Vernal Pools of New England (3 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today is going to be a reflection on the topics covered this week. If you didn’t get a chance to do the previous two lessons in this unit, check them out in the links below to see what we were talking about. That will help with the answers to the reflection post.

Grade Level: K-6

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

Materials Needed:

Standards:

Didn’t get to see the last two lessons? check them out below!

Today’s Activity:

This week we learned all about vernal pools and the abundance of life they host. We’d love for you to complete this reflection through Google Forms as today’s activity.

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Vernal Pools of New England (2 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to continue our learning series about vernal pools! In our last lesson, we were introduced to these amazing, tiny hubs of life in our forests, learning of their importance to the ecosystem and even doing some fun math. Today, we are going to be transformed into ecologists! You will be tasked with finding a vernal pool (or pond), observing it, and recording your data on an observation sheet. You will be observing living things, non-living things, sounds, and human impacts!

Grade Level: K-6

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

  • What happens to the animals that live in vernal pools when the pools dry up?

  • What are the different life stages of a frog?

Materials Needed:

  • Printer

  • paper

Standards:

Didn’t get to see the last lesson? Check it out below!


It is now time for us to become vernal pool explorers!

Now that we know all about vernal pools, its time to go out there and find some! Today’s activity is all about observing nature to get a full picture of its importance to the local ecosystem! We will be observing and recording data, sketching and finding human impacts!

The observation sheet is down below. Feel free to print it out and bring it with you to the body of water of your choice! It could be a vernal pool, pond, swamp or lake!

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Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Vernal Pools of New England (1 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to explore one of the coolest micro-ecosystems found in our woodlands, vernal pools! These temporary wetlands pop up every spring and are a crucial habitat for amphibians (frogs and salamanders) and insect larvae, providing them a safe haven to lay eggs free from predators found in larger bodies of water. In today’s lesson, we are going to watch a quick video explaining the importance of vernal pools, then use our brain power to solve some math problems that will unlock a color by letter diagram for you to design!

Grade Level: 3-6

*For younger students - skip the math problems!

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

  • What are vernal pools?

  • What are some animals you will find in a vernal pool?

  • Why are vernal pools essential for the life of many animals?

Materials Needed:

  • 9 colored pencils/crayons/markers

  • Printer

  • paper & pencil

Standards:

Welcome to Change is Simple’s Online Learning!

Today, we are going to explore one of the coolest micro-ecosystems found in our woodlands, vernal pools! These temporary wetlands pop up every spring and are a crucial habitat for amphibians (frogs and salamanders) and insect larvae, providing them a safe haven to lay eggs free from predators found in larger bodies of water. In today’s lesson, we are going to watch a quick video explaining the importance of vernal pools, then use our brain power to solve some math problems that will unlock a color by letter diagram for you to design!

PLEASE WATCH THIS VIDEO SO WE CAN GET STARTED!

It is now time for us to do some Vernal Pool Math!

The answers to the math problems will help us unlock the correct colors to fill in our vernal pool diagram. By using the answer key provided, you will see the answer of your math problem paired with a color. If you get it right, you will have all the colors you will need to complete the diagram! Be warned however, some colors do Not belong!

If the math is too challenging or you just want to color, you will find the coloring key after this section.

  1. If there are 4 dragonfly larvae, 8 beetle larvae and 7 phantom midge larvae, how many insect larvae are in the vernal pool in total?

  2. The first warm rainy night of the year, salamanders migrate en mass to vernal pools to breed. The temperature has to be at least 55 degrees for the salamanders to begin their journey. How much higher is this temperature than the freezing point of water (32 degrees)?

  3. Vernal Pools are found in forests around New England. If there are an average of 5 vernal pools per 10 acres, what is the number of vernal pools in 50 acres of forest?

  4. If there are 10 frogs, 100 tadpoles, 50 fairy shrimp and 25 salamanders, how many total animals are in the pool?

  5. If a vernal pool loses 1 inch of water per day, how many inches of water would have evaporated after 2 months? (assuming each month had 30 days)

  6. Amphibians breed in the pool but spend 11 months in the woodlands. They usually venture (300 x 2) feet away from the pool. How many feet do they venture from the pool?

  7. If there are 20 egg masses with 50 eggs each, how many total eggs are there?

  8. Vernal Pools are threatened by deforestation. If there are 5 vernal pools per ten acres and 80 acres are logged, how many vernal pools were destroyed?

  9. If there 150 animals in every vernal pool and 7 get destroyed, how many animals lost their habitat?

Screen Shot 2020-06-01 at 9.18.52 AM.png


Now that we have the Correct Answers and colors it is time to start coloring!

You will need:

  • 9 crayons/colored pencils/ markers of the correct colors

  • A printed copy of our color by letter diagram

    Provided below is a color key that shows where each color belongs on our diagram!

    Note* You can color the leaves any combination of D, C or F!

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IMG_9923.jpeg


Once Completed, your digram should look like this!

IMG_9920.jpeg

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Trees in Our Own Backyard and How We Can Help (Part 2 of 2)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we will be continuing to dive into the benefits trees provide us, especially the types of trees around where we live. We will also be learning how to identify trees by their leaves. These activities are for all ages.

Grade Level: K-6

Theme: Natural Systems, Natural Resources

Supervision needed? No

Essential Questions: 

  • Why are trees so important?

  • What is the scientific process that trees go through to create oxygen?

Materials Needed:

  • Pencil

  • Paper

  • Camera

Standards:

We are going to be covering information from our last post so if you haven’t seen that you can click below and check it out!!!


Activity #1: How are the trees around your house helping you?

For this activity we are going to be taking a look at the trees around your home. As we have talked about this week trees have so many important benefits. So, let’s see how the trees around your house are helping you out! This activity is for all ages and you can be as detailed as you would like. There are examples under each step, but I am not the best artist so you can make yours however you’d like.

Materials:

  • Piece of paper

  • Something to draw with ( colored pencils, crayons, markers, pen, pencil)

 

Step 1: Start by drawing your house from a birds eye view

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Step 2: Add what is around your house. Are there other buildings close? Are there trees? Is there water or a stream?

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Step 3: Now add the trees, (in my picture they look like bushes since it is from a birds eye view)

Step 4: Number each tree, then write a sentence for each on how it is beneficial.

Ex) Disclaimer I don’t have many trees in my back yard…..

1 and 2: These are very large old trees they provide shade for my back yard and the back up my house when the sun is coming up. They also provide home for so many birds….that wake me up every morning

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3 and 4: These are also very large trees that are in my neighbors yards. These trees provide some shade for their deck and pool.

Since houses are so close here they act like trees would, helping to shade my house and protect it from the wind.

Activity #2: Identifying the trees around your house by their leaves

On Wednesday we identified trees by their bark. This is a great technique to use in the winter when there are no leaves on the trees. Now that it is almost summer, the leaves have finally popped! So let’s take a look at them!

A Dichotomous Key is the most popular tool to use when identifying a leaf. These keys asks you questions about what the leaf looks like to slowly narrow your option down. Almost every Dichotomous Key starts with the same question which I have put below. Answer the question and then continue to use one of the keys that are listed it identify your trees.

Question #1

Does the tree have Needles (A) or Leaves (B)?

A

A

B

B

There are two main types of trees Coniferous and Deciduous.

Deciduous Trees: These are the trees with leaves on them, they lose their leaves every fall and grow back in the spring.

Coniferous Trees: These trees have needles on them, and their needles stay on the tree all year around. They’re also called Evergreen trees.

How we can help!

There is a lot that we can all do while we are at home!

  • Make sure to recycle!

  • Reuse as much as possible.

  • Reduce your consumption of meat.

  • Reduce your use of products with palm oil in them.

  • Plant a tree whenever and wherever you can!

Send us a photo of yourself doing today's activity or how you help at home! and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Benefits of Trees and How to ID Them (Part 1 of 2)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to be taking a look at the largest living things on earth…..TREES!! Trees provide us with so much and are a very important piece to our environment. Over the next few days, we are going to take a closer look at some different types of trees and how to identify them in a few different ways. These activities are for all ages.

Grade Level: K-6

Theme: Natural Systems, Natural Resources

Supervision needed? No

Essential Questions: 

  • Why are trees so important?

  • What is the scientific process that trees go through to create oxygen?

Materials Needed:

  • Pencil

  • Paper

  • Camera

Standards:

Check out the video below to learn about why trees are so important and one way to identify trees……there will be some questions to answer from the video, so pay attention!

Why are trees important?

Hopefully, you were paying attention to the video, let’s see if you can answer these questions:

  1. Write 2-3 sentences on why trees’ roots are so important.

  2. What gas do trees take in and what gas do they provide us? What is that scientific process called?

  3. Explain how trees can help you save energy at home.

  4. Write 4-5 sentences on how the trees around where you live are helping your environment and you. (ex: shading your house, providing a home for animals, helping the soil around your home)

Activity: Now let’s get to know some trees!

  1. Head outside and try to find 5 different trees to identify, bring a piece of paper and something to write with

  2. Take some notes on the tree bark that you are identifying, be looking at the Texture, Color, and Pattern. Look below to see some examples.

  3. With the notes that you took, use the Bark ID guides below to help you identify the trees

    • If you are located outside of the northeast, just search Bark ID guide for your area to help you out.

  4. Take pictures of the unique bark patterns you find and send them in!

  5. Research to see if those trees are native to your area?

    • Native trees help local ecosystems and are much more beneficial to your local ecosystem than invasive trees

    • Invasive Species: These are species that are not from the area and has spread because many do not have predators in the new area. Invasive species usually are harmful to ecosystem that they don’t belong in.

What to look for when Identifying a tree by its bark:

  • Texture- Smooth, rough, shaggy

  • Color- White, brown, multi-colored

  • Patterns- ridges: deep, shallow, horizontal, vertical; scaled, spotted, plain

American Beech

American Beech

White Pine

White Pine

Cedar

Cedar

Sycamore

Sycamore

White Birch

White Birch

Norway Maple

Norway Maple

Tree ID Guides:

Tree Math!!

  1. If every minute about 36 football fields worth of trees are cut down, how many football fields worth of trees would be cut down in 8 minutes?

  2. A tree grows about 2 feet a year. How long would it take to grow your height?

  3. One tree can make 8,300 sheets of paper. The average person uses about 7 trees worth of paper in one year. How many sheets of paper would the average person use in one year?

  4. Recycling 1 ton of paper can save 17 trees. Your school uses 6 tons of paper a year, if you recycle half of that paper, how many trees can you save?



Did you enjoy today’s activity? Stay tuned Friday we will be talking about another way to identify trees and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Exploring the Biosphere (3 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today is a review of this unit’s information that was covered in the previous two lessons. Access to those two lessons is at the bottom of this page. Today’s activity is a set of questions through a form that is based on the topics from the 2 previous lessons.

Grade Level: 2-4

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

Materials Needed:

Standards:

Today’s Activity:

This week we covered topics surrounding the atmosphere and the hydrosphere. We’d love for you to complete this reflection through Google Forms as today’s activity.

Not sure what we talked about on Monday and Wednesday? Here’s a refresher!

Monday

Wednesday

Change is Simple will have lessons on next week on Wednesday and Friday. Enjoy the weekend!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Exploring the Biosphere (2 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to be exploring the biosphere! The biosphere is all of the regions of earth, from the surfaces, the water, and the atmosphere! The previous lesson was focused all around the water on earth; something we scientists call the hydrosphere. Today we are going to learn about a different aspect of our biosphere: the atmosphere!

Grade Level: 2-4

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

  • What are 4 different types of clouds?

  • Why do we consider the atmosphere a protective layer?

  • What are some ways that humans emit greenhouse gases into our atmosphere?

  • What happens when we have an excess of greenhouse gases in our atmosphere?

Materials Needed:

  • Cotton balls

  • Sheet of paper

  • Tape or glue

  • Writing utensil

Standards:

Vocabulary:

  • Atmosphere

  • Troposphere

  • Stratosphere

  • Greenhouse gas

  • Greenhouse effect

  • Air pollution

Activity 1:

As we learned in the video, our earth’s atmosphere is made up of five different layers! Can you remember what the first layer in our atmosphere is called? The troposphere! This is where all of our weather occurs, and where our clouds form.

Let’s make some model clouds and practice studying them!

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Materials needed:

  • Cotton balls

  • Sheet of paper

  • Tape or glue

  • Writing utensil

Step 1: Create your clouds!

Cumulonimbus: (mid level) dark, grey, cover entire sky and block the sun (signals rain or snow)

Cumulus: (low level) fluffy, cotton-ball appearance

Stratus: (low level) thin, papery, cover entire sky

Cirrus: (high levels) light, curly, hair-like appearance

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Step 2: Label your clouds.

Step 3: Take your clouds outside and see if any of the clouds in the sky resemble the clouds you just created with your cotton balls!

https://research.noaa.gov/article/ArtMID/587/ArticleID/2563/Tiny-Particles-Lead-to-Brighter-Clouds-in-the-Tropics

Activity 2 (Alternative)

If you do not have the materials for activity two, simply head outside with a sheet of paper and pencil. Look up at the clouds and try to draw the shapes of the clouds you can see in the sky. Next, try to identify which types of clouds you see!

Additional Activities and Resources

This fun, common science activity has been done by students across the world for many years! Parents may remember doing this one as a child themselves! This activity is best suited for grades 4+.

https://www.growingajeweledrose.com/2019/03/cloud-experiment-for-kids.html

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Exploring the Biosphere (1 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: In this learning unit, we are going to be exploring the biosphere! The biosphere is all of the regions of earth, from the surfaces, the water, and the atmosphere! Our first lesson is focused all around the water on earth; something we scientists call the hydrosphere. Check out the activity below, and be sure to check out the following lessons this week on the atmosphere and the lithosphere!

Grade Level: 2-4

** Older students, check out activity 2

Theme: Earth Systems

Supervision needed? Yes

Essential Questions: 

  • Define the biosphere.

  • What are some examples of water in the three states of matter? (liquid, solid & gas)

  • Can you describe the different parts of the water cycle?

  • How does pollution effect water quality?

Materials Needed:

  • 3 glass jars or pint glasses

  • One sheet of magazine paper (colorful!)

  • Water

  • Food coloring (preferably blue or purple)

  • Sand/dirt/gravel (one handful is plenty)

  • A stirrer (a spoon works great)

Standards:

Vocabulary:

Hydrosphere Evaporation Transpiration Condensation

Precipitation Water quality Transparent/transparency Physical pollution

Chemical pollution

Activity 1: Water Quality Study

Materials needed:

Screen Shot 2020-05-14 at 10.58.00 AM.png
  • 3 glass jars or pint glasses

  • One sheet of magazine paper (colorful!)

  • Water

  • Food coloring (preferably blue or purple)

  • Sand/dirt/gravel (one handful is plenty)

  • A stirrer (a spoon works great)

Make sure you’ve watched the video before you participate in this activity! Today, we are going to study how different types of pollution affect the transparency of water in rivers, lakes, and oceans. As you saw in the video, how transparent water is can tell a scientist a lot about how clean and healthy that water is!

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Step 1: Place your empty glasses onto the magazine or colorful sheet of paper. Fill each glass jar 3/4 of the way fill with water. (Math question: 1. How many 1/4’s are in 1 cup? 2. If you filled your jar 3/4 full, how much of your jar remains empty?)

Step 3: Read the following passage carefully before continuing with your jars.

https://www.huffpost.com/entry/shell-oil-spill-gulf-mexico_n_57353058e4b060aa7819ee00

Each of your three jars represents a body of water in our hydrosphere.

The first jar represents a section of the ocean in the Gulf of Mexico. In the Gulf of Mexico, we drill for lots of oil, which can create oil pollution and other types of chemical pollution in the water.

https://theswellesleyreport.com/2016/04/annual-earth-day-clean-up-along-charles-river-in-wellesley-april-30/

The second jar represents part of the Charles River in Boston. This river meanders throughout the city and borders many roads, construction sites, and buildings. Unfortunately, lots of physical pollution (dirt, gravel, trash, salt) ends up traveling from the city to the river.

https://www.ripleys.com/weird-news/clear-lake-underwater-forest/

The third jar represents a lake in Western Massachusetts. This lake is surrounded by homes, however the sides of the lake are protected by trees and vegetation (plants) . This vegetation absorbs any chemical pollution and keeps lots of trash and other physical pollution from entering the water!

Step 4: Take jar one (the ocean), and put a few drops of your dark food coloring in the jar. This food coloring represents the oil spills and other forms of chemical pollution that can enter our water.

Step 5: Take jar 2 (the Charles River) and dump your gravel, sand or dirt in the jar. This dirt represents the physical pollution that ends up in our water.

Step 6: Grab your spoon, and mix the pollution in each jar. After mixing each jar, peer down into the jars.

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Which jar is the most transparent?

Which jar is the least transparent?

What does this tell you about how pollution affects water quality?

After you finish this activity, you should be able to answer the questions above. If you are struggling, be sure to review the video, or continue reading below for a brief review.

When water is transparent/clear, more sunlight is able to travel through the water. This sunlight allows tiny plants called phytoplankton to grow. These plants are at the basis of many aquatic food chains. Small creatures eat these plants, and become food for larger fish. This is a very basic food chain, which we learned about a few weeks ago! This food chain is very important, because it ensures a healthy aquatic system and often is the basis for food chains that end with people on top (meaning we eat the fish that depend on these small phytoplankton).

When pollution enters our hydrosphere, whether it’s in the form of chemical pollution or physical pollution, it can get trapped in our water systems. This pollution makes water dark, murky, and cloudy. When water is dark and cloudy, less sunlight is able to enter the water and help plants grow. Where there is no sunlight, there is often no plant life!

Activity 2: An in Depth Look at the Water Cycle

This part of today’s lesson is a deeper dive into the topics covered in the video, best suited for 5th+.

In the video we just watched, we learned how water condenses into cloud formations, gets heavy and then falls as precipitation. That precipitation falls on water or land, and what happens next depends on where the precipitation falls.

Oceans, lakes, rivers: Water falling over other will become our surface water and eventually evaporate.

Plants and trees: Some water will transpire, but some water will enter the soil and water the roots.

Hard surfaces (pavement, cement): Water falling on hard surfaces will become surface run-off, and travel to a nearby body of water, collecting lots of pollution with it.

Soil: Water falling on dirt/soil will infiltrate the soil, meaning sink below the surface. This water will enter a body of water called our groundwater. Groundwater is water stored beneath our ground!

Ice: When rain falls over ice caps or glaciers, it will freeze. However, ice can evaporate, and turn from a solid to a water vapor/gas without ever becoming a liquid! This process is called sublimation.

Test your knowledge!

You just added some new terms tot he ones we talked about in the earlier part of the lesson. Here’s a list of the important ones we just mentioned along with some from earlier:

Surface water Ground water Sublimation Transpiration

Precipitation Condensation Evaporation

Look at this image and match each letter to one of the terms above. The answer key is below, so try not to look before you’ve matched every letter!

Content added to image, image sourced from: OpenClipArt.org

Content added to image, image sourced from: OpenClipArt.org

Answer key

A: evaporation

B: precipitation

C: condensation

D: ground water

E: surface water

F: transpiration

G: sublimation

If we take care of the water in our hydrosphere by reducing pollution and cleaning up pollution, we can help to protect aquatic life and keep our waters clean for years to come!

Did you enjoy today’s activity? Be sure to take pictures and send them to cisonline@changeissimple.org! Stay tuned for Wednesday’s lesson on the atmosphere!!

Reducing Waste (3 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today is a review of this unit’s information that was covered in the previous two lessons. Access to those two lessons is at the bottom of this page. Today’s activity is a set of questions through a form that is based on the topics from the 2 previous lessons.

Grade Level: K-6

Theme: Waste Reduction

Supervision needed? No

Essential Questions: 

Materials Needed:

Standards:

Today’s Activity:

This week we covered a few ways that we could reduce our waste production. We’d love for you to complete this reflection through Google Forms as today’s activity.

If you can’t access the page above, click on the link below to take you to the Google Form directly!

 

Not here on Monday or Wednesday? Here’s a refresher!

Check out these videos to get a sense of what we talked about.

Monday

Wednesday

 

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Reducing Waste (2 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to learn all about reducing waste in our lives when we are in the kitchen! Today we will learn how we can make an impact by making our own food from scratch.

Grade Level: K-6

Theme: Waste Reduction

Supervision needed? Yes

Essential Questions: 

  • What are some ways we can create less waste?

  • What can we do with food waste that is more sustainable than putting it in the trash?

  • Why do we want to make food from scratch at home?

Materials Needed:

  • 2 Garbanzo Beans / Chick Peas

  • 1 Lemon / Lemon Juice

  • 2 Tbsp Oil (Olive Oil)

  • 1 Tsp Salt/Pepper

  • 1 Tsp Garlic

  • 1 Tsp Cumin

  • a Splash Water (Only if it’s too thick)

  • Food Processor / Blender / Or a Fork!

  • **add anything to this recipe that sounds yummy to you!

Standards:

Introduction video

activity one - hummus

Supplies Needed:

  • 2 Garbanzo Beans / Chick Peas

  • 1 Lemon / Lemon Juice

  • 2 Tbsp Oil (Olive Oil)

  • 1 Tsp Salt/Pepper

  • 1 Tsp Garlic

  • 1 Tsp Cumin

  • a Splash Water (Only if it’s too thick)

  • Food Processor / Blender / Or a Fork!

  • **add anything to this recipe that sounds yummy to you!

**ALL OF THE AMOUNTS OF INGREDIENTS ARE SUGGESTED, ADD HOWEVER MUCH OF EACH TASTES GOOD TO YOU!

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Step One:

  1. Use a Can Opener to open and drain the chick peas. Don’t drain all of the water. It can be helpful to use later if the hummus is too dry.

  2. Cut the lemon in half and squeeze out the juice

    1. I typically use one whole lemon per 2 cans of chick peas.

Step Two:

  1. Toss in the chick peas into the food processor!

  2. Pour in the lemon juice!

    1. My food processor is small so I had to use half the amount of chick peas and lemons for each round.

  3. Pour in the olive oil. Use about 2 Tbps per can of chick peas

  4. Toss in the spices!

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Step Three:

  1. Blend it up!!

  2. If it doesn’t mix all the way through… you may need to add more oil and possibly a splash of water!

**Once it’s blended up, do a taste test and add more of what you think will make it taste better!**

**If you don’t have a blender / food processor - check out Step Six for suggestions**

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Step Four:

  1. Make sure to compost any food scraps!

When food scraps are composted, the nutrients in them are broken down into healthy soil to be used to grow new fruits and vegetables.

**If food scraps are placed into the trash can, the nutrients in them will not be turned into new soil.

  • Landfill: There isn’t any oxygen, so the food cannot decompose properly into soil SO it breaks down anaerobically which means it will release a lot of methane gas (greenhouse gas)!

Step Five:

Voila! Hummus is made and can be stored in a reusable container that can be washed out when your hummus is all eaten up. Then cleaned out and reused for the next batch of hummus!

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Step Six: Alternatives

  • No Blender? No Problem!

    • Use a fork or some other tool to mash the ingredients together. Don’t worry! It will still come out just as good! It just may be a bit chunky, but hey, it’s still hummus :)

  • Want to add different herbs or spices? GO FOR IT! Anything goes. Just try stuff out.

  • Want to add some flavor? Saute some chopped onions in olive oil in a pan for 5-10 minutes, then add to the mix to blend together!

 

activity two - alternative

If you don’t have the supplies to make hummus or want to make something different, we encourage you to:

  1. Think of one item you buy in the store that comes in a lot of plastic packaging

  2. Search Google for a good recipe to make it from scratch (you may have to try a few different things - some things are harder to make than others!)

  3. Make the recipe with an adult! Have fun with it!

What you will need:

  • Adult Supervision / Assistance

  • Some food and spices

  • Creativity!

Examples:

  • Bread - this comes in SO much plastic film and we can easily make it from scratch and create less plastic waste!

  • Granola / Granola Bars - Individually wrapped items have a huge carbon footprint and plastic waste generation - try making it from scratch with healthier ingredients and with less waste!

  • Oatmeal - Many times this is individually wrapped in plastic. This can easily be made at home from rolled oats and whatever else you want to add to make it delicious!

reflection

Question 1: Did you have fun making food from scratch?

Question 2: Why do we want to make food from scratch at home instead of buying the packaged items in the grocery store?

 

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Reducing Waste (1 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to learn all about reducing waste in our lives. We will see how much waste we truly create and what are some easy ways we can help lower that amount. We will be learning how to sew up a ripped shirt ourselves!

Grade Level: K-6

Theme: Waste Reduction

Supervision needed? Yes

Essential Questions: 

  • What are natural resources?

  • Why should we care about how much waste we produce?

  • What is beneficial about reusing or repairing old stuff?

Materials Needed:

  • Ripped t-shirt or clothing

  • Needle

  • Thread

  • Scissors

Standards:

Introduction video

activity one - sewing

Supplies Needed:

  • Ripped t-shirt or clothing

  • Needle

  • Thread

  • Scissors

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Step One:

  • Cut off plenty of thread in comparison to the length of the rip

    • Choose a thread color that matches the fabric

I CHOSE A DARK COLOR FOR A BETTER VISUAL

  • String the thread onto the needle (I used that silver guy to help me)

  • Pull the thread even in length on both sides

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Step Two:

  • Tie a knot at the end of the two pieces of thread on the opposite side of the needle

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  • Pull the knot tight

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Step Three:

  • Turn your article of clothing inside out

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Step Four:

  • Pinch the two sides of the rip flat against each other

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Step Five:

  • Push the needle through the two sides of the fabric

  • **Make sure to start a bit to the side of the opening to make sure you don’t miss any spots (I started to the left of my rip)

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  • Gently pull it through until the knot reaches the first side of the fabric

  • **DO NOT PULL IT THROUGH**

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Step Six:

  • Bring the needle back to the first side and push it through again right next to the first spot

  • Pull it through gently and pull mostly tight, but making sure not to pull the first knot through the fabric

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  • Continue doing this until you have sewn past the other edge of the rip

  • **Make sure to continue to line up the two pieces of fabric making sure they are flat against one another.

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Step Seven: Version #1

It’s time to make a finishing knot!

**sorry I switched yarn color :)

  • Put the needle through the two layers of fabric

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  • Make a knot using the needle side of the thread on the back side of the shirt.

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  • Continue to pull the needle through

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  • Pull the needle, making the knot tight

  • Repeat 2-3 times

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Step Seven: Version #2

As a secondary measure, you can tie a separate knot with the thread.

  • After the needle is through the fabric, tie a knot with the needle

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  • Pull it tightly to the surface of the fabric on the back side

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Step Eight:

  • Cut the excess thread

  • Turn the shirt right side out

  • Horray!! You’ve fixed your clothing!

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activity two - alternative

What you will need:

  • Adult Supervision / Assistance

  • Item to fix

  • Creativity!

What can you fix in your house that is broken or needs repairing? Repairing things so we don’t have to throw them away is a huge way we can have a positive impact on the environment and save our precious natural resources!

Choose an item in your home that you would have thrown away and find a way to repair it.

Examples:

  • Jeans with a hole in them - patch them up!

  • Backpack with a rip or broken zipper - ask your parents for help sewing it up and fixing it

  • Turn cardboard boxes into a play space!

  • Repairing an old bookshelf or piece of furniture!

step 3: reflection

Question 1: Why is it important to sew up ripped clothing or repair items instead of throwing them away?

Question 2: What is all of our STUFF made from? (Hint: They occur naturally on earth)

 

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Renewable Energy Sources (3 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to be wrapping up our renewable energy lessons! Today you will learn all about wind power and then do an activity where you will build a wind turbine at home!

Grade Level: 4-6

**For younger students, ask a friend at home for assistance!

Theme: Energy Conservation

Supervision needed? No

Essential Questions: 

  • What does renewable energy mean?

  • How does wind power work?

Materials Needed:

  • Recyclable items found on your home!

  • Tape or glue

  • Scissors

  • Pencil

  • Pin or tack

Standards:

 
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Review

We learned a lot of information about our renewable energy sources and why they are so important from the two previous lessons. Let’s see how much you can recall! Answer the following questions before continuing.

Question 1: Define renewable energy source.

Question 2: What are fossil fuels?

Question 3: What types of structures/machines/technology works to help us harness energy from the sun and water?

 
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Activity

In this activity, Change is Simple challenges you to get creative and make a wind turbine out of recyclable materials you have in your home! This means yours will be personalized and unique based on the materials you choose.

Materials:

  • Recyclable items found on your home!

  • Tape or glue

  • Scissors

  • Pencil

  • Pin or tack

*** Depending on the material you have available, the activity instructions and material list might not match so get creative with how you make yours!

 

Step 1: Locate and clean recyclable items of choice.

Make sure they are washed and ready to use!

 
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Step 2: Brainstorm what design you can make out of your materials.

Parts:

  • Stand / tower

  • Blades

Try to think about what items you have that would be best for each.

 
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Step 3: Using the material you chose for the blades, draw and cut the shapes you will use for the turbine.

Be sure to have all the blades connected in the center for the next step.

Fold the blades down as pictured. This will help the blades catch the wind and rotate!

***The blade shape pictured are modeled after the standard shape for wind turbines used in real life, but many different shapes will work for this activity. Try experimenting with different shapes to see if it will work!

 
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Step 4: Poke a hole through the center of your blades using the pin or tip of pencil.

The blades should fit loosely in the hole made so that they can rotate.

 

Step 5: Using the extra material from your blades, cut a piece of material in the pictured shape and fold.

This will be used to connect your blades to your stand!

*If you need to make your stand by folding, cutting, or constructing do that before this step!

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Step 6: Poke a hole through the very top triangle and attach it to your stand using glue or tape.

 
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Step 7: Reassemble the turbine by putting the blades on the tack and attaching it to the stand.

Leave room between the stand and the end of the tack (as pictured) so that the blades can spin.

 
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Step 8: And done, you made a wind turbine! Place it in front of a fan, wind source, or blow on the turbine blades to see it in action!

*** Yours will most likely look different than the activity example depending on the materials you have available and that is totally awesome and encouraged! We would love to see the design you come up with!

 

Reflection

Awesome job this week! Here are some important take aways from this week’s lessons:

  • Renewable energy sources are those which will never run out or be depleted and are healthy for the environment.

  • Renewable energy is energy harnessed naturally from the environment (sun, water, wind).

  • Using renewable and clean energy sources prevents pollution and excess carbon dioxide emissions.

  • Renewable energy sources replace the use of burning fossil fuels which are harmful to the environment.

Making the transition to clean energy sources that benefit not only us, but the planet is what will help make our future a brighter place. The use of solar panels and hydropower turbines to power our energy grid lowers our carbon footprint (the level of carbon dioxide emissions we are responsible for) and the amount of pollution we produce. This is because when we are using clean energy we are not burning fossil fuels and polluting the environment. When there is less pollution and carbon dioxide in the air, our environment is healthier and so are we! If something has harmful effects on environment, it probably isn’t beneficial to our health either.

With today’s technological advancements, the transition to renewable energy has never been easier. This hopefully means we will be transitioned to clean energy sources in no time! But to do so, we all need to do our part in understanding why is important to use renewable energy sources and begin to take actions to help the environment in our daily lives. See how many answers you can brainstorm to the following questions!

  1. Why is it important to use clean and renewable energy?

  2. What does a healthy environment look like to you?

  3. What are the benefits of having a clean environment to live in?

  4. What actions can you start taking today to reduce your impact and help the environment?

 

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

 

Renewable Energy Sources (2 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Next on the list of renewable energy sources is hydropower! Following solar power, hydropower is the second most popular renewable energy source in the US. In today’s lesson you will learn more about how water can generate electricity, how we use hydropower, and even create your own turbine! Check out the video below to get started.

Grade Level: 4-6

**For younger students, ask a friend at home for assistance!

Theme: Energy Conservation

Supervision needed? No

Essential Questions: 

  • What does renewable energy mean?

  • How does hydropower work?

Materials Needed:

  • Bottle Cap

  • Pencil/Pen

  • Ruler

  • Paper Plate

  • Tape

  • Scissors

  • Stick

Standards:

 

Vocabulary:

  • Electromagnetic generator: converts motive force or mechanical energy (in this case it is the water pushing the turbine) into electrical power

  • Potential energy: mechanical energy, stored energy, or energy caused by its position (like when a ball is placed at the top of a hill)

  • Transformer: a device that takes power from the generator and converts it to higher-voltage current which we can then use

  • Gravitational pull: force which tries to pull two objects toward each other

Activity one

Today we will be creating our own hydropower turbines!!

You will need:

  • Bottle Cap

  • Pencil/Pen

  • Ruler

  • Paper Plate

  • Tape

  • Scissors

  • Stick

 
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Step One: Take the cap to a bottle and draw a circle around the center of the paper plate.

 
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Step 2: Cut the edge of the paper plate off.

 
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Step 3: Take the ruler and draw 4 lines across the plate. Top to bottom, side to side, and the middle sections - all through the center of the plate.

 
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Step 4: Take the scissors and cut on the lines from the outside edge of the plate to the edge of the circle drawn in the center.

 
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Step 5: Then fold the blades into position. Leaving a small lip at the edge of each blade that stays flat.

 
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Step 6: If you want to make your blades more water proof, you can put tape over the blade edges.

 
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Step 7: Take a stick or pole and stick it through the center of the plate. 

 

Step 8: Now test out your amazing homemade hydropower turbine!

**Tip! If it is too tight around the stick, it might not spin well. So make it a bit looser.

**Also, you can add a rubber band behind the blade on the stick if it slides off too easily.

 

reflection

Question 1: Try increasing the flow of water over your turbine. Does the turbine spin faster?

Question 2: Do you think more energy generated when the turbine spins faster? Explain your answer.

Refer back to the video if you need a refresher, or do independent research!

 

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Renewable Energy Sources (1 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to take a closer look at our renewable energy sources with Ashley! We are going to be learning all about solar power and then doing an activity where we will build our own sundial!

Grade Level: 4-6

**For younger students, ask a friend at home for assistance!

Theme: Energy Conservation

Supervision needed? No

Essential Questions: 

  • What does renewable energy mean?

  • How do we collect energy from the sun?

  • How is the process of solar panels getting energy from the sun similar to what plants do?

Materials Needed:

  • One sheet of paper

  • Ruler

  • Pencil/pen

  • Tape

  • 1 foot of string/ dental floss

  • Smart phone with maps

Standards:

Check out the video below for today’s lesson to get started.

 

Vocabulary:

  • Renewable energy: energy from a source that is not depleted when used, such as wind or solar power

  • Terawatt: a unit of power equal to one trillion (1012) watts

  • Photon: a light particle that carries energy

  • Electron: a subatomic particle with a negative electric charge

  • Photovoltaic: relating to the production of electric current at the junction of two substances exposed to light

Solar power is a great form of renewable energy technology that we can use instead of burning fossil fuels. This is one of the reasons making the switch to clean energy is one of the major steps to helping the environment! Many areas of the United States are great candidates for solar power. In fact, Massachusetts ranks as the 6th best state to have solar panels!

Reflection Questions

Question 1: What does the sun release that solar panels absorb to create energy?

Hint: it is not sunshine!

 

Question 2: Would your area be a good fit for Solar panels?

Think about the weather in your region throughout the year. Do you get a lot of sun?

 

Question 2: Why should solar panels be installed on south facing roofs?

Refer back to the video if you need a refresher!

 

Activity 1: Building a Sundial

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Materials:

  • One sheet of paper

  • Ruler

  • Pencil/pen

  • Tape

  • 1 foot of string/ dental floss

  • Smart phone with maps

 

step 1: Measure 12 inches of floss/string and tie to pencil

Be sure to tie the string so all the excess is on one side of the knot.

 
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step 2: measure 4 inches of the string starting from the pencil to the edge of the paper

* For better accuracy, measure while holding pencil up and down; the photo is to demonstrate string length and placement. See the next step for how to hold the pencil.

 
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step 3: holding the string down to the edge of the paper (in the middle of the page), draw a semi circle from edge to edge

Before pressing down and drawing the circle, use the ruler to double check the point of your pencil measures 4 inches from the where you’re holding the string.

Be sure to hold your pencil straight up and down!

 
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step 4: measure and mark the middle of your semi-circle

The diameter of the circle should be 8 inches making the middle at the 4 inch mark.

 
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step 4: Using the ruler measure and label the following marks around the edge of the semi-circle

6 am: left edge of paper

7 am - 12: 11 mm

8 am - 12: 8 1/2 mm

9 am - 12: 6 mm

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10 am - 12: 4 mm

11 am - 12: 2 mm

12 - 1 pm: 2 mm

12 - 2 pm: 4 mm

12 - 3 pm: 6 mm

12 - 4 pm: 8 1/2 mm

12 - 5 pm: 11 mm

12 - 6 pm: right edge of paper

 
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Step 5: Draw lines from each hour marker to the middle of the clock

 
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step 6: cut around the numbers of the clock

 

step 7: using the excess paper draw and cut a triangle with the following measurements

4 in x 3 in x 5 in

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step 8: lay the triangle on the clock with the 4 inch side on the 12 line

Tape this edge down to the clock. Fold the triangle to the other side and tape this edge down as well.

 
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This should allow the triangle to stand straight up. And then you’re done, you have made a sundial!

For extra fun, color and decorate however you would like!!

 

step 9: find the area in your house that gets the most direct sunlight throughout the day and orient your sundial

Once you have found a sunny area, place your sundial so that noon faces directly north. Use a map service/app to help with this step.

This is the same orientation roofs should have for solar panels to be the most effective! Ensuring the orientation is correct allows the sundial to be exposed to the sun for the duration of the day. When the marker for noon faces north, the sun shines on the southern side of the triangle casting the proper shadow.

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STEP 10: watch your sundial track time!

Check back throughout the day and see what time it is based off the shadow the sun is casting!

See if you can use your sundial instead of a clock for the whole day!

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Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

The Lifecycle of a Salmon

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to finish our series of lessons related to the importance of fish to our natural environment! This lesson will focus on one of the most important keystone species on the entire planet, the Pacific Salmon! We are going to explore the transformations these amazing animals undergo throughout their complex life-cycle, learn about their incredible migrations and even get crafty!

Grade Level: K-6

Theme: Natural Systems

Supervision needed? No

Essential Questions: 

  • What are the different life-cycle stages of a salmon?

  • Where do salmon travel and at what stages of their lives?

Materials Needed:

  • colored writing utensils

  • blank piece of paper

Standards:

PLEASE WATCH THIS VIDEO SO WE CAN GET STARTED!

Now it’s Time for YOU to design your own displays of a Salmons Lifecycle!

Lets get crafty and create a visualization of the incredible changes these fish undergo throughout thier lives

To really see how these fish change, we are going to use pictures to represent each stage of the salmon’s life! If you have a printer, feel free to print and cut out the pictures I created for your chart. If you don’t, even better! you get to create your own! You can use my pictures as a guide. Feel free to add as much or as little detail as you like, just make sure the size and color are accurate!

STEP 1-Add your first Location!

Salmon begin their lifecycles high up in the mountains in fresh water streams and creeks. This habitat provides the safest place for salmon to lay their eggs!

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Step 2: Add the first stage of life, Eggs!

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Salmon lay anywhere from 2,000 to 6,000 eggs! However, only about 15% of the eggs survive. Eggs are laid amongst the gravel in the stream beds, protecting them from predators, freezing and srong currents. Fertilized eggs develop in the gravel for 3 months!

Step 3: Add the second stage of life, Alevins!

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Alevin emerge from their eggs four to six weeks after hatching. They remain in the gravel where the yolk sack under their neck provides them with all the nutrients they need to grow!

Step 4: Add the Second Stage of Life, Fry!

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After their egg sacs have been absorbed, young salmon become Fry. Fry swim in search of food. They remain near their place of birth and forage for insects, larvae and other fish eggs to sustain them.

Step 4: Add the next stage of life, Parr!

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Parr are juvenile salmon ready to begin their journey from their place of birth. They head downstream guided by gravity and stream flow, destined for estuaries near the ocean!

Step 5: Add your next location, The Estuary

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The young salmon’s next home is the estuary! This is where salt water and freshwater mix, usually at the mouths of rivers where they meet the sea. This habitat provides the salmon a safe haven, sheltered from the open sea where they begin their transformation into a salt water fish!

Step 6: Add the next stage of life, Smolt!

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Once in the estuary, the salmon becomes a smolt. It undergoes a process known as “smoltification”, where it’s body begins to adapt to salt water. It undergoes changes in body shape, color and physiology (inside it’s body!). In the estuary it feasts on zooplankton, insects, sand-fleas and shrimp! It usually stays in the estuaries 1-3 months.

Step 7: Add the Next Location, the open ocean!

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Once the salmon leaves the estuaries, it ventures into the vastness of the open sea! Adult salmon venture deep into the ocean, often traveling up to 2,500 miles from where it hatched!

Step 8: Add the Next Stage of life, Adult

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Once the salmon enters the ocean, it is considered an adult. An adult salmon is perfectly adapted to life in the open ocean. They feast on zooplankton, larval crustaceans an small fish! Depending on the species, adult salmon spend anywhere between 4 months to 5 years at sea!

Step 9: Add the Last stage of life, Spawning Adult Salmon

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When they are ready to breed, spawning adult salmon head back to the same riverbed where they were born. They stop eating and use all of their strength to get back to their spawning grounds. During this phase, they undergo radical changes yet again, changing body shape and turning a bright red and green color! Once the salmon returns to its stream to spawn, its lifecycle will end.

Step 10: The completed Salmon Lifecycle!

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Time to Reflect!

Lets think about this

  • Why do salmon spawn in freshwater then venture out into the open ocean?

  • How many different phases does the salmon go through during it’s lifecycle?

  • Why is the salmon a keystone species both for the ocean AND the forest?

  • How far can a salmon travel from where it was hatched?

  • What are some ways that humans impact salmon? and how can we help?

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Let’s See those fish pictures!!


Today's Topic: Color Scavenger Hunt

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we want to challenge you to take a break and enjoy the great outdoors! We challenge kids to bring their colored pencils outdoors and try to find plants, animals, and things outside that represent different colors in the rainbow!

Grade Level: K-6

Theme: ????

Supervision needed? Yes

Essential Questions: 

  • What objects, plants or animals can you find for each color?

Materials Needed:

  • colored writing utensils

  • blank piece of paper

Standards:

Now that we’re a bit more familiar with the ‘why’ of it, why not get started? We at Change is Simple know how stressful of a time this can be, and we encourage you to make the most of the extra time you have on your hands. Color scavenger hunts are a low pressure, fun, mellow activity you can do at anytime! On my daily walk, I decided to snap a couple of color-based pictures of what I saw. It is amazing just how easily you stumble upon almost every color!

A vibrant, yellow flower petal!

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an old, white bird bath. Surrounding it is some more beautiful, purple flowers

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An ominous, gray sky….

An ominous, gray sky….

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Some brown bird seed

want to learn a bit more about birdseed? View my wellness post on our website. These wellness posts feature some amazing outdoor tips, tricks, and stories from our awesome team of educators!

Make sure to keep an eye out for items that are…

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Refection:

Now that you’ve completed the activity, take a minute and reflect on your experience.

What about the outdoors did you most enjoy? Will you make outdoor breaks a part of your daily routine?

Remind us, what did the video say about why it is important to cut down on screen time?

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Let’s see that paper!!

Biomimicry

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to take a look at a topic that you may not have ever learned about in school, yet it is something that impacts your life every single day. Today we are going to examine the exciting field of biomimicry! Biomimicry is the design and production of items or services that reflect processes that occur in nature. When we create and build things, like airplanes for example, we can mimic the biology of birds that depend on their wings to take flight.

Grade Level: 3-5

**For older students, dive deeper into this activity with our additional activity found down below in this blog post!

Theme: Earth Systems

Supervision needed? Yes

Essential Questions: 

  • What is biomimicry?

  • How do humans use biomimicry to our advantage?

Materials Needed:

  • Activity One:

    • Multiple different surfaces

      • A plastic cutting board, piece of paper, sheet, get creative!

      • Multiple liquid materials

        • water, soap, honey, coconut oil, olive oil, etc.

      • Small object (M&M, penny, eraser)

  • Activity Two:

    • A flower or plant from outside (or from Fridays lesson) Try to choose a wildflower or a plant that is in abundance in your backyard!

    • Toothpicks, tweezers

    • Paper and pencil

    • Optional: Magnifying glass

Standards:

Tune in to the video below to learn more about this incredible topic!

Vocabulary terms

  • Biomimicry: the design and production of materials, structures, and systems that are modeled on biological entities and processes.

  • Engineer (noun): a person who designs, builds, or maintains engines, machines, or public works.

  • Evolution:  the process of growth and development or the theory that organisms have grown and developed from past organisms.

Explore engineering!

There are many different ways engineers can apply the principles of biomimicry to designing something and problem solving. Check out these three activities to explore the ways biomimicry can be used! Choose which activity sounds the most exciting to YOU, and go for it!

Activity 1: Exploring the Features of Slippery Surfaces

This activity is best suited for 5+, unless parental supervision and support is present.

Sometimes, simple biomimicry principles allow us to create an easy solution to an everyday problem. One example of this is how engineers haven taken a cue from a plant, called the pitcher plant. The pitcher plant is a carnivorous plant, meaning it eats insects. When insects land on the pitcher plant, they slip down a tube and get stuck inside the plant. This plant is extremely slippery due to a coating of liquid on the surface of the plant!

For this activity, you will need:

  • Multiple different surfaces

    • A plastic cutting board, piece of paper, sheet, get creative!

    • Multiple liquid materials

      • water, soap, honey, coconut oil, olive oil, etc.

    • Small object (M&M, penny, eraser)

Experiment: Explore which combination of materials and liquids create the most slippery surface possible! Record your findings and observe what elements of your design made the most slippery surface, and why!

Activity 2 Part 1: Deconstruction of a Flower

This activity can be done with all ages.

This activity is going to require a form of reverse engineering. We already learned that engineering is the process of creating a product or solution, and reverse engineering is similar. However, when you reverse engineer, you will be deconstructing something, observing it and recording information about your observations, and then use those observations to create something new!

For this activity, you will need:

  • A flower or plant from outside (or from Fridays lesson) Try to choose a wildflower or a plant that is in abundance in your backyard!

  • Toothpicks, tweezers

  • Paper and pencil

  • Optional: Magnifying glass

Step 1: Separate the parts of the plant/flower (look back to Fridays lesson for a review on the part of the flower!)

Step 2: Observe the colors and textures of the plant/flower. Why do you think there are certain colors on different parts of the flower? Why do you think there are different textures on different parts?

Step 3: Observe the shape of the plant/flower. Why do you think the flower is structured the way it is? Hint: Think about which way the plant/flower grows, which parts of the plant/flower on on the top vs. the bottom and why?

Step 4: Pour water over your plant. Observe what happens. Does the water roll off the plant quickly? Does it get captured/stuck in parts of the plant? Does the water get absorbed into any part of the plant?

Step 5: Answer these questions in your observation: Is the stem of your plant strong/weak/flexible? Can your plant capture lots of sunlight? How? Does your plant have any features to repel predators?

Alternative Activity: If you loved the first part of this activity and are eager to explore more features of nature, before you move on to part 2, get outside! Observe other plants and animals features, such as the way tree branches grow and sway with the breeze, the structure of a spider web, or anything that was mentioned in the video above!

Activity 2 Part 2: Observation/Imitation

Use your observations from part 1 and/or the additional activity to envision a new product that mimics some of the properties of nature that you just observed. Check out these examples to get yourself started!

Observation: The sunflower has very large leaves and petals. This feature may exist to allow the plant to capture lots of sunlight to help the plant grow.

Imitation: I could design a solar panel to mimic the shape and structure of sunflower leaves to capture sunlight for energy production.

Observation: The stem of the sunflower is extremely fuzzy. The fuzz helps keep the plant from losing heat and moisture.

Imitation: I can design a sweater to be fuzzy like the stem of a sunflower to help keep me warm.

Observation: Water rolls off the petals of the flower really quickly.

Imitation: How can I create a material that resembles the structure of a flower petal so that is is water proof/water repellent?

Activity 2 Part 3: Product Creation!

It’s time to get creative! Choose one of the imitations you came up with based off of your observations. Find stuff around your home to make a model of your new biomimicry creation! Send us your photos to cisonline@changeissimple.org

Pollination

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today’s topic is pollination! We will be learning about the structure of flowers and how important flowers are for bees! We will be going outside to find flowers in our own area so we can draw them at home. Then we will be labeling the flower parts learned in the video.

Grade Level:  K-6 **For grade 4+ do the bonus activity in Activity Two!

Theme: Earth Systems, Sustainable Food Systems

Supervision needed? Yes

Essential Questions: 

  • What does pollination mean?

  • How do flowers play a role in bees’ lives?

Materials Needed:

  • Sheet of Paper

  • Colored Pencils

  • Camera

Standards:

 

step 1: Introduction video

 

step 2: find & draw

Now it is time to get outside and take a picture of a flower around where you live! If you do not have any flowers where you live, choose an image online of your favorite flower.

1. Take a picture of it and then head back inside to draw out the flower! Flowers are an incredibly important part of our pollination process. 

*** Make sure to document like a scientist: Location of the flower, date, and time the photo was taken!

April 16th - 3:10PM - Down the street in a garden.

April 16th - 3:10PM - Down the street in a garden.

2. Now grab your colored pencils and a piece of paper and draw out the flower you found! Get creative! 

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3. Now it is time to label the parts of our flower! 

Parts to label: stigma, anther, petals, stem, and leaves 

IMG_0297.jpg

Bonus! (Grade 4+)

Want more of a challenge?

  • Now write an explanation of why each part of the flower is important. 

  • What is nectar?

  • Where would pollen be found?

***Once you have finished answering the questions above, click below to see an example!

 

step 3: reflection

Question 1: Why are bees so important? 

 

Question 2: What gets transferred from flower to flower? What does that transfer help do?

 

Question 3: What did you like most about today’s activity?

Question 4: Now take a picture of your flower drawing and your reflection questions. Then email them to us at Change is Simple! (amy@changeissimple.org)

 

step 4: additional resources

Want to learn more? Check out our extra information to fuel your learning!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Making Paper

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today’s topic is trees and paper making! We will be learning about different types of seeds and trees, why they are so important to us, and we will complete a cool activity where we reuse old paper scraps to make new paper, conserving this amazing natural resource!

Grade Level:  k-6

Theme: Natural Resources, Waste Reduction

Supervision needed? Yes

Essential Questions: 

  • What is a compost critter?

  • How do they play a role in composting our food?

Materials Needed:

  • Scrap paper (check your recycling bin! Most types of paper will work; just avoid magazines and glossy paper, and be sure to remove any staples or plastic, i.e. address windows on envelopes)

  • Bowl of warm water

  • Sponge

  • 2 Towels (kitchen towels, handkerchiefs, pillow cases, or old t-shirts)

  • Blender (students, please ask for permission & help to use a blender, and be sure to clean it out when you’re done! **If you don’t have a blender, you can still do this activity. Just follow the alternative directions in Step 2)

Standards:


Today, we have a fun Spring activity for you. We are going to make our own paper, that can also be planted! How? Watch this video to learn and get started:


Now it’s time for YOU to make your seed paper!

Step 1- Gather scrap paper (at least 5 sheets)

You can use newspaper, printer paper, construction paper, etc. (no magazines or glossy paper)


Scrap paper

Step 2- Rip the sheets up into about 1 inch x 1 inch squares. Place the ripped pieces into a warm bowl of water and let soak for at least 10 minutes.

**If you don’t have a blender, just rip the paper into smaller pieces (as small as you can), place in warm water and soak for at least 30 minutes. Jump to Step 5.**

Ripped paper.png

Step 3- Put your ripped paper into the blender…and make your pulp!

Put 3-4 handfuls of the soaked paper pieces into the blender. Add about 1 cup of water. Blend for 10-15 seconds and check it- if you still see large pieces of paper, blend for another 10 seconds until it is smooth. You’ll want a consistency like applesauce. *Make sure to get permission and help to use the blender!

Step 4- Pour the pulp from the blender into a bowl.

Step 5- Add seeds to your pulp.

Sprinkle seeds (about a tablespoon) into the pulp and stir. You can use wildflower seeds, chia seeds, whatever you might have.

Step 6- Protect the surface of your workspace.

Place a piece of wax paper or a paper grocery bag down, then lay a towel on top of it.

Step 7- Scoop the pulp from the bowl onto your towel

Get your hands right into that pulp! Scoop a few handfuls (let some water drain through your fingers over the bowl) onto your towel, and gently press it into the shape of your choice - circle, square, rectangle, oval, or a funky shape!

Step 8- Place your other towel over your shaped pulp.

Step 9- Absorb the water with a sponge.

Take your sponge and gently press straight down onto the towel over the shaped pulp. This is drawing the moisture up from the pulp into the sponge, and down into the towel. Repeat this at least 5-6 times. Wring out the sponge in between presses if needed.

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Step 10- Gently peel back the towel/handkerchief to reveal your paper!

Step 11- Let dry for 24 hours

Carefully pick up the towel that’s underneath your paper by all 4 corners, keeping it as flat as possible (I recommend having someone help with this step), and put it in a safe place out of the way to dry. Be patient and try not to touch or move the paper until it is completely dry. Drying time will depend on how thick your paper is.


Reflection and follow up

  1. What will you do with your seed paper, once it dries? Will you draw or paint on, send a card to someone you miss right now? Please share your ideas, take a picture of your homemade paper, and send it to amy@changeissimple.org. We’d love to see your creations and hear your ideas!

  2. We used scrap/recycled paper in order to make our paper today. Do you know how new paper is made? What natural resource is paper made from?

  3. Why do you think it is important to reduce, reuse, and recycle the paper that we use?

  4. Learn more about the process of how paper is recycled:


Directions for planting your seed paper, once dried and used:

  1. Soak the seed paper overnight

  2. Cut the plantable seed paper into pieces and then cover with soil (1cm deep in a small pot). 

  3. Water it every day- make sure to keep the soil wet to let the seeds sprout.

  4. In a few days, you’ll see how the plants sprout and begin to grow.

  5. Place it in a window that gets good sunlight, or plant it in your yard/garden.

If you do send the seed paper to someone else, be sure to include these directions for them so they can plant it once they’re done with it!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Let’s see that paper!!

Water Conservation

Welcome to Change is Simple’s Online Learning Platform!

Overview: In this lesson, students will learn about water as an extremely limited natural resource. Water is used in many aspects of life every day, but there is only a small amount of clean, available freshwater for human use- and this is reduced every day! In this activity you will learn where our supply of global water is, and how we can conserve water as a resource for human use. 

Grade Level: 1-4. For 5+, click here. For adults, click here and here

Theme: Water availability, natural resource use

Supervision needed? No

Essential Questions:

  • Is water a limited or unlimited resource?

    Where is our water stored globally?

Materials Needed:

  • One Sheet of Paper

  • Measuring Cup

  • Computer

Standards:

  • 13.1 Describe types of natural resources and their connection with health.

  • Ecological Health 13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health problems, such as conserving natural resources and decreasing pollution

  • Ecological Health 13.4 Identify individual and community responsibility in ecological health.

  • Ecological Health 14.2 Identify ways the physical environment is related to individual and community health

  • 14.3 List practices and products that make living safer.


Let’s start by watching this introduction video!

Student-led Experiment    

water fosset.jpeg

Activity Duration: 15 Minutes

Materials Needed:

1. sheet of paper

2. measuring cup & two water glasses

3. computer

step 1: water availability

Please watch this video below and then move onto Step 2!

 

step 2: water usage activity

From this video we are able to see that water is an incredibly limited resource! Is water really that important? In today’s activity we are going to look at some ways we use water and how much water we can save if we change our habits!

Question 1: Let’s brainstorm 10 things we NEED water for! 

  1. ____________________

  2. ____________________

  3. ____________________

  4. ____________________

  5. ____________________

  6. ____________________

  7. ____________________

  8. ____________________

  9. ____________________

  10. ____________________

Now let’s see how much water we typically use, and how much we could save if we change some simple habits and fixtures. For this activity you will need: 

  1. sheet of paper

  2. two equal sized water glasses

  3. a measuring cup

Brushing our Teeth: 

We all should be brushing our teeth twice a day for 2 minutes at a time. Fill the cup on the left with 2 cups of water (fill the cup as full as possible - if it doesn't hold 2 cups, that is okay). Then fill the cup on the right with ¼ cup of water.

These cups represent that you can use 88% less water if you shut the faucet off when brushing your teeth. You only need to turn it on when you are rinsing! Later we will calculate how many gallons you would save!

Showering:

If one person showers once a day for 10 minutes, you can use up to 40 gallons of water! Fill the cup on the left with 2 cups of water (fill the cup as full as possible - if it doesn't hold 2 cups, that is okay). Then fill the cup on the right with 1 cup of water.

These two cups represent how you can use 50% less water if you take a 5 minute shower instead of a 10 minute shower! 

If you change your shower head to a low flow shower head, you can use 50% less than above by cutting your flow in half! Take the cup on the right and remove ½ cup of water. Later we will calculate how many gallons you would save!

Hand-Washing Dishes: 

If we hand wash our dishes for 10 minutes while leaving the faucet running, we could use up to 40 gallons of water! Fill the cup on the left with 2 cups of water (fill the cup as full as possible - if it doesn't hold 2 cups, that is okay). Then fill the cup on the right with ¼ cup of water.

IMG_0219.JPG

These two cups represent how you can use 88% less water if you shut the faucet off when washing the dishes. You would only need to turn it on when you are rinsing or filling the sink with soapy water. Next we will calculate how many gallons you would save!

Step 3: Water Worksheet

Based on the three things we just learned, let’s find out how much water we could save by applying the above changes to our lives! Calculate the difference between the Traditional Usage and the Conservative Usage using the table below.

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Want more of a challenge and to learn more? Click below to calculate your home water usage!

 

Step 4: Let’s Reflect

Question 1: What percent of the water on Earth is available for humans to use? (Hint: think back to the first video on water availability)

 

Question 2: What are 5 ways that you can save water in your house? 

  1. ____________________

  2. ____________________

  3. ____________________

  4. ____________________

  5. ____________________

Question 3: Why is it important to save water? 

 

Step 5: Additional Resources

Parents! Check These Out!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org