SUMMER

Science
Activities &
Worksheets

Grades 1-6
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 Table of Contents
Science Activities &
Worksheets
What and When Is Summer? 3
Matching: Fun with Insects 4
Examining Shadows at Noon 5
Graphing Summer Temperatures 6
Dried Flowers and Leaves 8
The Summer Sky: Looking for Lyra 10
Making Cloud Mobiles 12
Summer Crossword Puzzle 15
Armchair Scavenger Hunt 17
What Will They Learn? 18

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Name Date

SI: What and When Is Summer?

EQUIPMENT:

Ball Tape
Flashlight String

© 1990 bv Julia Spencer Moutran

2 small pieces of paper Scissors
Pencil

DIRECTIONS:

1. Take t h e papers and write "North Pole" on one a n d "South Pole" on t h e other. C u t t h e m out
a s labels and t a p e to t h e ball on each end.
2. C u t t h e string to fit around t h e ball a n d t a p e to t h e middle of t h e ball to represent t h e
equator.
3. Look at t h e illustration at t h e top of this sheet. It represents t h e position of t h e e a r t h
d u r i n g t h e s u m m e r in its journey around t h e sun. Look a t t h e position of t h e poles a n d t h e
equator. W h e n t h e s u m m e r begins on t h e S u m m e r Solstice, t h e longest day of t h e year
occurs. "Solstice" m e a n s t h e sun stands still. Find out when that day is this year and record
it here:

4. Go into a darkened room with t h e ball (model of the earth) and t h e flashlight. Illuminate
t h e ball with t h e light and observe t h e position of the earth. Shine t h e light on t h e N o r t h
Pole directly. W h a t do you observe? W h a t happens to t h e Southern Hemisphere?

CONCLUSIONS:

W h a t can you conclude about t h e Southern Hemisphere and t h e N o r t h e r n Hemisphere

d u r i n g t h e months of J u n e , July, and August? Read and find out about t h e differences in their
weather and seasons.

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Nbme Date

MAT6HIN6-: F U N W I T H INSECTS

Scientists study on&ecfrs dm called ENTOMOLOGISTS.

who
To vnoke 4heSr j©h & little easier, they separate the different
types imse^fe into groups, ©r "dds^es'Z The c o m m o n ndmes
•for -Five +yp@s of Imeds are listed in the column i n the left;
the names of their &£ienfific d a s s i f i c d d l o n s are In the right
hmd column. See if ^oy iiwtdh the cpvnmon ndme t@
the e ^ i e n t i f lc name by dlrawing a line donnedtoVy fine two
of them.
&OA/1/W10N N A M E SCIWIWIC OJISSIFICATI0N
Flies H^menaptera
B@ etl es Lepid© ptera
Prd^onFloes Odona\d
fcees,V\feisps> Ants Piptera
Mote, buflferflf c& 6oleoptera

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 Name Date

S3: Examining Shadows at Noon

Use "My Shadow Chart" to record t h e t i m e and length of your shadows. Do you t h i n k t h e sun's
shadows a r e longer or shorter in t h e s u m m e r t h a n in t h e winter? See if you can find out. Here
is a hint: T h e s u n is higher in t h e sky in t h e s u m m e r t h a n in t h e winter.
Measure your shadow at three different times of t h e day—morning, noon, and late
afternoon. Compare the differences.

EQUIPMENT:

Stake to m a r k your shadow Pencil

Yardstick or piece of rope A friend
"My Shadow Chart" Sunshine

DIRECTIONS:

1. Go outdoors t h r e e different
© 1990 by Julia Spencer Moutran

times to m e a s u r e your shadow

on a sunny day. Have your friend
m e a s u r e t h e l e n g t h of y o u r
shadow using t h e yardstick (or
rope) a n d stake. Record t h e in-
formation on t h e chart.
2. Compare t h e shadow measure-
m e n t s for t h e three times of t h e
day.
3. You may w a n t to do this on t h e
S u m m e r Solstice a n d d u r i n g
different times of t h e s u m m e r
and compare your findings.

CONCLUSIONS:

W h e n was your shadow t h e

longest? Why?

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Name Date

S4: Graphing Summer Temperatures

For this activity, you will select two

cities and graph and record their
temperatures for one week. Get
your t e m p e r a t u r e r e a d i n g s by
reading t h e newspaper, watching
the weather report on television, or
writing a pen pal and exchanging
information. Maybe your grand-
parent or a friend living in another
city will keep a record of t h e
weather in h i s or h e r town and
e x c h a n g e t h e information w i t h
you.
Using t h e graph, p u t a dot to
represent t h e temperature for your

© 1990 by Julia Spencer Moutran

city or town. Connect t h e dots at
the end of the week, drawing a line
from one dot to t h e next. Graph the
o t h e r city's w e a t h e r i n a con-
t r a s t i n g color. Compare t h e dif-
ferences. P r i n t t h e cities' n a m e s on
the chart. If you know how to aver-
age temperatures, you may want to
average t h e weekly HIGH TEM-
PERATURES. When graphing,
you will be recording t h e high
temperatures for each day.

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Name Date

S12: The Summer Sky—Looking for Lyra

EQUIPMENT:

E m p t y oatmeal box
Styrofoam cup
Patterns for Lyra
Flashlight
Markers

DIRECTIONS:

© 1990 by Julia Spencer Moutran

1. Select t h e box or cup a n d t h e appropriate pattern. Cut out t h e paper p a t t e r n and place it on
one end of your cup or box. Tape it in place.
2. Using t h e s h a r p pencil, carefully punch holes t h e SAME SIZE a s t h e p a t t e r n shows. Work
slowly and carefully, because t h e size of the holes varies; some a r e larger, a n d some a r e
smaller. CAUTION: Always have a n adult present when doing any cutting or hole
punching.
3. Take t h e cup or box to a totally darkened room. T u r n on your flashlight and shine t h e light
inside t h e cup or box to shine light onto t h e ceiling or wall.
4. Move closer to adjust t h e focus of the constellation projection.
5. If you wish, you can decorate your constellation viewer on t h e outside with construction
paper, markers, and tape.

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 Patterns for Lyra

Use this p a t t e r n if you a r e using a styrofoam cup:

O
o
o
o

Use this p a t t e r n if you a r e using a n oatmeal box:

o 0
© 1990 by Julia Spencer Moutran

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Name Date

Making Cloud Mobiles

In activity S2, "Examining Cloud Types," you found out about different cloud types. In this
activity, you can m a k e a mobile with different kinds of clouds.
Six cloud patterns a r e given: cirrus, altocumulus, cumulus, stratus, stratocumulus, a n d
cumulonimbus. Write a description of each on t h e back of each cloud. Then use your crayons or
m a r k e r s to color t h e clouds on t h e other side. You might also want to use cotton that h a s been
dipped i n watercolors for more visual effects. You could add lightning, too.
Cover a hanger w i t h y a r n and suspend t h e six finished clouds w i t h string from t h e
hanger.

© 1990 by Julia Spencer Moutran

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© 1990 by Julia Spencer Moutran

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 © 1990 by Julia Spencer Moutran

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N^&iue Ddife

© 1990 by Julia Spencer Moutran

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 178 Appendix 1: Answer Key

S P R I N G CROSSWORD PUZZLE I

Across Down
2. MOLT 1. COCCOON
3. MONARCH 4. CHRYSALIS
5. NYMPH 6. SPRING
8. LARVA 7. CATERPILLAR
9. THREE
10. FALL
11. WINTER

S P R I N G CROSSWORD PUZZLE II

Across Down
1. EQUINOX 1. BROCCOLI
3. FRESNEL 4. SEPAL
5. GRAVITY 6. NYMPH
8. COMPOST 7. ORTHOPTERA

SUMMER CROSSWORD PUZZLE

Across Down
2. VEGA 1. HYGROMETER
3. WORM 3. WATER
4. SEDIMENTATION 5. XERIC
6. PARABOLA 7. CATERPILLAR

SUMMER H E R B S TO IDENTIFY

dill basil
thyme rosemary
garlic parsley

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Name Date
Science Fun
Armchair Scavenger Hunt
Look at the following list of categories. Think of three
objects for each category. You can list things found at
school or at home.
Category Objects

Things that are red

Things that are made of wood
Things that are made of glass
Things that are round
Things that are made of paper
Things that hang on a wall
Things that hold water
Things smaller than an egg

In the boxes below, think of other ways to sort some of the

objects you have already collected.

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 What Will Your Child
Learn in Science?
Kindergarten
• Recognize the five senses.

First Grade
• Make more detailed observations about the natural world.

Second Grade
• Develop a simple understanding of life, earth, and physical sciences.

Third Grade
• Conduct simple scientific investigations.

Fourth Grade
• Recognize how science is at work in the world around them,
especially through technology.

Fifth Grade
• Understand the major topics of physical, life, and earth sciences in
greater depth.
• Use mathematics in the study of science.

Sixth Grade
• Understand and perform all operations for rational numbers
• Write, simplify, and manipulate expressions and equations in all
areas of problem solving, including ratios, proportions, geometry,
statistics, and probability.

18
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