earth & space science grades 1-3 - essential skills science.pdf · the earth and space science...

The Earth and Space Science program effectively introduces students to geology and astronomy and builds their understanding of these branches of science. Earth and Space Science features 80 activities that cover all of the major topics in the earth and space sciences. A series of audio instructions and help buttons ensure that students will navigate these activities easily and with confidence. Earth and Space Science is a compelling and effective way to develop young students’ skills in earth and space sciences and their understanding of their world and the universe beyond it.

Targeted Skills• Introduces students to the differences between natural and man-made resources.

• Thoroughly teaches and tests students on the properties, uses, varieties and environmental aspects of water, air, rocks and soil.

• Climate and extreme weather are explored and students are taught how to measure basic weather conditions.

• Students are introduced to physical geography concepts like landforms, layers of the Earth and geographic change.

• Lessons on the planets, the lunar phases and the orbits of the Moon, Earth and Sun teach students the basic principles of space science.

Teacher DashboardThe Teacher Dashboard tracks student progress throughout each program and records the percentage score for every activity completed. This feature provides an overview of how well a student is progressing and allows the teacher to identify strengths and weaknesses.

• Records students' results automatically as they work.

• Prints reports quickly and easily for sharing with parents and staff.

• Provides summary reports by subject or detailed reports by activity.

• Allows teachers to print reports for individual students or an entire class.

• Stores student marks in one central location for all programs.

Earth & Space Science

Earth & Space ScienceEssential Skills Software 1.800.753.3727

1www.essentialskills.com

Program Outline

The program is broken down into 8 units. On the following pages, each of the programs’ units are broken down. The units are:

1 - What’s On Earth

2 - Water

3 - Air

4 - Rocks

5 - Soil

6 - Weather

7 - The Planet Earth

8 - Space




1 - What’s On Earth?

ACTIVITY NAME INSTRUCTION REQUIRED SKILLS

Picture MatchStudents must identify whether the given

photo shows soil, water or rocks.Understand the difference between soil, water, rocks

and air.

Understand the basic properties of soil, water,

rocks and air.

Find the TraitsFrom a given list of traits, students have to click on the traits that apply to either rocks,

air, soil or water.

What am I?From some given clues, students must

identify whether the riddle describes rocks, air, soil or water.

Natural or Man-Made?

From a given series of pictures, students click on the natural things and then on the

man-made things.Understand the difference between natural and man-

made resources.

Determine whether common resources are natural or

man-made.

Natural or Man-Made? II

Students have to identify whether a printed resource is natural or man-made.

True or False?Students must answer a variety of true or false questions about natural and man-

made resources.




2 - Water


The Changing State of Water

Students are walked through an experiment which shows a block of ice

melting into water and then evaporating. They must answer questions about

changes of state as the experiment goes along. Understand the difference

between solid, liquid and gaseous states of water.

Understand the changes of state that water goes

through and how these changes are brought about.

What is This State?Students must identify which state of water

they see in a given photo.

Water State RiddlesStudents must identify which state of water

a given riddle describes.

Name the ChangeStudents must identify which change of

state is happening in a given picture.

Change is Coming!Students must identify which state of

change is coming to a given substance if a given change of temperature takes place.

Water in the AirStudents must identify which form of water

is in the air that a given riddle describes.

Understand the difference between fog, clouds, steam,

frost, dew, rain, snow and humidity.

Name the Body of Water

Students must identify which body of water they see in a given picture.

Understand the difference between oceans, rivers,

lakes, ponds and puddles.

Is it Salt Water?Students must identify whether a given

body of water contains salt water or fresh water.

Understand which bodies of water contain salt water and which contain fresh water.

What Kind of Cloud?Students must identify which kind of cloud

they see in a given photo. Understand the three major types of clouds and their

properties.Cloud Multiple Choice

Students must identify which kind of cloud is described in a given riddle.

Jones Creek

Students are walked through an experiment which shows how a town

pollutes and then cleans up a creek. They must answer questions about water

pollution as the experiment goes along.

Understand the environmental threats to our water and how they can be

cleaned up.

Helping or Hurting?Students must identify whether a given

real-world action helps or hurts the water quality.

Earth & Space



3 - Air


See the Wind

From a series of pictures, students have to identify which pictures show that the wind is blowing and which pictures do not show

that the wind is blowing.

Understand how to tell if the wind is blowing in real life.

Build a Wind Indicator

Students are walked through an experiment which shows them how to build

and use a wind indicator. They have to answer various questions about the wind.

Measure wind speed.

Does Air Take Up Space?

Students are walked through experiments which show them that air takes up space

and has weight. They have to answer various questions about the properties of

air.

Understand that air takes up space and has weight.

Does Air Take Up Space? II

Does Air Weigh Anything?

How Much Air is There?

Students are walked through an experiment which shows them how large the Earth’s atmosphere is in relation to a

desk globe. They have to answer various questions about our supply of air.

Understand that our supply of air is limited and should

be taken care of.

The Cedarton Sky

Students are walked through an experiment which shows how a town

pollutes and then cleans up the air. They must answer questions about air pollution

as the experiment goes along.

Understand the environmental threats to our

air and how they can be cleaned up.

Helping or Hurting?Students must identify whether a given real-world action helps or hurts the air

quality.

True or False?Various questions about the properties of

air.Understand the basic

properties of air.




4 - Rocks


Order the Rock Names

Students must click on the names of rock segments in order from the largest to

smallest.

Understand the names and properties of common rock

names.

Pick the RockFrom a series of photos of rocks, students have to click on the rock that is shiniest,

pointiest, smallest, etc.

Understand that there are many different kinds of rock and that they have different

properties.

Rocks or Minerals?Students must determine whether a given

riddle describes rocks or minerals.Understand the difference

between rocks and minerals.

Rocking RiddlesStudents must determine whether a given riddle describes igneous, sedimentary or

metamorphic rock.

Understand the difference between igneous, sedimentary and

metamorphic rock.

The Hardest Rock

Students are walked through an experiment where 3 rocks are rubbed

against each other to determine which rock is the hardest. Along the way, they have to

answer various questions about the properties of rocks.

Understand that some rocks are harder than others.

Understand how to tell if one rock is harder than another.

The Heaviest Rock

Students are walked through an experiment where 3 rocks are placed on a

scale to determine which rock is the heaviest. Along the way, they have to answer various questions about the

properties of rocks.

Understand that some rocks are heavier than others.

Understand how to tell if one rock is heavier than another.

Rock UsesFrom a series of pictures, students have to identify the ways rocks are used and then

the way rocks are not used.

Understand common uses of rocks.


rocks.Understand the basic properties of rocks.




5 - Soil


How is Soil Important?

From a given series of pictures, students must click on the ways soil is used and

then on the ways soil is not used.

Understand the common uses of soil.

What Lives in the Soil?

From a given series of pictures, students have to click on the living things that live in the soil and then the living things that do

not live in the soil.

Identify the organisms who depend on soil for their

homes.

What is Soil Made Of?

From a given series of things, students must click on the things that soil is made of and then the things that soil is not made of.

Understand what soil is made of.

Clay or Sand?Students must decide whether a given

photo shows clay or sand.Understand the difference

between clay, sand, silt and humus.Pick the Properties

From a given list of properties, students have to click on the properties of clay,

sand, silt and humus.

How Much Water Will it Hold?

Students are walked through an experiment where water is poured through different kinds of soil to see which soil will

retain the most water.

Understand that different kinds of soil hold different

amounts of water.

Which Soil is the Best for Growing a

Flower?

Students are walked through an experiment where seeds are planted in three different kinds of soil to see which

kind will grow the tallest flower.

Understand that different kinds of soil have different abilities for growing plants.

How Much Soil is There?

Students are walked through an experiment which compares the size of the

world to an apple and shows how much soil there is on the surface.

Understand that we have a limited supply of soil.

Helping or Hurting?Students must identify whether a given real-world action helps or hurts the soil

quality.Understand the

environmental threats to the soil and how they can be

cleaned up.How Does This Hurt the Soil?

Students must identify how a given environmental mistake hurts the soil.


soil.Understand the basic

properties of soil.




6 - Weather


Fill in the Blanks Various questions on weather principles.Understand basic weather

terminology.Weather Words

Students must click on the correct definition for a given weather word.

What Does the Sun Do?

From a given list of things, students must click on the things that the Sun does.

Understand the role that the Sun plays in the weather and

climate.

Weather or Climate?Students must identify whether a given

weather phenomenon describes weather or climate.

Understand the difference between weather and

climate.

Measure the Rainfall Students must read various rain gauges and then compare the readings.

Understand how to use a rain gauge to measure

rainfall.

Read the Thermometer

Students must read a thermometer and click on a picture from a given series which

shows an activity appropriate for that temperature.

Understand how to use a thermometer to measure

temperature.

Four Seasons Students must read a weather chart and compare the data in it.

Understand how to read weather data from a chart.

Understand basic cycle of weather within a year.

Extreme Weather Detective

Students must identify an extreme weather event by reading a series of clues which

describe a particular storm.

Understand the names and characteristics of extreme

weather events.

Understand how to stay safe during extreme weather

events.Staying Safe

From a multiple choice list, students must click on the correct ways to stay safe

during a given storm.

True or False? Various questions about weather basics.Understand the basic concepts of weather.




7 - The Planet Earth


Clicking Around the Earth

On a given map of the world, students have to click on things like oceans, islands,

hot places, etc.

Locate major landforms on a world map.

Name the HabitatStudents must decide what habitat they

see in a given photo. Understand the names and characteristics of the basic

habitats - forest, jungle, desert, underwater, tundra.Habitat Riddles

Students must decide what habitat is described in a given riddle.

What Landform is This?

Students must decide what landform they see in a given photo.

Understand the names and characteristics of the basic

landforms - dune, mountain, island, glacier, valley, cliff,

field, cave.Landform RiddlesStudents must decide what landform is

described in a given riddle.

Rocks Through Time

Students are walked through an experiment which shows a cliff under a waterfall eroding over time. They will be

led to conclude that water can shape rock over time.

Understand the principle of erosion of rocks over time.

Earth Mountain

Students are walked through an experiment which shows a mountain being

created and changing shape over time. They will see how different factors affect

the shape of the planet’s features.

Understand the principle of geographic change.

Understand the different factors which change the

shape of the Earth’s forms.

What Layer is This?On a cross-section of the Earth, students must identify which layer is highlighted. Understand the names and

characteristics of the Earth’s layers.

What Layer Am I?Students must identify which layer of the

Earth is described in a given riddle.

Natural DisastersStudents must answer various questions

about natural disasters.

Understand the basic characteristics of

earthquakes, forest fires and volcanoes.

True or False? Various questions about the geography of planet Earth.

Understand the basic concepts of the Earth’s

geography.




8 - Space


What’s in Space? Students must decide whether the object shown in a given picture is in space or not.

Understand that some things in the sky are in space and

some are not.

Space WordsStudents must match a column of space

words with their definitions.Understand basic space

terminology.Concentration

In this concentration puzzle, students must match space objects with their names.

Name the PlanetsFrom a given illustration of the solar

system, students must identify which planet is highlighted Understand the appearance,

order and names of the planets in the solar system.

Order the PlanetsFrom a mixed-up list of planet names,

students must click on the planets in the correct order.

Why is Earth Special?

From a given list of traits, students must pick the traits which show how Earth is

special in the solar system.

Understand why Earth is unique among planets in our

solar system.

How Many Stars?

Students are walked through an experiment which allows them to conclude

that there are many more stars in the universe than we can see with our eyes.

Understand that there are many stars in the sky that we cannot see with our

naked eyes.

The Spinning EarthStudents are walked through an

experiment which shows how the Earth’s spinning gives us the day/night cycle.

Understand that the Earth’s spinning makes the day/

night cycle.

Follow the Dipper

Students are walked through an experiment which shows them how the

stars move through the night sky. They will have to relate this to the spinning of the

Earth.

Understand that the Earth’s spinning makes the stars

move through the night sky.

Moving Shadows

Students are walked through an experiment which shows how shadows move through a yard during a day. They

will relate this to the spinning of the Earth.

Understand that the Earth’s spinning makes shadows move throughout the day.

The Phases of the Moon

Students are walked through an experiment which shows a simulation of how the Moon’s orbit affects how it looks from Earth, in a cycle that repeats itself

over and over.

Understand the phases of the Moon.

Understand the relationship between the Moon’s orbit

and the phases of the Moon.Order the Moon Phases

From a given series of photos, students must click on the phases of the moon in

their correct order.




The Life Science program effectively introduces students to life science and builds their understanding of the biological aspects of the human, animal and plant worlds. Life Science features more than 130 activities that cover all of the major topics in the life sciences. A series of instructional texts, audio instructions and rewards ensures that students will navigate these activities easily and with confidence. Life Science is a compelling and effective way to develop young students’ skills in life science and their understanding of the biological world.

Targeted Skills

• Introduces students to the differences between living and non-living things.

• Teaches the major parts, needs, life cycles and defenses of humans, animals and plants.

• Guides students through the naming of well-known animals and plants.

• Students are introduced to Earth's habitats and learn the differences between them. They are thenshown how living things have adapted and evolved to suit life in these habitats.

• The unit on food chains teaches the interconnectedness of living things and shows the importanceof resource management.

• Environmental dangers and sustainable actions are explored in a unit on the environment.







Life Science

Life ScienceEssential Skills Software 1.800.753.3727


Program Outline

The program is broken down into 7 units, some of which are then broken into smaller sub-units.On the following pages, each of the programs’ units are broken down. The units are:

1 Living & Non-Living2.1 Humans - Body Parts2.2 Humans - The Five Senses2.3 Humans - Needs2.4 Humans - Life Cycles3.1 Animals - Naming3.2.1 Animals - Comparing - Characteristics3.2.2 Animals - Comparing - Picking3.2.3 Animals - Comparing - Sorting3.3.1 Animals - Needs3.3.2 Animals - Eating3.3.3 Animals - Shelter3.3.4 Animals - Defenses3.4 Animals - Life Cycles4.1 Plants - Naming4.2 Plants - Parts4.3 Plants - Needs4.4 Plants - Life Cycles4.5 Plants - Uses5 Habitats and Adaptations6 Food Chains7 Environment

Life Science



1 - Living & Non-Living


Pick the Living Things I

From a series of photos, students have to click on the photo that shows a living thing.

Identify whether a given thing is living or non-living.

Pick the Living Things II

From a text list, students have to click on the living things.

Pick the Non-Living Things I

From a series of photos, students have to click on the photo that shows a non-living

thing.

Pick the Non-Living Things II

From a text list, students have to click on the non-living things.

Find the Living & Non-Living

From a series of pictures, students have to click on the things that are living and then

the things that are non-living.

True or False?Various true or false questions about

properties of living and non-living things.

Understand the basic characteristics of living and

non-living things.

What Does Every Living Thing Do?

From a list of traits, students have to pick the things that all living things do. The list also includes things that only some living

things do.

Why is This a Living Thing?

From a multiple choice list, students must identify why the given organism can be

called a living thing.

Plant or Animal?Students must identify whether the given

picture shows a plant, an animal or neither.Identify whether a given

thing is a plant or an animal.Find the Plants and

Animals

From a series of pictures, students have to click on all of the plants then on all of the

animals.

Plant and Animal Differences

Students must identify whether a given sentence describes a key property of

plants or animals.

Understand the basic characteristics of plants and

animals.

Life Science



2.1 - Humans - Body Parts


Click on the Body Part

From a picture of the human body, students have to click on the body parts they hear.

Identify the basic internal and external body parts and where they are located on the body - ankle, bones, brain, chest, elbow, eyes, feet, hand, head, heart,

intestines, kidneys, knees, lungs, mouth, muscles,

neck, nose and stomach.

What is Injured?From a picture of an injured person, students

must click on the body part that is injured.

Does it Match?Students have to identify whether or not a

picture of a body part matches the name of the body part they hear.

What Body Part is This?

Students must identify which internal body part they see highlighted on a picture of a

person.

Does it Do What I Say?

Students must identify whether or not a picture of a body part matches the

description of purpose that they hear.Identify the function of basic internal and external body parts - ankle, bones, brain,

chest, elbow, eyes, feet, hand, head, heart, intestines,

kidneys, knees, lungs, mouth, muscles, neck, nose

and stomach.

What Does This Body Part Do?

From a multiple choice list, students must click on all of the correct functions of the

given body part.

True or False?Various true or false questions about body

parts and their functions.

Body Part RiddlesVarious riddles which describe the function of

various body parts.

2.2 - Humans - The Five Senses


Senses of the Body I

Click on the body part that is responsible for the sense word that you hear. Understand the body parts

responsible for each of the five senses.Senses of the

Body II Match the senses with their body parts.

What Sense Do I Use? I Students must click on the sense that allows

them to take in a real-life sensory experience.

Understand how each of the five senses relates to real-

world sensory experiences.

What Sense Do I Use? II

ConcentrationStudents must solve a concentration puzzle

by matching sense words with real-world pictures of sensory experiences.

Word CluesClick on the sense that tells you about the

description word - smooth, bright, etc.

Life Science



2.3 - Humans - Needs


Needs

From a given list, students must click on the things that people need to live. The list also includes things that people have, but do not

need to live.Identify the basic human

needs - food, water, shelter, space, sleep, air.

Understand why humans could not live without each

of their basic needs.

True or False?Various true or false questions about human

needs.

Multiple ChoiceStudents must answer various multiple choice questions about why humans need what they

do.

Does it Match?Students must determine whether or not the food item shown belongs in the food group

they hear.Understand the food groups:

grainsfruits & vegetables

milk & dairymeat, beans & nuts.

Which Food Group?

Students must determine which food group the given item of food belongs in.

Check the MenuFrom a family’s dinner menu, students must determine whether or not each food group is

covered.

Pick the Food That is Not

Healthy

From a series of photos of food, students must identify which item of food is not

healthy.

Identify which items of food are healthy are which are

not.

Is This Water Safe to Drink?

Students must identify whether a given source of water is safe to drink or not.

Identify which sources of water are safe to drink and

which are not.

Life Science



2.4 - Humans - Life Cycles


The Stages of Life IClick on photos of a person’s life in order

from youngest to oldest.Understand the basic stages

of the human life cycle.The Stages of Life II

Life Cycle NamesFrom a series of photos of people, click on

the person who matches the life cycle name

Understand the names of the basic stages of the

human life cycle.

Concentration

Students must solve a concentration puzzle by matching pictures of people

when they were children to when they are adults.

Understand that some things will change but others will stay the same as a person

ages.

Most Everyone or Just Some?

Students must read a given sentence about people and decide if it applies to all

people or just some people. Understand that some traits are inherited from parents and some are acquired.

Inherited or Acquired?

From a given list of traits, students have to determine whether the trait was acquired

or inherited.

What Their Baby Might Look Like

Students see an adult couple and then have to select the entry from a series of

baby photos that shows a child that couple was most likely to have had. Understand how parents

and children will share certain physical similarities.

Family Study

Students must examine a photo of a family and then pick from a multiple

choice list the physical ways you can tell that they are a family.

Life Science



3.1 - Animals - Naming


Which is Not an Animal?

From a given series of pictures, students must identify which picture does not show

an animal.

Identify the names of common animals.

Identify principal traits of common animals.

Which Animal?Students must pick the name of the

pictured animal from a multiple choice list.Which Animal? II

Does it Match?Students must determine whether the

animal pictured matches the animal name that they hear.

ConcentrationStudents must solve a concentration

puzzle by matching pictures of animals with their names.

Extreme Close UpFrom a series of extreme close up

pictures, students must identify which close up shows an animal.

Animal RiddlesStudents must answer various riddles

based on the traits of common animals.

Flying AnimalsFrom a given series of animal pictures,

students must identify the animal that is able to fly.

Underwater AnimalsFrom a given series of animal pictures,

students must identify the animal that lives underwater.

Listen to the Animal Sound

From a given series of animal pictures, students must identify the animal that

makes the sound they hear.

Life Science



3.2.1 - Animals - Comparing - Characteristics


Characteristics - Birds

From a given list of traits, students must click on the traits that are characteristic of

birds.

Understand the characteristics of birds, fish,

insects and mammals.

Characteristics - FishFrom a given list of traits, students must

click on the traits that are characteristic of fish.

Characteristics - Insects


insects.

Characteristics - Mammals


mammals.

What am I?From a given list of traits, students must

determine whether a bird, a fish, an insect or a mammal is described.

3.2.2 - Animals - Comparing - Picking


Pick How it MovesStudents must determine whether a given

animal walks, flies or swims.

Understand basic characteristics of common

and exotic animals.

Compare animals based on their basic characteristics.

Pick the Animal That Does Not Belong

Students must look at the characteristics of three animals and pick the animal that

does not belong.

Pick the Biggest Animal

Students must choose the biggest animal from 3 photos of animals.

Pick the Smallest Animal

Students must choose the smallest animal from 3 photos of animals.

Pick the Strongest Animal

Students must choose the strongest animal from 3 photos of animals.

True or False?Students must look at a given animal and determine whether a given trait applies to

this animal or not.

Pick Who Does ThisStudents must choose the animal that matches an auditory description from

pictures of 3 animals.

Life Science



3.2.3 - Animals - Comparing - Sorting


How Many Legs?Students must sort a given group of animals into three groups based on how many legs

they have.

Sort animals based on their basic characteristics.

How Do They Move?

Students must sort a given group of animals into three groups based on how they move.

What Covering?Students must sort a given group of animals

into three groups based on what kind of covering they have.

3.3.1 - Animals - Needs


Needs

From a given list, students must click on the things that animals need to live. The

list also includes things that animals have, but do not need to live.

Identify the basic animal needs - food, water, shelter,

space, rest, air, good climate.

True or False?Various true or false questions about

animal needs.

3.3.2 - Animals - Eating


Eater NamesStudents must determine whether a

described diet matches a herbivore, a carnivore or an omnivore.

Understand the basic diet types - herbivore, carnivore,

omnivore.

What Do I Eat?From a multiple choice list, students must

determine what a given animal eats.Identify the eating habits of

common animals.

Life Science



3.3.3 - Animals - Shelter


Give Me ShelterFrom a multiple choice list, students must determine where common animals take

shelter. Understand where common animals take shelter.

Understand which habitat common animals live in.

Match Animal to Home

Students must match a column of homes with their matching animals.

Pick the Best Habitat

Students must pick the best habitat for a given animal.

3.3.4 - Animals - Defenses


Animal DefensesFrom a given series of animal pictures, students must click on the animal that

defends itself in the way they hear. Identify the defenses of common animals.

Animal Defenses IIStudents must match entries in a column of

animals with entries in a column of defenses.

Hibernate, Migrate or Camouflage

Students must decide whether a given sentence describes hibernation, migration or

camouflage.

Understand the difference between hibernation,

migration and camouflage.

Which Defense Is This?

Students must decide which defense a given sentence describes.

Understand the function of basic animal defenses.

Life Science



3.4 - Animals - Life Cycles


Butterfly Life CycleStudents must click on pictures of the stages of the butterfly life cycle in their proper order.

Identify the stages in the butterfly’s life cycle.

Frog Life CycleStudents must click on pictures of the stages

of the frog life cycle in their proper order.Identify the stages in the

frog’s life cycle.

ConcentrationStudents must solve a concentration puzzle by matching the pictures of baby animals

with their parents.

Understand that young animals will resemble their

parents.

Life Cycle WordsStudents are asked various true or false

questions about the meaning of life cycle words.

Understand the basic terminology used to describe life cycles.

Pick the Youngest Animal

From a series of pictures, students have to click on the picture which shows the

youngest animal. Understand that some things will change but others will

stay the same as an animal ages.Changes or Stays

the Same?

From a series of traits, students have to identify which traits stay the same or change

as an animal gets older.

Which Animal is Extinct?

From a series of pictures, students have to click on the animal that is extinct. Understand the principles of

and animals affected by extinction and endangerment.

Which Animal is Endangered?

From a series of pictures, students have to click on the animal that is endangered.

Life Science



4.1 - Plants - Naming


Pick the PlantFrom a series of pictures, students have to

click on the one that shows a plant.

Identify common types of plants based on their

characteristics.

Which Plant Is This?

From a multiple choice list, students have to identify the plant in a given picture.

Plant RiddlesFrom a multiple choice list, students have to identify the plant described in a given riddle.

What Kind of Plant?

From a multiple choice list, students have to identify the plant type shown in a picture.

Understand the basic groups of plants - flowers, grass,

fruits, vegetables, evergreen trees, and deciduous trees.

Evergreen or Deciduous?

Students have to decide whether a picture shows an evergreen or deciduous tree.

Fruit or Vegetable?Students have to decide whether a picture

shows a fruit or a vegetable.

Fruit or Vegetable? II

Students have to decide whether the name of the food item they see is a fruit or a

vegetable.

Pick What You Hear

From a series of pictures students have to click on all the items of various plant groups.

What Kind of Leaf?Students have to decide whether the given leaf is a compound leaf, a simple leaf or a

needle.

Identify the basic kinds of leaves - simple, compound,

and needle.

Compare the Plants

From a pair of pictures, students are asked various questions about comparing the two

plants.

Compare plants based on their characteristics.

Life Science



4.2 - Plants - Parts


Click on the PartOn a given picture, students must click on

the plant parts that they hear.

Identify the basic parts of plants and trees.

Understand the basic function and responsibility of

each plant and tree part.

What Part is This?From a given picture, students must identify

the plant part that they see.

Plant Part RiddlesStudents must identify which plant part is

described in a given riddle.

What Does This Part Do?

From a given multiple choice list, students must pick the correct function of a pictured

plant part.

ConcentrationStudents must solve a concentration puzzle by matching plant parts with their names.

Match the Parts With What They Do

Students must match a column of plant parts with a column of functions.

Life Science



4.3 - Plants - Needs


Needs

From a given list, students must click on the things that plants need to live. The list also includes things that plants have, but do not

need to live.

Identify the basic plant needs - sun, water, air, good

temperature, soil, space.

Understand why plants could not live without each

of their basic needs.

True or False?Various true or false questions about plant

needs.

Why Do They Need It?

Students must answer a series of questions about why plants need the things they do.

Too Hot, Too Cold or Just Right?

Students see a picture of a plant and a picture of a habitat. They must decide

whether the habitat is too hot, too cold or just right for the given plant.

Understand the appropriate habitat and conditions for a

given plant.Pick the Ideal

ScenarioStudents pick the ideal climate, sunshine

and water amount for a given plant.

Colored Light

Students are shown an experiment where plants are grown under various colors of

light. They will conclude that the more light a plant has, the better it will grow.

Understand that a plant will grow better if it has more

light.

Getting to the Root of Things

Students are shown an experiment where a plant is grown at one end of a long pot. The only water added to the pot is added at the other end. Students will learn how plants

can move and adapt to the environment, as their roots move towards the watered soil

end.

Understand that plants can adapt themselves to the

environment to attain their needs.

Moving Water

Students are shown an experiment where a stalk of celery is placed into a glass of water

with red food coloring in it. They will see how the water moves through the stalk of celery and will conclude that the plant has important parts devoted to retrieving water.

Understand that plants have specific parts for attaining

their needs.

Life Science



4.4 - Plants - Life Cycles


Plant Life CycleStudents must click on a series of photos showing a plant’s life cycle in the proper

order. Understand the basic plant and tree life cycle - seed,

growth, death, decay.Tree Life Cycle

Students must click on a series of photos showing a tree’s life cycle in the proper order.

ConcentrationStudents must solve a concentration puzzle

by matching the pictures of young plants with their parent plants.

Understand that a young plant will have some

similarities to its parent plants.

What Season? From a given picture of a tree, students must identify which season it is.

Understand how a tree changes its appearance with the turning of the seasons.

Inherited or Acquired?

From a given plant trait, students must identify whether the trait was probably

inherited or acquired.

Understand that some plant traits are inherited from

parent plants and some are acquired.

Click the SeedFrom a given picture of a plant or fruit,

students must click on the seed.Understand where seeds

grow on plants and how they spread themselves.How Does This

Seed Travel?

From a given picture of a seed, students must identify how the seed travels - on an

animals fur, through the air, or in an animal’s stomach.

4.5 - Plants - Uses


Is This Made From a Plant?

Students must identify whether the object they see is made from a plant.

Understand the common uses of plants.

What Part Do We Eat?

From a given picture of a food item, students must identify which part of the plant we eat -

root, leaf, stem, fruit, seed.

True or False?Various true or false questions about plant

uses.

Life Science



5 - Habitats and Adaptations


Traits and BenefitsStudents must match entries in a column of traits with entries in a column of the benefits

of these traits. Understand how certain traits are beneficial to

animals in certain habitats.Which Traits Would

Be Good Here?

From a given habitat, students must identify which traits would be beneficial to an animal

living in that habitat.

Land or Water Animal?

Identify whether the pictured animal lives in the water or on the land. Understand how plants and

animals are suited to live in a certain habitat.

Identify the appropriate habitat of common plants

and animals.

Where Do I Live?Identify which habitat a given living thing

probably lives in.

What Doesn’t Belong?

From a given picture of plants and animals in a habitat, students must identify the

organisms that do not belong in that habitat.

How Did This Animal Adapt?

From a multiple choice list, students must choose how a given animal has adapted to

suit its environment.Understand the principle of

adaptation.

Identify how certain animals have adapted to live in their

habitats.Imaginary Habitats

From a multiple choice list, students must choose which traits would be beneficial to an animal living in a described imaginary

habitat.

Life Science



6 - Food Chains


Producers and Consumers I

From a given series of pictures of plants and animals, students must click on the

producers and consumers.Understand the difference between producers and

consumers.

Identify whether common plants and animals are

producers or consumers.

Producers and Consumers II

From a printed name of a plant or animal, students must identify if it is a producer or a

consumer.

Fill in the Blanks Various questions about food chains.

Link the Chain IStudents must click on a series of pictures

of plants and animals in the order they appear in a food chain.

Construct a food chain from a given set of organisms.

Link the Chain IIStudents must click on the names of plants or animals in the order they appear in a food

chain.

When the Chain Breaks

Students are walked through an experiment to see what happens when the balance of a

food chain is disrupted.

Understand the importance of each link in a food chain

to the chain as a whole.

Understand what happens when a link of the food chain

is disrupted.

Life Science



7 - Environment


Could This Change?

Students must identify if the given scenario could change the environment. Understand the principle of

environmental change.

Understand the sources of environmental change.

Human or Natural Change?

Students must identify whether the given environmental change is caused by humans

or by nature.

Can We Recycle?Students must identify whether or not we

can recycle the pictured item.Understand the process of

recycling.

Helping or Hurting?Students must identify if the given event is

helping or hurting the environment.Identify common activities

and understand if they damage the environment or

not.A Day for the Environment

Students are walked through a typical day in the life of a young student. When

confronted with daily choices, they have to choose the path that is most

environmentally friendly.

Order the Events

Students are given a series of events leading up to, and stemming from, an

environmental problem. They must click on the events in their proper order.

Understand the complex and interconnected

processes involved in an environmental problem.

Follow the Mistake

Students follow one environmental mistake as it moves through the soil, water and

organisms in a community. As they follow the mistake, they must answer questions about the environmental significance of

each stage.

When the Food Runs Out

Students are walked through an experiment which follows a finite food supply of carrots with a growing population of rabbits. They

will conclude eventually that the Earth’s resources are finite and are susceptible to

environmental damage.

Understand that the Earth’s resources are finite and

susceptible to environmental damage.

Life Science



The Physical Science program effectively introduces students to physics and builds their understanding of the physical world. Physical Science features 100 activities that cover all of the major topics in the physical sciences. A series of audio instructions and help buttons ensure that students will navigate these activities easily and with confidence. Physical Science is a compelling and effective way to develop young students’ skills in physical science and their understanding of the physical world.

Targeted Skills• Students are introduced to basic structures and are taught the principle of stability.

• The six simple machines are introduced and their real-life uses are explored.

• Changes of state are introduced and students learn to predict an imminent change.

• Introduces the concept of energy and teaches its various sources, forms and conversions.

• Covers the basic sources, types, behaviors and common uses of motion, heat, light and sound energy.

• Teaches the principles of magnetic attraction, repulsion and polarity. The magnet unit also shows students how magnet strength is related to distance, how magnets can work through certain objects and some common uses for magnets.







Physical Science

Physical ScienceEssential Skills Software 1.800.753.3727

1 www.essentialskills.com

Program Outline

The program is broken down into 9 units. On the following pages, each of the programs’ units are broken down. The units are:

1 - Properties of Matter

2 - Buildings and Machines

3 - Changing Matter

4 - Energy

5 - Motion

6 - Heat

7 - Light

8 - Sound

9 - Magnets

Physical Science



1 - Properties of Matter


Important Words Students must click on the correct definition of the word they see.

Understand basic terminology of physical

properties - shape, texture, size, compare, property,

natural, man-made.

What Shape is This?Students must identify the shape of the

object that they see.Describe objects based on

one characteristic.

Pick the TextureStudents must compare two objects and click on the object which matches a given

texture description.

Compare objects based on one characteristic.

Color and ShapeStudents must click on the best description

of the color and shape of the object that they see.

Describe objects based on two characteristics.

Biggest to SmallestStudents must click on a series of printed objects in order from biggest to smallest.

Sort objects based on one characteristic.

ComparisonsStudents must compare two objects and

click on the true entries in a series of statements.

Compare objects based on two or more characteristics.

Sort ObjectsStudents must sort a series of objects into three groups based on what the objects

are made of.Sort objects based on one

characteristic.

Identify which material a given object is made of.What’s it Made Of?

From a given series of pictures, students must click on the objects made of wood,

plastic, metal or fabric.

Natural or Man-Made?

Students must identify whether a given object is natural or man-made.

Understand the difference between natural and man-made things and identify

familiar objects appropriately.

Unit Test Various questions on properties of matter.Understand the basic properties of matter.

Physical Science



2 - Buildings and Machines


Building WordsStudents must click on the correct

definition of the word they see.Understand the basic building terminology.

What Structure is This?

Students must identify which structure is shown in a given picture.

Understand the basic structures - bridge, dam, tunnel, arch, dome, tower.

Good or Bad Change?

From a written architectural change, students must identify whether the change

will make a building more or less stable. Understand the concept of stability.

Understand the characteristics that make a building stable or unstable.

The Tallest Building

Students are walked through an experiment where two towers are built from

blocks. They learn why some buildings stand stable and others do not.

Weak or Strong?Students must identify whether a pictured

structure of blocks is stable or not.

What Built This Structure?

Students must identify whether a given structure was built by humans, animals or

nature.

Understand that structures have different sources.

What Simple Machine is This?

Students must identify which simple machine is shown in a given picture.

Understand that simple machines make work easier.

Understand the six simple machines and their common

uses.

What Simple Machine is This? II

Students must identify which simple machine is described in a given

description.

What Simple Machine is Being

Used?

Students must identify which simple machine is being used in a picture of a

real-world scenario.

The Inclined PlaneStudents are walked through an

experiment which shows how an inclined plane makes work easier.

Unit Test Various questions on buildings and machines.

Understand the basic principles of buildings and

machines.

Physical Science



3 - Changing Matter


What State of Matter is This?

Students must identify which state of matter is shown in a given photo.

Understand which states of matter common substances

are in.

What State of Matter is This? II

Students must identify which state of matter is described in a given phrase.

Clues to the StatesStudents must describe which state (or

states) of matter are described in a given clue.

Important Words Students must click on the correct definition of the word they see.

Understand the basic words used to describe states of matter and their changes.

From This to ThatStudents must identify which change of

state takes place when one printed substance turns into another.

Understand the changes of state - melting, evaporating,

freezing, condensing.

Predict a change of state from given environmental

circumstances.

Predict the ChangeStudents must predict which change of

state will occur to a given substance if an environmental change takes place.

What Change is This?

Students must identify which change of state a given sentence describes.

Changing WaterStudents must click on a series of pictures

of water in various states in order from coldest to hottest.

Understand and predict the changes of state for water.

Water ChangesStudents must predict what will happen to

a given sample of water for a described environmental change.

Melt or Burn? Students must predict whether a given substance will melt or burn if heated.

Understand that different substances will react

differently to heat.

Dissolving

Students are walked through an experiment which shows how some substances will dissolve in water and

others will not.

Understand the concept of dissolving.

Understand that some substances will dissolve in

water and some will not

Unit Test Various questions on changing matter.Understand the basic principles of changing

matter.

Physical Science



4 - Energy


Energy and PeopleStudents must identify which kind of

energy is being produced by people in various real-world circumstances. Understand the different

forms of energy - motion, light, sound, electrical,

chemical, heat.What Form of Energy?

Students must identify which kind of energy is produced in a described real-

world circumstance.

Where Does it Get Energy?

Students must match entries in a column of energy users to entries in a column of

energy sources.

Understand that different things depend on different

sources of energy.

Energy Basics - True or False? Various true or false questions on energy.

Understand the basic principles of energy.

The Sources of Energy

From a series of pictures, students must click on the sources of energy and then

click on the things that are not sources of energy.

Understand the sources of energy.

Does it Use Electricity?

From a series of pictures, students must click on the things that use electricity and

then on the things that do not use electricity.

Understand that different things depend on different

sources of energy.

Follow the Energy

Students are walked through an experiment which shows how energy from the Sun is converted and used by plants,

animals and people. Understand how energy can be converted and used in

different ways.Build the Energy

Chain

From a mixed-up list, students must click on events in their correct order. Each

energy chain shows a source of energy and the use and conversion of energy.

Renewable or Not Renewable?

From a series of pictures, students must click on the sources of energy that are renewable and then on the sources of

energy that are not renewable.

Understand the environmental impact of

energy sources.

Understand the concepts of pollution and renewable

energy.

Energy and the Environment

Students must answer various questions on which sources of energy are more

environmentally friendly and why.

Unit Test Various questions on energy.Understand the basic principles of energy.

Physical Science



5 - Motion


Is It in Motion?From a given picture, students must decide

if the object is in motion or not.Understand the concept of

motion.

What Kind of Motion? I

From a given animation, students must decide what kind of motion they see. Understand the basic kinds

of motion - straight, zig-zag, back and forth, round and

round, fast, slow.What Kind of

Motion? IIFrom a given description, students must decide what kind of motion is described.

Which is Moving Faster?

From two pictures, students must decide which real-world object is moving faster.

Compare the speeds of real-world objects.

Which is Moving Faster? II

From a given description, students must decide which real-world object is moving

faster.

Push or Pull?From a given real-world scenario, students must decide whether a push or pull is being

used. Understand the difference between push and pull

forces.A Park Full of Motion

Students must click on all of the pushes and pulls in a picture of a park full of activity.

Harder or Softer?

From a given picture of a field, students must determine whether a harder or softer kick will be needed to get the ball various

places.Understand that the force of

a push or pull determines how far the object will move.

Move the Skateboard

From a given picture of some kids and a skateboard, students must determine

whether a hard or soft push or pull will be needed to move the skateboard to various

places.

Ground BallsStudents are walked through an experiment where a ball is rolled over various surfaces

and travels various different lengths.

Understand the concept of friction and how a surface

impacts motion.

Gravity at WorkStudents must identify how gravity is at work

in a given real-world scenario.Understand the basic

concept of gravity.

Changing MotionStudents must answer various questions

about how the motion of a ball is changed in a baseball game.

Understand that motion can be changed or stopped by

another force.

Motion Basics - True or False? Various true or false questions on motion. Understand the basic

principles of motion.Unit Test Various questions on motion.

Physical Science



6 - Heat


Heat Basics - True or False? Various true or false questions on heat.

Understand the basic principles of heat.

Order the Temperatures

Students must click on three real-world objects in order from the coldest to the

hottest.

Understand the relative temperatures of real-world

objects.

Sources of Hot and Cold

From a given series of pictures, students must click on the sources of heat and cold.

Identify the real-world objects that can make things

hot or cold.Natural or Man-Made?

Students must identify whether a given source of hot or cold is natural or man-

made.

How Did the Heat Move?

From a given real-world scenario, students must identify how heat moved. Understand the principles of

heat transfers and that heat can move through solids,

liquids and air. Heat on the MoveFrom a mixed-up list, students must click on the events in order of heat moving from

one place to another.

Measure the Temperature

Students must enter the temperature from the thermometer that they see.

Read a thermometer.

Relate temperatures to real-world experiences.

Pick the Thermometer

From three thermometers, students must pick the thermometer which matches a

given activity.

Getting Colder and Getting Hotter

Students must read a thermometer, then determine if it will get warmer or colder out if a given environmental change happens. Students will then read a thermometer to

see if their prediction came true.

Unit Test Various questions on heat.Understand the basic

principles of heat.

Physical Science



7 - Light


Sources of Light

From a series of pictures, students must click on the natural and man-made sources of light and then on the things that are not

sources of light.

Identify man-made and natural sources of light.

Light Basics - True or False? Various true or false questions on light.

Understand the basic principles of light.

Light Words Students must click on the correct definition of the word they see.

Understand the basic words used to describe light and its

actions.

Which is Brighter?From two pictures, students must identify

which source of light is brighter.Compare the strengths of different sources of light.

A Room Full of LightStudents must compare the strengths of

several sources of light in a common living room.

Does Light Travel in a Straight Line?

Students are walked through an experiment which shows how light travels in a straight line through several pieces of cardboard with holes cut out from them.

Understand that light travels in a straight line.

Understand that light passes through certain objects and

not through others.

Understand that light reflects off of certain objects.

Will Light Pass Through It?

Students must identify if light will pass through a given object.

What Will Be Lit Up?

From an overhead view of a room with a flashlight shining in a certain direction,

students must identify which object will be lit up.

Fabric and LightStudents must identify what will happen when light hits a given piece of fabric.

Unit Test Various questions on light.Understand the basic

principles of light.

Physical Science



8 - Sound


A Street Full of Sound

From a given picture of a busy street scene, students must click on the source

of a given sound.

Identify sources of common sounds.

What is Sound?Students are walked through an

experiment which shows how sound is a vibrating wave and how these waves travel. Understand the basic

principles of sound.Sound Basics - True

or False? Various true or false questions on sound.

Simple Guitar

Students are walked through an experiment which shows how to build a

simple guitar with elastic bands. Students learn how different bands produce different

sounds.Understand how pitch can be affected by thickness or length of strings or size of

drum.Rock and Roll

Students are walked through an experiment where they play different notes

on an electric guitar. They learn how different lengths of strings produce

different sounds.

Instruments and Pitch

Students must identify which drum or instrument will produce a higher pitch.

Tin Can Telephone

Students are walked through an experiment where they watch a tin can

telephone being built. They have to answer various questions about why the

phones work.

Understand how sound can travel along a string.

Sound WavesStudents must compare two sound waves

based on what they would sound like. Understand the relationship between what a sound wave looks like and the sound it

produces.Changing SoundsStudents must identify how a given change to the form of a sound wave will affect the

sound produced.

Unit Test Various questions on sound.Understand the basic principles of sound.

Physical Science



9 - Magnets


Magnet WordsStudents must click on the correct

definition of the word they see.Understand the basic words used to describe magnets.

Is it Magnetic?Students must identify whether the object

they see is magnetic or not.Understand which materials are magnetic and which are

not.Find the MagnetsFrom a series of pictures, students must identify the objects that are magnetic and

then the objects that are not magnetic.

Magnet Basics - True or False? Various true or false questions on magnets.

Understand the basic principles of magnets.

Pushing and Pulling Poles

From a given picture of two magnets, students must identify whether the

magnets will be attracted to or repulsed from each other

Understand that principle and effects of polarity.

Magnets and Distance

Students are walked through an experiment which shows how magnetic force is stronger the closer two magnets

get to each other.

Understand the relationship between magnetic force and

distance.

The Strongest Magnet

Students are walked through an experiment which compares the strengths

of various magnets.

Understand that some magnets are stronger than

others.

Magnet Stoppers

Students are walked through an experiment in which two magnets are used with different materials in between. They

learn that magnets can work through certain materials.

Understand that magnets can work through certain

materials.

The Mysterious Floating Magnet

Students are walked through an experiment in which a magnet is used to

make another magnet levitate off the ground.

Understand the potential uses of magnets.

How People Use Magnets

Students must answer questions on the various uses people have for magnets.

Understand some common uses of magnets.

Unit Test Various questions on magnets.Understand the basic principles of magnets.

Physical Science



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