imagine you are not using your sense of sight. Which
sense would you most likely use to observe each object?
Use the words in the box.
smell hearing touch taste
HSP Science © Harcourt

Mini-Lesson IS I-1
Predict
Imagine you are not using your sense of sight. Which
sense would you most likely use to observe each object?
smell hearing touch taste
smell touch hearing
hearing smell taste
touch taste smell

Reading Skill Transparency
Mini-Lesson RS I-1
00
Main Idea and Details

Use a main idea and details to complete each sentence.
1. You have five .

2. Your eyes let you use your sense of .
3. Your hand lets you use your sense of .
4. Your nose lets you use your sense of .
5. Your ears let you use your sense of .
6. Your mouth lets you use your sense of .

Mini-Lesson RS I-1
00

Use a main idea and details to complete each sentence.
1. You have five

senses .
2. Your eyes let you use your sense of
sight .
3. Your hand lets you use your sense of
touch .
4. Your nose lets you use your sense of
smell .
5. Your ears let you use your sense of
hearing .
6. Your mouth lets you use your sense of
taste .

Graphic Transparency
Organizer GO I-1
The Five Senses

Main Idea
You have five senses.
detail detail detail detail detail

sight A B C touch

Organizer GO I-1
The Five Senses

Main Idea
You have five senses.
detail detail detail detail detail

sight A hearing B smell C taste touch

Mini-Lesson IS I-2
Draw Conclusions
Observe these nuts. Then observe the cracked nuts.
Tell what you observe. Then draw conclusions about why

nuts have shells.

Mini-Lesson IS I-2
Draw Conclusions
Observe these nuts. Then observe the cracked nuts.
Tell what you observe. Then draw conclusions about why

nuts have shells.
Nuts have many kinds of shells.

They can be smooth, ridged, or covered with long fibers.
The shells can be thick or thin.
Nuts have shells in order to protect the seed inside the shell.

Organizer GO I-2
Main Idea
Inquiry skills help people find out information.
detail detail detail
measure A B

Organizer GO I-2
Main Idea
Inquiry skills help people find out information.
measure A compare B sequence

Mini-Lesson IS I-3
Compare
Observe each balance.
Compare the objects.
Which object has more mass?
Which one has less mass?
Tell how you know.

Mini-Lesson IS I-3
Compare
Observe each balance.
Compare the objects.
Which object has more mass?
Which one has less mass?
Tell how you know.
The apple has more mass. The potato has more mass.
The balloon has less mass. The carrot has less mass.
The boot has more mass. The cat has more mass.
The slipper has less mass. The dog has less mass.

Mini-Lesson RS I-3
00
Use Context Clues

Match each picture to the sentence that tells about it.
A balance lets you measure

an object’s mass.
A dropper lets you place

small amounts of liquids.
Forceps let you separate

small objects.
A measuring tape lets you

measure around an object.
A hand lens lets you observe

small objects.

Mini-Lesson RS I-3
00
Use Context Clues

Match each picture to the sentence that tells about it.
A balance lets you measure

an object’s mass.
A dropper lets you place

small amounts of liquids.
Forceps let you separate

small objects.
A measuring tape lets you

measure around an object.
A hand lens lets you observe

small objects.

Organizer GO I-3
Science Tools
Main Idea
You can use science tools.

You can use a A You can use a balance to You can use a
and a magnifying box to help measure the C to
you see small objects. B of an object. measure how hot or cold
something is.

Organizer GO I-3
Science Tools
Main Idea
You can use science tools.

You can use a A hand lens You can use a balance to You can use a
and a magnifying box to help measure the C thermometer to
you see small objects. B mass of an object. measure how hot or cold
something is.

Mini-Lesson IS
IS 1-1
00
Classify
Which things are living?

Which things are nonliving?

Mini-Lesson IS
IS 1-1
00
Classify
Which things are living? the mealworm, the bee, and the frog
Which things are nonliving? the water, the crayon, and the rock

Mini-Lesson RS
RS 1-1
00
Using Charts and Graphs
things clouds water
things flower opossum

Mini-Lesson RS
RS 1-1
00
Using Charts and Graphs
nonliving
things clouds water rock
living
things flower tree opossum

Organizer GO 1-1
Living Things Nonliving Things
They need A . They do not need food.
They need water. They do not need B .
They need C . They do not need D .
They grow and E . They do not F and change.

Organizer GO 1-1
Living Things Nonliving Things
They need A food . They do not need food.
They need water. They do not need B water .
They need C air . They do not need D air .
They grow and E change . They do not F grow and change.

Mini-Lesson IS
IS 1-3
28
Classify
Ways Animals in Group One Ways Animals in Group Two

Are Alike Are Alike
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

Mini-Lesson IS
IS 1-3
28
Classify
Ways Animals in Group One Ways Animals in Group Two

Are Alike Are Alike
tails
_____________________________ wings
_____________________________
fur
_____________________________ feathers
_____________________________
noses
_____________________________ beaks
_____________________________
four legs
_____________________________ two legs
_____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

Mini-Lesson IS
IS 1-4
00
Compare
Compare an Adult Pig with a Young Pig

Ways They Are Alike Ways They Are Different
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

Mini-Lesson IS
IS 1-4
00
Compare
Compare an Adult Pig with a Young Pig

Ways They Are Alike Ways They Are Different
hair or fur
_____________________________ different markings
_____________________________
long noses
_____________________________ one big, one small
_____________________________
tails
_____________________________ _____________________________
four legs
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

Mini-Lesson RS
RS 1-4
29
Sequence
First, ___________
_________________
_________________
_________________
Next, ___________
_________________
_________________
_________________
Then, ___________
_________________
_________________
_________________
Last, ___________
_________________
_________________
_________________

Mini-Lesson RS
RS 1-4
29
Sequence
a tadpole
First, ___________
comes out of an
_________________
egg.
_________________
_________________
it gets
Next, ___________
bigger. It grows
_________________
legs and its tail
_________________
gets smaller.
_________________
it starts to
Then, ___________
use lungs to
_________________
breathe.
_________________
_________________
it becomes
Last, ___________
an adult frog that
_________________
can live on land.
_________________
_________________

Mini-Lesson IS
IS 2-1
00
Predict
Look at each plant.
Predict what you think will happen.
Tell why you think this.

Mini-Lesson IS
IS 2-1
00
Predict
Look at each plant.
Predict what you think will happen.
Tell why you think this.
I predict that the plant placed in the closet will not be healthy
because it will not get the sun it needs. I predict that the plant
placed in the window will be healthy because it is getting the
sun it needs.

Organizer GO 2-1
Needs of Plants
cause
A plant gets light, A , B , and nutrients.
effect
The plant grows and stays C .

Organizer GO 2-1
Needs of Plants
cause
A plant gets light, A air , B water , and nutrients.
effect
The plant grows and stays C healthy .

Mini-Lesson IS
IS 2-2
00
Communicate
Read each item.
How would you communicate this information? Why?
1. You are given two plants to compare. How would you

communicate how the plant roots look?
A by writing B by speaking C by drawing
2. You are going on a trip. How would you communicate

how to take care of your plants?

Mini-Lesson IS
IS 2-2
00
Communicate
Read each item.
How would you communicate this information? Why?
1. You are given two plants to compare. How would you

communicate how the plant roots look?
Possible response: I would communicate this by drawing because
this would be the clearest way to show how the roots were the
same and different.
2. You are going on a trip. How would you communicate

how to take care of your plants?
Possible response: I would communicate this by speaking to

the person who was going to care for the plants. I could also
communicate by writing out instructions to leave with the person.

Mini-Lesson RS
RS 2-2
00

Record the lesson main ideas and details in the chart. Use
the headings to help you find the main ideas.
Main Ideas Details

Plant Part What the Part Does

Mini-Lesson RS
RS 2-2
00

Record the lesson main ideas and details in the chart. Use
the headings to help you find the main ideas.
Main Ideas Details

Plant Part What the Part Does
roots Roots hold the plant in the soil.

Roots take in water and nutrients.
stem The stem holds up the plant. The

stem lets food and water move
through the plant.
leaves Leaves take in air and light,
which they use to make food for
the plant.
flowers Flowers make fruits that hold

seeds.

Mini-Lesson IS
IS 2-3
00
Sequence
Look at each picture.
Use the words in the box to put the pictures in the correct
sequence.
first next then last
__________________ __________________
__________________ __________________

Mini-Lesson IS
IS 2-3
00
Sequence
Look at each picture.
Use the words in the box to put the pictures in the correct
sequence.
first next then last
then
__________________ first
__________________
last
__________________ next
__________________

Mini-Lesson RS
RS 2-4
00
Using Picture Clues

Read each sentence. Then look at each picture.
What clues does it give you about the meaning of the
underlined word?
1. The tree has long, narrow leaves.

A wide B round C thin
2. The tree has jagged leaves.

A smooth B pointed C curving
3. The tree has compound leaves.

A many parts B one part C broad

Mini-Lesson RS
RS 2-4
00
Using Picture Clues

Read each sentence. Then look at each picture.
What clues does it give you about the meaning of the
underlined word?
1. The tree has long, narrow leaves.

A wide B round C thin
2. The tree has jagged leaves.

A smooth B pointed C curving
3. The tree has compound leaves.

A many parts B one part C broad

Mini-Lesson IS
IS 3-2
00
Draw Conclusions
Draw conclusions about how body markings help this
animal.
1. How do the tiger’s markings help it hide?
2. How might this help the tiger get what it needs?

Mini-Lesson IS
IS 3-2
00
Draw Conclusions
Draw conclusions about how body markings help this
animal.
1. How do the tiger’s markings help it hide?

The stripes help the tiger hide in the tall grass so that it is hard to
see.
2. How might this help the tiger get what it needs?

The markings may help the tiger get close to a zebra before it runs
away.

Mini-Lesson RS
RS 3-2
35
Compare and Contrast

Compare the plant and animal.
Record how they are alike and different in the chart.
Alike Different

Mini-Lesson RS
RS 3-2
35

Compare the plant and animal.
Record how they are alike and different in the chart.
Alike Different
The animal and the plant are The animal and plant are
alike because they both have different because the animal’s
adaptations that let them live adaptation lets it move from
in places with water. The bird’s place to place. The plant’s
long legs keep the bird’s body adaptation does not let it
dry. The plant’s long stem keeps move from place to place. It
the tops of the plant dry. does let it bend in the wind.

Mini-Lesson RS 3-3
Using Titles and Headings

Read the heading and write a question to ask yourself
while reading. Then read the paragraph and answer the
question.
People Carry Seeds

Have you ever walked in a field? Seeds may stick to your
socks or pants. You may carry the seeds far from the plant.
When the seeds fall off, they may grow into new plants.
What question could you ask?
_____________________________________________________________
_____________________________________________________________
How would you answer this question?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Mini-Lesson RS 3-3
Using Titles and Headings

Read the heading and write a question to ask yourself
while reading. Then read the paragraph and answer the
question.
People Carry Seeds

Have you ever walked in a field? Seeds may stick to your
socks or pants. You may carry the seeds far from the plant.
When the seeds fall off, they may grow into new plants.
What question could you ask?
Possible responses: How do people carry seeds? What happens

_____________________________________________________________
when people carry seeds?
_____________________________________________________________
How would you answer this question?

Possible responses: People can carry seeds on their clothing. When
_____________________________________________________________
seeds are carried far from the plant, they may grow into new plants.
_____________________________________________________________
_____________________________________________________________

Mini-Lesson IS 4-1
Compare
Compare each pair of leaves.
Tell how these leaves are alike and different.
1. A. B.
Alike:
Different:
2. A. B.
Alike:
Different:

Mini-Lesson IS 4-1
Compare
Compare each pair of leaves.
Tell how these leaves are alike and different.
1. A. B.
Alike: Both A and B are long and thin with smooth edges.
Different: Leaf A is bigger than leaf B.
2. A. B.
Alike: Both A and B are shaped like a heart.

Leaf A is bigger than leaf B.
Different:

Mini-Lesson IS
IS 4-2
00
Draw Conclusions
Look at Plant A and Plant B on Day 15. Circle the plant that
gets water.
Day 1 Day 15
Plant A Plant A
Day 1 Day 15
Plant B Plant B
Draw conclusions about what water does for plants.

Mini-Lesson IS
IS 4-2
00
Draw Conclusions
Look at Plant A and Plant B on Day 15. Circle the plant that
gets water.
Day 1 Day 15
Plant A Plant A
Day 1 Day 15
Plant B Plant B
Draw conclusions about what water does for plants.

Water helps plants live and grow.

Mini-Lesson RS 4-2

Use details about deserts to complete this concept web.
desert

Mini-Lesson RS 4-2

Use details about deserts to complete this concept web.
desert
dry land with little plants need little

rain water
animals need
shade and water

Mini-Lesson IS
IS 5-1
00
Classify
Classify these kinds of land into groups.
Color the land that is high, red. Color the land that is low,
yellow.
Color the land that is near water, blue. Color the land that
is not near water, green.

Mini-Lesson IS
IS 5-1
00
Classify
Classify these kinds of land into groups.
Color the land that is high, red. Color the land that is low,
yellow.
Children should color the mountain and hill red and the valley and
beach yellow.
Color the land that is near water, blue. Color the land that
is not near water, green.
Children should color the valley and beach blue and the mountain
and hill green.

Mini-Lesson RS
RS 5-1
00

Look at each pair of mountains.
Tell how they are alike and different.
These mountains are alike because
These mountains are different because

Mini-Lesson RS
RS 5-1
00

Look at each pair of mountains.
Tell how they are alike and different.

they both are high and have steep sides.

one mountain has a rounded top and one has a very pointed top.

they both are high.

one mountain is steeper and taller, and has snow on top. The other is
less steep and shorter, and has trees growing on top.

Mini-Lesson IS
IS 5-2
00
Infer
1. Infer which body of water would be better for
swimming.
Why does this inference make sense?
2. Infer which body of water would be better for boating.

Mini-Lesson IS
IS 5-2
00
Infer
1. Infer which body of water would be better for
swimming.

The ocean is a better place to swim because the water is calmer.
2. Infer which body of water would be better for boating.

The lake is a better place to go boating because the water is
deeper and a boat could float.

Mini-Lesson IS
IS 5-3
00
Make a Model
Label the parts of this model.
river rain mountain
What the Model Shows

1. The ____________ falls on the ____________.
2. Water from mountain streams flows into the __________.
3. What conclusions can you draw from this model?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Mini-Lesson IS
IS 5-3
00
Make a Model
river rain mountain
river rain
mountain

rain
1. The ____________ mountain
falls on the ____________.
river
2. Water from mountain streams flows into the __________.
3. What conclusions can you draw from this model?
Over time, rain changes the shape of mountains and can form
___________________________________________________________
streams and rivers.
___________________________________________________________
___________________________________________________________

Mini-Lesson RS 5-3
Use Context Clues

What do the words in dark type mean?
Use other words to figure out each meaning.
Hot dry weather can change the land. Sometimes rain does not
fall for weeks or months. A long dry time without rain is called a
drought.
During a drought, dust storms may happen. In a dust storm,
wind picks up dry soil. Then it blows the soil away.
What is a drought?
_____________________________________________________________
What words help you figure this out?
_____________________________________________________________
What is a dust storm?
_____________________________________________________________
_____________________________________________________________
Science
© Harcourt
Mini-Lesson RS 5-3
Use Context Clues

What do the words in dark type mean?
Use other words to figure out each meaning.
Hot dry weather can change the land. Sometimes rain does not
fall for weeks or months. A long dry time without rain is called a
drought.
During a drought, dust storms may happen. In a dust storm,
wind picks up dry soil. Then it blows the soil away.
What is a drought?
a long dry time without rain
_____________________________________________________________
A long dry time without rain is called a drought.
_____________________________________________________________
What is a dust storm?
a storm where wind blows dry soil away
_____________________________________________________________
In a dust storm, wind picks up dry soil. Then it blows the soil away.
_____________________________________________________________
Science
© Harcourt
Organizer GO 5-3
Earth Changes
cause ef fec t
Heav y rain falls. There may be a A .
No rain falls. There may be a B .
Water moves over It carries away C and D

land. to new places.

Organizer GO 5-3
Earth Changes
cause e f f ec t
Heav y rain falls. There may be a A flood .
No rain falls. There may be a B drought .
Water moves over It carries away C rocks and D soil

land. to new places.

Mini-Lesson IS 6-1
Observe
What do you observe in this picture?

animals plants
water land

Mini-Lesson IS 6-1
Observe
What do you observe in this picture?

animals plants
birds, fish, crabs, seals trees, bushes
water land
the ocean the sandy beach, rocks

Mini-Lesson RS 6-1

Natural Resource How it is Used

Mini-Lesson RS 6-1

Natural Resource How it is Used
water People use water to drink,

to clean, to cook, and to go
places. Plants, animals, and
people use water to live.
air People and animals breathe

air. People use air to fill things
and to make things move.

Organizer GO 6-1
Main Idea
A A is anything from nature that people can use.

People use B People and many Plants, animals,
for drinking, animals breathe rocks, and soil are
cleaning, and C . some other natural
cooking. resources.

Organizer GO 6-1
Main Idea
A A natural resource is anything from nature that people can use.

People use B water People and many Plants, animals,
for drinking, animals breathe rocks, and soil are
cleaning, and C air . some other natural
cooking. resources.

Mini-Lesson IS 6-2
Classify
Use size and the way things feel
to classify these rocks.
How else could you classify the rocks?

Mini-Lesson IS 6-2
Classify
Use size and the way things feel
to classify these rocks.
large small small

rough smooth rough
small large large

smooth smooth rough
How else could you classify the rocks?

by color, by mass, by where they were found, by whether they are
shiny or dull

Mini-Lesson IS 6-3
Draw Conclusions
Draw a conclusion.
How do these campers feel about natural resources?

Mini-Lesson IS 6-3
Draw Conclusions
Draw a conclusion.
How do these campers feel about natural resources?
The first family probably cares about natural resources because they
are getting rid of trash in the trash bin and keeping things neat. The
second family probably does not care about natural resources. They
are dumping their trash in the woods, picking flowers, and harming
trees.

Mini-Lesson RS 6-3
Using Word Structure

repack
retie
redial
resend
redo
repack _______________________________________________________
retie ________________________________________________________
redial ________________________________________________________
resend _______________________________________________________
redo ________________________________________________________

Mini-Lesson RS 6-3
Using Word Structure

repack
match with picture 4
retie
redial
resend
redo
to pack again
repack _______________________________________________________
to tie again
retie ________________________________________________________
to dial again
redial ________________________________________________________
to send again
resend _______________________________________________________
to do again
redo ________________________________________________________

Mini-Lesson IS 7-1
Compare
Compare Weather for Two Days
Day 1 Day 2
both days

Mini-Lesson IS 7-1
Compare
Compare Weather for Two Days
Day 1 Day 2
both days
rain, wind clouds sun, no wind

Mini-Lesson RS 7-1

Title:
Alike Different

Mini-Lesson RS 7-1

Title: Weather
Alike Different
You can feel the air outside. The air outside can be warm or
Weather can change. cool.
Weather may be sunny, windy,
cloudy, rainy, or snowy.

Organizer GO 7-1
Weather
alike different
All weather is what the hot, warm, cool, B
A outside is like.
You can see and C sunny, D , rainy,
all weather. snowy, windy

Organizer GO 7-1
Weather
alike different
All weather is what the hot, warm, cool, B cold
A air outside is like.
You can see and C feel sunny, D cloudy , rainy,
all weather. snowy, windy

Mini-Lesson IS 7-2
Measure
60 °F
50
40
°F
Monday
50 °F
40
°F
30
Tuesday
Which day was warmer?

Mini-Lesson IS 7-2
Measure
60 °F
50
40
50 °F
Monday
50 °F
40
40 °F
30
Tuesday
Which day was warmer? Monday

Mini-Lesson IS 7-3
Infer
Cloud 1 Cloud 2
Cloud 1 Cloud 2
I observe: I observe:
I infer:

Mini-Lesson IS 7-3
Infer
Cloud 1 Cloud 2
Cloud 1 Cloud 2
I observe: I observe:
big, dark, gray smaller, white
I infer:
Guide children to infer that Cloud 1 will bring rain.

Organizer GO 7-2
Measuring Weather
Main Idea
You can measure weather in many ways.

You can measure You can measure You can measure
how much
A , the C
which is how hot or B and
cold it is. has fallen.
D
of the wind.

Organizer GO 7-2
Measuring Weather
Main Idea
You can measure weather in many ways.

You can measure You can measure You can measure
temperature , how much
A the C speed
which is how hot or B
rain and
cold it is. has fallen. direction
D
of the wind.

Mini-Lesson RS 7-3
Cause and Effect

Cause Effect

Mini-Lesson RS 7-3
Cause and Effect

Cause Effect
The sun warms water. Water evaporates.
The water vapor meets cool Water drops form and
air. become clouds.
Water drops get big and The drops fall as rain or
heavy. snow.
Some rain or snow ends up The cycle continues.
in rivers and oceans.

Mini-Lesson IS
IS 8-1
00
Hypothesize
Hypothesize what will happen to this plant. Use what you
know about what plants need.
What do you know about what plants need to grow?
What will happen to this plant? Why?
Check your hypothesis.
Was your hypothesis correct?

Mini-Lesson IS
IS 8-1
00
Hypothesize
Hypothesize what will happen to this plant. Use what you
know about what plants need.
What do you know about what plants need to grow?

Plants need light and warmth to grow.
What will happen to this plant? Why?

This plant will not grow because a refrigerator is cold and dark.
Check your hypothesis.
Was your hypothesis correct?

Responses will vary depending upon hypotheses.

Organizer GO 8-1
Spring
Main Idea
Spring is one of the four seasons.
detail detail detail detail

The weather There are more Many plants Many animals
gets A hours of begin to have their
in spring. B . C . D .

Organizer GO 8-1
Spring
Main Idea
Spring is one of the four seasons.

The weather There are more Many plants Many animals
gets A warmer hours of begin to have their
in spring. B daylight . C grow . D young .

Mini-Lesson IS
IS 8-2
00
Infer
Use the weather to help you infer what to wear. Then
explain each choice.
What will you wear? Why?

Mini-Lesson IS
IS 8-2
00
Infer
Use the weather to help you infer what to wear. Then
explain each choice.

the shirt and shorts because the weather in the park is warm

the raincoat and hat because the weather is rainy
What will you wear? Why? the bathing suit and sunhat because
the weather at the beach is very hot

Organizer GO 8-2
Summer
Main Idea
Summer is the season after spring.

The weather can Some plants grow Animals have ways
be 6 . 7 . to stay 8 .

Organizer GO 8-2
Summer
Main Idea
Summer is the season after spring.

The weather can Some plants grow Animals have ways
be 6 hot . 7 fruits . to stay 8 cool .

Mini-Lesson IS
IS 8-3
29
Compare
Observe these fruits and seeds.
Are the seeds rough or smooth?
Are there many seeds or one seed?
pepper avocado peach

__________________ __________________ ________________
__________________ __________________ ________________
walnut cherry melon

__________________ __________________ __________________
__________________ __________________ __________________
How else could you compare these seeds?

_____________________________________________________________
_____________________________________________________________

Mini-Lesson IS
IS 8-3
29
Compare
Observe these fruits and seeds.
Are the seeds rough or smooth?
Are there many seeds or one seed?
pepper avocado peach

smooth; many
__________________ smooth; one
__________________ rough; one
________________
__________________ __________________ ________________
walnut cherry melon

rough; one
__________________ smooth; one
__________________ smooth; many
__________________
__________________ __________________ __________________
How else could you compare these seeds?

by size, shape, and color
_____________________________________________________________
_____________________________________________________________

Mini-Lesson RS
RS 8-3
00
Cause and Effect

Observe each pair of pictures. What changed from summer
to fall? What caused the change?
summer fall
What changed?
What caused the change?
summer fall
What changed?

Mini-Lesson RS
RS 8-3
00
Cause and Effect

Observe each pair of pictures. What changed from summer
to fall? What caused the change?
summer fall
What changed?
The horse has a light coat in summer and a heavier coat in the fall.

In fall, the weather gets cool so the horse needs a heavier coat to
stay warm.
summer fall
What changed?
The family eats outdoors in summer and indoors in fall.

In fall, the weather gets cool so people want to be inside where it
is warmer.

Organizer GO 8-3
Fall
cause effect
Weather gets A in fall. People wear B clothes.
There is not as much Some trees lose their D .
C .
There is not as much food Some animals F

food for later.
for E .

Organizer GO 8-3
Fall
cause effect
Weather gets A cooler in fall. People wear B heavier clothes.
There is not as much Some trees lose their D leaves .

C daylight .
There is not as much food Some animals F store

food for later.
for E animals .

Mini-Lesson IS
IS 8-4
00
Draw Conclusions
Observe this vacuum flask.
Use what you observed to draw conclusions to answer the
questions.
Is the soup hot or cold?

How do you know?
Will the soup be hot or cold at lunchtime?

How do you know?

Mini-Lesson IS
IS 8-4
00
Draw Conclusions
Observe this vacuum flask.
Use what you observed to draw conclusions to answer the
questions.
Is the soup hot or cold?

How do you know?
hot; As steam from the soup cools, you can see a cloud of tiny water
droplets in the air.
Will the soup be hot or cold at lunchtime?
How do you know?
hot; A vacuum flask keeps hot things hot and cold things cold for a
long time.

Mini-Lesson RS
RS 8-4
00
Using Text Patterns

Look at the headings in Lessons 1, 2, and 3. What pattern
do you observe?
Tell what comes first, next, and last.
First: ________________________________________________________
Next: _______________________________________________________
Last: ________________________________________________________
Use this pattern in Lesson 4.

Tell what you think will come first, next, and last.
First: ________________________________________________________
Next: _______________________________________________________
Last: ________________________________________________________

Mini-Lesson RS
RS 8-4
00
Using Text Patterns

Look at the headings in Lessons 1, 2, and 3. What pattern
do you observe?
Tell what comes first, next, and last.
The lesson names the season and tells when it comes. It talks
First: ________________________________________________________
about weather and what people wear.
The lesson tells how the season affects plants.
Next: _______________________________________________________
The lesson tells how the season affects animals.

Last: ________________________________________________________
Use this pattern in Lesson 4.

Tell what you think will come first, next, and last.
The lesson will name winter and tell when it comes. It will talk
First: ________________________________________________________
about winter weather and what people wear.
The lesson will tell how winter affects plants.
Next: _______________________________________________________
The lesson will tell how winter affects animals.

Last: ________________________________________________________

Organizer GO 8-4
Winter
Main Idea
Winter is the season after fall.

The weather In some places, Plants may rest Some animals
may get B or C . grow thick
A . falls. D
to stay warm.

Organizer GO 8-4
Winter
Main Idea
Winter is the season after fall.

The weather In some places, Plants may rest Some animals
may get B snow or C die . grow thick
A cold . falls. D coats
to stay warm.

Mini-Lesson IS 9-1
Communicate
Look at each daytime sky.
Communicate what you observe.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Mini-Lesson IS 9-1
Communicate
Look at each daytime sky.
Communicate what you observe.
The sky is filled with many dark clouds. The clouds cover the sun.
_____________________________________________________________
Rain falls from the clouds.
_____________________________________________________________
_____________________________________________________________
There are a few fluffy clouds in the sky. The sun is big and bright.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Mini-Lesson RS 9-1

daytime sky nighttime sky

Mini-Lesson RS 9-1

daytime sky nighttime sky
sun clouds, moon stars, planets

Organizer GO 9-1
Daytime and Nighttime Sky

alike different
In the daytime and nighttime sky, In the daytime sky, you may see
you can sometimes see clouds and A and the sun.
the moon.
In the nighttime sky, you may
see B , planets, and
the moon.
In the daytime, the C

gives off light.
In the nighttime, the stars give

off light, but the D
does not.

Organizer GO 9-1
Daytime and Nighttime Sky

alike different
In the daytime and nighttime sky, In the daytime sky, you may see
you can sometimes see clouds and A clouds and the sun.
the moon.
In the nighttime sky, you may
see B stars , planets, and
the moon.
In the daytime, the C sun

gives off light.
In the nighttime, the stars give

off light, but the D moon
does not.

Mini-Lesson IS 9-2
Make a Model
sun Earth night day
1. The light side of Earth has

2. The dark side of Earth has

Mini-Lesson IS 9-2
Make a Model
Earth day
night
sun
sun Earth night day
1. The light side of Earth has day.

2. The dark side of Earth has night.

Organizer GO 9-2
Day and Night

cause effect
As Earth A , the side The B lights the sky,
we live on turns toward the sun. and we have C .
The side we live on turns away We have E .

from the D .

Organizer GO 9-2
Day and Night

cause effect
As Earth A rotates , the side The B sun lights the sky,
we live on turns toward the sun. and we have C day .
The side we live on turns away We have E night .

from the D sun .

Mini-Lesson IS 9-3
Infer
Observe these pictures showing the moon’s surface. Infer
why its craters are different sizes.
What I observe:
What I infer:

Mini-Lesson IS 9-3
Infer
Observe these pictures showing the moon’s surface. Infer
why its craters are different sizes.
What I observe:
Rocks of different sizes hit the moon’s surface.
What I infer:
When small rocks hit the moon, they cause small craters. When big
rocks hit the moon, they cause big craters.

Mini-Lesson RS 9-3
Use Signal Words

Read this paragraph. It tells what happened when
astronauts landed on the moon in 1969. Look for
signal words.
First, astronaut Neil Armstrong put on his spacesuit.

Next, he opened the rocket door. Then, he slowly
climbed down the ladder. Last, he stepped onto the
moon’s surface.
1. What did Neil Armstrong do before opening the door?
2. What did he do next after putting on his spacesuit?
3. What did he do after climbing down the ladder?

Mini-Lesson RS 9-3
Use Signal Words

Read this paragraph. It tells what happened when
astronauts landed on the moon in 1969. Look for
signal words.
First, astronaut Neil Armstrong put on his spacesuit.

Next, he opened the rocket door. Then, he slowly
climbed down the ladder. Last, he stepped onto the
moon’s surface.
1. What did Neil Armstrong do before opening the door?

He put on his spacesuit.
2. What did he do next after putting on his spacesuit?

He opened the door.
3. What did he do after climbing down the ladder?

He stepped onto the moon’s surface.

Mini-Lesson IS 10-1
Classify
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Small Soft Square

Mini-Lesson IS 10-1
Classify
large
_______________________ large
_______________________
square
_______________________ square
_______________________
soft
_______________________ soft
_______________________
small
_______________________ small
_______________________
square
_______________________ square
_______________________
hard
_______________________ hard
_______________________
Small Soft Square

block, book pillow, blanket pillow, blanket,
block, book

Mini-Lesson RS 10-1

Title:
Alike Different
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________

Mini-Lesson RS 10-1

Title: Matter
Alike Different
All matter can be observed

___________________________ can be different colors
___________________________
and classified.
___________________________ can be different shapes
___________________________
___________________________ can be different sizes
___________________________
___________________________ can be hard or soft
___________________________
___________________________ can be new or old
___________________________

Mini-Lesson IS 10-2
Compare
1. How are the objects alike?
How is the mass of the objects different?
How is the mass of the objects different?
3. Which object has the most mass?
Of the two pictures which object has the least mass?

Mini-Lesson IS 10-2
Compare
1. How are the objects alike? Sample
response: They are both toys.
How is the mass of the objects different? The bear has more
mass than the car.

Sample
response: They are both toys.
How is the mass of the objects different? The plane has

more mass than the bear.
3. Which object has the most mass? The plane has the
most mass.
Of the two pictures which object has the least mass?

The car has the least mass.

Mini-Lesson IS 10-3
Measure
1.
How much water is there? ___________ ounces
2.
3.
4.

Which cup has the most water? ______________________
Which cup has the least? ______________________

Mini-Lesson IS 10-3
Measure
1.
4
2.
12
3.
10
4.
7
the second cup
Which cup has the most water? ______________________
the first cup
Which cup has the least? ______________________

Mini-Lesson IS 10-4
Infer
What We Observe
What We Infer

Mini-Lesson IS 10-4
Infer
What We Observe The fan blows the air. The air pushes the
ribbons.
What We Infer Air can move and blow. Air can push things.

Mini-Lesson RS 10-4
Cause and Effect

Cause Effect

Mini-Lesson RS 10-4
Cause and Effect

Cause Effect
The child blows air on the Parts of the flower fly away.
flower.

Mini-Lesson IS 11-1
Plan an Investigation
How would you plan this investigation?
How would you report on this investigation?

Mini-Lesson IS 11-1
How would you plan this investigation?

Put a thermometer in a cup of soil.
Put a thermometer in a cup of water.
Check to see that the water and soil are the same temperature.
Put the cups in a sunny place and let them sit.
Read the thermometers and compare the temperatures.
How would you report on this investigation?

Possible response: Draw pictures and label the findings.

Mini-Lesson IS 11-2
Draw Conclusions
Draw a conclusion about why the shadow has disappeared.

Mini-Lesson IS 11-2
Draw Conclusions
Draw a conclusion about why the shadow has disappeared.

The shadow has disappeared because the sun is now covered by a
cloud. Because there is no light to block, the tree can not make a
shadow.

Mini-Lesson RS 11-2

Main Idea
Detail Detail
Detail

Mini-Lesson RS 11-2

Main Idea
Light lets us see.
Detail Detail
The sun gives off light. Lamps give off light.
Detail
Fire gives off light.

Mini-Lesson IS 11-3
Hypothesize
Make a hypothesis. Tell what you think will happen when

the boy holds the clock next to the bag of water.
Tell how you could test your hypothesis.

Mini-Lesson IS 11-3
Hypothesize
Make a hypothesis. Tell what you think will happen when

the boy holds the clock next to the bag of water.
The girl probably will be able to hear the sound of the ticking clock
because sound can travel through the water.
Tell how you could test your hypothesis.

You could test your hypothesis by filling a plastic bag with water and
holding it up to one ear. Next you could ask a partner to hold a clock
next to the bag. Then you could observe if you could hear the clock
ticking.

Mini-Lesson RS 11-3
Relating Pictures to Text
What can you learn about this musical instrument by

looking at the picture?

Mini-Lesson RS 11-3
Relating Pictures to Text
What can you learn about this musical instrument by

looking at the picture? A xylophone has bars of different lengths.
The bars are made of metal. They are attached to a frame so they can
vibrate. Mallets look like drumsticks with balls on the ends.
They are used to hit the metal bars.

Mini-Lesson IS 12-1
Classify
weather vane windmill windsock
pinwheel flag kite
Think about how each object moves.

Does it spin?
Does it flap?
Does it spin and flap?
How would you classify each object?
spin and flap
spin flap

Mini-Lesson IS 12-1
Classify
weather vane windmill windsock
pinwheel flag kite
Think about how each object moves.

Does it spin?
Does it flap?
Does it spin and flap?
How would you classify each object?
spin and flap
spin flap
weather vane,
kite,
windmill, flag
windsock
pinwheel

Mini-Lesson RS 12-1

Speed
Alike Different
Motion
Alike Different

Mini-Lesson RS 12-1

Speed
Alike Different
same speed slower speed

faster speed
Motion
Alike Different
same motion straight path

curved path
zigzag
circle

Mini-Lesson IS 12-2
How could you investigate how to make the block swing?
What Happens

Mini-Lesson IS 12-2
How could you investigate how to make the block swing?

Pull the block backward and let it go.
Push the block forward and let it go.
What Happens
You can push and pull the block to make it move.

Mini-Lesson IS 12-3
Predict
Hill 1 Hill 2
Will the sled travel farther down Hill 1 or Hill 2?

Make a prediction.
Tell why you think so.

Mini-Lesson IS 12-3
Predict
Hill 1 Hill 2
Will the sled travel farther down Hill 1 or Hill 2?

Make a prediction.
Tell why you think so.
The sled will travel farther down Hill 1. Hill 1 is much steeper than
Hill 2. When an object moves down a steeper slope, it travels farther.

Mini-Lesson IS 12-4
Hypothesize
What Metal Objects Can a Small Magnet Lift?
Objects Hypothesize Test
Yes No Yes No

Mini-Lesson IS 12-4
Hypothesize
What Metal Objects Can a Small Magnet Lift?
Objects Hypothesize Test
Yes No Yes No
✔ ✔
✔ ✔
✔ ✔
✔ ✔

Organizer GO 12-4
Magnets
Main Idea
A magnet is an object that attracts things made of A .

A B does A magnet’s pull is A magnet’s pull is
not pull all metals. called strongest at its
C . D .

Organizer GO 12-4
Magnets
Main Idea
A magnet is an object that attracts things made of A iron .

A B magnet does A magnet’s pull is A magnet’s pull is
not pull all metals. called strongest at its
C magnetic force . D poles .

Grade 1 - Experiments Log

Uploaded by

Copyright:

Available Formats

You might also like

Grade 1 - Experiments Log

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 1 - Experiments Log

Uploaded by

Copyright:

Available Formats

Experiment Transparency

Plan a fair test.

4. What one thing will you change

5. What things will you need to do your

6. What steps will you take to do your test?

Moist Seeds Dry Seeds

Draw Conclusions. Communicate results.

Do seeds need water to grow?

Seeds need water to grow.

Plan a fair test.

I will put cotton and a paper towel in each plastic cup. I

seeds in each cup.

4. What one thing will you change

5. What things will you need to do your

b. Fill the center of each cup with cotton.

c. Place ten seeds between the paper towel and the

d. Add water to moisten the cotton and paper towel in

e. Each day, check to see if any seeds have grown.

f. Add water as needed to keep the seeds moist in

Moist Seeds Dry Seeds

Draw Conclusions. Communicate results.

Accept all reasonable answers.

Plan a fair test.

4. What one thing will you change

5. What objects will you need to do the

6. What steps will you take to do the test?

Body Covering Observation

Draw conclusions. Communicate results.

Body coverings keep animals warm.

Plan a fair test.

I will compare body coverings in the same environment.

I will make my observations the same way.

4. What one thing will you change

I will change the kind of body covering observed.

5. What objects will you need to do the

6. What steps will you take to do the test?

a. Put ice cubes and cold water in the container.

Body Covering Observation

Draw conclusions. Communicate results.

Accept all reasonable answers.

Plants and Soil

Plan a fair test.

4. What one thing will you change

5. What things will you need to do your

6. What steps will you take to do the test?

Draw conclusions. Communicate results.

Plants and Soil

Plants help keep soil from being washed away by water.

Plan a fair test.

4. What one thing will you change

One pan of soil will have plants (grass) growing in it.

5. What things will you need to do your

6. What steps will you take to do the test?

b. Fill the watering can with 2 cups of water.

c. Hold the watering can about 20 cm above the pan.

d. Observe how much soil is washed away to the other

f. Repeat Steps b–d.

Draw conclusions. Communicate results.