Class today began with a classic demonstration about forces--tug-of-war! After the teams competed, we discussed how we had created two opposite forces, and how when those forces were unbalanced, the rope (and students) moved in one direction. If we balanced the two sides and applied equal force from each side, we could keep the rope steady and everyone stayed where they were. We also talked about the other forces that were acting on us--from gravity, the air around us, the friction with the ground (and how that friction increased and played a critical role for the winning team once they could get their feet on the pavement instead of the grass.) Then, for the older two classes, it was time for our lab question for the day--Do all leaves fall at the same speed? This gave us a chance to practice our scientific method steps, while also calculating speed from a measured distance and time. We had 5 different types of leaves, representing some extremes in leaf design. The students made observations and came up with a hypothesis to test and then got to work dropping leaves while their partner timed the fall. Once they had collected their data, we learned how to calculate speed using the change in distance divided by the change in time. This was a good lab for practicing a lot of general science skills, and fit in nicely with the beautiful fall weather we've had. The youngest two classes had time for another activity, which we'll cover next week when the first class has had a chance to catch up. But the youngest group also looked at different forces at work, and how they can exert force on the things around them. We read a book together, Forces Make Things Move, and tried out some of the things they talked about in the book. They didn't believe me when I told them that as they pushed on the car, the car would push back with equal force, until we tried it! Additional ActivitiesVideos:
Balanced and Unbalanced Forces: Why we don't fall into the center of the earth A short, fairly simple video on forces. Forces (Balanced and Unbalanced) Another quick video, aimed at 3-5th grades with real life examples. Kahn Academy Physics For those wanting to go deeper, the Kahn Academy videos on Intro to Physics, and Forces and Newton's Laws of Motion go along with what we are studying this month. Articles: How Airplanes Fly This article discusses the net forces that cause an airplane to be able lift off the ground. Activities: How Stuff Works Some fun physics activities to try out the next time you go to the park. Little Bins, Little Hands: Simple Physics Experiments Lots of different ideas to illustrate the various principles of physics--gravity, friction, density, and more.
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I think it's pretty safe to say that this week was a favorite for most of the kids. Padlocks, computer codes, puzzles and cryptic messages--all while reviewing the scientific method? It sure beats a test or worksheet! Even the last class was able to solve and simplified version and break into the "lock box".
It wasn't easy for any of them, but they stuck with it, got a few hints where they needed them, and found success! Job well done! I think these scientist are prepared for a year of using the scientific method to find answers to their questions about physics and chemistry.
Additional Information:Books:
Mesmerized Grades 2-5, Benjamin Franklin applies the scientific method to discover the truth about Dr. Mesmer’s powers. 11 Experiments that Failed PreK-3, Hilarious look at one girls attempts to apply the scientific method. Videos: Bozeman Science: The Scientific Method Still feeling like you could use a little more review of the scientific method? This talks about how the method has developed and been used, by scientist from history down to the MythBusters. This week, we looked at some of the tools that scientists use. The two younger classes examined the tools (the balance, not pictured, was a favorite) and then went through a list of questions a scientist might ask and selected which tool from the table would help them answer that question. For example, "How much does a penny weigh?"--the scale, or "What does a plant cell look like?"--the microscope.
We ran the test, and in most cases, the car that was pushed flipped over at the bottom of the ramp, and everyone started calling out all the things that were unfair about this situation--the surfaces they landed on were different, the ramps were different, the cars started at different places and with different forces. After we identified all the variables that should have been constant if we were trying to test two types of car (our independent variable), we fixed them and tried again, in a fair test. They were more satisfied with the results, but then we played around with some of those constants, testing on different surfaces, with different height ramps, and with different amounts of force. It was a great way for them to see how variables definitely affect an experiment and how important it is to only have ONE variable to test at a time. The oldest class only spent a few minutes on the variables so they could focus on finishing their experiment designs they had started last week. Two of the pairs decided to test which cookie would absorb the most milk, while the third tested which cookies would float in milk. They selected which tools they would need from the table, made their material lists and wrote out the steps for their lab.
Additional Activities Videos:
Scientific Method Song This goes through the steps of the scientific method, in song, for the audio learners. Scientific Method for Kids A thorough look at the steps of the scientific method with examples if anyone wants a refresher. Determine the Type of Graph. . . This one will probably appeal to the older students (and will help the first class with their graphing homework)--use information about zombies to learn about graphs and how to use the best type of graph to present your data. Activities: Fair Test Variables Perform different experiments, first without controlling for all of the variables, and then discuss what variables may have affected the results and which ones you can control for, making them the same. Repeat the experiment with all variables except the independent variable being held constant. ![]() This week, we tried something a little different. All three classes were working with the scientific method, but the activities they used to explore the different steps varied a little. I did go over a few basic lab rules with all three classes--read all directions, no horseplay, never eat your lab supplies, wear goggles and gloves when working with dangerous items, and finally--ask questions! Now, we should be safe this year :) the different steps and how to record everything carefully, and with detail. Today, they paired up and, using a small set of Legos, wrote instructions on how to build a small structure. Then, the groups swapped instructions, and using an identical set of Legos, had to follow the instructions and see if they could create the original structure. After comparing the two structures, they were able to analyze their directions and see where they could have been more clear--maybe a better description of the piece being used, or a more exact location described of where it was going. I think they had a lot of fun with this activity, even if the final products weren't all the same. With the other two classes, after a discussion on the basic steps of the scientific method (although, as the video from last week pointed out, these steps can vary a little, and often involve and lot of circling back to repeat portions of the experiment), we did a lab testing if cookies will float in milk. The oldest group came up with their own questions to test (and didn't make it to the testing stage), so their actual labs will look a little different, where the other two classes were given the question Will all cookies float in milk? They made observations of the cookies they would be testing, made their hypothesis, and then tested the cookies.
Additional Options![]() Books: Aesop's The Crow and the Pitcher by Stephanie Gwyn Brown There are online versions of this, as well as videos that tell the fable of a crow that uses the scientific method to solve his problem. Seven Blind Mice by Ed Young. This book stresses the importance of details and obtaining as much information as possible to draw conclusions. How to Think Like a Scientist by Stephen P. Kramer Every day you answer questions-dozens, even hundreds of them. How do you find the answers to questions? How can you be sure your answers are correct? Videos: The Scientific Methods (Crash Course) Historically speaking, there is no one scientific method. There’s more than one way to make knowledge. In this episode we're going to look at a few of those ways and how they became more of the "norm." Independent and Dependent Variables Made Easy A clear, easy way to remember the difference between independent and dependent variables as well as constants in experiments. Myth Busters Interactive Watch the INTERACTIVE video and practice your skills at identifying the independent and dependent variables of an experiment. Activities: Brainstorm questions you have about the world. Look around your home, or outside, and make a list of questions you would like to figure out. Pick one that you have an idea of the answer (your hypothesis) and then come up with a way you could test your hypothesis. If you can actually perform the test, experiment. If not, do some research and see if another scientist has done your test. Practice making good observations and giving good instructions. Choose an item in your house, or head outside and choose a plant from your garden. Observe as many details about the item (size, shape, color, texture, smell, unique characteristics). Then, starting with the more general information (don't give away the best details first!), describe your item to someone else and see how many clues it takes before they can figure out what item you are describing. ![]() Welcome to Science Explorations! We kicked off our year of looking into the physical sciences this week. We started at the very beginning today, with some questions about what it means to be a scientist and how we use science every day. I let the students spend a little time brainstorming their ideas about these topics and then we had a class discussion and shared our ideas. They came up with some great insights! Several of them were blown away by the idea that we're using science when we bake, check the weather, or use electronics. It's everywhere! With the youngest class, I read Ada Twist, Scientist, about a curious little girl, inspired by real life scientists, Ada Lovelace and Marie Curie. I highly recommend this book for any of the older students who still enjoy picture books (I still do!)
The questions they asked and the insights they came up with were amazing. The used their senses to listen for the slight variances in the sounds of the items rattling around as they shook the box, to feel the vibrations as the item rolled easily or slid or got caught inside the box. I had groups from every class asking if they could use a scale so they could compare the weights of the unknown box and the various items. One group asked for a magnet and then systematically worked out which items had magnetic parts, checked if they were strong enough to feel through the box, and then tested the unknown. They were all putting their scientific skills to work today and I loved watching their brains work through the possibilities. We had a moment of real science experience when, after discussing their conclusions, I didn't tell them whether they were right or not. We can't always "check our answers" in science. Many things we have to keep testing over and over and assume are correct if we can't prove them false. It was a little frustrating for quite a few of them, but I think they understood why I didn't want to let them know. Finally, the younger students were able to set up their science notebooks this week. We talked a little about how important it is to write down, and draw pictures of, what you are doing when making observations or running an experiment. That's how we keep track of what we are learning, and how others will know how to repeat our work if they want to try it for themselves. We will be setting up our binders next week with the other classes. |
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May 2020
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