“It's like having a second teacher in my classroom.” ~ a teacher describing Byrdseed.TV
Earth’s layers will disagree about which one contributes the most to the planet’s success.
Students will analyze examples and non-examples to deduce the topic: Reptiles vs Amphibians.
First, students get a set of items categorized in two groups.
Students decide which ungrouped items belong in group A or group B before discussing their thoughts with classmates.
Finally, I reveal the topic: Reptiles vs Amphibians.
Students will analyze examples and non-examples to deduce the topic: Arctic vs Antarctic.
First, students get a set of items categorized in two groups.
Students decide if the three items are examples or non-examples of the topic and discuss their choices with friends.
Finally, I reveal the topic: Arctic vs Antarctic
Students will judge with criteria to decide which natural disaster is the winner.
Students choose criteria for the natural disasters tournament and document their winners and explanations for each matchup.
Students choose from eight remaining options while researching to determine which natural disaster to champion in their project.
Students will analyze examples and non-examples to deduce the topic of archipelagos.
First, students get a set of examples and non-examples to analyze.
Students decide if three given items are examples or non-examples and compare their answers with friends before the next video.
Finally, I reveal the topic.
A mysterious image. Reveal it slowly. Let your students wonder!
A mysterious image. Reveal it slowly. Let your students wonder!
Students will rank how renewable natural resources are along with how easy it is to find each resource. They will produce a two-dimensional scatter plot.
Students place post-it notes for each of the natural resources onto their graph.
Students identify which resources were easy to place on the graph and discuss what made some placements challenging.
Students will analyze examples and non-examples to deduce the topic: Plants.
First, students get a set of items categorized in two groups.
Students decide where three new items belong, organizing them into group A or group B based on their characteristics.
Finally, I reveal the topic: Plants.
Students decide which adaptations would help an animal if it switched locations – and which would hurt it.
First, students research how one animal is adapted to its environment.
Then, they pick a related animal from a totally different biome and research its adaptations.
Students categorize animal adaptations as advantages, neutral, or disadvantages based on imagined location changes between two different species.
Finally they write the story of the two animals switching places.
Students will research and analyze four cephalopods, finding at least one reason why each one is not like the others.
Research four cephalopods and explain why each one is unique.
Students identify unique features of each cephalopod, noting differences in limbs, shells, and internal structures.
Students will research and analyze flowers, finding at least one reason why each one is not like the others.
Research four flowers and explain why each one is unique.
Students identify unique features of different flowers, including the sunflower’s heliotropism and the bee orchid’s mimicry.
Students will analyze examples and non-examples to deduce the topic: Saltwater vs Freshwater Organisms.
First, students get a set of items categorized in two groups.
Students decide which items belong in column A and which belong in column B based on their own reasoning.
Finally, I reveal the topic: Saltwater vs Freshwater Organisms.
Students will analyze examples and non-examples to deduce the topic: Deciduous vs Coniferous.
First, students get a set of items categorized in two groups.
Students decide which mystery items belong in column A and which belong in column B based on their characteristics.
Finally, I reveal the topic: Deciduous vs Coniferous.
Well that’s a weird cactus.
Using examples and non-examples, students will attempt to infer the concept of living vs non-living things.
First, students play a guessing game where they identify a topic based on examples and non-examples provided by the teacher.
Next, students will decide if three new items are examples or non-examples of the topic given by the teacher.
Finally, students grouped items into examples of living things like avocados and logs, and non-living things like waterfalls.
Axolotls aren’t just in Minecraft!
Using examples and non-examples, students will attempt to infer the concept of invertebrates.
First, students play a guessing game where they identify a topic based on given examples and non-examples.
Next, students will categorize three items into “examples” or “non-examples” of a given topic without prior hints.
Finally, students classified animals into examples of invertebrates, like jellyfish and dolphins, and non-examples, like snakes.
Students will research and analyze desert birds, finding at least one reason why each one is not like the others.
Research four desert birds and explain why each one is unique.
Students identify unique traits of desert birds, such as feeding habits and nesting behaviors, to understand how each differs.
Students will research and analyze types of penguins, finding at least one reason why each one is not like the others.
Research four types of penguins and explain why each one is unique.
Students identify unique traits of different penguin species, highlighting characteristics like size, habitat, and breeding behaviors.
Students will judge with criteria to decide which plant’s adaptations stand out.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
A mysterious image. Reveal it slowly. Let your students wonder!
A mysterious image. Reveal it slowly. Let your students wonder!
Students will research and analyze four types of ants, finding at least one reason why each one is not like the others.
Research four types of ants and explain why each one is unique.
Students identify unique characteristics of different ant species, focusing on their habitats, behaviors, and special adaptations for survival.
Students will work through a tournament to determine the most interesting, most valuable, or strangest animal adaptations.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will research and analyze four snakes, finding at least one reason why each one is not like the others.
Research four rainforest snakes and explain why each one is unique.
Students identify unique traits of different snakes, highlighting their habitats, behaviors, and special characteristics that set them apart.
Students will research four deserts, analyze their findings, and determine why each one is not like the others.
Research four deserts and explain why each one is unique.
Students identify unique features of each desert and explain how they differ from one another in the lesson.
Students will research and analyze four rainforests to find at least one reason why each is unique.
Research four rainforests and explain why each one is unique.
Students identify unique characteristics of different rainforests, focusing on the Amazon, Congo, and Borneo and their specific animals.
Students will analyze four birds from the rainforest and determine why each is unique.
Research four tropical rainforest birds and explain why each one is unique.
Students identify unique characteristics of different birds, explaining why each one stands out among the others in the lesson.
Students will analyze examples and non-examples to deduce the topic: nocturnal animals.
First, students get a set of examples and non-examples to analyze.
Students categorize items into examples and non-examples of the topic, discussing their choices with friends before the final video.
Finally, I reveal the topic: nocturnal vs diurnal animals.
This orange thing was found in the Marianas Trench.
Students will think from the perspective of producers and consumers, judging each other’s positive and negative contributions to the ecosystem.
Students will gather information about producers and consumers.
Then they analyze that information and write down the positive and negative contributions of producers and consumers to an ecosystem.
Students write a script where a producer and a consumer discuss their roles and feelings in the ecosystem.
Students research decomposers, gather facts, and consider their roles in the ecosystem for a script about producers and consumers.
Students will research and analyze creatures of the tundra, finding at least one reason why each one is not like the others.
Research four tundra creatures and explain why each one is unique.
Students identify differences among the animals, noting which species belong to specific categories like nocturnal or herbivore.
Students will evaluate eight biomes in a tournament format. They’ll justify their thinking as they go and, in the end, will crown a champion!
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will create a new flower designed to attract a specific pollinator.
First, students research five flowers to see how they attract particular pollinators.
Next, they design their own flower and pollinator.
Students plan a pollinator garden by choosing at least two classmates’ flowers to attract various pollinators and creating illustrations.
Students develop a realistic (but fictional), extinct creature that could really have lived in the biome of their choosing.
Students identify existing adaptations of creatures in a particular biome.
They design a new creature that would be successful in this biome.
They write about a day in the life of that new creature.
What is this huge red fountain all about?
This crater is not on the moon. It’s in Arizona!
Krishna’s Butterball is a giant granite boulder.
Welcome to the most cratered landscape on Earth.
That skylight is on a volcano. It was once a hole for lava.
They call these stalagmites “Witch’s Finger” and for good reason!
Students will research and analyze four types of volcanoes.
Research four types of volcanoes and explain why each one is unique.
Students identify unique characteristics of different volcano types and discuss what makes each one distinct from the others.
Students will research and analyze four types of rocks, finding at least one reason why each one is not like the other three.
Research four types of rocks and explain why each one is unique.
Students identify unique characteristics of each rock, highlighting how obsidian, pumice, limestone, and lodestone differ from one another.
Students will research and analyze four types of natural disasters, finding at least one reason why each one is not like the others.
Research four types of natural disasters and explain why each one is unique.
Students identify unique characteristics of natural disasters like earthquakes, tornadoes, hurricanes, and volcanoes during the lesson.
A mysterious image. Reveal it slowly. Let your students wonder!
What do you notice? What do you wonder?
What do you notice? What do you wonder?
What do students notice about this image of a cliff? What does it make them wonder?
What do you notice? What do you wonder?
Using details about each type of rock, students will develop personalities and, eventually, a story about the rocks.
Students create personalities for the three types of rocks using.
Building on the rocks’ personalities, students will craft the problem (and solution) to a story
Students will research and analyze four rivers, finding at least one reason why each one is not like the others.
Research the Nile, Amazon, Mississippi, and Yangtze rivers and explain why each one is unique.
Students identify unique characteristics of different rivers, noting how each river stands out from the others discussed.
Students will judge using criteria and determine which type of precipitation wins the tournament.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
This is probably the oldest desert on Earth. That river is its border.
What do you notice? What do you wonder?
Students will develop a realistic river for their civilization.
These clouds are called Von Karman Vortices.
Students will research and analyze four types of natural disasters, finding at least one reason why each one is not like the others.
Research four types of natural disasters and explain why each one is unique.
Students identify unique characteristics of natural disasters like earthquakes, tornadoes, hurricanes, and volcanoes during the lesson.
What do you notice? What do you wonder?