** NEW Resource free for teachers.** Remote Reading Lesson Playlist. Easy to add each interactive reading video lesson to Google Classroom. I apologize for the quality. They get better, as I improve. It's free, though. 2nd Grade Reading Lesson Playlist <--Click **Note: This goes with our reading curriculum. However, I noticed that the reading and spelling patterns taught in our current series is the same pattern as our last series.
** NEW ** Student Links Bookmark https://secondgradesciencestars.weebly.com/ Bookmark the above link on students' computers to simplify your students getting on the student links to make it more efficient. You can also send the link home for the students to have more time to explore.
Tips for Teaching: **You will notice routines in place as you teach. One major shift in teaching has been to have the students talk and explain their thinking. You will see that these lessons were planned to work on student's expressing themselves. Suggested organization and getting started are at the bottom of this page. **The essential question is frequently repeated in the handouts and lessons so that students understand the objectives of the lessons. The objectives and essential questions are very specific to the NGSS. ** For any online games, model on the Smartboard/interactive board for students before letting them explore. ** Model one step at a time on the crafts for classroom efficiency. ** Free student dictionary to keep writing moving. I have a free student dictionary. I use it to keep writing moving. Often when students don't know how to spell a word, the work stops. To use, teach the students to 1) Put their dictionaries on the letter of the the word that they need spelled. 2) Check and make sure that the word isn't already listed. 3) Then, raise their hand. Then, I just come around and write down the word for them to copy. It makes work time go so much faster. Also, they will always have their "words" listed for them. For more detailed instructions, look for the "For the Teacher" instructions included for each week. Week 1 Supplies: Handouts; cardboard boxes; brown, green, and blue paint, bags of flour; water; boxes of salt; containers for the salt dough; food coloring; brown construction paper (for mountains); tape; notecards; scissors; markers; deep pan; plastic cup; scissors; water; potting soil Student Objectives: Students will be able to describe what landscapes and erosion are. Students will develop a 3-D model to represent landforms. Standard(s): 2.ESS1.1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 2.ESS2.2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. Essential Question: What are landforms? What is erosion? How can you show a model to represent landforms? Monday- Play video 1. Post the vocabulary anchor charts and read over them with the class. (Keep up through week 4) Pass out the "Formation of Landforms" student investigation booklets. Play video 2. Students will make their own anchor charts on pages 1-4 and write what they are. Play video 3 and do page 5.. If time, let students explore Landform Memory Match. Tuesday- Play video 1. Ask: What are some landforms you remember from the song? (waterfall, river, lake, valley, glacier, volcano, cliff, plains, island, mountain)Play video 2. Explore Types of Land (<--click link) together and discuss. (Ask: "How can you remember the difference between ________ and _________?") Do 3-D Landform project. If time, let students explore Jess's Waterfall Jump! Wednesday- (Encourage any engagement with videos 1 & 2. Singing/Movement) Play video 1. Ask: What is erosion? (They won't get all of this yet, but start shaping their answers---When the land breaks down, moves, and/or changes over a long time) Play video 2. Pass out the "Formation of Landforms" student investigation booklets. Play video 3, do the erosion lab, and do pages 6 & 7. If time, let students explore Shape It Up. Thursday- (Encourage any engagement with videos 1 & 2. Singing/Movement) Play video 1 and video 2. Ask: Can you describe erosion to a partner? Play video 3. Read a book about landforms and erosion from your classroom library. (or see suggested book list) Pass out the "Formation of Landforms" student investigation booklets.and do page 8. If time, let students explore Landform Memory Match. Friday- Watch Bill Nye Erosion. Ask: Turn to your partner and tell them something that you noticed from the video. Pass out assessment. If time, let students explore Shape It Up.
Week 2 Supplies: Handouts; soil; water; baking soda; dish soap; red food coloring; vinegar; measuring spoons and cups; spoon or sticks to stir; plastic cups; 12” x 12” cardboard squares cut diagonally for each group; green paint Student Objectives: Students will be able to identify evidence that Earth landforms can change quickly or slowly. Standard(s): 2.ESS1.1 Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly. Essential Question: What evidence is there that Earth landform changes can happen quickly or slowly? Monday- Play video 1, video 2, and video 3.. Do page 1 (mountain part only). Read two books about mountains from your classroom library. (or see suggested book list) If time, let students explore Rocky Mountain Roundup and Mountain Scramble. Tuesday- Play video 1, video 2, and video 3. (Read together. (<--Click on link.) Pass out the "Fast or Slow" student investigation booklets. Do page 1 (glaciers part only), page 2, and color page 3. If time, let students explore Ice Age Hidden Objects. Wednesday- Play video 1,video 2, and video 3. Do page 1. (volcano part only) and page 4. Do Lava Lab! If time, let students explore Volcano Game. Thursday- Play video 1, video 2, and video 3. Do the Earthquake Lab. Do page 1 (earthquake part only) and page 5. If time, let students explore Disaster Master. (they have to pass levels to get to the Earthquake one. Friday- Tell students that they need to watch the video closely for their performance assessment. After watching the video, they will be expected to answer if water erosion is fast or slow and to describe how water erosion happens. Play video 1. (32 second Jeopardy Theme to use. Optional.) Play Jeopardy Game to review. Pass out assessment.
Week 3 **Supplies: Handouts; apple; knife, cutting board (paint brush and blue and green paint is optional if you want to make the apple into a world in advance); clear plastic cups; marshmallows; Oreo cookies; vanilla pudding; chocolate pudding; gummy worms; plastic spoons Student Objectives: Students will compare multiple solutions designed to slow or prevent wind from chanting the shape of land. 2.ESS2.1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Essential Question: Which solutions are better for slowing wind weathering? Monday- Play video 1 and video 2. Do the "Dirt Cheap" Investigation. (teacher-led) Pass out the Gone with the Wind student investigation booklet. Play video 3 and do page 1. Give students time to do page 1. If time, let students explore Soil School. Tuesday- Play video 1. Post the vocabulary anchor chart and go over the terms. Play video 2 and video 3. Ask the students what they notice from the video. (will vary) Read a book about the dust bowl and one about erosion from your classroom library. (or see suggested book list) Pass out the student investigation booklets. Do page 2. If time, let students explore Soil Tetris. Wednesday- Play video 1. and video 2. Tell students to turn to a partner and tell their partner something that they learned about soil. Give a couple of minutes. Ask if anyone wants to share anything interesting that they heard. Do Soil Model Cups activity. Pass out booklets and do pages 3 and 4. If time, let students explore Amazing Underground with a partner. Thursday- Hang up the "Wind Erosion" and "Soil Conservation" anchor charts and go over. Play video 1. (Read the text parts narration style.) Play video 2., video 3, and video 4. Pass out investigation booklets. Students will do page 5 with the next three videos. Play video 5. Make a classroom chart to match page 5. (See Teacher's Key) Play video 6. Add and shape answers for the chart while students add to their charts. Play video 7. Add and shape answers for the chart while students add to their charts. Play video 8. Add and shape answers for the chart while students add to their charts. If time, let students explore Zoe's Seasonal Tree Care. Friday- Give students the assessment. Give information from "For the Teacher" page to go with the videos. Play video 1, video 2, video 3, video 4, video 5, and video 6. (Optional Resource For Teachers: UNICEF's Kids Power for classrooms-Free Program) If time, let students get up, get fit, and move to Just Dance Gummy Bear, Pirate Song, and/or What Does the Fox Say?
Week 4 **Supplies: Handouts; 6 empty 2-liter bottles; 1 piece of cardboard (about 18” x 18”); Elmer’s glue; scissors; string; soil; compost; a clump of grass; mulch (dried leaves; bark chips, sticks); water; pitcher Student Objectives: Students will compare multiple solutions designed to slow or prevent water from chanting the shape of land. 2.ESS2.1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Essential Question: Which solutions are better for slowing water weathering? Monday- Play video 1. PlayMagic School Bus Rocks and Rolls. Pass out the "Don't Test the Waters" investigation booklets. Students will do page 1. If time, let students explore online coloring page. Tuesday- Play video 1 and video 2. Last week we compared solutions for wind erosion. This week we will be comparing solutions for water erosion. Play video 3. and video 4. Ask students: Read two books about water erosion from your classroom library. (or see suggested book list) Pass out the "Don't Test the Waters" investigation booklets. Students will do pages 2 & 3. If time, let students explore Ocean Catch Match. Wednesday- Play video 1, video 2, and video 3. (Teacher Video-Students will watch this video next week) Do the "It Doesn't Hold Water" investigation. Pass out the student investigation booklets. Students will log observation for day 1 on page 4. If time, let students explore Wave Jump. Thursday- Play video 1. (Yes, that is Selena Gomez in the green shorts.) Pass out the student investigation booklets. Pour water through the bottles. Students will log observation for day 2 on page 4. Hang up the "Water Erosion" and "Soil Conservation" anchor charts and go over. Have students turn to page 5 to go with the next three videos. Start a classroom chart to match page 5. (See Teacher's Key) Play video 2, video 3, and video 4. If time, let students explore Surf's Up. Friday- Pass out the student investigation booklets. Pour water through the bottles. Students will log observation for day 3 on page 4. Play review Jeopardy. Give students the assessment. If time, let students explore River Jigsaw Puzzle.
Week 5 (Weeks 5 and 6 go together.) **Supplies: Handouts; 6 oz bottle of blue glitter glue per group; ½ TBSP of baking soda; 1½ TBSP saline solution (for contacts); plastic bowl; spoons; Ziploc sandwich bags; permanent marker; Per group: 1 cup brown extra-fine sand; 1 TBSP dishwashing liquid; 1/2 cup of cornstarch; 1/4 cup of water Student Objectives: Students will design and create 2D and 3D models to represent water and the land surrounding the water. Students will be able to identify where water is found on Earth. Standard(s): 2.ESS2.2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. 2.ESS2.3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. Essential Questions: How can you represent bodies of water and its surrounding land? Where is water found on Earth? Is water a solid or a liquid? Monday- Pass out the student investigation booklets from last week. Pour water through the bottles. Students will log observation for day 3 on page 4. Collect. Play video 1 and video 2. Pass out the Water Under the Bridge investigational booklets. Students will do pages 1 & 2. (Be ready to stop the video to let students write ideas) Give students the "Where Is Earth's Water?" pretest, go over, collect, and save for the end of next week. Play video 3. Read two books about oceans from your classroom library. (or see suggested book list) If time, let students explore ocean online jigsaw puzzle. Tuesday- Pass out the student investigation booklets from last week. Pour water through the bottles. Students will log observation for day 4 on page 4. Collect. Play video 1, video 2, and video 3. Make the Water Slime. Save slime for Thursday. If time, let students explore Ocean word find. There is a timer on the game. Students can play against another student to see who can find the words first. Wednesday- Pass out the student investigation booklets from last week. Pour water through the bottles. Students will log observation for day 5 on page 4. Collect. Play video 1, video 2, and video 3. Put up the "Rivers" anchor chart and go over. Playvideo 4. Pass out the investigation booklets. Discuss video and do page 3. Ask and model: What things that are the same between rivers and oceans? What are some things that are different? Make the Kinetic Sand Slime and save for tomorrow. If time, let students explore USA Rivers. Students can play against each other by score or time. Thursday- Put out craft supplies. Pass out the student investigation booklets from last week. Pour water through the bottles. Students will log observation for day 6 on page 4. Collect. Play video 1, video 2, and video 3. Put up the "3D Model Ideas" anchor chart. Tell students that we are going to be making 3D models of bodies of water. Today we will be working in groups and getting ideas to plan our projects. Students will go to Bodies of Water/Landform 3D Models with their group to plan and discuss their design for their 3D models. They should look at the craft supplies that they have available to craft their plans. When they've had enough time, they can start sketching their ideas on page 4. If time, let students explore River Explorer. Friday- Put out craft supplies. Pass out the student investigation booklets from last week. Pour water through the bottles. Students will log observation for day 7 on page 4. Collect. Pass out the student investigation booklets. Pour water through the bottles. Students will log observation for day 7 on page 4. Do page 5. Play video. Discuss the results of the classroom lab and the video. Ask students: What part of our investigation were the same? What parts of our investigation were different? What parts of our investigation were similar? Collect booklets. Pass out the "Water Under the Bridge" investigation booklets. Groups will meet and compare designs. Groups should discuss what parts they like best from each person's design. Pass out the "Final Draft Plans". (one per group) Students can go back to Bodies of Water/Landform 3D Models or get more ideas from the anchor chart of 3D Models. They should look at the craft supplies that they have available to finish their plans. Groups will design a final draft and turn in. If time, let students explore River Rescue.
Week 6 (Weeks 5 and 6 go together.) **Supplies: Handouts; small container or box; fake plastic animals or plants; craft supplies (construction paper; large pieces of butcher paper; scissors; glue; tissue paper; pom poms; glitter; pipe cleaners; stickers; other); cleaners; water slime (made last week); kinetic sand slime (made last week); items brought from home Student Objectives: Students will design and create 2D and 3D models to represent water and the land surrounding the water. Students will be able to identify where water is found on Earth. Standard(s): 2.ESS2.2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.2.ESS2.3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. Essential Questions: How can you represent bodies of water and its surrounding land? Where is water found on Earth? Is water a solid or a liquid? Monday- Play video 1 and video 2, video 3, and video 4. Read a book about lakes from your classroom library. (or see suggested book list) Tell class: There are many lakes in the world. Some of the biggest lakes are around Michigan. They are called the Great Lakes. Play video 5. Pass out the Water Under the Bridge Week 2 investigational booklets. Students will do pages 1 & 2. If time, let students explore Can you name the Great Lakes quiz? Let the students work with a partner to see which student's time is faster. Tuesday- Play video 1. Ask students: What are some activities that people do when they visit a lake? (Answers will vary. i.e. fishing, campfires, making s'mores, water skiing, camping, etc.) Play Bill Nye Lakes and Ponds. Students will turn to a partner. Tell students: 1) One person describe to you partner what a river looks like. 2) The other partner describe to your partner what a lake looks like. 3) Together, figure out how you can tell the difference between a river and a lake. Ask for a pair to "share out" to the class. If time, let students explore Tom and Jerry Super Ski Stunts. Wednesday- Play video 1 and video 2. Put up the "Glacier" anchor chart and go over. Play video 3. Read a book about glaciers from your classroom library. (or see suggested book list) Pass out the investigational booklets. Students will do pages 3 & 4. Read through page 4 with the students. If time, let students explore Olaf's Free Fall. Thursday- Play video 1 and video 2. Start "As Ducks Take to Water" group project. Pass out investigation booklets from week 5 and 6, so that students can refer to their plans and booklets for ideas. Direct students to any of the charts that you put up to get ideas and/or put up the link for Bodies of Water/Landform 3D Models on your projector board. Direct students to look at page 5 in the second booklet. Tell them that they will be assessed or graded on their presentation and to use the rubric while they are making their project and to practice presenting as a group. Everyone must have a part in the presentation. Give students time to work together. Collect investigation booklets. Friday- Pass out investigation booklets and let students practice their presentations. Groups will do presentations. Print out rubrics to score students and the student tracker for teachers to track their grades. Give students the post test. Go over with the pretests.
Week 7 **Supplies: Handouts; 500 popsicle sticks, Elmer's glue; stack of books to test bridges Student Objectives: Students will ask questions, make observations, and gather information to solve a problem. Students will design and create models and prototypes, make improvements, share ideas, compare and contrast, do valid self-evaluations., and evaluate multi-prototypes. Standard(s): 2.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 2.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: Can you design and create a strong bridge? Monday- Play video 1 and video 2. Put up anchor chart "Engineering Questions" and go over. Play video 3. Pass out the "Investigation Journals". Do page 1. Students will show their drawings to a partner and describe what they made. Give them a couple of minutes afterwards to make improvements if they got any new ideas talking to their partner. Students will do page 2. (optional: Model on chart paper or board for some classes. For high functioning classes, they can do independently or use a student writer's dictionary. Free student writer's dictionaries download.) If time, students can explore Bridge Crossing Game. or Goat Jigsaw Puzzle Tuesday- Play video 1 and video 2. Read the story The Three Billy Goats Gruff from your library or see suggested book list. Pass out the student investigation journal. Do pages 3 and 4. Use writer's dictionaries, or make a class chart with words. If time, students can explore Elements of a Story or Billy Goats Gruff Quiz. (optional: Guide students through it by modelling on board or let them work through it with a partner. They need to click the tabs across the top to do all of the element activities.) Wednesday- Put out classroom supplies ahead of time. Play video 1 and video 2. Read Three Billy Goats Great.. (from the download) Pass out the "Investigation Journals". Tell class: We are going to plan a prototype of a bridge design to help the billy goats great. Look at the supplies that you will have to create your design. When you do page 6, remember that these are the supplies that you'll have available. Do pages 5 & 6. Model the writing with class, use writer's dictionaries, or make a class chart with words. Have students partner up and share what they did. If time, students can explore Build the Bridge Game (challenging) or Brick Building Game (easy). Thursday- Put out supplies. Play video 1 and video 2. Put the class into groups of 3 or 4. Pass out the "Investigation Journals" and the "Team Bridge Design" handout. Students will talk and compare their designs and create a team design on the handout. Then, they can work together to create their bridges. Let bridges dry overnight. Collect booklets and team designs. If time, students can explore about Mountain Goats. Friday- Put out supplies. Have a stack of books ready to test bridges. Play video 1 and video 2. Pass out the "Investigation Journals" and the "Team Bridge Design" handout. Students will test their 3D bridge models one group at a time. Students will record data during the testing on page 7. Play video 3. Students will do self-evaluations. on page 8. Collect booklets. If students can explore goat online coloring.
Week 8 **Supplies: Handouts; Each Group for 2 trials: 20 sticks of dry spaghetti; one yard of string; one yard of tape; one jumbo marshmallow; yard stick or meter stick; a plastic bag; scissors; strings; an egg to test; hole puncher; construction paper; tape Student Objectives: Students will ask questions, make observations, and gather information to solve a problem. Students will design and create models and prototypes, make improvements, share ideas, compare and contrast, do self-evaluations., and evaluate multi-prototypes. Standard(s): 2.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 2.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: Can you design and create a strong tower? Can you design a parachute? Monday- Play video 1, video 2, and video 3. Read the story Jack and the Beanstalk from your library or see suggested book list. Ask class: What was the problem? (Jack and his mother had no money for food.) What was the solution? (They had the giant's things and had money for food.) Pass out the "Investigation Journals". Do page 1 & 2. Use writer's dictionaries, or make a class chart with words. If time, students can explore Fairy tale Jigsaw Puzzles. Tuesday- Put out classroom supplies ahead of time. When people pull together and work together, they accomplish more than one person working alone. Play video 1. Ask class: Why is it important to work together? (Answers will vary. People get more done or create better things by using more than one brain.) Tell class: We are going to do a STEM challenge today. Put the class into groups and do the Marshmallow Spaghetti STEM Challenge. Pass out the "Investigation Journals". Do page 3 and go over. If time, students can explore Jack's Story, click play and follow along. Wednesday- Put out classroom supplies ahead of time. Tell class: Today we are going to try the same challenge as yesterday with the same groups. Play video 1. Ask class: Why is it important to repeat a trial? (Answers will vary. Each time you do something you improve it. To make the best product, you have to do it more than once.) Put the class into the same groups and do the Marshmallow Spaghetti STEM Challenge a second time. Pass out the "Investigation Journals". Do page 4 and go over. If time, students can explore Braingle Beanstalk Game. Thursday- Put out supplies. Play video 1 and video 2. Read the "Jack and the Beanstalk Challenge", pass out the "Investigation Journals", and read and/or post the stem challenge, "Jack's Parachute". Students will design a model with their ideas on page 5. Pass out the "Group Parachute Design for Jack". Have students get into small groups. They will compare the strengths of their individual designs and create one group model. Then, using their design, they will create a 3D model using the supplies. Students will test their parachutes and record class data using page 6. Students will do self-evaluations. on page 7. Collect booklets. If time, students can explore Find the Cow. (Optional: If you run out of time today, you can do the testing and pages 6 & 7 on Friday instead and skip the second trial and do a debrief instead.) Friday- Put out supplies. Play video 1 and video 2. Ask students: Why is it important to try again when you don't succeed? (Answers will vary. You can make improvements and turn a failure into a success. Redo the Jack and the Beanstalk Challenge from Thursday. Pass out the "Investigation Journals" and have students look over pages 6 and 7 and redesign their ideas on page 8. Read and/or post the stem challenge, "Jack's Parachute", pass out the "Group Parachute Design for Jack", have students get into small groups, and compare the strengths of their individual designs and create one group model. Then, using their design, they will create a 3D model using the supplies. Students will test their parachutes and record class data using page 9. Students will do self-evaluations. on page 10. Collect booklets. If time, students can explore Find the Cow.
Week 9 **Supplies: Handouts; Easter grass; white paper; scissors; tape; blow dryer; popsicle sticks; glue; stones; playdough Student Objectives: Students will ask questions, make observations, and gather information to solve a problem. Students will design and create models and prototypes, make improvements, share ideas, compare and contrast, do self-evaluations., and evaluate multi-prototypes. Standard(s): 2.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 2.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: What makes a strong house for the 3 Little Pigs? Monday- Tell class: In the first video, try to find some of the "elements of a fairy tale" that we've talked about. Play video 1, video 2, and video 3. Read the story The Three Little Pigs from your library or see suggested book list. Pass out the "Investigation Journals". Do page 1 & 2. Use writer's dictionaries, or make a class chart with words. If time, students can explore Online Coloring Three Little Pigs. Tuesday- Put out classroom supplies ahead of time. Play video 1. Pass out the "Investigation Journals". Do page 3. Put the class into groups and give each group the "Group Straw House Design". Students should compare page 3 and and take the best ideas from each individual to design one group design. Groups will do the House of Straw STEM Challenge. Use the blow dryer to test the student designs. Students will collect data on the class groups on page 4. Students will do the self-reflection on page 5. If time, students can explore Three Little Pigs Story. Wednesday- Put out classroom supplies ahead of time. Play video 1. Pass out the "Investigation Journals". Do page 6. Put the class into groups and give each group the "Group Stick House Design". Students should compare page 6 and and take the best ideas from each individual to design one group design. Groups will do the House of Stick STEM Challenge. Use the blow dryer to test the student designs. Students will collect data on the class groups on page 7. Students will do the self-reflection on page 8. If time, students can explore Three Little Pigs Online Coloring Page. Thursday- Put out classroom supplies ahead of time. Play video 1. Pass out the "Investigation Journals". Do page 9. Put the class into groups and give each group the "Group Stone House Design". Students should compare page 9 and and take the best ideas from each individual to design one group design. Groups will do the House of Stone STEM Challenge. Use the blow dryer to test the student designs. Students will collect data on the class groups on page 10. Students will do the self-reflection on page 11. If time, students can explorePig Race. Friday- Play review Jeopardy with students. Give assessment. If time, students can explore Pigs and Wolf Game.
Organize your materials: Print master copy and put into binder. Gather science tub materials and put into a tub. Tape the "Science Tub" label on the top or side. Functional options for you to choose from: *Pull the "For the Teacher", craft, investigation and print on cardstock and laminate. Supplies: Use Ziploc Bags and Label, and put in science tub or other convenient place. or *Punch holes and keep the master in a binder. (Take out the binder cover and tub label before putting in the holes.) You will still be able to access the master copy (without holes) as long as you have the download. Use the Binder Cover for this. You may opt to put a divider and put all of the student handout pages together in the back for easy copying.
