Cootie catcher science
Thank you for purchasing a coo1e catcher! It is my hope that this is not only addic1ve for your students, but addic1ve for you as well! Coo1e catchers (or fortune tellers) are a great way to “trick” your students into learning without them even knowing it. Concepts in science are based around students first understanding the vocabulary and then learning the concept. I personally like to have students spend the first 4 to 7 minutes of every class using the coo1e catcher to learn their vocabulary. Test scores have gone up and it is a great way to get them to transi1on to science class. Folding direc,ons: 1.  Print off a copy for each student. 2.  The coo1e catcher must be square for it to work properly so cuLng neatly around the outside box is key. 3.  Fold the paper length wise and then unfold it and refold it width wise. (You are folding on the + line that goes through the middle.) 4.  Unfold the paper so that it is a square again and fold the corners towards the center. (You are folding on the x line that goes through the center.) 5.  Keep the corners folded in and flip the coo1e catcher over to fold the corners of your now smaller square in. 6.  Keeping the coo1e catcher folded, fold it in half length wise to make a crease. Then unfold and refold width wise to make a crease. 7.  The last step should have created liWle “pockets” for your fingers to go in. For a good visual on all of these steps go to hWp://www.wikihow.com/Make-­‐a-­‐Coo1e-­‐Catcher-­‐(Origami-­‐Fortune-­‐Teller) Partner playing direc,ons: (Partner 1 = player; Partner 2 = coo1e catcher controller) 1.  The first partner chooses a color. 2.  The second partner holding the coo1e catcher spells out the color, moving the flaps in and out, and side to side while keeping pace with the spelling. 3.  The first partner then chooses a number from the inside numbers shown. 4.  The second partner with the coo1e catcher then counts up to this number, moving the flaps in and out, and side to side while keeping pace with the coun1ng. 5.  The first partner then chooses another number from the numbers shown. 6.  The second partner with the coo1e catcher read the defini1on and the first partner guess the vocabulary word that goes with the defini1on. 7.  The second partner li^s up the flap to reveal the vocabulary word. 8.  Repeat ENJOY! For other science coo1e catchers visit my website: hWp://www.teacherspayteachers.com/Store/Courtney-­‐Allen-­‐1031 ©Courtney Allen 5
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Formed by the cooling of magma A natural, solid substance found in rocks metamorphic
Formed by weathering and erosion of other rocks 2 Mineral
The process of wind, water, ice, or gravity transpor1ng soil and sediments to another sedimentary
igneous
Classify
8
To group things based on similar characteris1cs http://www.teacherspayteachers.com/Store/Courtney-Allen-1031
7 3
4 erosion
Rock Cycle
Formed by heat and pressure The breaking down of rocks and materials on the Earth’s surface 1 weathering
©Courtney Allen
The process during which rocks are formed, change, and are formed again 6
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sedimentary
metamorphic
igneous
Classify
8
2 Mineral
http://www.teacherspayteachers.com/Store/Courtney-Allen-1031
7 3
weathering
©Courtney Allen
erosion
Rock Cycle
4 1