All posts in this category have something to do with what we have done in the science lab. The post may contain: photos, videos, student work, teacher examples, links to follow, explanations, or more.
Students were learning the Engineering and Design Process (or part of it) through building Straw Structures?
- 50 straws
- 50 pipe cleaners
- 25 paper clips
Build the tallest free-standing structure possible that will hold a golf ball at the top, using the giving materials.
- Must support the golf ball for at least 1 minute.
- Must work with partners and make everyone feel included.
- Must take apart the structure and clean up when finished.
Method and Timing:
- 5 minute individual brainstorming time – students were to be working independently (quietly) in their science notebook, sketching or writing out notes to share with their group
- 5 minute team planning time – share their ideas with their table partners, figure out a way to combine their plans, or use some of the ideas
- 20 minute build time – making adjustments as they go
Reflect and Revise
- The whole block of time was used for the planning and building. We have did not have time for the reflect and revise.
This year’s Earth science theme is weather. I have been working with Mrs. Schmidt at Tierrasanta Elementary with some curriculum rotation and NGSS lessons. We will also have some engineering lessons mixed in, but we will be studying weather between now and winter break.
For a virtual microscope, go here.
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”.
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.
- 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)
Here are a couple interactive websites or online games:
- What did the Tharp-Heezen Map show?
- What is the asthenosphere?
- How is the Mid-Ocean Ridge formed? What kind of boundary is the Mid-Ocean Ridge?
- How was Iceland formed? What was it before?
- There are two types of convergent boundaries (where plates come together). How are they different?
- 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
- Plates and Boundaries from Annenberg
- Plate Boundaries from the American Museum of Natural History
- Plate Boundaries from PBS
- Tectonic Plates, Earthquakes and Volcanoes
- Mountain Maker, Earth Shaker
- San Andreas Fault Map
- PBS Plate Tectonic Intro
- PBS Plate Tectonics Early Evidence
- PBS The Hawaiian Archipelago
- PBS Lake Mead, Nevada
- PBS The Scientist Behind the Theory of Plate Tectonics
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 with 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):
- lava vs. magma*
- ocean floor
- lava flow
- fire fountain
- shield volcano
- cinder cone
- lava tube
- pyroclastic flow
- tectonic plates
*terms that I want are the primary ones I want them to know