In this product, students are given the task of identifying some monsters from a nearby planet that have recently been classified by a group of scientists. Students will identify 16 different monsters based on their physical characteristics using the provided dichotomous key. A teacher answer key is also provided. © Science Teaching Junkie. Terms of Use - this resource is for use by one teacher only. Additional teachers must purchase their own license. If you are interested in purchasing several licenses, please contact me for a district-wide or campus-wide quote. This product should NOT be posted on any website. ScienceTeachingJunkie@yahoo.com

GREAT FOR WARM-UPS, EXIT TICKETS, OR QUICK FORMATIVE ASSESSMENTS! This product includes 55 different quick Science Starters to be used at the beginning or end of each class period. Each Science Starter student printable comes four to a page, saving you paper and ink. Each Starter also includes a teacher version that can be used to project the questions and/or answers for all students to see. The last page of both the student printable and the teacher version includes an extra page for you to add your own Science Starter (editable PDF form). To edit the text you type into a box, select the text, then press Ctrl +e. You should see a pop-up box appear that will allow you to change the font, font size, alignment, etc... Daily Science Starter TEKS Included: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (A) build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere; (B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; (C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and (D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building. 6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (A) describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets; (B) understand that gravity is the force that governs the motion of our solar system; and (C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. 7.8 Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: (A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; (B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and (C) model the effects of human activity on groundwater and surface water in a watershed. 7.9 Earth and space. The student knows components of our solar system. The student is expected to: (A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of

In this 40 page product, you will receive 112 mini posters in two different sizes (each poster comes in a 2" square and a 3.5" square). They are great for organizing your classroom and/or science storage room. The consistent, colorful design and clear text make finding supplies a breeze. Ideas for other uses: ★could be used to display the materials students will need for a particular lesson (works great with low-level readers and English Language Learners) ★word wall terms for science tools and lab equipment ★post all of the lab tools that your scientists will need to know so that they are always visible ★tape to the front of plastic tubs or milk crates to get a quick visual on the contents inside Poster Terms included: ◑Binder clips ◑Brads ◑Colored pencils ◑Composition notebooks ◑Calculators ◑Clipboards ◑Crayons ◑Dry erase markers ◑Glue ◑Headphones ◑Legos and Pop Cubes ◑Lined paper ◑Highlighters ◑Flair pens ◑Masking tape ◑Markers ◑Paper clips ◑Push pins ◑Scissors ◑Scotch tape ◑Pencils ◑Notebooks ◑Sharpeners and Erasers ◑Rulers ◑Discs ◑Sports balls ◑Bandaids ◑Movies ◑Washi tape ◑iPads ◑Goggles ◑Bulletin boards and banners ◑Dominoes ◑Dice ◑Envelopes ◑Puzzles ◑Glitter ◑Playing cards ◑Toy cars ◑Manila envelopes ◑Bubbloes ◑Balloons ◑Funnels ◑Forceps ◑Buttons ◑Tools ◑Bunsen burners ◑Spring scales ◑Styrofoam cups ◑Hair dryers ◑Springs ◑Chemicals ◑Straws ◑Yarn ◑Rocks ◑Prisms ◑Toothpicks ◑Droppers ◑Anemometers ◑Flashlights ◑Light bulbs ◑Wood blocks ◑Aluminum foil ◑Corks ◑Thermometers ◑Test tube racks ◑Test tubes ◑Tongs ◑Triple beam balances ◑Metersticks ◑Batteries ◑Tweezers ◑Craft sticks ◑Cups ◑Popsicle sticks ◑Rubber bands ◑String ◑Pie pans ◑Modeling clay ◑Pipe cleaner ◑Cardstock ◑Construction paper ◑Pens ◑Shower ◑Gloves ◑Flasks ◑Beakers ◑Graduated cylinders ◑Microscopes ◑Magnets ◑Magnifying glasses ◑Microscope slides ◑Petri dishes ◑Scales ◑Pipettes ◑Aprons ◑Mouse ◑Hot glue ◑Glue sticks ◑Charging cords ◑Hole punch ◑Scalpels ◑Grid paper ◑Sticky notes ◑Stopwatches ◑Ring stands ◑Index cards ◑Hot plates ◑Fire blanket ◑Hot mitts ◑Test tube clamps ◑Eye wash

GREAT FOR WARM-UPS, EXIT TICKETS, OR QUICK FORMATIVE ASSESSMENTS! This product includes 37 different quick Science Starters to be used at the beginning or end of each class period. Each Science Starter student printable comes four to a page, saving you paper and ink. Each Starter also includes a teacher version that can be used to project the questions and/or answers for all students to see. The last page of both the student printable and the teacher version includes an extra page for you to add your own Science Starter (editable PDF form). To edit the text you type into a box, select the text, then press Ctrl +e. You should see a pop-up box appear that will allow you to change the font, font size, alignment, etc... Daily Science Starter TEKS Included: 6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (A) understand that all organisms are composed of one or more cells; (B) recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic; (C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains; (D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms; (E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and (F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. 7.10 Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to: (A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms; (B) describe how biodiversity contributes to the sustainability of an ecosystem; and (C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. 7.11 Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to: (A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification; (B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and etc.......