First Grade
Social practice of the languageUnderstand and express differences and similarities between cultural
aspects from Mexico and English-speaking countries.
EnvironmentLiterary and ludic
Specific competency
Read and sing songs in order to identify human values in English speaking countries and Mexico.
Product B
Recital
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Unit IV
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Achievements:
Recognizes main ideas in songs. Formulates and answers questions about the treatment
of information. Compares information using known expressions. Signs verses and choruses of songs. Detects rhythm, speed and intonation of songs.
I. Choose songs that are clear, make sense and do not contain a lot of unknown vocabulary.
You may decide to pre-teach some key vocabulary.
II. Gap fills
Write out the song lyrics but leave gaps instead of some words. For example, gap all the verbs or adjectives.
Students listen and fill in the missing words. They may need to listen two or three times.
If you feel students will find this difficult, write the missing words randomly around the text and so the students have an idea what they are listening out for.
III. Jumbled lines
Write out the song lyrics, but this time jumble whole lines and students have to put them into the correct order while listening to the song.
You may wish to cut up the lines, to make the task easier for the students – or get them to cut up the sheet before the activity.
Students can work in pairs.
IV. Spot the mistakes
An easier activity:
Write out the lyrics of the song, but make about 20 mistakes e.g. change the tense, write an opposite or synonym instead of the correct word. The students listen.
The first time ask them to underline the words that are different and the second (or third) time actually write what they hear above the word or phrase that is wrong.
After each hearing they can check with each other – in a mixed ability classroom this ensures no-one is left behind and gets unmotivated.
After they have checked that they got the right words, ask them to go through and see if the mistakes were words or phrases that were the same, similar or opposite in meaning: a good focus on vocabulary and/or grammar.
Songs can be a good starting point for a discussion or a presentation.
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V. Discussion of themes
Choose a song that deals with a topic of interest to your students (e.g. Imagine by John Lennon which is about peace and brotherhood, Money by Pink Floyd or Money Money Money by Abba etc), do a listening activity like a gap fill, then follow up with a careful reading of the song and a discussion on its theme(s).
VI. Presentations
In most of the world a class of teenagers will be full of music fans. I have yet to find a teenager who likes no music at all. By using the theme of music with children of this age group, they will be more motivated than if the topic is of no interest to them.
Students can work individually, in pairs or small groups
They choose a favorite singer, group, musician, composer
They research (internet, magazines etc) the above
They produce a presentation – which can cover the biography of their chosen musician(s), their career. It can be a talk, a role play, interview, sketch
They can use cassettes or CDs, posters, handouts to support their presentation
This could also take a written form – be produced as a poster, booklet, magazine article ideas for using songs to teach grammar.
VII. Passive voice quiz
When working on the passive voice with your students, bring in a few well-known songs (no matter whether in L1 or English) and ask: Who was that song sung / written by? A great example of the passive voice in use and also drawing in the students’ knowledge of the world.
Ask students to get into teams. In their teams they must come up with at least 10 similar questions (they could do some research for homework) about songs.
Organize a class quiz, where team members challenge each other with questions like: Who were ‘Satisfaction’ and ‘Brown Sugar’ sung by? (Rolling Stones) or they could bring in tapes/CDs (if this is possible) or sing a snippet of the song and ask the questions.
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For the teacher
Read the following instructions:
Cut the following lyrics into strips.
Work on your own, or with a friend.
Make the task EASIER for yourself by grouping all the phrases which are identical.
Listen to the music and put the strips in order.
Play the song according to the level of your students. (ie: for struggling students, play the song line by line, make it a little more difficult by playing the song continuously and stopping only when requested, make it a much more difficult by playing it continuously) .
Play the song according to your level, (ie: play the song line by line, or make it a little more difficult by playing the song continuously and stopping only when necessary, or to make it a much more difficult by playing it continuously).
Upper-intermediate students should play the song first, then try and arrange the lyric strips from memory before listening to the song.
Instruct your students to listen to the music and put the strips in order. (Students can make the task easier by grouping all the phrases which are identical).
Recognizes main ideas in songs.
Compare how human values are expressed in songs of English speaking countries and of Mexico.
Write down verses and/or chorus.
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Sing songs with and without the help of written lyrics.
Topic, purpose and audience.
Text distribution: verses, stanzas and chorus.
Repertoire of words necessary for this social practice of the language.
Verb tenses: progressive forms, past.
Verb forms: past participle.
Antonyms.
SWEET DREAMS MY L.A. EX BeyonceWritten by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers.
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Instructions: Listen to the song and fill the gaps with the missing nouns.
Practice: Nouns Level: Pre-intermediate
Activity: Gapped Worksheet Language: Grammar & Vocabulary
by BeyonceWritten by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. /Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers
VIII. Complete the missing nouns in the song.
baby / dreams / effects / eight / ex / finger / gloves / light / man / planet / record / say / shoes / song / steam / things / tongue / turn
Verse 1Hey hang your red ...................... upCoz there’s nothing left to prove nowHey hang your red ...................... up...................... no one cares but youWhat ...................... are you from?
(You) Accuse me of ...................... I’ve never done
Listen to you carrying onCheating another love ......................
ChorusIf I were in your ......................
I’d whisper before I shoutThere you go playing that ......................
againFind somebody else to talk about
If I were in your ......................I’d worry of the ......................
You’ve had your ...................... now it’s my ......................
Sweet ...................... my LA .........
Verse 2You letting off full ......................
Till the ...................... comes back to you now
Hey is it all it seemsIs it all you dreamed and more?
What ...................... are you from(You) Accuse me of ...................... I’ve
never doneListen to you carrying on
Cheating another love ......................
Repeat ChorusMiddle_______
Does it make you feel a _____Pointing the _______ just because
You canI spell it loud and clear
____that ____´s not welcome around here.Repeat chorus: Middle
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The Full Lyrics Answer Key
SWEET DREAMS MY L.A. EX
Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers.
Verse 1Hey hang your red gloves upCoz there’s nothing left to prove nowHey hang your red gloves upBaby no one cares but youWhat planet are you fromAccuse me of things I’ve never doneListen to you carrying onCheating another love song
ChorusIf I were in your shoesI’d whisper before I shoutThere you go playing that record againFind somebody else to talk aboutIf I were in your shoesI’d worry of the effectsYou’ve had your say now it’s my turnSweet dreams my LA ex
Verse 2You letting off full steamTill the light comes back to you nowHey is it all it seemsIs it all you dreamed and more?What planet are you fromAccuse me of things I’ve never doneListen to you carrying onCheating another love song
Repeat Chorus
Middle 8Does it make you feel a man?Pointing the finger just because you canI spell it loud and clearBaby that tongue’s not welcome around hereRepeat Chorus
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IX. Determine place, date and audience for which the songs will be interpreted.
X. Compare information using known expressions.
XI. Find out in the dictionary meaning of unknown words and writes them on your notebook.
"Waka Waka (This Time For Africa)"Before you Listen to the first part find 3 phrasal verbs that match the following definitions:a) be ready to use againb) get up after a fallc) recover fromOooeeeeeeeeeeeeeeeehh
You're a good soldierChoosing your battlesPick yourself upAnd dust yourself offGet back in the saddle...........................................You're on the front lineEveryone's watchingYou know it's seriousWe are getting closerThis isn't over
The pressure is onYou feel itBut you got it allBelieve it
When you fall get up, oh ohIf you fall get up, eh ehTsamina mina zangalewaCuz this is AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for Africa
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Teacher’s copy
"Waka Waka (This Time For Africa)a)be ready to use again. DUST .... OFF b) get up after a fall PICK... UP c)recover from GET BACK
Tsamina mina zangalewaThis time for AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaAnawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for AfricaTsamina mina, Anawa a aTsamina minaTsamina mina, Anawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaAnawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for Africa]Django eh eh Tsamina mina zangalewaAnawa a a
This time for Africa
We're all Africa
You're a good soldierChoosing your battlesPick yourself upAnd dust yourself offGet back in the saddleYou're on the front lineEveryone's watchingYou know it's seriousWe are getting closerThis isn't overThe pressure is onYou feel itBut you got it allBelieve itWhen you fall get up, oh ohIf you fall get up, eh ehTsamina mina zangalewaCuz this is AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for AfricaListen to your GodThis is our mottoYour time to shineDon't wait in linePeople are raisingTheir expectationsGo on and feed themThis is your momentNo hesitationsToday's your dayI feel itYou paved the wayBelieve itIf you get down get up, oh ohWhen you get down get up, eh eh
XIII. Listen to this and put the sentences in order.___This is your moment___No hesitations ___Go on and feed them___People are raising___Their expectations___I feel it___Today's your day___Believe it ___You paved the way..............................................If you get down get up, oh oh When you get down get up, eh ehT samina mina zangalewaT his time for AfricaT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaA nawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaT his time for Africa [Lady Singing][ Voice:]T samina mina, Anawa a aT samina minaT samina mina, Anawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewa nawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaT his time for Africa Django eh eh T samina mina zangalewa nawa a a This time for Africa
We're all Africa This time for Africa
We're all Africa This time for Africa We're all Africa
XIV. Listen and complete the gaps with the correct word.
MELT WITH YOU – J. Mraz
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XV. Watch the video and complete the gaps with the correct word:
http://www.youtube.com/watch?v=eFkmRp_G2uo&list=FLb2Suc7Febz5sdSprU-YqYw&index=1&feature=plpp_video
Well you better _______ my sisters and brothers,'cause if you do you can _______there are _______ still calling _______ the years.And they're all crying across the ocean,and they're _______ across the land,and they will ______ we all come to _________.
None of us are free.None of us are free.None of us are free, one of us are __________.None of us are free.
And there are people still in __________,and they just _______ see the ________.If you don't say it's ________ then that says it _________.We got try to ________ for each other, let our _________'s know thatwe care.Got to get the _________, send it out ________ and _________.
(Chorus) It's a simple _________ we all need, just to hear and to see.None of us are free, one of us is _________.None of us are free. now I swear your __________ isn't too hard too find,None of us can find it on our own.We've got to join together in _______, heart and mind.So that every soul who's ________ will know they're not alone.
(Chorus) If you just look around you,your gonna see what I say.Cause the world is getting ________ each passing day.Now it's time to start making _________,and it's time for us all to _________,that the truth is __________ real bright right ________ our eyes.
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I’ve Got a Girl
Six, seven, eight, nine, ten Lou Bega on a trip won’t you all come in With a little bit of this and a little bit of that You can get what you see you can see what you get
And I bet that you’re all a little bit excited If you want an autograph, honey I can write it I’ve got girls worldwide on the planet Some called Whitney and some called Janet
CHORUSI’ve got a girl in Paris I’ve got a girl in Rome I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere
I’ve got a girl on the moon I’ve got a girl on mars I’ve even got a girl that likes to dance on the stars I’ve got a girl right here and one right there And I’ve got a girlfriend everywhere ……………….From Miami Beach to Beluga Bay From the milky way to east L.A. From saint Tropez to my home café That´s my way and I do it like day by day in
Africa - America - Europe and Australia Asia - Canada - I take them all and marry her India - Arabia - to the girls of Germany All around the planet you can be my fantasy
CHORUS……………….
You and me - no matter where you from baby - No matter where you from baby - baby only you and me
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I’ve Got a Girl
Six, seven, eight, nine, ten Lou Bega on a trip won’t you all come in With a little bit of this and a little bit of that You can get what you see you can see what you get And I bet that you’re all a little bit excited If you want an autograph, honey I can write it I’ve got girls worldwide on the planet Some called Whitney and some called Janet
CHORUS(Complete the sentence with the name of two cities)I’ve got a girl in ……………….. I’ve got a girl in ………………..I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere
I’ve got a girl on the moon I’ve got a girl on mars I’ve even got a girl that likes to dance on the stars I’ve got a girl right here and one right there And I’ve got a girlfriend everywhere
(Complete the sentences with two places)From Miami ……………….. to Beluga Bay From the milky way to east L.A. From saint. Tropez to my home ………………..That´s my way and I do it like day by day in
(Complete the sentences with names of continents or countries ) …………………- America - Europe and ………………... Asia - ………………- I take them all and marry her …………………… - Arabia - to the girls of ………………..All around the planet you can be my fantasy CHORUSI’ve got a girl in ………………… I’ve got a girl in …………………..I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere
I’ve got a girl on the moon I’ve got a
girl on mars
I’ve even got a girl that likes to dance
on the stars
I’ve got a girl right here and one right
there
And I’ve got a girlfriend everywhere
You and me - no matter where you’re
from baby -
No matter where you’re from baby -
baby only you and me
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You know you ______(1) me, I know you _____(2) Just ______(3) whenever, And I'll ____(4) there You are my love, You are my heart And we will never ever-ever be apart
Are we an item. Girl _____(5) playing "We're just friends" What are you ______(6)?
said there’s another and ________(7) right in my eyes My first love _____(8) my heart for the first time,
XVI. Listen and fill-in the gaps with the correct word from the box.
Quit Care Be Shout Looked Saying Love Broke
XVII. Listen and order the following lines correctly.
XVIII. Listen and match with lines correctly.
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(CHORUS) Baby, baby, baby ohh …………………………. (And RAP)
(Now I'm all gone) Justin Bieber ‘Baby’Yeah, Yeah, Yeah Yeah Yeah Yeah (Now I'm all gone) Yeah, Yeah, Yeah Yeah, Yeah, Yeah
(Now I'm all gone) Yeah, Yeah, Yeah Yeah, Yeah, Yeah Now I'm all gone, gone, gone, ooh I'm gone
XIX. Match words to their correct meanings.
XX. Can you answer the questions?
Who is Justin Bieber?_____________________________________________
What is this song about?___________________________________________
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Justin BieberBaby lyrics
Ohh wooaah Ohh wooaah Ohh wooaah You know you love me, I know you careJust shout whenever, And I'll be thereYou are my love, You are my heartAnd we will never ever-ever be apart
Are we an item. Girl quit playing"We're just friends"What are you sayin?said theres another and looked right in my eyesMy first love broke my heart for the first time,
And I was likeBaby, baby, baby oohLike baby, baby, baby nooLike baby, baby, baby oohThought you'd always be mine, mineBaby, baby, baby oohhLike baby, baby, baby nooLike baby, baby, baby ohhThought you'd always be mine, mine
For you,i would have done what everAnd I just cant believe we ain't togetherAnd I wanna play it cool, But I'm losing youI'll buy you anything, ill buy you any ringAnd I'm in pieces, Baby fix meand just shake me til' you wake me from this bad dream
I'm going down, down, down, downAnd I just can't believe, my first love won't be around
And I'm like,Baby, baby, baby ooohLike baby, baby, baby noo Like baby, baby, baby ooh
Thought you'd always be mine, mine
Baby, baby, baby ooohLike baby, baby, baby nooLike baby, baby, baby oohThought you'd always be mine, mine
Luda, When I was thirteen, I had my first loveThere was nobody that compared to my babyAnd nobody came between usor could ever come aboveShe had me going crazyOh I was stars truckShe woke me up dailyDon't need no StarbucksShe make my heart pound[wwwhhhooo]and skip a beat when I see her in the streetand, At school, on the playgroundBut I really wanna see her on the weekendShe know she got me dazingCuz she was so amazingAnd now, my heart is breakin'But I just keep on sayin'
Baby, baby, baby ohhLike baby, baby, baby nooLike baby, baby, baby ohhThought you'd always be mine, mine
Baby, baby, baby oohLike baby, baby, baby nooLike baby, baby, baby ooohThought you'd always be mine, mine
(Now I'm all gone)Yeah, Yeah, YeahYeah Yeah Yeah(Now I'm all gone)Yeah, Yeah, YeahYeah, Yeah, Yeah
(Now I'm all gone)Yeah, Yeah, YeahYeah, Yeah, YeahNow I'm all gone, gone, gone, oohI'm gone
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First grade
Social practice of the language Produce texts to participate in academic events.
Environment Academic and educational
Specific competency Rewrite information to explain a graphic exhibition.
Product AExhibition about a Science Topic
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Unit V
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Achievements:
Identifies and distinguishes types of sentences that express main ideas within paragraphs, using previously established goals.
Uses various strategies in order to point out relevant information.
Selects information in order to rewrite and paraphrases sentences.
Organizes sentences to make a paragraph. Points put and clarifies doubts in order to edit notes.
RELATIVE PRONOUNSI.Practice the relative pronouns.
1.-Who / that ________ used for people [subject]
2.-Whom __________ used for people [Object]
3.-Which/ that _________ used for things
4.-Whose __________ used to show possession
5.-When _______ used to show time
6.-Where ________ used to show place
II. Rewrite using the suitable relative pronouns:
1. I thanked the woman. She helped me.
2. I saw the man. He closed the door.
3. We are studying sentences. They contain adjective clause.
4. I am using a sentence. It contains many adjectives.
5. The man was Mr. Jones. I saw him yesterday.
6. I liked the woman. I met her at the party.
7. The man is standing over there. Ann brought him to the party.
8. She lectured about a topic. I know little about it.
9. I am reading a book. It was written by Jane Austine.
10. I returned the money. I had borrowed it from my friend.
III. Write the correct relative pronoun.
1. This is the city which the president was born.
2. A widow is a woman who husband has died.
3. I cannot stand the taste of milk who gets sour.
4. Mary hates dresses where are too tight.
5. It is the shop where sells children’s toys.
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VI. Read the text.1.-Anticipate the general meaning2.-Circle the new words.3.-Underline key ideas in paragraphs.4.-Distinguish the types of sentences used to express key ideas.
Volcano
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where molten rock, gases and pyroclastic debris erupt through the earth's crust. Volcanoes vary quite a bit in their structure - some are cracks in the earth's crust where lava erupts, and some are domes, shields, or mountain-like structures with a crater at the summit.
Magma is molten rock within the Earth's crust. When magma erupts through the earth's surface it is called lava. Lava can be thick and slow-moving or thin and
fast-moving. Rock also comes from volcanoes in other forms, including ash (finely powdered rock that looks like dark smoke coming from the volcano), cinders (bits of fragmented lava), and pumice (light-weight rock that is full of air bubbles and is formed in explosive volcanic eruptions - this type of rock can float on water). Volcanic eruptions can cause great damage and the loss of life and property.
The Word Volcano:The word volcano comes from the Roman god of fire, Vulcan. Vulcan was said to have had a forge (a place to melt and shape iron) on Volcano, an active volcano on the Lipari Islands in Italy.
Extreme Volcanoes:
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers). The most active volcano in the continental USA is Mt. St. Helens (located in western Washington state).
The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.
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V. Formulate and write questions in your notebook concerning the information in a text.
Volcano Diagram
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where molten rock, gases and pyroclastic debris erupt through the earth's crust. Volcanoes vary quite a bit in their structure - some are cracks in the earth's crust where lava erupts, and some are domes, shields, or mountain-like structures with a crater at the summit.
Magma is molten rock in the Earth's crust. When magma erupts through the earth's surface it is called lava.
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers).
The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.
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VI. Answer the quiz.
Volcano Quiz Printout
1. What is the name of molten rock that erupts from volcanoes? MAGMA - LAVA - VENT
2. What is the name of molten rock within the Earth's crust? MAGMA - LAVA - VENT
3. What is the name of the tube through which molten rock flows? PARASITIC - CONDUIT - BASE
4. In which part of the Earth would you find a magma reservoir? CRUST - PARASITIC - CONDUIT
5. Composite volcanoes are made up of layers of lava and ______. CONDUIT - ASH - MAGMA
6. What is the name of a smaller vent-structure on the side of some volcanoes? SUMMIT - MAGMA RESERVOIR - PARASITIC CONE
7. What is the name of the bowl-like opening of a volcano? SILL - CRATER - ASH
8. Are ash clouds emitted from sills? YES - NO
9. What is the name of an opening through which molten rock and gases escape from a volcano? CONDUIT - VENT - FLANK
10. The sides of a volcano are called its flanks. YES - NO
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VII.- Label the Volcano Diagram
Read the definitions, and then label the diagram below.
Definitions
ash cloud - an ash cloud is the cloud of ash that forms in the air after some volcanic eruptions.
conduit - a conduit is a passage through which magma (molten rock) flows in a volcano.
crust - the crust is Earth's outermost, rocky layer.
lava - lava is molten rock; it usually comes out of erupting volcanoes.
magma chamber - a magma chamber contains magma (molten rock) deep within the Earth's crust.
side vent - a side vent is a vent in the side of a volcano.
vent - a vent is an opening in the Earth's surface through which volcanic materials erupt.
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Volcano
VIII.- Fill in the blanks below using words from the word bank.
Word Bank:
Marscrustcratermiles
summitrocklava
cracks
MagmaEarth
volcanoerupts
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten _______________________, gases and pyroclastic debris erupt through the earth's
_______________________. Volcanoes vary quite a bit in their structure - some are
_______________________ in the earth's crust where lava erupts, and some are domes,
shields, or mountain-like structures with a _______________________ (a circular depression) at
the summit.
_______________________ is molten rock within the Earth's crust. When magma
_______________________ through the earth's surface it is called
_______________________.
The largest volcano on _______________________ is Hawaii's Mauna Loa. Mauna Loa is
about 6 miles (10 km) tall from the sea floor to its _______________________ (it rises about 4
km above sea level). It also has the greatest volume of any volcano on Earth, 10,200 cubic miles
(42,500 cubic kilometers).
The largest _______________________ in our Solar System is perhaps Olympus Mons on the
planet _____________________. This enormous volcano is 17 _____________________ (27
km) tall and over 320 miles (520 km) across.
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Volcano Craft
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.
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1-Write notes in your notebook to fill-in cards.( You can use them to show the fair science project).2.-Check cards to present a graphic exhibition fair project.3.-Read texts and classify the information.4.-Rewrite the classified information to make notes for the presentation.
5.-Produce a poster with illustrations (photographs, maps, drawings, charts, etc.) to support the notes contents.6.-Edit the notes and rewrite them on a card taking into account the font size so the content can be easily read.7.-Decide the order in which every chart will be presented with its respective informative card.8.-Display the exhibition to a selected audience in a previously agreed place.9.-Draw pictures and write about your project.
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Successful Science Fair Projects
(Science teacher, science fair organizer and judge)
A successful science fair project does not have to be expensive or even terribly time-consuming. However, it does require some planning and careful thought. Projects become frustrating to students, parents and teachers when they are left to the last minute and thus don't have the chance to be as good as they possibly can. You can't rush good science!
A Science Fair Project display usually asks that you include certain sections. Your particular science fair rules and guidelines may use slightly different words to describe them, but be sure you address each of them as you go through your project and then again as you write it up.
Sections of a Science Fair Project
Title
Ideally the title of your project should be catchy, an "interest-grabber," but it should also describe the project well enough that people reading your
report can quickly figure out what you were studying. You will want to write your Title and Background sections AFTER you have come up with a good question to study.
Background or Purpose
The background section is where you include information that you already know about your subject and/or you tell your project readers why you chose the project you did. What were you hoping to find out from the project?
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The Question (Or Selecting Your Subject)
Probably the most difficult part of a science fair project is coming up with a good subject to research. I suggest to my students that they:
A. think about WHAT INTERESTS them. B. think of a TESTABLE QUESTION about the subject.
If you are doing a project about something that interests you, you will likely enjoy the research more and stick with it long enough to get some good data. Remember, you are being a scientist.
Scientists go to work each day because they are interested in what they are studying and because they are curious to know the answers to the questions they are researching.
If you are working to ANSWER A QUESTION, you will be doing real research.
Other students who like sports have done experiments with the equipment for their sport: Do new tennis balls bounce higher than old ones? Do basketballs that are fully inflated bounce better than flatter ones? These projects just require some tennis balls or basketballs, some volunteer "bouncers" and a meter tape or meter stick!
There are many good sources for science fair project questions. The Neuroscience For Kids Web Site has some neuroscience-related questions that might spark your interest. Projects involving food - tasting, smelling etc - can be very simple to set up yet also very interesting. "Can blindfolded people taste the difference between ...?" You can also get lots of ideas from science trade books, such as Janice Van Cleave's books ("Biology for Every Kid" etc). If you browse through these books at a store or library, they may give you some ideas for a project of your own.
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Project Guidelines
Be sure to carefully read the project guidelines for your particular science fair. Rules vary greatly from fair to fair in what is allowed, both for safety and ethical/animal use considerations. Obviously, experiments should not involve illegal substances or involve clearly preventable danger to you or your research subjects.
Some situations may require clarification from your teacher and/or parents. For example, suppose you were doing an experiment on the effects of caffeine (or chocolate) on concentration or reflexes. Think about the possible consequences! You would need to get permission before providing large amounts of high-caffeine soda pop. Some science fairs discourage the use of food in experiments because of food allergies. Again, check with your science fair guidebook or your teacher, and be sure you clearly communicate to your (human) research subjects what you will be asking them to consume so they can tell you if they have allergies.
Prediction or Hypothesis
As soon as you come up with a testable question, you will probably instantly have a hypothesis (prediction) about what the results will be from your testing. (Isn't the human brain an amazing thing?!) It's a good idea to write this down before starting, because it may change as you go about your experimenting.
Materials and Methods
Once you have come up with a question that you can actually test with materials at your disposal, you need to figure out how to set up the tests. If you will have a survey for your participants to fill out, get that written up and duplicated. If you will need a chart to write down
your test results, get it made. If you take the time to make it look nice with a straight-edge, you can include the actual chart or survey instrument in your project write-up. This really impresses the judges!
Let your teacher or science fair coordinator know what your question is and how you plan to go about testing it. They will likely have some good suggestions to save you lots of time and trouble. Once you have their go-ahead, then make a list of your materials, gather them up and GET STARTED! If you are really doing science, you will probably find that some things don't go quite as you had predicted they would. You will have to modify your research methods or even your original question. You may have to add more materials to your list. My students often
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get discouraged by this, but actually it is a good thing. This is how science really works!
Keep good notes of the things you have tried and plan to include even the "didn't-works" and "mess-ups" in your project report. Be sure to try your experiment several times to be sure you have enough data to make a logical
conclusion. If you tell me that one brand of cereal gets soggier in milk but you've only tried each cereal in one cup of milk, I would suspect that maybe it was a fluke; you need lots of "trials" (generally at least 3; the more, the better) for believable data. Remember, too, that you want to keep all of the experimental factors (variables) the same except the one you are testing. In the cereal experiment, it wouldn't be fair to all of the cereals if you left one brand in milk for one minute and tried the others after two minutes or something like that. Again, GET STARTED EARLY on carrying out your project. You can't still be doing the experiment the day before the project is due and expect to have a first-class write-up!
In science fair projects as in life, "a picture is worth a thousand words." Plan to take pictures of the materials you used and of the experiment as it is being carried out. If you get started early, you will have time to have the pictures developed and include them as part of your report. (Or if you are lucky and your school has cameras that will take pictures and put them right into the computer, you will have time to learn how to do that and print them out for your report.)
Results or Data
The results section is where you tell your reader the actual numbers (or other data) that you got as you were doing the experiment. (In the tennis ball experiment, this would be a table with the different brands of balls and the actual heights each of them bounced on each trial.) You might also include a graph, if your data lends itself to it. But you do not tell your interpretation of the data - that's for the last section.
Conclusion
In the conclusion you finally get to tell your readers what you found out from the experiment, or how you interpret your data. Students often like to use this section to expand upon how much they liked doing the experiment (and how wise the teacher was to require such a good assignment!) or how much they learned from it ... but really this section should be focused on what you learned about your original question and hypothesis. For example, DID cheaper cereals get soggier in milk faster?
The Display
Project displays tend to be another source of great frustration to students, teachers and parents ... but they don't have to be! Again, what you need to do is PLAN AHEAD and then THINK OF YOUR AUDIENCE. Remember that they weren't there when you did the experiment,
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so what seems obvious to you will not be obvious to them unless you make it extremely clear.
TORNADO IN A BOTTLE
MATERIALS:
2 2-liter clear plastic pop bottles (empty and clean) water duct tape or you can purchase a Tornado Tube at the
Weather Wiz Kids® Store that will connect the 2 2-liter bottles together
PROCESS:Fill one of the bottles two-thirds full of water.Take the Tornado Tube and twist it on the first bottle. Then, grab the second bottle and attach it to the Tornado Tube.Or use duct tape to fasten the two containers. Make sure to tape tightly to make sure that no water will leak out when you turn the bottle over. Turn the tornado maker, so that the bottle with the water is on top. Swirl the bottle in a circular motion. Most tornadoes form counter-clockwise in the Northern Hemisphere. A tornado will form in the top bottle as the water rushes into the bottom bottle.*If you want to get creative, you can also use food coloring to make the tornado have a color and glitter to represent debris.
EXPLANATION:The swirling motion you give the bottle forms a vortex and is a easy way to create your own tornado.
SUCK AN EGG INTO A BOTTLE
MATERIALS: glass bottle with a long, narrow neck (an apple cider jug works well) boiled egg matches
PROCESS:Put the empty bottle on a table.Peel the boiled egg.Light a match and drop it into the bottle. Repeat about three or four times. Quickly put the egg over the mouth of the bottle.EXPLANATION:What happens? The lit match heats the air inside the bottle. When air is heated it expands and takes up more room. As the heated air expands, some of it escapes out of the bottle. When the matches go out, the air inside the bottle cools and contracts, which takes up less room. This creates a lower pressure inside the bottle than outside the bottle. The greater pressure outside the bottle forces the egg to get sucked into the bottle.
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*To get the egg back out of the bottle, tilt the bottle and blow air into it. Make sure you get out of the way, because the egg will shoot out.
WATER CYCLE
MATERIALS:
pixie cup baggy tape water
PROCESS:
Put a small amount of water in the pixie cup.
Put the pixie cup in a baggy and close the baggy.
Tape the baggy with the cup of water inside of it to a window that the sun comes in.
What happens? With the heat of the sun, the water evaporates from the cup which you can not see and condenses on the inside of the bag into little water droplets. These droplets eventually drip down to the bottom of the bag.
EXPLANATION:
This is what happens to the water in our creeks, streams, rivers, lakes and oceans. The water evaporates into the air and rise with the heat of the sun. It condenses into small droplets into
what we see as clouds. When the droplets become to heavy, they fall to the ground as rain or snow.
TORNADO IN A JAR
MATERIALS:
mayonnaise jar or a canning jar clear liquid soap
vinegar water
PROCESS:Fill the jar about three-quarters full of water.Put a teaspoon of the liquid soap into the jar. Also, add a teaspoon of vinegar into the jar.Tighten the lid and shake the jar to mix up the ingredients.Now, swirl the jar in a circular motion. The liquid will form a small tornado.
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*If you want to get creative, you can also use food coloring to make the tornado have a color and glitter to represent debrisEXPLANATION:The swirling motion you give the bottle forms a vortex and is a easy way to create your own tornado.
MAKE LIGHTNING
MATERIALS:
aluminum pie pan small piece of wool fabric styrofoam plate pencil with a new eraser thumbtack
PROCESS: http://galeria.dibujos.net
Push the thumbtack through the center of the aluminum pie pan from the bottom
Push the eraser end of the pencil into the thumbtack.
Put the Styrofoam plate upside-down on a table. Quickly, rub the underneath of the plate with the wool for a couple of minutes.
Pick up the aluminum pie pan using the pencil as a handle and place it on top of the upside-down Styrofoam plate that you were just rubbing with the wool.
Touch the aluminum pie pan with your finger. You should feel a shock. If you don’t feel anything, try rubbing the Styrofoam plate again.
Once you feel the shock, try turning the lights out before you touch the pan again. Check out what you see! You should see a spark!!
EXPLANATION:
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Why does this happen? It’s all about static electricity. Lightning happens when the negative charges, which are called electrons, in the bottom of the cloud or in this experiment your finger are attracted to the positive charges, which are called protons, in the ground or in this experiment the aluminum pie pan. The resulting spark is like a mini lightning bolt.
SODA BOTTLE VOLCANO
MATERIALS:
roll of mint Mentos (type of candy) clear 2-liter bottle of Coke (diet works better)
PROCESS: Go outside to an area where you have a lot of room. This experiment is messy! Open the bottle of soda carefully. Position the bottle on the ground, so that it will not tip over. *Diet soda works better than regular soda. Plus, diet doesn't leave a sticky mess.Unwrap the roll of Mentos. The goal is to drop the Mentos into the bottle at the same time, which is very tricky. One method is to roll a piece of paper into a tube just big enough to hold the loose Mentos. Put a card under the roll and on top of the bottle top, so you can pull the card and the candies will just drop in at once.Drop all of the Mentos into the bottle at the same time and then move out of the way just as quick as you can.Watch the eruption!
EXPLANATION:
Why does this happen? Water molecules attract to other, linking together to form a tight mesh around each bubble of carbon dioxide gas in the soda. When you drop the Mentos in the soda, the gelatin and gum arabic from the dissolving candy break the surface tension. Each Mentos candy has thousands of pits on the surface. These tiny pits are called nucleation sites, perfect places for the carbon dioxide bubbles to form. As soon as you drop the Mentos in the soda, bubbles form all over the surface of the candy. Couple this with the fact that the candies are heavy and sink to the bottom of the bottle and you're just asking for an explosion. When all this gas is released, it literally pushes all the liquid up and out of the bottle in an amazing blast.
CREATE EVAPORATION
MATERIALS: hand sanitizer
PROCESS: Pour some hand sanitizer on your hands and rub your hands together, as if you were washing your hands.Your hands are now wet, so do your hands feel cooler? Answer: Yes!After waiting a few seconds, are your hands now dry? Answer: Yes!The hand sanitizer evaporated off your hands and your hands felt cool, therefore evaporation is a cooling process!
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Repeat the steps above, but this time move your hands through the air. This simulates the wind. Do your hands feel even colder now? Answer: Yes!
EXPLANATION:
What happens? Again, evaporation is a cooling process and adding wind to the picture makes evaporation happen faster. This makes your hands feel even colder. This is why we have a "Wind Chill" factor. The wind causes moisture on your skin to evaporate at a faster rate, therefore making you feel colder.
MELTING SNOW
MATERIALS:
a glass cup thermometer snow
PROCESS:Fill the glass up with snow. Place the thermometer in the glass filled with snow and take the temperature.Write down the temperature on a piece of paper.Bring the glass inside and wait until for about 5 minutes until the snow melts. Now, take the temperature again. What happened?EXPLANATION:
The temperature of the snow was much colder than the temperature of the melted snow or water. Water freezes at 32 degrees. When the glass of snow was brought inside, the temperature indoors was much warmer than 32 degrees and melted the snow. This is how the melting process works!
WHAT IS LIGHTNING?
MATERIALS:
fluorescent light bulb rubber balloon
PROCESS: Turn all of the lights off in the room. (The darker the better!)Rub the balloon on your hair for several seconds. Then hold the statically charged balloon near the end of the light bulb. This will illuminate the bulb.Repeat the demonstration as many times as desired.EXPLANATION:
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When you rub the balloon on your hair, the balloon builds up an electrical charge (static electricity). Touching the charged balloon to the end of the fluorescent light bulb causes the electrical charge to jump from the balloon to the bulb. This is what illuminates the light bulb.
Lightning is an electrical discharge within a thunderstorm. As the storm develops, the clouds become charged with electricity. Scientists are still not sure exactly what causes this, but they do know that when the voltage becomes high enough for the electricity to leap across the air from one place to another, lightning flashes! Lightning can spark within a cloud, from one cloud to another, from a cloud to the ground, or from the ground to a cloud.
MAKE A WINDSOCK
MATERIALS:
sleeve of a large, old long-sleeved shirt needle and thread string wire small rock
PROCESS:
Cut one sleeve off an old long-sleeved shirt.Bend the wire into a circle. Make sure it is the same size as the top of the sleeve.Place the wire into the top end of the sleeve. Take the needle and thread and stitch it, so the wire will stay in place. You have just now made the mouth of the wind sock.Now, place the rock in some cloth on one edge of the wire. Sew it on tight to hold it in place.Tie the string onto the wire opposite the rock.Tie the other end of the string to a branch where it can move freely. The rock will keep the windsock facing into the wind.
EXPLANATION:
Now, your windsock is working! Use a compass to find out which direction the wind is blowing from.
EXAMINING COLORS MATERIALS:
red, blue and yellow food color (primary colors) 1 cup of milk dish soap shallow and flat bowl or container
PROCESS:Pour 1 cup of milk into the bowl.
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Add 3 drops of red food color to one edge of the bowl.Add 3 drops of blue food color 1/3 of the way away. Add 3 drops of the yellow food color 1/3 of the way away. Don't mix of jiggle the bowl.Squeeze a drop of the dish soap in the center of the bowl.Watch what happens!
EXPLANATION:The dish soap does not mix with the milk. Instead, it floats on top and spreads over the surface. As it spreads, it grabs the food color of the primary colors you dropped into it. Where the color meet, the combine and form new colors. We call these colors, secondary colors! Red + Yellow = OrangeBlue + Red = PurpleYellow + Blue =
PINWHEEL WIND COLLECTOR
MATERIALS:
pin, scissors, sharpened pencil with eraser and square piece of construction paper (about 8.5" x 8.5")
PROCESS: Lay the square piece of paper flat on a table and draw a line diagonally from each corner to the opposite corner.Mark the center of the square where the two lines cross and punch a small hole through it with the pencil tip.Cut along each line stopping about an inch from the hole in the center of the square. Take the pin and punch a hole in the top left corner of each of the four flaps. (No two holes should be next to each other.)Pick up a flap at each punched corner and carefully curve it over toward the center hole, securing it with the pin. Repeat this for the other flaps. When all four flaps are held by the pin, carefully lift the paper without letting the flaps unfurl.Lay the pencil flat on a table and push the point of the pin into the side of the eraser.
EXPLANATION: Now your pinwheel is complete! Pick up the pinwheel near the pencil point and let it catch the wind. You will notice that the pinwheel only spins when the wind hits its center.
MAKE YOUR HAIR STAND UP MATERIALS:
balloon
PROCESS:
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Blow up the balloon and tie it.Rub it against your hair on top of your head.Watch what happens! Your hair will stick up!This also happens when you take off your wool hat in the wintertime. You usually notice static electricity in the winter when the air is very dry. During the summer, the air is more humid. The water in the air helps electrons move off you more quickly, so you can’t build up as big of a charge.
EXPLANATION:Why does this happen? It’s because of static electricity! When you rub the balloon on your hair, you’re covering it with little negative charges. Now that each of the hairs has the same charge, they want to repel each other. In other words, the hairs try to get as far away from each other as ible. The farthest they can get is by standing up and away from each other. Talk about a bad hair day!
First grade
Social practice of the language Interpret and express everyday life instructions.
Environment Familiar and community
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Unit V
Specific competency Understand and express specific warnings of public places.
Product BOral Warnings
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Achievements: Adjust volume, tone and intonation to emphasize
warnings. Understands conditional and non-conditional warnings. Requests information to confirm the understanding of
warnings. Indicates causes and effects of warnings. Associates warnings to particular situations.
Practice in your notebook.
II. Complete the request using the imperatives from the box.
A. The car is very dirty, _____________________________, please.
B. There is too much air in this room,______________________________.
C. The dog is big and dangerous,______________________________.
D. There’s a big mess in that table,______________________________
E. The garbage is in that bag next to the door,__________________________________, please.
F. The T.V. is too loud,__________________________________, please.
G. The birds have eaten too much today,___________________________________.
H. We need to finish the homework,___________________________________.
I. The trip is next Friday,___________________________________
J. The floor is clean,___________________________________, please.
K. It’s too late and I want to sleep,___________________________________, please.
L. The books are on the floor,___________________________________
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Imperative sentences
The imperative sentences give orders, directions and advices.
1. Clean it
2. Don’t bother us
3. Wash it
4. Turn it down
5. Pick them up
6. Close the window
7. Don’t play with it
8. Take it out
9. Clean your shoes
10. Don’t feed them
11.Buy the tickets
Permission: can, be allowed to:
He can practice a sport there. He is allowed to receive visits once a week
Obligation: have to, has to:
He has to wear a uniform.She has to follow the rules.They have to do their hhomework.
Achievements: Adjust volume, tone and intonation to emphasize
warnings. Understands conditional and non-conditional warnings. Requests information to confirm the understanding of
warnings. Indicates causes and effects of warnings. Associates warnings to particular situations.
III.- Classroom rules contest (must or mustn’t)
We wear uniform We shout in the classroom
We do our homework We leave the classroom without permission
We arrive on time We arrive late
We respect each other We speak in Spanish all the time
We listen when our teacher or classmate is speaking
We disturb people who are working
We enter and exit the room quietly
We write or carve on your desk or school property
We respect other people’s opinions We eat in the classroom
We participate in all classroom activities We use our cell phones in class
We call people by their proper names We interrupt each other
We treat everyone and theirproperty respectfully
We go to the toilet without permission
We bring all the books andmaterials needed for every class We bring beverages to class
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IV. Sing the song Rules, Rules, Rules
Rules in the classroom - rules in the hallRules in the lunchroom - you could never count them allRules during line up - on a fire drillEach and every day I'll try to follow them all Yes, I will!Rules for homework - rules for a testRules during recessThere are even rules for dressLearn each rule - that's my planAll I have to do is follow every rule - I know I can!
Spoken:No eating is allowed in class.That includes snacks, candy, and especially gum chewing.You must listen when others students in the classroom are speaking.When it's time to line up, students will line up in size place order.No talking during a fire drill.Line up quickly, quietly, and most importantly, silently.Each student must bring two sharpened pencils to school each and every day.There will be no calling out in class.Raise your hand, wait to be chosen, and then you may speak.Students will read silently to themselves.No talking or whispering during silent reading.Rules in the classroom - rules in the hallRules in the lunchroom - you could never count them allRules during line up - on a fire drillEach and every day I'll try to follow them all Yes, I will!Spoken:Fighting is not permitted in school - ever.No fighting in the classroom, hallway, lunchroom, or school yard.All students are required to wear sneakers in the gymnasium.Check your spelling on all written workincluding homework, class work, and reports.You must always write your heading on all papers.Be sure to include your name and date.You must show all your work when computing math problems.The answer alone in not sufficient.Book reports must be at least ten pages long,single spaced, and include a bibliography.Each time you leave the classroom, you must take a pass.When finished eating, empty your lunch tray, disposing of recyclables appropriatelyThe work "Homework" means home-work - it must be done at home, not in school.
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Rules for homework - rules for a testRules during recessThere are even rules for dressLearn each rule - that's my plan All I have to do is follow every rule - I know I can!
You're Not Allowed to Chew Gum in Class!
Chorus:You're not allowed to chew gum in classYou're not allowed to chew gum in classIf you're chewing, get rid of it fast - 'Cause you're not allowed to chew gum in classNo candy or chips - or sodas to sip.No snacking at all - in the classroom or hallthere’s absolutely, positively, no gum Chew, chew, chewing in class
No seeds and no nuts - No ifs, ands or buts.....
You may be wondering why it's not allow-wow-wow-wow-wowed'Cause when you've got a wad of gum packed in your mouthyou look like a cud-chewing cow
Chorus
No candy or chips - or sodas to sip -No snacking at all - in the classroom or hallThere's absolutely, positively, no gum chew, chew, chewing in class
It's so distracting to you and those a roun-oun-oun-oun-oundWhen you're chewin' 'n chompin' 'n clickin' 'n poppin'you’re making such an ugly sound
Chorus
No seeds and no nuts - no ifs ands or buts.....
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1.-Use the song, and paraphrase the message of some warnings.
V.- Careful? Where? Why?
Students work in groups of four and give one set of picture cards and one set of text cards to each group of students.
1.- Tell students that they have to match the signs to their meaning.
2.- Produce a mini conversation.
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VI.- Read the sentences about the students at your school. Then write sentences using the modals from the box.
Have to had to doesn't have toHas to don't have to didn´t have to
1. Students with cars _______________ get parking permits.2. I _______________ get a parking permit.3. New students _______________ get an orientation.4. A typical student ________________ come to school five days a week.5. Students ____________ buy books.6. I ________________ buy my books for this class.7. Students _______________ wait in long lines to register for class.8. I _______________ wait in a long line when I registered.
VII.- Read the rules about driving. Complete the sentences with must or must not.1. You ____________ drive on the right side of the road in the United States2. You ____________ drive over the speed limit.3. You ____________ put money in the parking meters.4. You ____________ park illegally.5. Drivers ____________ drive too closely to the car in front of them.6. Drivers ____________ pass a leading school bus.7. Drivers ____________use their headlights at night.
VIII. What would you do in the next situations use must or musn´t ? Make statements about what you think these signs might mean.
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IX.-Read the pool rules circle the words that indicate prohibitions.
X.- Write the rules of your classroom.
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XI. Complete the next information.
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XII. Read the comics and write down as many sentences in the imperative as you can:
XII. Make Do and Don’t signs.
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XIII.-Express warnings particular to public places.o Select a situation or event in which it is convenient to convey a warning to prevent a
problem.o Structure the sentences to convey warnings appropriate to the selected place.o Organize sentences to state a warning.o Create a notice with the warning.o Practice the announcement of the notice.o Publish the announcement.
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