Hour of Code 2015

Right now we are working on Hour of Code 2015. Students in all grade levels are experimenting with learning how to code. I borrowed Android devices for this week, but if you have a chance to try some of these things at home on a computer or by downloading an app, they do work better than trying to do this on the tablets….plus our wifi does cut out occasionally.

Anyway….Click on the pictures below to take you to the Hour of Code activities.

hourofcode

There are also online computer tutorials and courses. Click on the graphic below for courses even for preschool!:

computerscience

 

 

Waves

This week I did similar lessons with K-3rd, but adapted for the grade level. It was very interesting to watch the difference between the different grade levels and I think was valuable to all. Waves and energy are currently a 3rd grade science standard, but will soon be moving to first grade, so this is why I decided to use this activity with all K-3rd students.

What is a wave? We see waves in the ocean, but is that really the only type of wave?

Here are some items that students experimented with to make “waves”.

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Here is also a video of Lego people forming a wave.

So what is the pattern we see?

Student drew a before diagram and after diagram of the pattern.

Measuring Rocks

Here are the tools we use tor measuring.In the science lab, we have many tools that we use, and here are some of the tools that students will be practicing with:

  • balance scales
  • measuring tapes
  • “centicubes” (gram blocks)
  • items to measure – in this case, rocks

Students need to practice these skills:

  • to only put ONE rock on one side of the balance scales
  • when to stop adding more gram blocks
  • when to take off extra gram blocks
  • to count – and some of the rocks are over 50 grams, so this can be tricky for some of our youngest students
  • to recognize balance
  • the end of the measuring tape is zero – even if there is no zero shown
  • to make sure the rock (or object) is at the zero to start
  • to know length, width, and around
  • to record their measurements (with kinder, we first start with just practicing how to measure)

2015-11-17 10.02.11 2015-11-17 10.01.31

Here are a couple interactive websites or online games:

Plate Tectonics

Videos:

National Geographic Plate Tectonics

Questions:

  1. What did the Tharp-Heezen Map show?
  2. What is the asthenosphere?
  3. How is the Mid-Ocean Ridge formed? What kind of boundary is the Mid-Ocean Ridge?
  4. How was Iceland formed? What was it before?
  5. There are two types of convergent boundaries (where plates come together). How are they different?
  6. In Cyprus, what was discovered at the plate boundaries between the African plate and the Eurasian plate? How did this happen?

Bill Nye Video: Earth’s Crust

Video Question Sheet

Interactive Websites:

More Videos

san-andreas-fault-m
san-andreas-fault-m
Aerial of the San Andeas Fault.
Aerial of the San Andeas Fault.
StrikSlpHghwy
StrikSlpHghwy
nature13338-f1
nature13338-f1
sanandreas2
sanandreas2
kpimff-quakel
kpimff-quakel
29308F4600000578-3103187-image-m-46_1432938512974
29308F4600000578-3103187-image-m-46_1432938512974
4020_A
4020_A
03372
03372
21a_san_andreas_fault
21a_san_andreas_fault
StrikSlpHghwy
StrikSlpHghwy
san-andreas-fault-m
san-andreas-fault-m
Aerial of the San Andeas Fault.
Aerial of the San Andeas Fault.
sanandreas2
sanandreas2
nature13338-f1
nature13338-f1
kpimff-quakel
kpimff-quakel
29308F4600000578-3103187-image-m-46_1432938512974
29308F4600000578-3103187-image-m-46_1432938512974
4020_A
4020_A
03372
03372
21a_san_andreas_fault
21a_san_andreas_fault
pandacam
pandacam
cameringo_20151109_110243
cameringo_20151109_110243
volcano explorer
volcano explorer
stormchaserEquipment2
stormchaserEquipment2
stormchaser4
stormchaser4
stormchaser3
stormchaser3
extemeweatherquiz
extemeweatherquiz
icestorm1
icestorm1
blizzard1
blizzard1
BESTPIX - Severe Storms Pass Through Chicago
BESTPIX - Severe Storms Pass Through Chicago

Graphing Coordinates

On November 2nd, 4th and 5th graders were given the job of finding locations of earthquakes and volcanoes on a map by using coordinates. They struggled with understanding the process behind this, so this week we took a step backwards to practice how to find coordinates on a grid. After graphing the points on the grid and connecting them, it made a picture. Many students asked “why are we doing math in science?” to which I replied that the two were linked and that scientists often need to keep data, and that data often needed to be figured out by using math. They HAVE done math before in the science lab, so this really is not anything new, but this time the lesson was specifically math in order for them to be able to continue with our earthquake and volcano mapping. Here is the picture that we made using coordinates:

 

cameringo_20151109_110243

Building an Online Volcano

In the science lab this week, grade levels TK-3 were learning about volcanoes. For 2nd and 3rd grade students, we had a demonstration of the creation of new gas within a closed system (bottle volcano explorerwith a balloon over it) and we related that demonstration to what happens with volcanoes. I may use this same demonstration for TK-1st next week.

The information and vocabulary were more focused on for 2nd and 3rd grade, while 4th and 5th were still focusing on the tectonic plates.

The website that students might be interested in is this one: Discovery Kids Volcano Explorer.

On this website, students can change the thickness of the lava and the amount of gas and discover what type of volcano those conditions might make, and also what type eruption it causes.

Vocabulary introduced (in no particular order):

  • crust*
  • lava vs. magma*
  • mantle*
  • eruption*
  • ocean floor
  • lava flow
  • fire fountain
  • viscosity
  • stratovolcano
  • shield volcano
  • cinder cone
  • caldera
  • lava tube
  • pyroclastic flow
  • plume
  • ash
  • lahar
  • debris
  • landslide
  • tectonic plates

*terms that I want are the primary ones I want them to know

 

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