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Learning Module Activity Guide
Earth Science 1
Weather&
Seasons
Visual Learning Tools
PK-2 SciEncE
Learning Module Activity Guide
Earth Science 1
Weather&
Seasons
Visual Learning Tools
PK-2 SciEncE
Learning Activities developed by
Keys to Learning, LLC
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3
c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . 4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: the Four seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2: signs of Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: signs of Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 4: signs of spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 5: signs of summer . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 6: What’s the Forecast? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 7: the Amazing Water cycle . . . . . . . . . . . . . . . . . . . . . . . 18
Activity 8: name those clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 9: the Phases of the Moon . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: extreme Weather . . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or language
barriers. hands-on manipulatives create learning experiences in which students interact with
knowledge kinesthetically. research shows that exposing students to a variety of learning
experiences, including visual and kinesthetic, will increase student retention and help students
learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools
enhance classroom teachers’ ability to provide learning experiences that meet the learning styles
of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning
Tools with lessons and activities that incorporate visual and hands-on learning strategies
to reinforce basic skills and provide fun and motivational activities that will supplement your
school’s curriculum. For best practices and additional information on how to customize
VariQuest posters, banners, flashcards, awards, cutouts and manipulatives, review the
VariQuest Implementation guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
eArTh SCIeNCe 1 OVerVIeW
Children in the primary grades are very interested in how the world around them works. This is
the perfect time to introduce science lessons that help children understand their environment
and all the phenomena they see, hear, and feel every day. Through the following learning
activities, children will learn about seasons, weather, phases of the moon, clouds, and the water
cycle. The learning activities in this VariQuest learning module are designed to meet educational
standards in innovative and creative ways. Before turning to the learning activities, familiarize
yourself with general information that will guarantee ease of use and flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the
learning activities. It is recommended that you make a copy for each student to guide your
ongoing informal assessments, making anecdotal notes on the back when appropriate.
VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the
learning activities are listed in the materials section for each activity and are color-coded to
help distinguish between templates for the Poster Maker (red) and Awards Maker (purple) and
cutouts and collections for the Cutout Maker (gold).
WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user
of the VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t y o n e
6
ACTIVITY ONe
The Four Seasons objectives Children will identify the patterns of seasons and describe the seasonal
changes in their environment.
Children will know that summer, spring, winter and fall (autumn) are
seasons of the year.
Children will use general skills and strategies of the writing process to
write about each season.
Materials
Preparation edit the Word Wall Banner, so the title reads:
Fall, print one copy. repeat for each of the
other seasons, Winter, Spring, Summer, so that
you have four Word Wall banners.
Cut out the Mitten, Sun, Watermelon and
Pumpkin Book Covers and Pages. Cut out two (2) of each book cover
and 3-4 of each shape book pages for each child. Cut out enough
covers and pages so that each child has one
book for each season. Assemble each book by
stapling the front cover, pages, then back cover,
together on the left-hand side.
POSTer MAKer:
Word Wall: BAn033 (Basic)
CUTOUT MAKer:
Mitten Book Cover: BKS047
Mitten Book Page 1: BKS048
Mitten Book Page 2: BKS092
Sun Book Cover: BKS069
Sun Book Page 1: BKS070
Sun Book Page 2: BKS093
Watermelon Book Cover: BKS086
Watermelon Book Page 1: BKS087
Pumpkin Book Cover: BKS059
Pumpkin Book Page: BKS060
Four Seasons Wreath: cRF144
OTher:
Pencils
Crayons
Word Wall BAn033
Mitten Book Cover BKS047
Mitten Book Page 1 BKS048
Mitten Book Page 2 BKS092
Sun Book Cover BKS069
Sun Book Page 1 BKS070
Sun Book Page 2 BKS093
Watermelon Book Cover BKS086
Watermelon Book Page 1
BKS087
Pumpkin Book Cover BKS059
Pumpkin Book Page BKS060
Four Seasons Wreath cRF144
7
the FouR seAsons
Cut out the Four Seasons Wreath Collection and assemble.
Whole classdisplay the four Word Wall Banners near the Four Seasons Wreath at the
front of the room. review the names for each season, then point out the
cutout shapes on the wreath and discuss how each one is a symbol for
one of the different seasons.
Ask children to name one thing they like, or do not like, about the current
season. Add each word or phrase to the Word Wall under the proper
season. Move on to the next season and add their words to the proper
Word Wall. do the same for all four seasons until you have a Word Wall
with a lot of interesting words for each of the four seasons.
Note: If you live in a part of the country where there are not four distinct
seasons, be sure the children are aware of the patterns in their local
seasons. Then provide books, dVds, and magazines to show the children
what the seasons look like in other places.
Ask children, “What are the things that make each season different?”
center Activitydivide children into four different groups, one for each season. Seat the
children who are working on winter in one area of the room and give
them each a mitten book; seat the children who are working on spring in
another area of the room and give them each a sun book, and so on. If
possible, try to have an adult overseeing each group.
Ask children to draw pictures to describe the things they like and dislike
about their season and to use the Word Wall to help them write descriptive
words below each picture. remind them to use pictures and words that
are unique to the season they are working on.
On day 2, have the same groups move on to the next season and write a
“book” about that season.
have children rotate through book stations for each season so that, by
day 4, all children have four books, one for each season.
ModIFIcAtIon
have children draw pictures for
each season and dictate words or
sentences about each one.
extensIon
Cut out a Four Seasons Wreath set
for each child and have them write an
acrostic poem using the letters of each
shape as the topic word and words
to describe the season related to that
shape for the poem. An example for
the Spring shape, frog, would be:
Flowers
rain
Outdoors
grass
have students write their poems on
the shapes, then assemble the wreath
and display.
8
A c t I V I t y t W o
ACTIVITY TWO
Signs of Autumn objectives Children will know how the environment changes over the seasons.
Children will know the fall (autumn) environment (e.g. the leaves of
some trees turn colors and fall off, the temperatures in most places are
cooler than in summer).
Materials
Preparation Print the 1st day of Autumn Poster.
Print the First day of Fall Sticker and First day of Autumn Sticker,
enough so each child has one sticker. Tip: Children will be choosing
which one they want, so be sure to have a few extras of each available.
On brightly colored construction paper, cut out Pumpkin 2, Leaves 1,
Leaves 3, Tree 1, Acorn 2, rake, and Scarecrow shapes. Cut enough
so that each child can have four different fall-themed shapes.
Whole class
When the school year begins, summer is ending and fall is beginning. Find
out when the first day of fall (autumn) is (usually around September 21
8
POSTer MAKer:
1st day of Autumn: ScH086
AWArdS MAKer:
First day of Fall Sticker: STK021
First day of Autumn Sticker: STK025
CUTOUT MAKer:
Pumpkin 2: SEA118
Leaves 1: SEA111
Leaves 3: SEA113
Tree 1: SEA124
Acorn 2: SEA226
rake: SEA122
Scarecrow 2: SEA233
OTher:
Fall-themed Children’s Books
Construction Paper in fall colors
Crayons
Markers
Pencils
1st day of Autumn ScH086
First day of Fall Sticker STK021
First day of Autumn Sticker
STK125
Pumpkin 2 SEA118
Leaves 1SEA111
Leaves 3 SEA113
Tree 1 SEA124
Acorn 2 SEA226
rake SEA122
Scarecrow 2 SEA233
9
s I g n s o F A u t u M n
or 22 in the US), and on that day, display the 1st day of Autumn poster.
explain to children that autumn and fall are both used to describe the
season that follows summer.
Ask children how the pictures on the poster represent fall. Follow up your
class discussion by reading a fall-themed children’s book, such as:
The Autumn Equinox, by ellen Jackson
Corn is Maize, by Aliki
How Do Apples Grow?, by Betsy Maestro
Autumn Leaves, by Ken robbins
Ask children to notice two things on their way home from school today
and on their way back to school tomorrow.
1. “What do you notice is happening to the trees?”
2. “What kinds of clothes are you wearing now that you did not wear
over the summer?”
When children return to school the next day, have volunteers share their
observations.
explain that now that they’ve noticed what is special about autumn (or
fall) they are going to make their own “1st day of Autumn Poster” using
the materials on the tables around the room. remind them to be sure to
include pictures and words that show what is different about autumn from
the other seasons.
center ActivityOn tables around the room, provide
construction paper, fall seasonal cutout
shapes, and art materials. Children will use
the poster as a model to write “1st day of
Autumn” at the top of their construction paper,
and will choose four cutouts to show signs
of autumn and glue them on their poster. At the bottom of their poster,
children should write at least one sign of fall that they have observed. have
children work in small groups and share materials to make their posters.
ModIFIcAtIon
Cut out one set of the Fall Leaf
Wreath: CrF101 for each child. have
children sort the leaves by color and
practice writing the name of each
color on each leaf.
extensIon
Ask children to list the names of each
of the cutouts they’ve chosen for their
poster and write a short sentence
about each one on a separate sheet
of paper.
9
Partnersgive each partner one sticker, either
a First day of Fall sticker or a First
day of Autumn sticker. give partners
two minutes to discuss the meaning
of the words fall and autumn and to
decide which one they like better.
each child gets to keep the sticker
with the name they prefer. Make sure
to have enough extra stickers so that
if more children prefer one name to
the other, they can keep the one they
like. encourage children to wear their
sticker for the rest of the day.
10
A c t I V I t y t h R e e
ACTIVITY Three
Signs of Winter objectives Children will know how the environment changes over the seasons.
Children will know the winter environment (e.g. some trees do not have
leaves; temperatures in most places are colder, precipitation changes
to snow).
Materials
Preparation Print First day of Winter stickers, one for each child.
Cut Snowflake Frame out of cardstock, custom-sized to “largest
possible on page”. Cut enough for each child to have one frame.
Cut out Snowflakes 2, 3 and 4, custom-sized to 6”, enough for each
child to have two (2) snowflakes.
Print 8 ½” x 11” copies of Writing Lines and cut in half. Make enough
so each child has one half-sheet.
Whole class On the first day of winter (usually december 21 or 22), or earlier if the school
is going to be on vacation that day, review the Winter Word Wall Banner
POSTer MAKer:
Winter Word Wall: BAn033
(completed in Activity One)
Writing Lines: ViS259 (Basic)
AWArdS MAKer:
First day of Winter Sticker: STK025
CUTOUT MAKer:
Snowflake Frame: FRA037
Snowflake 2: SEA181
Snowflake 3: SEA182
Snowflake 4: SEA183
OTher:
Winter-themed Children’s Books
Pencils
Crayons
Markers
Construction Paper
Writing Paper
glitter
glue
Tape
Scissors (optional)
Winter Word Wall BAn033
Writing Lines ViS259
First day of Winter Sticker
STK025
Snowflake Frame FRA037
Snowflake 2 SEA181
Snowflake 3 SEA182
Snowflake 4 SEA183
11
s I g n s o F W I n t e R
created in Activity One. have a brief discussion about the children’s favorite
and least favorite things about winter, adding to the list of words if necessary.
Ask children what signs tell them that it is winter. In temperate climates
the signs will be more subtle, so help children notice the small differences.
have magazines and books with pictures of snowy days and trees without
leaves to show children how winter is different in different places.
read a winter-themed children’s book, such as:
Snowball Fight, by Jimmy Fallon
The Shortest Day: Celebrating the Winter Solstice, by Wendy Pfeffer
When Winter Comes, by Nancy Van Laan
Winter Waits, by Lynn Plourde
Pass out First day of Winter stickers to wear for the rest of the day.
center Activityexplain to children that snowflakes are formed when water molecules
connect in the atmosphere. Their structure depends on many different
things, but two key factors that determine what they will look like are the
temperature and humidity in which they are formed. Because of all of the
differences in the environment in which the snowflakes are formed, no two
snowflakes are alike.
divide children into small groups and place two snowflakes for each child
and art materials at each table. have children decorate their snowflakes, so
that they have two different (unique) snowflakes. Let children draw and cut
out their own snowflakes if they like.
When children have finished decorating, distribute half-sheets of writing
lines and have them write 1-2 sentences that describe how each
snowflake is unique
When children have finished writing about their
snowflakes, help them attach their snowflakes to
the front of a frame and their writing to the back
(so it shows through the center of the frame).
display the snowflake frame projects.
ModIFIcAtIon
For children who have difficulty writing,
ask them to dictate what makes their
snowflakes different and record on
writing lines for them.
extensIon
Challenge children to try and cut out a
paper snowflake of their own using 8
½” x 8 ½” square paper. See if children
can figure out a method for doing it.
If you’d like to share directions, here
they are:
1. Fold the paper in half once and then
again so they have a smaller (4 ¼”
x 4 ¼”) square. One corner will be
all folds; the other three corners will
have some open edges.
2. Turn the paper so the fold corner is
at the bottom.
3. Fold the corner on the right side
over to the left side. You will now
have a long triangular paper, with
the fold corner still at the bottom.
4. Cut off the tip opposite the fold
corner, then continue cutting out
bits of the snowflake, making sure
to leave enough of the fold lines or
the snowflake will fall apart.
5. Open up the snowflake when you
have finished cutting.
Ask children if they can think of a
math word to describe their snowflake
(symmetrical).
12
Writing Lines ViS259
First day of Spring Sticker
STK023
First day of Spring 2 Sticker
STK119
Nest 2 SEA003
Nest 3 SEA004
Bird with Worm SEA005
Cardinal SEA104
duck 1 SEA015
Chick SEA012
rainbow 1 SEA035
Frog 4 SEA247
Watering Can SEA215
A c t I V I t y F o u R
ACTIVITY FOUr
Signs of Springobjectives Children will know how the environment changes over the seasons.
Children will know the spring environment (e.g., some trees are
growing new leaves, new plants are sprouting from the soil, new
animal babies are being born, temperatures in most places are warmer
than in winter).
Materials
Preparation Print 8 ½” x 11” copies of Writing Lines, one for each child.
Print First day of Spring Stickers, one of each for each child.
Cut 5-6 of each of the following spring shapes: Nest 2 and 3, Bird with
Worm, Cardinal, duck 1, Chick, rainbow 1, Frog 4, Carrot Spring,
Watering Can, Tree Budding Plant and grass 2.
POSTer MAKer:
Writing Lines: ViS259 (Basic)
AWArdS MAKer:
First day of Spring Sticker: STK023
First day of Spring 2 Sticker: STK119
CUTOUT MAKer:
Nest 2: SEA003
Nest 3: SEA004
Bird with Worm: SEA005
Cardinal: SEA104
duck 1: SEA015
Chick: SEA012
rainbow 1: SEA035
Frog 4: SEA247
Watering Can: SEA215
Tree: SEA231
Carrot Spring: SEA010
Budding Plant: SEA007
grass 2: SEA220
OTher:
Pencils
Crayons
Markers
Spring-themed Children’s Books
13
s I g n s o F s P R I n g
Whole classOn the first day of spring, usually around March 20, ask children, “What
have you noticed about changes in our weather lately?” Select one or more
of the following spring-themed books to read aloud:
The Spring Equinox, by ellen Jackson
Dandelion Adventures, by L. Patricia Kite
It’s Spring, by Linda glaser
My Spring Robin, by Anne rockwell
Pass out First day of Spring stickers and have children wear them as you
take them outside for a walk to observe the sights, smells, feelings, and
sounds of the spring.
When you return to class, write a class poem together. Words do not have
to rhyme. Ask volunteers for responses to the following sentence starters
and write the complete sentences on the chalkboard:
I saw. . .
I smelled. . .
I touched. . .
I heard. . .
It must be SPrINg!!!
center ActivityPass out writing lines and have children choose 3-4 of the assorted spring
cutout shapes to use as inspiration to write their own poems using the same
format. They may have the sentences rhyme or not, as they choose. When
they have finished their poems, encourage them to decorate them. Create a
bulletin board or hallway display with children’s poems and cutout shapes.
Invite parents and other classes to read the poems.
I saw baby birds.
I smelled the grass.
I touched a flower
I heard a lawnmower.
It must be SPrINg!
ModIFIcAtIon
Ask children to make a spring collage
using spring cutout shapes and to
write or dictate a sentence or two
about what makes spring special.
extensIon
Ask children to write a rhyming poem
about spring using these same
sentence starters. Or if others wish
to use their own free verse poem, let
them do that, as long as they stay on
the topic of what makes spring special.
Tree SEA231
Carrot Spring SEA010
Budding Plant SEA007
grass 2 SEA220
14
A c t I V I t y F I V e
ACTIVITY FIVe
Signs of Summerobjectives Children will know how the environment changes over the seasons.
Children will know the summer environment (e.g. trees have leaves,
temperature in most places is warmer).
Children will use general skills and strategies of the writing process to
write a story about summer.
Materials
Preparation Print and display Calendar Summer poster. Make 8 ½” x 11” copies,
three (3) for each child.
Print 8 ½” x 11” copies of Writing Lines, 1-2 sheets for each child.
Cut out the following shapes: Canoe, hammock, Barbecue, Barbecue
Utensils, Beach Towel, Beach Umbrella, Life Jacket, Motor Boat 1,
Ant, Lawn Chair, hose, Kite 2, Slide 1, Sandals, Sand Castle Toys,
Sand Castle, Sunglasses, and Water Skis. Place in a bag.
Calendar Summer
ScH012
Writing Lines ViS259
Canoe SEA052
hammock SEA065
Barbecue SEA045
Barbecue Utensils
SEA046
Beach Towel SEA048
Beach Umbrella
SEA049
Life Jacket SEA070
Motor Boat 1 SEA072
Ant SEA043
Lawn Chair SEA069
hose SEA066
Kite 2 SEA024
Slide 1 SEA082
POSTer MAKer:
Calendar Summer: ScH012
Writing Lines: ViS259 (Basic)
CUTOUT MAKer:
Canoe: SEA052
hammock: SEA065
Barbecue: SEA045
Barbecue Utensils: SEA046
Beach Towel: SEA048
Beach Umbrella: SEA049
Life Jacket: SEA070
Motor Boat 1: SEA072
Ant: SEA043
Lawn Chair: SEA069
hose: SEA066
Kite 2: SEA024
Slide 1: SEA082
Sandals: SEA079
Sand Castle Toys: SEA076
Sand Castle 1: SEA077
Sunglasses: SEA089
Water Skier: SEA094
OTher:
Bag
Summer-themed Children’s Books
Pencils
Markers
Crayons
15
s I g n s o F s u M M e R
Whole classAs the school year comes to an end and signs of summer start to appear,
read a book about the summer, such as:
Summer, by Alice Low
It’s Summer, by Linda glaser
Painting the Wind, by emily Maclachlan
Last Day, Hoorah!, by Nancy Poydar
discuss what summer is like and how it is different from all the other seasons.
have a bag filled with all of the summer-related cutout shapes. Pass the bag
around and have children take turns taking out one item at a time. give that
child and other children in the class the opportunity to discuss how it might
be used during the summer. record their ideas on the board.
Show the Summer Calendar poster and model how to fill in the name of
the first summer month, June, at the top, and the dates in the upper-left
hand corner of each box. Use some of the summer
activities from the group brainstorm to fill in a few
dates with activities on the calendar. explain to
students that they will be making their own summer
calendars to show the activities they are looking
forward to over the summer months.
center Activitydistribute three blank calendars to each child. have children fill in the
calendars, by writing the name of each of the summer months (June, July,
and August) at the top of the calendar and the dates in the upper left-hand
corner of each box. have one or two calendars with dates available for
children to use as a reference.
Once children have filled in the month and dates for each calendar, let
them use pictures or words to fill in summer activities that they have
planned or would like to do over their summer vacation. encourage
children to use ideas from the class brainstorm to help them fill in their
calendars and remind them that they should be using only summer-related
activities: no videogames allowed!
Individualhave children use their summer activity calendars to guide them in writing
a story about their summer on Writing Lines paper.
ModIFIcAtIon
Fill in months and dates on calendars
for children. have them draw pictures
of their favorite things to do in the
summer and then dictate a couple of
sentences to an adult. Children should
then trace over what the adult has
written.
extensIon
Ask children to review and edit their
stories to make sure:
1. Some words are spelled phonetically
but are easily read.
2. All high frequency words are spelled
correctly.
3. Names and the beginning words in
a sentence are capitalized.
Sandals SEA079
Sand Castle Toys SEA076
Sand Castle 1 SEA077
Sunglasses SEA089
Water Skier SEA094
16
A c t I V I t y s I x
ACTIVITY SIX
What’s the Forecast?objectives Children will identify and describe the patterns of and explain daily,
monthly, and seasonal changes in their environment.
Materials
Preparation Print the posters Today’s Weather and either the Calendar Fall, Winter,
Spring, or Summer, depending upon the season in which you do this
activity. display the two posters next to each other in a prominent
location where children can gather around them.
edit the Blank Bar graph poster by changing the text “Title” to read
“Weather graph,” then print.
Cut out symbols: Thunderstorm, rainy, Sun, Partly Sunny, Snow,
and Cloudy on cardstock, custom-sized to 3”. Cut enough of each,
depending upon the season and the weather pattern you are in, to
fill in a month’s worth of weather. Tip: Cold-laminate the construction
paper first to make the shapes more durable and re-use them each
month.
Cut out additional symbols at the end of the month, based on the
results for the month, when you are ready to create your pictograph.
POSTer MAKer:
Today’s Weather: ViS031
Calendar Fall: ScH010
Calendar Spring: ScH011
Calendar Summer: ScH012
Calendar Winter: ScH013
Blank Bar graph: ViS204 (Basic)
CUTOUT MAKer:
Thunderstorm Symbol: Sci177
rainy Symbol: Sci174
Sun Symbol: Sci176
Partly Sunny: Sci173
Snow Symbol: Sci175
Cloudy Symbol: Sci168
OTher:
Markers
drawing Paper
Crayons
Pencils
Writing paper
Today’s Weather ViS031
Calendar Fall ScH010
Calendar Spring ScH011
Calendar Summer ScH012
Calendar Winter ScH013
Blank Bar graph ViS204
Thunderstorm Symbol Sci177
rainy Symbol Sci174
Sun Symbol Sci176
Partly Sunny Sci173
Snow Symbol Sci175
Cloudy Symbol Sci168
17
WhAt’s the FoRecAst?
ModIFIcAtIon
Children can dictate sentences to
explain their weather drawing to an
adult, then have them trace over the
letters.
extensIon
Children can continue tracking the
weather for several months using
multiple 8 ½” x 11” calendars.
After gathering data for a few
months, they can analyze the types
of weather for each month, over
several months, and create a graph
showing the trends.
Whole class
gather the children around the Calendar and Today’s Weather poster.
review and discuss the different types of weather and which weather
types belong to which seasons.
Ask, “What is the weather like today?” Point to the Today’s Weather poster
and have children vote for the one that is most like today’s weather. Point
to the day on the calendar and ask for a volunteer to come up to the
calendar, write the date in the upper left-hand corner of the square, and
place the appropriate cutout symbol in that date’s square. Ask, “What was
the weather like yesterday?” Again, ask for a volunteer to fill in the date and
place the appropriate cutout symbol in the date’s square.
every day for a month ask children about today’s
weather and ask for a volunteer to fill in the calendar.
designate one or more children to observe the
weather over the weekend and update the calendar
on Monday.
At the end of the month, tally up the number of days
it was sunny, partly sunny, rainy, stormy, or snowy
and create a pictograph using the Weather graph
poster, writing the different types of weather you
have observed (sunny, partly sunny, rainy, stormy and
snowy) on the left hand side of the rows.
cooperative groupsdivide students into five small groups and assign each group one type
of weather from the Today’s Weather poster. Ask them to draw a picture
of themselves and their friends outside in that weather. What would they
wear? What would they carry? What would they be doing?
IndividualWhen children have finished their pictures ask them to write two or three
sentences about what is happening in the picture.
18
A c t I V I t y s e V e n
ACTIVITY SeVeN
The Amazing Water Cycleobjectives Children will identify and describe the patterns of and explain daily,
monthly, and seasonal changes in their environment.
Children will know the processes involved in the water cycle.
Materials
Preparation Cut out Water Cycle Collection, custom-sized to 28” wide. Tip: have a
picture of the completed Water Cycle collection on hand to reference
as you assemble the pieces.
Prior to the Whole group activity, assemble the
following shapes from the Water Cycle collection:
mountains, waterfall and ocean (with plants and
animals), grass and trees and display on the
bulletin board. display the words: “Water Cycle” at
the bottom.
Cut out rainy Symbol, Snow Symbol (custom-sized to 3” to match the
size of the raindrops), Sun Symbol and Tree, enough so that each small
group has one of each shape. Place the four shapes into envelopes.
CUTOUT MAKer:
Water Cycle Collection: Sci191
rainy Symbol: Sci174
Snow Symbol: Sci175
Sun Symbol: Sci176
Tree: SEA231
OTher:
12” x 18” drawing or Construction Paper
Markers
Pencils
glue
envelopes
Water Cycle Collection Sci191
rainy Symbol Sci174
Snow Symbol Sci175
Sun Symbol Sci176
Tree SEA231
19
the AMAzIng WAteR cycLe
ModIFIcAtIon
Show children the completed Water
Cycle diagram and ask them to
explain, verbally, what happens as
water droplets travel through the cycle.
extensIon
Ask children to do research on other
natural earth cycles. What other
cycles are active in nature and how
do they affect us? (day and night,
tides, rock cycle)
Whole class Ask children what they know about where rain comes from. Tell students
they are now going to learn where that water comes from and the amazing
story of the water cycle.
explain the water cycle using the cutouts from the Water Cycle Collection,
having children volunteers help you add them to the bulletin board you have
already begun to assemble.
After the collection is complete, ask for volunteers to come up to the
board and add the arrows to the diagram to show which way the water
moves through the cycle. emphasize that the water cycle does not happen
just once, but it is called a cycle because it is a continuous circle that is
happening every day, all around us.
center Activitydivide children into small groups and tell them that they are now going to
have a chance to make their own diagrams of the water cycle. give each
group an envelope with shapes to represent the key elements of the water
cycle: sun, clouds, tree, rain drops and snowflakes. have 12” x 18” paper,
markers, and glue available.
Challenge children to glue the pieces for the water cycle in the correct
places on their sheets of paper and draw in the arrows to show how the
water cycle moves, using the Water Cycle diagram as a reference. Check
their diagrams before they glue them down, then, have them glue down the
shapes and write the words for the four main processes. Once they have
completed their diagrams, have them write down a brief definition of what
each word means on a separate sheet of paper.
display the children’s diagrams on the bulletin board around the Water Cycle
Collection.
20
A c t I V I t y e I g h t
ACTIVITY eIghT
Name Those Clouds objectives Children will use the scientific names of main cloud formations.
Children will explain the way different clouds look and the shapes
they make.
Materials
Preparation Print and display Clouds poster.
Print 3-4 copies of each cloud sticker, enough for each child to have
only one sticker.
Whole classTake the class outside to observe the clouds on a day when there are lots
of clouds in the sky.
Ask children to lie down and look at the clouds. What shapes do they see
in the clouds? A dog? A ghost? A bus? A house? Prompt children to use
descriptive words to talk about what they see. have the children make
shapes of the clouds with their bodies.
Clouds Poster ViS086
Altocumulus Cloud Sticker
STK271
Altostratus Cloud Sticker
STK272
Cirrocumulus Cloud Sticker
STK273
Cirrus Cloud Sticker STK274
Cumulonimbus Cloud Sticker
STK275
Cumulus Cloud Sticker STK276
Stratocumulus Cloud Sticker
STK277
Stratus Cloud Sticker STK278
POSTer MAKer:
Clouds Poster: ViS086
AWArdS MAKer:
Altocumulus Cloud Sticker: STK271
Altostratus Cloud Sticker: STK272
Cirrocumulus Cloud Sticker: STK273
Cirrus Cloud Sticker: STK274
Cumulonimbus Cloud Sticker:
STK275
Cumulus Cloud Sticker: STK276
Stratocumulus Cloud Sticker:
STK277
Stratus Cloud Sticker: STK278
OTher:
The Cloud Book, by Tomie dePaola
21
n A M e t h o s e c L o u d s
ModIFIcAtIon
have children focus on developing
their descriptive vocabulary about
clouds, like layered, curly, and fluffy. It
is not necessary for them to memorize
the cloud names.
extensIon
have children do some research on
clouds. What type of weather do they
represent? have them find examples in
magazines, then present to the class.
Bring the children back inside. review what clouds are made of (Little
droplets of water or ice hanging in the upper atmosphere). Ask children,
“how are the clouds different?”, “how are they alike?”, “What kinds of
shapes did you see?”
discuss the pictures of the clouds they see on the poster. explain the
different parts of the words used to name the clouds:
The prefixes for the cloud names show how high they are in the
atmosphere.
Cirro- is used for high clouds above 20,000 feet.
Alto- is used for middle clouds between 6,000 - 20,000 feet.
There is no prefix for low level clouds.
Parts of their names denote the shape of the cloud.
Cirrus means curly or fibrous.
Stratus means layered.
Cumulus means lumpy or piled.
Nimbo or nimbus is added to indicate that a cloud can produce
precipitation.
read The Cloud Book, by Tomie dePaola. Point out the shapes of each
type of cloud formation as you see them in the book.
cooperative groupsgive out the cloud stickers. divide children into groups so that each group
has at least one sticker for each type of cloud. have children practice
saying the scientific names of the types of cloud formations by taking turns
reading the names out loud, using their stickers and poster as a reference.
PartnersCollect the cloud stickers and shuffle them, then place a cloud sticker on
each child’s back, but don’t tell the child which sticker they have. The goal
of the game is for children to be able to say the name of the type of cloud
that is on their back. In pairs have one child turn around, so their back is
facing their partner. The child who is looking at the cloud sticker describes
the cloud using as many detailed words as possible WIThOUT saying the
name of the cloud on their partner’s back. The challenge is for the partner
to say the name of the cloud on her or his back.
22
A c t I V I t y n I n e
ACTIVITY NINe
The Phases of the Moon objectives Children will identify and describe characteristics of and natural cycles
and patterns of the solar system.
MaterialsPOSTer MAKer:
Calendar Fall: ScH010
CUTOUT MAKer:
Moon Phases Set: Sci148
OTher:
Flashlight
Ball
Preparation edit Calendar Fall to show the current month at the top and change
the graphic to a moon (use one of the moon phases graphics: SCI082-
SCI289), print and display. Fill in the numbers for the dates in the upper
left-hand corner of each of the box. Make 8 ½” x 11” copies, one for
each child.
Cut the Moon Phases out of magnet material and display on magnetic
board.
Calendar Fall ScH010
Moon Phases Set Sci148
23
the PhAses oF the Moon
ModIFIcAtIon
Show children the versions of the
moon that appear to have a “man in
the moon.” Full Moon 1: SCI091 and
half Moon 1: SCI093. Ask children
to observe the moon when it’s full
and again when it’s half-full and ask
them if they see any similarities or
differences to Full Moon 1 and half
Moon 1. Ask them if they can guess
where the phrase, “the man in the
moon” comes from.
extensIon
have children conduct research about
the earth’s solar system. Challenge
them to think about the moon’s
relationship to the earth and the other
planets in our solar system.
Whole classWait for a night when you know that at least some part of the moon will be
visible in the night sky and tell children to pay attention to it that night.
The next day, review day and night with the children and ask, “What did
you observe outside last night?” (moon, stars, darkness). Ask children,
“What did the moon look like?”
Point out the Moon Phase cutout that most closely resembles what the
moon looked like the night before. explain that the moon changes its
shape over a period of time (about a month).
demonstrate the phases of the moon with a model using a flashlight,
a ball, and two children. darken the room and ask one child to hold a
flashlight (the sun), and the other child (the earth) to hold out the ball (the
moon) at arm’s length towards the flashlight (the sun).
have the class gather behind the child representing the earth. They
will have the best view of the phases of the moon from there. The child
representing the earth will not see the lit side of the moon (called the new
moon). Ask the child who is representing earth to turn the moon about a
quarter-turn to the left, and a portion of the moon will be lit, showing the
first quarter-phase of the moon. Ask the child holding the ball to continue
turning the ball another quarter-turn to the left, and the moon will be in the
full moon phase. Continue another quarter-turn and the moon will be in
the third-quarter phase. After one more rotation, it will go back to the new
moon phase.
Tell the children that they will observe the phases of the moon for a month.
give each child a calendar and remind them to look at the shapes of the
phases of the moon displayed on the board. Ask them to observe the
moon each night and draw a picture on their calendar.
review with the children their daily observations by keeping track on the
class calendar with drawings of the phases of the moon. At the end of the
month, review with them the phases of the moon.
24
A c t I V I t y t e n
ACTIVITY TeN
Extreme Weatherobjectives Children will identify the types of severe weather, names and
descriptions of storms.
MaterialsPOSTer MAKer:
Word Wall: BAn033 (Basic)
CUTOUT MAKer:
hurricane Symbol: Sci171
Thunderstorm Symbol: Sci177
Tornado Symbol: Sci178
OTher:
Computer(s) with internet access
Preparation edit the Word Wall Banners so that each one
has the title of one kind of extreme weather:
Thunderstorm, hurricane, Tornado, print and display
the three Word Wall Banners next to each other.
Cut out hurricane, Thunderstorm, and Tornado
Symbols.
Prepare a computer(s) connected to the Internet
to show children images of the storms.
Whole classreview the types of weather you have already discussed as a class, then
show children the hurricane, Thunderstorm, and Tornado symbols and
see if they can name the different types of storms these symbols represent
(hurricanes, tornadoes, thunderstorms). Attach each symbol to the Word Wall
for that type of storm. Let children know that they are going to learn more
about severe weather and how to describe what happens during storms.
Word Wall BAn033
hurricane Symbol Sci171
Thunderstorm Symbol Sci177
Tornado Symbol Sci178
25
extReMe WeAtheR
ModIFIcAtIon
Ask children to draw pictures and
write or dictate 2-3 sentences about
one of storm types.
extensIon
Using a Venn diagram: Org032
(Basic), have children label one circle
for a tornado, and one circle for a
hurricane. have them write the words
that are specific to each storm in the
outside of those circles. have them
write the words that describe both
types of storms in the area where
the two circles intersect. Then have
them write an essay comparing and
contrasting the two storms.
Ask children, “have any of you ever experienced a thunderstorm?” Invite
volunteers to tell what they saw, heard and felt. Use the Thunderstorm
Word Wall to write down children’s words.
Ask, “have any of you ever experienced a hurricane?” Invite volunteers
to tell what they saw, heard and felt. Use the hurricane Word Wall for the
words that describe a hurricane. Circle the words that are the same as
those for a thunderstorm.
repeat for tornadoes.
Using a computer connected to the Internet in your classroom, or if
possible, computer access for each child, show children pictures and video
of these three types of storms. The following websites are great resources:
Fema for Kids (http://www.fema.gov/kids/ ) In the “disaster
Area” section is information on floods, hurricanes, tornadoes and
thunderstorms. The “Fact/Fiction” section has interesting tidbits.
NOAA (http://www.nws.noaa.gov/om/reachout/kidspage.shtml )
“Play Time for Kids” is designed to help kids learn about hurricanes,
thunderstorms, and other hazardous weather. Subjects include:
hurricanes, tornadoes, thunder/lightning, floods, and safety tips.
Pics4Learning (http://www.pics4learning.com ) Terrific pictures can
be found in two sections: “Natural disasters” (floods, hurricanes,
tornadoes) and “Weather: extreme” (thunderstorms, hurricanes).
After viewing these images, add any words necessary to the Word Walls
for extreme weather.
cooperative groupsdivide children into four small groups. have two of the groups work
together to list the words that are similar to all three storms. have the
other two groups list the words that are specific to each storm. have
groups take turns presenting and see if their lists match. discuss any
differences.
IndividualChallenge each child to write a paragraph describing one or more of the
storms as if they were in the middle of it.
26
AddIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES
SeASONAL BINgOUse the Leaf: MTh124, Acorn: MTh120 or Snowflake Bingo Card:
MTh361 to play Bingo using seasonal or weather-related vocabulary
words.
WeATher MAPS: have children use the following weather symbols to track weather
on a map of the United States: Cloudy: SCI168, Cold Front: SCI169,
high Pressure: SCI170, hurricane: SCI171, Low Pressure: SCI172,
Partly Sunny: SCI173, rainy: SCI174, Snow: SCI175, Sun: SCI176,
Thunderstorm: SCI177, Tornado: SCI178, Tropical Storm: SCI179,
Warm Front: SCI180.
NOTeS
26
27
R u b R I c
cate
gori
es
cri
teri
aValu
eM
inim
al
basi
cP
rofi
cie
nt
Adva
nced
Identi
fies
seaso
nal
patt
ern
s and
desc
ribes
rela
ted
phys
ical changes
to
the e
nvi
ronm
ent
Stu
dent
can
iden
tify
and
desc
ribe
few
sea
sona
l pa
tter
ns a
nd re
late
d ph
ysic
al c
hang
es to
the
envi
ronm
ent.
Stu
dent
can
iden
tify
mos
t se
ason
al p
atte
rns
and
rela
ted
phys
ical
cha
nges
to
the
envi
ronm
ent.
Stu
dent
can
iden
tify
daily
an
d m
onth
ly s
easo
nal
patt
erns
and
rela
ted
phys
ical
cha
nges
to th
e en
viro
nmen
t.
Stu
dent
can
iden
tify
daily
an
d m
onth
ly s
easo
nal
patt
erns
and
rela
ted
phys
ical
cha
nges
to th
e en
viro
nmen
t and
use
s th
is k
now
ledg
e to
mak
e pr
edic
tions
.
Recogniz
es
and
desc
ribes
dif
fere
nt
types
of
weath
er
Stu
dent
reco
gniz
es o
ne
or tw
o w
eath
er ty
pes
and
can
prov
ide
a ba
sic
desc
riptio
n fo
r ea
ch.
Stu
dent
reco
gniz
es a
nd
desc
ribes
bas
ic w
eath
er
type
s su
ch a
s su
nny,
rai
ny,
snow
y.
Stu
dent
reco
gniz
es
wea
ther
type
s an
d de
scrib
es h
ow th
ey
are
rela
ted
to s
easo
nal
patt
erns
.
Stu
dent
reco
gniz
es a
nd
trac
ks d
iffer
ent t
ypes
of
wea
ther
and
ana
lyze
s th
is in
form
atio
n to
pre
dict
w
eath
er tr
ends
.
unders
tands
the
pro
cess
es
invo
lved
in t
he w
ate
r cyc
le
Stu
dent
und
erst
ands
that
w
ater
mov
es th
roug
h a
cycl
e, b
ut c
anno
t de
scrib
e th
e pr
oces
ses
of
the
wat
er c
ycle
.
Stu
dent
und
erst
ands
that
w
ater
mov
es th
roug
h a
cycl
e an
d ca
n na
me
the
four
mai
n pr
oces
ses.
Stu
dent
und
erst
ands
th
e fo
ur m
ain
proc
esse
s in
volv
ed in
the
wat
er
cycl
e an
d th
at w
ater
ch
ange
s in
to v
ario
us
form
s th
roug
hout
the
cycl
e.
Stu
dent
und
erst
ands
the
4 m
ain
proc
esse
s of
the
wat
er c
ycle
, tha
t wat
er
chan
ges
into
var
ious
form
s th
roug
hout
the
cycl
e an
d ca
n id
entif
y an
d de
scrib
e ot
her
natu
ral c
ycle
s.
Identi
fies
and
desc
ribes
chara
cte
rist
ics
of
clo
uds
Stu
dent
can
not i
dent
ify
diffe
rent
clo
ud ty
pes
and
prov
ides
a li
mite
d de
scrip
tion
of th
e ch
arac
teris
tics
of c
loud
s.
Stu
dent
can
iden
tify
som
e ty
pes
of c
loud
s an
d th
eir
char
acte
ristic
s.
Stu
dent
can
iden
tify
diffe
rent
type
s of
clo
uds
and
how
they
are
alik
e an
d di
ffere
nt b
ased
on
thei
r ch
arac
teris
tics.
Stu
dent
can
iden
tify
diffe
rent
clo
ud ty
pes,
thei
r ch
arac
teris
tics
and
how
th
ese
type
s of
clo
uds
can
be u
sed
to p
redi
ct w
eath
er.
unders
tands
and
desc
ribes
the
chara
cte
rist
ics
and
patt
ern
s of
the s
ola
r sy
stem
Stu
dent
doe
s no
t un
ders
tand
the
char
acte
ristic
s an
d pa
tter
ns o
f the
sol
ar
syst
em.
Stu
dent
und
erst
ands
so
me
of th
e ch
arac
teris
tics
and
patte
rns
of th
e so
lar
syst
em, i
nclu
ding
the
fact
th
at th
ere
are
diffe
rent
ph
ases
of t
he m
oon.
Stu
dent
und
erst
ands
th
e ch
arac
teris
tics
and
patt
erns
of t
he s
olar
sy
stem
and
can
iden
tify
the
four
mai
n ph
ases
of
the
moo
n.
Stu
dent
und
erst
ands
the
char
acte
ristic
s an
d pa
tter
ns
of th
e so
lar
syst
em, a
nd
how
they
affe
ct th
e ph
ases
of
the
moo
n.
tota
l:
eA
rT
h S
CIe
NC
e 1
rU
Br
IC
Nam
e
(Ple
ase
note
that
all
have
per
mis
sion
to re
prod
uce
this
rub
ric p
age.
)
28
c o n t e n t L I s t
eArTh SCIeNCe 1 CONTeNT LISTPoster Maker Id name Activities
SCh010 Calendar Fall 6, 9
SCh011 Calendar Spring 6
SCh012 Calendar Summer 5, 6
SCh013 Calendar Winter 6
SCh086 1st day of Autumn 2
SCh087 1st day of Spring
SCh088 1st day of Summer
SCh089 1st day of Winter
VIS031 Today's Weather 6
VIS086 Clouds 8
Awards Maker Id name Activities
STK021 First day of Fall Sticker 2
STK023 First day of Spring Sticker 4
STK024 First day of Summer Sticker
STK025 First day of Winter Sticker 3
STK119 First day of Spring 2 Sticker 4
STK120 First day of Summer 2 Sticker
STK121 First day of Summer 3 Sticker
STK122 First day of Winter 2 Sticker
STK125 First day of Autumn Sticker 2
STK271 Altocumulus Cloud Sticker 8
STK272 Altostratus Cloud Sticker 8
STK273 Cirrocumulus Cloud Sticker 8
STK274 Cirrus Cloud Sticker 8
STK275 Cumulonimbus Cloud Sticker 8
STK276 Cumulus Cloud Sticker 8
STK277 Stratocumulus Cloud Sticker 8
STK278 Stratus Cloud Sticker 8
cutout Maker Id name Activities
BBd017* Winter 2 Bulletin Board
BBd036* Spring 1 Bulletin Board
BBd039* Summer 2 Bulletin Board
BBd041* Fall 2 Bulletin Board
BKS047 Mitten Book Cover 1
BKS048 Mitten Book Page 1 1
BKS059 Pumpkin Book Cover 1
BKS060 Pumpkin Book Page 1
BKS069 Sun Book Cover 1
29
c o n t e n t L I s t
eArTh SCIeNCe 1 CONTeNT LIST (cont.)
cutout Maker Id (cont.) name Activities
BKS070 Sun Book Page 1 1
BKS086 Watermelon Book Cover 1
BKS087 Watermelon Book Page 1
BKS092 Mitten Book Page 2 1
BKS093 Sun Book Page 2 1
CrF037* Snowman Bulletin Board
CrF101* Fall Leaf Wreath 2
CrF144* Four Seasons Wreath 1
FrA020 Leaf Frame
FrA021 Mitten Frame
FrA037 Snowflake Frame 3
MTh120 Acorn Bingo Card Additional
MTh124 Leaf Bingo Card Additional
MTh361 Snowflake Bingo Card Additional
SCI091 Full Moon 1 9
SCI092 Full Moon 2
SCI093 half Moon 1 9
SCI094 half Moon 2
SCI123 Cloud
SCI124 Cloud Blowing
SCI125 Cloud Lightning
SCI134 Lightning Bolt
SCI139 Sun 1
SCI148 Moon Phases Set 9
SCI168 Cloudy Symbol 6, Additional
SCI169 Cold Front Symbol Additional
SCI170 high Pressure Symbol Additional
SCI171 hurricane Symbol 10, Additional
SCI172 Low Pressure Symbol Additional
SCI173 Partly Sunny 6, Additional
SCI174 rainy Symbol 6, 7, Additional
SCI175 Snow Symbol 6, 7, Additional
SCI176 Sun Symbol 6, 7, Additional
SCI177 Thunderstorm Symbol 6, 10, Additional
SCI178 Tornado Symbol 10, Additional
SCI179 Tropical Storm Symbol Additional
SCI180 Warm Front Symbol Additional
SCI191* Water Cycle Collection 7
30
c o n t e n t L I s t
eArTh SCIeNCe 1 CONTeNT LIST (cont.)
cutout Maker Id (cont.) name Activities
SeA003 Nest 2 4
SeA004 Nest 3 4
SeA005 Bird with Worm 4
SeA007 Budding Plant 4
SeA010 Carrot Spring 4
SeA012 Chick 4
SeA015 duck 1 4
SeA024 Kite 2 5
SeA029 Lion
SeA033 rain Boots 1
SeA035 rainbow 1 4
SeA041 Umbrella
SeA043 Ant 5
SeA045 Barbecue 5
SeA046 Barbecue Utensils 5
SeA048 Beach Towel 5
SeA049 Beach Umbrella 5
SeA052 Canoe 5
SeA054 Chair Umbrella
SeA065 hammock 5
SeA066 hose 5
SeA067 hose Nozzle
SeA069 Lawn Chair 5
SeA070 Life Jacket 5
SeA072 Motor Boat 1 5
SeA076 Sand Castle Toys 5
SeA077 Sand Castle 1 5
SeA079 Sandals 5
SeA080 Seashell 1
SeA082 Slide 1 5
SeA084 Starfish 1
SeA089 Sunglasses 5
SeA094 Water Skier 5
SeA104 Cardinal 4
SeA105 Cattails
SeA111 Leaves 1 2
SeA113 Leaves 3 2
SeA118 Pumpkin 2 2
31
cutout Maker Id (cont.) name Activities
SeA122 rake 2
SeA124 Tree 1 2
SeA135 ear Muffs
SeA138 hot Chocolate
SeA142 Igloo
SeA146 Mittens 1
SeA150 Mug Steam
SeA165 Scarf
SeA181 Snowflake 2 3
SeA182 Snowflake 3 3
SeA183 Snowflake 4 3
SeA189 Snowman 4
SeA214 Sun 2
SeA215 Watering Can 4
SeA220 grass 2 4
SeA223 raindrops 2
SeA226 Acorn 2 2
SeA229 Snowman 3
SeA231 Tree 4, 7
SeA233 Scarecrow 2 2
SeA236 Snake 2
SeA238 Bunny 3
SeA247 Frog 4 4
c o n t e n t L I s t
eArTh SCIeNCe 1 CONTeNT LIST (cont.)
*Indicates Cutout Maker collection
32
VARIQuest WoRK oRdeR
VArIQUeST WOrK Order TeMPLATeThis template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.
date Order Placed: __________________________________ Order #: _________________________________________
date Order Needed By: ______________________________ date Completed: _________________________________
Staff Name: ___________________________________________________________________________________________
room #: _________________________ Phone #: ___________________________________________________________
e-mail: ________________________________________________________________________________________________
special Instructions:
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Visual Learning Tools
For additional resources and
standards alignment visit
www.variquest.com
800-328-0585
MOd017 00
