Life_Sciences

[|Plants][] =Interactive - Technology for Inquiry in Life Sciences=

This is a compilation of interactive science sites to be used with elementary science and the Virginia SOLs. Participants will enter their site URL, SOL, site description, and additional information to explain why this site made their top five list. Put your first name and last initial in the last box with your main reasons for recommending. The 5E boxes should **__describe /Explain__** how the site fits that piece of inquiry science.

The life cycle of the frog is part of the second grade SOL’s. This website offers many activities. The life cycle of the frog is part of the second grade SOL’s. This website offers many activities. Explore The site has many colorful pictures and much information about butterflies and about the life cycle of the butterfly. An interactive game teaches about butterflies and the what their needs are. It also teaches children how to build a habitat.

This is a very colorful, beautiful site. There are many images and the game teaches as students play. I love the quiz at the end. Students see immediately if they got the answer right.

Explore As seeds are planted, students see what happens several days later and then again, several weeks later. Over a span of time the seeds grown into plants. Explain every part of the plant is highlighted and an explanation is given as the plant part is clicked. It is very interesting to see how the roots, leaves and stems of the different plants vary. There is also a segment called "Ask the scientist" where many basic and interesting questions are answered. look at the parts of a cell in 3D and in motion || You can find out more about the different parts of the cell by clicking on each piece || There is an explanation of what each part of the cell does for the cell || The students should be able to identify the parts without clicking on the labels || They will know the parts of the cell and how they move within the whole || I like the detail and the fact that the cell parts are in motion. Also there is good info and a 360* rotation option
 * SOL || SITE ||  || Engage || Explore || Explain || Extend || Evaluate || Why you recommend ||
 * LS 2a&b || http://www.centreofthecell.org/interactives/exploreacell/index.php ||  || Gives an interactive

Christi G || LS.2a&b || [] ||  || Interactive - can choose to view an animal or plant cell || Can click and move cursor over animal or plant cell to see its components || Word links give function and definition of each part || Games extend knowledge || Online quiz || Allows for interaction and gives 3-D visuals
 * Animal and Plant Cells

Kathy L ||
 * Plant Adaptations - K.6; 1.4; 2.5; **3.4, 3.5, 3.6**; 4.5 || @http://www.mbgnet.net/bioplants/adapt.html

[] 1271260828 ||  || Movies of starting growth || LInks to all biomes with exploratory activities || Each biome has description & photos || Additional links on site for more information || Game on adaptations || Huge variety, lots of modalities, visual with photos and examples of all biomes; games, kid friendly; lessons for teachers.(MJH) ||
 * Photosynthesis - LS.6a&b || [] ||  || Visually stimulating with cartoon-like images || Use diagrams to answer questions || Links provide definitions of key terms involving photosynthesis || Information is also given about the relationship of plants to the environment || Questions and answers are given || Visuals are great and gives simple explanation of photosynthesis

Kathy L || SOL 4.4a; 5.5c || www.ccsd.cc/users/dhock/Botany%20biology%201.ppt ||  || Visually stimulating with bright pictures of plants || Can use different visual effects (clicking slides with mouse or slide show) to view power point || Slides give definitions, characteristics, and labeling of plants || Slides give many examples and pictures of vascular and nonvascular plants || Questions at beginning of power point || Lots of pictures of different types of plants and gives vivid pictures labeling the parts of the different plants
 * Vascular and Nonvascular Plants

Kathy L ||
 * Animal Adaptations || @http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm

[] 1271260828 ||  || Game for adaptations || Several other links on page give additional informaiton about the arctic animals || Explanations on each page of game after answer || links on right of page go to additional information || Quiz score tells what they know || Practical application of different adaptations. Lots of games on this link!! (MJH) || - LS.4b&c || http://urbanext.illinois.edu/worms/anatomy ||  || Visuals of cartoon-like worm captures attention || Can choose what part of the worm they want to learn about || Links gives detailed information about the anatomy and function of worms || Questions are asked about the worm’s digestion, movement, reproduction, etc. || Quiz is given allowing students to identify the parts of a worm || Cartoon-like worm invites students to want to learn and the website is also set up in Spanish
 * Worm Parts and Anatomy

Kathy L ||
 * SOL 4.5, 1.4, 1.5, 2.4 || []

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] 1271260828

[] 1271260828

[] 1271260828 [] 1271260828 ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">With many pictures, terms and concepts. Depending on the grade level there are many activities that can be used to engage students. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Students will do inquiry through experiments and art projects suggested on the zoo website. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">This website offers thorough information and teachers can adapt activities depending on the grade. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Art projects can be done; students can scroll through and meet all the animals in the zoo. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Teacher can evaluate the science projects that were completed. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">This website can be used for multiple grade levels and SOL objectives. It’s a great interactive website that allows student a virtual visit to the zoo. There are lots of fun activities, experiments, games and art projects. Victoria L || Brittany B ||  || There are many activities that are geared towards children, including coloring pages that can be used to engage the students before the lesson. || There are a ton of games the children can play and explore. || Explanations for why things are the way they are and explanations for the topics in the lesson. || There are additional sites the children can explore. || The teacher can use games or coloring sheets or worksheets to use as an assessment. || I like that there are so many different sites with a ton of activities and information. || Brittany B ||  || This is a hands on activity that will engage the students. || TSWBAT create their own biome in a sode bottle. || Once the students create their biome, the can write a paragraph or draw pictures explaining their biome. || TSW share and explain their biomes with the class when finished. They also can compare their biome to a partners biome. || Once the students learn about biomes and create their own, the teacher can have the students draw a biome and write a papragraph on it. || I like this activity because it is hands on and the kids can take their projects home too! || Brittany B ||  || This is a hands on activity that will help the students become engaged. || The students will study ecosystems and habitats and then create their own. || The teacher can have the students write about their ecosystem in their interactive science notebook. || Have the students find an animal that would be found in their habitat. || The teachers can have the students write about and explain their habitat or they can orally pressent it to the class. || I like that this is another hands on activity. || Brittany B ||  || This website has a wealth of information and pictures to engage the children. || The children can explore many different sites that have a ton of information. || Students can work in partners to complete the puzzles, games, and tasks. || There are additional sites students can go to in order to discover new information linked to these topics. || There is a cell diagram the teacher can print off and have the students laeal. || I like how these sites are designed and geared towards children. I also like the activities and information is shares. ||
 * SOL 5.5 || []
 * SOL- LS 10 || []
 * SOL ES 4 || [] Brittany B ||  || There are many activities to engage the students. || The students can explore a variety of activities on this site. || TSW explain their experiment or activity once they perform it. || Additional links off this site are avialable for more information. || There are also quizzes on this site to be used as assessments, || This site is great because it has quite a few activities as well as quizzes for assessments. ||
 * SOL 5.6c ecosystems || []
 * SOL 5.5 Living Systems || []
 * SOL 1.4 and 1.7 || [] ||  || Engage: Students get to help a detective discover the amazing mysteries of plant life. || Explore: Students are able to solve six different cases, but must have basic knowledge of plants to help the detective solve the mysteries. || Explain: Teacher can hold a class discussion after students navigate through the website to discuss the knowledge they gained when working through it. || Extend: Fun facts about plants are provided throughout the website. Just something for the students to keep in mind. || Evaluate: There are little quizzes throughout each case to test knowledge about plants and their parts. || Recommend because: This is an amazing website that provides numerous facts about plants. This would really help the students with the topic.

~ Chelsea H. || Habitats || Conservation Central ||  || Engage students by discussing endangered animals and why they are endangered. The Panda is a good example. || This site offers a lot of interactive experiments and activities to learn about habitats and the environment. || Use probing questions to get the students to explain certain information back to you to find out what they have learned. || There is an interactive nature walk. It might be fun to try those experiments out in person in their school's backyard. || Quiz after the lesson or use informal assessments based on their extending results. || I really liked the nature walk and creating the panda exhibit. It is easy to use and age appropriate. ~ Chelsea H. || Habitats || Rainforest Heroes ||  || Use the video to get kids interested in the lesson. || Use the other rainforest information to explore the rainforest. || Have kids orally discuss the rainforest and why it is important to get involved. Ask them to draw some pictures or do some other activities from the site. || Using the site as a guide, either have the kids vote on an activity or create their own to help save the rainforest. || You can use formal quiz or an informal class discussion or take assessments from the drawings or other activities. || I really like it because it gets kids actively involved in saving the rainforest.
 * Amanda F ||
 * SOL 2.5 Habitats || PBS Kids: Mama Mirabelle ||  || Get kids interested by starting off with some videos in the fun stuff section. || Kids can play the game Where in the World in groups on this site to test their knowledge and learn new knowledge about animals and their habitats. || Kids can create logs about different habitats and its descriptions and make a list of animals that they may find there. || The teacher can extend off of the online game and with a map and animal cards of her own. She can ask questions and ask the students to find a home for the animals. || There can be a formal assessment about habitats and animal locations or the teacher could just have students draw animals in various habitats or have a class discussion. || At this age, I think it is important to find sites that are easy for children to manipulate. It is fun and informative.
 * SOL 2.5
 * SOL 2.5

~ Chelsea H. || Habitats || National Geographic: Rainforest at Night ||  || This should be used as a followup to the Rainforest Heroes. || This could be a supplementary site so that kids could explore the rainforest at night. Children should be aware that some habitats change even from they day to night. There are so many animals in the rainforest that only come out at night. || Again, a followup. || Again, a followup. || Again, a followup. || Like I mentioned, children should be able to see that some animals only come out at night. It is all interactive. ~ Chelsea H. || Habitats || The Ways of Knowing Trail ||  || This interactive game is very elaborate with many choices and information. Before starting, the teacher should introduce this habitat with maybe some pictures of some information about it. Also, cover information that the children may not already know that may be present in the game. || Let them play the game preferably in groups. Don't finish it all the way though. Stop when you lay down to rest. || Have the kids write down what the forest means to them and maybe draw a picture of write a story about their adventure. The kids can then finish the game to see how it ends. || Prompts the kids with a new story and have them write their own adventure. You can either stick with the same habitat or have them do research on a new habitat for a different adventure. || You will want to see if students are able to recognize that living creatures work with other living and nonliving systems. They should be able to demonstrate some knowledge about the habitat. Informal works best I think. || I really like it because students have to make decisions while exploring a dense habitat. ~ Chelsea H. ||
 * SOL. 2.5
 * SOL 2.5
 * SOL 1.7 || http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=weather%2Fscience_desk&App=Science+Lab&Topic=Weather ||  || Engage: Students will learn about certain types of weather by creating it. || Explore: The students can put the cursor on certain pictures and see what information they contain. || Explain: Class discussion about weather and its cycle after navigating through the website. || Extend: Students will be able to create their own weather using the tool provided within this website. || Evaluate: Quiz on types of precipitation after the lesson. || Recommend because: Students will enjoy this website when given the opportunity to create something of the own.

Rebecca Circelli ||  || Engage: Students will be able to distinguish insects and non insects based on appearance || Explore: Students will sort different bugs into different jars based on taught facts || Explain: Students will see why each bug goes into a specific jar. Students can explain why based of previously taught info. ||  ||   ||   || 4.5 || [] Rebecca Circelli ||  || Engage: Students understand new information and new terms that they will need to know for the activity || Explore: Student can click on different habitats and try and work out the different food chains. || Explain: Students will understand they way life cycles work and will understand the correct order. ||  ||   ||   || Animal Life Cycles || [] Lyndsey ||  || Students learn the life cycle of different animals. || Students can read about the different cycles of life for a butterfly and look at additional informaional sites. || The students can look at multiple sites and will be able to teach the life cycle of a butterfly to the class. || Additional sites are available. || A fill in the blank life cycle quiz will be given out. || This website is useful because it provides a list of additional wedsites for kids to explore. Lyndsey W. || Plant Life Cycles. || [] Lyndsey ||  || Students learn the life cycle of a plant. || Students can explore the site as a detective on The Great Plant Escape. || This site takes kids on an adventure through the life cycle of a plant. || Once the children finish the life cycle they can begin to learn about the parts of a plant. || A matching quiz will be given on the life cycle of plants. || This site was amazing. Not only are the children learning an important aspect of science they also are playing detective. Lyndsey W. || Lyndsey ||  || Students can learn all about farm animals and their babies. || Animal sounds, games, poems, and puzzles. || There are a variety of additional sites children can use to learn about the differences between mother and baby animals. || Complete animal mothers and their babies booklet. || Animal quiz distributed. || This site is intersting because it gives children a variety of activities to do to lean about farm animals. Lyndsey W. || Lyndsey W ||  || Students can learn about the basic needs of animals. || Activities, stories, games, crafts. || Students will understand the basic needs of different animals. || Explore a variety of animals and their needs. Learn new facts. || Animal needs matching worksheet. || This site is a great source for children. National Geographic allows childre nto explore a variety of aspects about animals. Lyndsey W. || Lyndsey W ||  || Students can learn about the needs of plants. || Play a detective and solve different plant crimes. || Students will understand the needs of plants and the plant parts. || Help Bud solve the crime. || What are the parts of a plant quiz and what is the life cycle of a plant quiz. || This website is a great source because the children can become plant detectives and solve crimes while learning. Lyndsey W. || Christa P. || Bright and beautiful images catch the eye. || Explore The site has many colorful pictures and much information about butterflies, about the life cycle. An interactive game teaches about butterflies and has children build a habitat. || Explain The life cycle of a butterfly is explained in detail. Photographs show the stages. || Elaborate A section discusses in simple terms how climate change affects butterflies. || Evaluate A quiz evaluates what was learned. || This is a very colorful, beautiful site. There are many images and the game teaches as students play. I love the quiz at the end. Students see immediately if they got the answer right. Christa P. || This is an interactive game that challenges students to create the right conditions for plants to grow. || Explore As the game is played students try out different settings and conditions to help their plant grow. Through trial and error students explore and learn what conditions are best for plant growth. || Explain As students play the game their choices lead to either the plant’s growth or non-growth. As the plant’s condition change explanations come up that allow students to see what was missing or what was done right. || Elaborate Different scenarios show what happens when conditions become too hot or too cold, too dry or too wet. The conditions are constantly changing. || Evaluate The game itself is a constant evaluation. As correct choices are made the plant grows. Wrong choices in conditions show that the plant does not grow. || I chose this site because of its simplicity. This site will not bog students down with lots of material to read. It is ideal for young students. Students learn through trial and error. Christa P. || Life Cycle Of Frogs Keiara B. || <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 10pt;">[] ||  || Students have to figure out the correct life cycle of a frog. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students will be taught about the various stages in a frogs life cycle; they will see pictures of what the various stages look like. || A frog goes through various stages during its life. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students can draw or use modeling clay to create the various stages of a frogs life cycle. || Students must understand that a frog changes from an egg to an adult frog. Students could draw and correctly label the stages. The site asks students to place the stages in order. || I think this a great website because it is interactive. It describes each stage of the life cycle when students select the correct stage of the cycle. Keiara B. || Habitats Keiara B. || <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 10pt;">[] ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students get to build online habitats for various animals. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students get to explore what a habitat is. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students are taught that different types of animals live in various habitats. Animals are dependent upon their habitats for survival. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students can predict and explain what will happen to a fish if it gets removed from water and is placed in a forest. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students should be able to understand that animals are dependent upon their habitats. Students can be asked which type of habitats are appropriate for various animals. The game on the site asks students to build a habitat that is appropriate for the seleceted animal. || I think this a great website because students are able to create virtual habitats instead of shoe box dioramas. Keiara B. || Life Cycle of Plants Keiara B. || <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 10pt;">[] ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students have to figure out the correct positions of the parts of a flower. || Students get to explore the life cycle of a plant and parts of a flower. || Students are taught that plants go through various stages from a seed to a flower. Students are also taught the parts of a flower. || Students can study what can happen to a seed when the amount of light and water it receives is varied. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students must understand the parts of a flower and that plants go through various stages. Students can draw a flower and correctly label its parts. One of the games on the site asks students to put the parts of the flower in their correct positions. || I think this a great website because it provides both worksheets for teachers and activities for students. Keiara B. || Food Chains Keiara B. || <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 10pt;">[] ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students get to create their own food chains. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students find out what a food chain consists of (producers, consumers, herbivores, carnivores, and decomposers). || A food chain shows how living things get food. Some animals eat plants while some animals eat other animals. || Students can predict and explain what may happen if their food chain gets disrupted. For example, what would happen of vegetation was depleted. || Students must understand that a food chain is important for plants and animals because living things need energy. Food provides energy. The site asks students to create their own food chain. || I think this a great website because it provides fun facts about food chains and students get to create their own food chains to help them better understand the concept. Keiara B. || Animal Adaptations Keiara B.
 * Amanda F ||
 * SOL 1.6 || []
 * SOL
 * SOL K.6b
 * SOL K.6b
 * SOL k.6c || []
 * SOLK.6a || []
 * SOL k.6 || []
 * SOL 2.4 || [|Welcome to Frogland] ||  || Games, Frog TV, Frogs in the News and weird frog facts || Frog Facts, frog sounds, life cycle of the frog, save the frogs appeal and exploration for reasons of their disappearance || Many icons and highlights with information. Students can find out about the life cycle of the frog, frog sounds, where and how frogs live and much more. || Save the frogs! Find out why frogs are disappearing and what can be done to help. || Froggy Memory Check || The life cycle of frogs is a second grade SOL. This website is full of fun-filled information about frogs. There are not only games, but songs, movies, jokes and really, anything "froggy."
 * SOL 2.4 || [|The Academy of Natural Sciences Butterflies] || . || Engage
 * SOL 1.4 || [|Science Kids Plants Grow] ||  || Engage
 * SOL 2.4 a
 * SOLs <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1.7, 2.5, 3.6
 * SOL 1.4, 2.4b
 * SOLs <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2.5, 3.5, 4.5
 * SOLs <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2.7, 3.4, 3.6

<span style="font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">SOL 4.4 || <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 10pt;">[]

<span style="color: windowtext; font-family: 'Times New Roman','serif';">[] ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Students to get explore and understand the adaptations of different animals.

<span style="font-family: 'Times New Roman','serif';">Students will choose a video to watch. || Students get to view pictures of various animals. The website provides students with the adaptations of the animals.

<span style="font-family: 'Times New Roman','serif';">Different videos will explain different topics of plant life and plant reproduction. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Animals are able to live in various places throughout the world (both hot and cold) because they have special adaptations to ensure their survival.

<span style="font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Videos cover different parts of the life cycle process of the plant. || Students can create an animal that does not exist and figure out which habitat will best suit their animal and explain why.

<span style="font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Students can move onto part 2 where they have to read a Cloze passage filling in the blanks with the correct words. || Students must understand that animals adapt to the conditions of the environments in which they live. Students must understand and describe types of adaptations. Students can write about the adaptations of a specific animal in detail after learning about it.

<span style="font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Part 3 offers an activity to evaluate knowledge. For example, compare and contrast tables. || I think this a great website because it provides students with fun facts about the adaptations of various animals. Students could easily use this website to do a report about the adaptations of animals. Keiara B.

<span style="font-family: 'Times New Roman','serif';">This website is a good interactive website. Students are in control of their learning and there are automatic activities that provide instant results. ~Victoria Losito || Children get to interact directly. In the section about plants, students choose the seeds and plant them. They watch the plants grow. || Explore As seeds are planted, students see what happens several (virtual) days later and then again, several weeks later. Over a span of time the seeds grow into plants. || Explain Every part of the plant is highlighted and an explanation is given as the plant part is clicked. It is very interesting to see how the roots, leaves and stems of the different plants vary. There is also a segment called "Ask the scientist" where many basic and some deeper questions are answered. || Elaborate Under "media" there are also audio and video files, images and web links. Students are free to explore more about the topic if they wish. || Evaluate Vocabulary words are given that can be used to test student's knowledge. || I chose this site for its simplicity. The youngest of students will not have a problem navigating the site and finishing the task at hand. The site is interesting, bright and interactive. Christa P. || The site is very interesting and has much to offer. Students can learn about the food chain, consumers and producers. There is also a virtual pond where students can learn about the different organisms that make up the habitat. || Explore Students play a game to learn how to create a food chain. Another section teaches about consumers and producers. Students then sort consumers and producers. || Explain In every section a part (food chain, consumers, producers) is explained. After explanation students are asked to do a task to see if they understood. If they make a mistake, they can try again to fix it. || Elaborate The life cycles of the frog and butterfly are discussed in a very simple, easy to understand way. There is also a pond library, which gives information about the animals, insects and plants that thrive in that particular habitat. || Evaluate As students play there is a continuous self-evaluation. Students have to put things into the correct order and see immediately when they make a mistake. || I chose this site because it is a wonderful resource. Students learn in a fun and interactive way about habitats, the food chain, consumers and producers. I thought the site was colorful, fun, and written in easy to understand language. Christa P. ||
 * SOL 1.4 || [|Fossweb New Plants] ||  || Engage
 * SOL: 1.7, 2.4, 2.5, 3.5, 4.5 || [|BGFL Ham's Hall Pond] ||  || Engage
 * K.6; K.8c, d; K.9 || [] ||  || Children are encouraged to explore the site and all that it has to offer, with many links to click on. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students use an observation chart on the site to record the data from the growing frog over a period of seven weeks. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Children will use their findings from their own observations and from the frog life cycle provided to fill in the blanks on the website. || Students are encouraged to complete three of the five activities listed that allow them to delve deeper into this particular life cycle. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">At the end of this lesson, children are asked to write a story about a frog (which, in kindergarten, would consist of one to two short sentences and a picture). They would then share this with the class. || This site offers students a chance to look at a real frog and explore how it changes and grows through time. It provides a technology supplement to an interactive classroom experience.

- Sarah Gill || - Sarah Gill || - Sarah Gill ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">K.6 || [] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">This website has some great pictures, including images that go along with almost every set of words or instructions. This is appealing to even the youngest of students who are still learning to read. || This site invites students to go out into their own world to gather information while staying within certain parameters. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">After inviting the students to explore their own world, the website moves on beyond their world to learn about animals that they may not come in contact with everyday. || Students are encouraged to extend their knowledge beyond the website to learn more about both topics, with guidelines set by the site. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students are offered a creative outlet to exhibit their knowledge of the way butterflies change and grow. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">I like the way this website, while possibly something a kindergartener would have a hard time with alone, works //with// the teacher in helping the students to further their knowledge both online and in their own real world.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">K.6 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">http://www.extremescience.com/zoom/index.php/animal-kingdom ||  || This website contains pictures of all kinds of animals, especially outrageous ones that draw the students in. || Children are invited to look at some of the biggest, fastest, greatest animals in the world and to speculate about why they are the way they are. || Teachers can use the resources provided on the page to explain the information about the animals that go along with the videos. || After each picture or video, children are invited to explore even more extreme animals in the same area. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students should be able to discuss what they have learned. The videos provide a perfect opportunity for teachers to ask question and generate a conversation about this. || Although students may need help with this website on their own, it is a great resource for both student and teacher. It provides a great deal of information about the animal kingdom and is engaging enough for children to stay interested.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">K.6, K.9 || http://www.funology.com/ ||  || This site offers a lot of fun activities, like a Jokes & Riddles section, to intrigue the children. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students are given instructions to follow an experiment for bean growing. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Children are given information about their projects to discuss. || Students can choose from other science growing activities on the site, or learn by exploring the many different scientific links available. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students can test their knowledge in examining the Wacky Facts section. || This website is very kid-friendly, even for very young children.

- Sarah Gill ||
 * K.6, K.9 || [] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">This website is very colorful, has pleasing graphics, and has speaking that goes along with the clicker’s actions. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Children are invited to explore the effects of different salt content in soil. || Children can discuss the results of the web-proctored experiment. || Students can discover other things about plant and animal life by the links on the webpage. || Children can test their knowledge by playing some of the games offered. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">This website truly balances fun and learning!

- Sarah Gill || - LS.1f || <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">[] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Have to figure out independent and dependent variables from examples || Can use the examples to answer the questions || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Links and definitions of dependent and independent variable are given || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Gives information on other types of variables, like quantitative and qualitative || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Students must identify independent and dependent variable in each example || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Gives lots of examples and practice
 * Independent and Dependent Variables

Kathy L || Stephanie W || Stephanie W || Stephanie W || sTEPHANIE W ||  ||   || 4.5 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Gives lots of activities and valuable information || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students can explore the parts of a food chain and make their own. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Gives background information on food chains. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">There are various activities and stimulation activities. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">There is a quiz on food chains. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">It is very informative on food chains and will keep kids attention. Stephanie W ||  ||   ||
 * 2.4 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Realistic pictures. Appealing to the eye. Website is easily accessible. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students can listen and click on frog life cycles. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Site gives step by step cycle of a frog’s life. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">If students do not fully understand the cycle, they can repeat the cycle until it is understood. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The teacher can make up a form of assessment. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The website is very informative and arranged in a student oriented way.
 * 3.6 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Website start by allowing students to pick a biome in which they want to explore. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students can click on the various biomes to learn about them. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Site list types of each biome, plants and animals found there, and other information. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">There are various questions on the site which would promote a higher level of thinking; also additional links. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students could be given a worksheet to fill in answers as they browse the website. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The website is very descriptive and informative.
 * K.2 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The interaction is appealing. Will make student feel like doctors. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Scrolling over each organ will give the name of it. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students put together all the parts of a particular system. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">There is a “learn more” link which goes into detail about organs. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The students will have learned the correct placement of the organs or will have to start over. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">This is a fun way for students to learn about vital parts of the body.
 * 1.5 || [] ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Provides students with a challenge of keeping Ben healthy. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students can see what happens when Ben does not get enough sleep, etc. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students will see how often they need water, exercise, etc. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students see what it takes to be healthy and connect with real life. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students connect this to cycles and real life. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">It is a fun interactive way for students to understand what it means to be healthy.
 * 3.5

Ashley Barber || [] || This is an interactive site that guides students to click on the different links. || Students can play an interactive game where they chose which plants they want to grow and are then taken through their life cycle. || The site has a feature where students can click on the different parts of the plant they grew and an explanation of that part is provided. || The site contains media, pictures and audio stories all about plants. There is also the “Ask a scientist” section. || There is no quiz on this website. || Ashley Barber || [] || This is an interactive site that guides students to click on the different links. || Students can take a virtual tour of the underground soil in this activity. || There are different numbers to represent different layers in the virtual tour. When students click on the numbers they can read about that layer. || On the home page there is good information on soil for studentssuch as the reasons why we need soil. || There is no evaluative or quiz on this website. || Ashley Barber || [] || This is an interactive site that guides students to click on the different parts of a cell. || Students can click on different parts of the cell to learn more. || When the student clicks on a part of the cell they are taken to a page that explains that part of the cell. || Students can click “play” to view a short animation on how the part of the cell works. || There is a quiz that students can take on this website. || Ashley Barber || [] || This is an interactive site that guides students to click on the different links. || Students can click on the different objects to learn how the pressure of the deep sea will affect that object. || Information on why pressure affects different animals and things is presented on each objects’ page. || Students can learn more about the zones of the ocean by clicking on the side bar. || There is no quiz or evaluative on this site. || Tylika m || tylika m || Christi G ||
 * SOL 2.4
 * SOL 2.5 Ashley Barber || [] || This is an interactive site that guides students to click on the different links. || Students can “take pictures” of the living elements in the pond scene. || Students can click on the magnifying glass to find out more information on each living thing. || Students can also use the animals from the pond scene to create a food chain by dragging and dropping the pictures. || There is a quiz students can take at the end of this site. ||
 * SOL 3.7
 * SOL 5.5
 * SOL 5.6
 * K.6 life/plant cycle || [] || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">the kids control what items the plant receives || The students can see what happens when the flower does not receive all the parts needed to grow. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">after each reset the computer tells why the plant lived or died || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">the program can continue to reset itself to change different things. || the site gives a quiz and a labeling activity that the kids can print off their achievements.
 * K.6 || [] || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The kids can manipulate the pictures to show the growing process || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Different animal and plants are shown to prove that there is a life cycle in various cycles ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">students can take what they know and connect it to real life || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">the site gives instant response to if the pictures were put in the correct order
 * k.10 recycling || [] || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">students actually move the individual items into each container || Explore there are different stages so the students can see how recycling help various environments || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">students should be able to explain why they put different items where || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">the students can create their own classroom recycling program || this site does not have an activity to evaluate the students. Tylika M ||
 * SOL 2.5 || http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml || This is a fun way to get the students thinking about animal habitats and also food chains || The students explore different habitats and find animals that belong in each habitat, they learn about the environment and food sources || They should be able to place each animal in the correct habitat and then show where it fits into a food chain || There is a place to create habitats, food chains || This site also includes a quiz to test their knowledge, it is set up like a game and was a lot of fun. I think 2nd and 3rd graders.
 * SOL 4.4 || http://www.hhmi.org/coolscience/forkids/vegquiz/plantparts.html || This site is really neat interactive site where students decide which part of the plant each vegetable is || The students can explore the different parts of plants that we use and eat || when the right part is picked for each food, it gives a description of that parts function in the overall plant || The students create a salad of their new knowledge and the yummy plant food || This site would be really good for elementary, especially grades 2-4

ChristiG ||
 * SOL 2.4 || http://www.picadome.fcps.net/Lab/currl/lifecycles/butterfly.htm#Life%20Cycle%20of%20the%20Butterfly || This site has a lot of information and an animated life cycle of the butterfly and many activities to grab the students curiosity || The students can explore the different stages of the life cycle and what occurs during each stage, they can learn what metamorphosis means and how it relates to this life cycle || There are online and printable activities where the students can use the knowledge they have acquired and also gain more || The students can make their own life cycles || This site has many links and activities. It is colorful and fun and has a lot of information

Christi G ||
 * SOL 4.4 || http://www.phschool.com/science/biology_place/biocoach/photosynth/intro.html || This site provides a fun and interesting environment to get the students interested in learning about photosynthesis || The student can explore and learn the process of photosynthesis and the idea of energy conversions taking place || There are ways to click on certain areas and discover more about certain unclear areas || there isn't a way for the students to create anything based on the knowledge they learn but it would be good to accompany a lab where this occurs || There is a 25 question quiz to test the knowledge given within the site. It was fun and informative

Christi G ||