Using Models- VOLCANOES- CONSTRUCTIVE & DESTRUCTIVE FORCES

Using models to explain various concepts in science is one of the best and effective teaching strategies. Creating models really tap into the talents and  learning styles of all children. In my experiences every student can find their niche when making models. The mathematical/ logical student can work on the mathematical scale and size of the model. The tactile learner/ artist could draw and create the actual model. Finally the kinesthetic learners will be responsible for activating the volcanoes and interpersonal learners are responsible for recording and supplying observations and results.

During lesson the students were very excited about using their prior knowledge and constructing their own volcanoes. It was an experience to see and hear some of the justifications for some of the physical features and designs of the volcanoes. After students spent some time experimenting with various erupting solutions, The made several comparisons and decided which chemical reaction they though was best suitable for the type of eruption. It I has to mention any challenges, one would be the time and resources. Many of the students wanted to create individual volcanoes using the modeling clay, but that was not fees-able because modeling clay is so expensive. Another challenge was getting students to calm down, make observations and reflect on how their models relate to real life active volcanoes.  In the future, I would plan to extend the reflection part of the lesson to another day.

Over all the children had a great experience, and they will most likely always remember the various constructive and destructive forces of our earth.

Heat and temperature is probably the most universal topic in the sciences. Heat can be explained in life science, earth science, physical science, etc.  In life science heat is explored as the foundation of life, when describing the impact of the sun’s energy. Chemistry defines heat and changes in temperature in physical and chemical changes.  Earth science we see the examples and effects of heat in the earth’s core, weather, and the water cycle.  In physical science heat is evident in friction, electricity, and topics involving insulators and conductors.  The list goes on and on as we envision heat as being the element that we just cannot live without.

  Investigating heat and temperature is an interesting topic for elementary aged students. Children are so excited about manipulating real thermometers and temperatures of different substances. When introducing heat and temperature, students are consumed with overwhelming curiosity and cautions.  Heat and temperature is one of those areas where everyone has had some previous experience.  Allowing student’s time to recall and reflect on their own experiences with heat and temperature will yield greater results and learning connections in the end.

            Many educators can be a little reluctant about allowing students to explore heat energy and temperature.  Due to classroom management issues and safety concerns, the reluctance is understood. On the other hand, as educators, we must begin taking risk and encouraging our students to take risk as well. On the elementary level, hot water is not as accessible.  In the past, I have used cups of ice and microwave to heat water just enough so the students can see a dramatic difference in the temperature.  The excitement on a student’s face when they actually get to see the mercury rise and fall in a thermometer is priceless.   Finding the common ground between, safety and the ultimate experience requires careful planning and student maturity considerations.

For this week’s heat experiment, I choose to test 100% cotton, wax paper, aluminum foil and plastic. My question is which material is the best insulator of heat? If I experiment to see which material is the best insulator of heat then, I predict the wax cotton would be the best insulator and wax paper would be the second best insulator. Cotton was my first choice because I immediately thought of body temperature and the clothing that we wear in the colder season.  Although cotton can be porous and some heat can escape, I still thought that it would be the better insulator.

One of the first things that I observed was that the heat was pulsating immediately in the glass that was covered with plastic. Water vapor (condensation) also appeared at a rapid rate on the plastic covered mug. The results from my first test did not support my hypothesis. When I went back to check the temperature of my samples, I found that aluminum foil did a better job of insulating the heat in the glasses. My temperature went from 110 degrees to 82 degrees with the foil covered glass.  Wax paper was the second best insulator, dropping down to 78 degrees. The plastic and cotton both dropped down to lower temperatures. Plastic decreased to 74 degrees and cotton at 70 degrees. I was quite surprised at these results. As I analyzed the data, I thought maybe the cotton that I used was very porous. The microscopic holes in the cotton allow more heat to escape from the glass container. The foil, wax paper, nor plastic had a porous surface.  I learned that aluminum foil can act as both an insulator and conductor of heat. It made me think about what material in the inner lining of some coffee mugs and an aluminum type material that is the lining of some lunch bags.  I also thought about how we use Styrofoam for dual purposes, to insulate heat and colder temperatures. I wonder if the fact that I used glass to test my materials on had an impact on my results. I wonder if the results would have been different if I had used plastic or Styrofoam containers

Investigating Heat

Heat and temperature is probably the most universal topic in the sciences. Heat can be explained in life science, earth science, physical science, etc.  In life science heat is explored as the foundation of life, when describing the impact of the sun’s energy. Chemistry defines heat and changes in temperature in physical and chemical changes.  Earth science we see the examples and effects of heat in the earth’s core, weather, and the water cycle.  In physical science heat is evident in friction, electricity, and topics involving insulators and conductors.  The list goes on and on as we envision heat as being the element that we just cannot live without.

  Investigating heat and temperature is an interesting topic for elementary aged students. Children are so excited about manipulating real thermometers and temperatures of different substances. When introducing heat and temperature, students are consumed with overwhelming curiosity and cautions.  Heat and temperature is one of those areas where everyone has had some previous experience.  Allowing student’s time to recall and reflect on their own experiences with heat and temperature will yield greater results and learning connections in the end.

            Many educators can be a little reluctant about allowing students to explore heat energy and temperature.  Due to classroom management issues and safety concerns, the reluctance is understood. On the other hand, as educators, we must begin taking risk and encouraging our students to take risk as well. On the elementary level, hot water is not as accessible.  In the past, I have used cups of ice and microwave to heat water just enough so the students can see a dramatic difference in the temperature.  The excitement on a student’s face when they actually get to see the mercury rise and fall in a thermometer is priceless.   Finding the common ground between, safety and the ultimate experience requires careful planning and student maturity considerations.

For this week’s heat experiment, I choose to test 100% cotton, wax paper, aluminum foil and plastic. My question is which material is the best insulator of heat? If I experiment to see which material is the best insulator of heat then, I predict the wax cotton would be the best insulator and wax paper would be the second best insulator. Cotton was my first choice because I immediately thought of body temperature and the clothing that we wear in the colder season.  Although cotton can be porous and some heat can escape, I still thought that it would be the better insulator.

One of the first things that I observed was that the heat was pulsating immediately in the glass that was covered with plastic. Water vapor (condensation) also appeared at a rapid rate on the plastic covered mug. The results from my first test did not support my hypothesis. When I went back to check the temperature of my samples, I found that aluminum foil did a better job of insulating the heat in the glasses. My temperature went from 110 degrees to 82 degrees with the foil covered glass.  Wax paper was the second best insulator, dropping down to 78 degrees. The plastic and cotton both dropped down to lower temperatures. Plastic decreased to 74 degrees and cotton at 70 degrees. I was quite surprised at these results. As I analyzed the data, I thought maybe the cotton that I used was very porous. The microscopic holes in the cotton allow more heat to escape from the glass container. The foil, wax paper, nor plastic had a porous surface.  I learned that aluminum foil can act as both an insulator and conductor of heat. It made me think about what material in the inner lining of some coffee mugs and an aluminum type material that is the lining of some lunch bags.  I also thought about how we use Styrofoam for dual purposes, to insulate heat and colder temperatures. I wonder if the fact that I used glass to test my materials on had an impact on my results. I wonder if the results would have been different if I had used plastic or Styrofoam containers

Inquiry Lesson - Pendulums

During my inquiry investigation on pendulums, I made some observations about gravity, motion and time. My investigation question was, which pendulum will come at rest more quickly- a lighter pendulum or heavy pendulum?  During the preparation of this lesson, I discovered that the fixed point of the pendulum must be secured tightly or your results could be skewed. The height from which you will drop the pendulum should also be identified. I discovered that the weight of a pendulum does affect how long a pendulum will swing. The heaviest pendulum swings for an average of 2 minutes. The medium size, average is 56 seconds and the lightest pendulum swings for an average of 25 seconds. I noticed that the two heaviest pendulums began to swirl around as they slowed

 down. The scientific concept, of how mass affects momentum, was clearly defined and observed. The more mass the more momentum, therefore the longer the pendulum stayed in motion. The engagement in this activity allowed me to clear up a misconception that I had.  I actually thought that the more mass the less, momentum. I discovered that, once gravity has an effect on the mass the momentum increases.

My kitten was the only challenge that I had during this experiment. She thought that the pendulum was a toy for her to enjoy. I had to retest a couple of times, because, she would paw at the pendulum.

My students would enjoy this investigation. In the past, my fifth graders did an experiment on; how does the length of a pendulum affect how many times it will swing?  My students really enjoy conducting investigations of this magnitude. My students learn how to make observations, record data, and practice organizational skills. During inquiry lessons, many challenges may occur. Before conducting an inquiry lesson certain procedures should be established and practiced. One challenge that I may see is in the amount of time allotted for my science specials. I would probably have to break this lesson up into two sessions.  In my experience, I have found that students can handle inquiry lessons, if and when presented on a regular basis.  

  

Week Six ----- lesson pictures and work samples

Inquiry Lesson Week Six

My inquiry lesson is on the subject of force and motion. My students will use the scientific method to investigate Does the height of an incline plane affect the distance that a toy car will travel?  I thought this would be a great lesson to teach gravity, kinetic energy, simple machines and integrate mathematics. Students will have opportunity to  view and  interact with the following web site.  Students are expected to use their journals to record their hypothesis and collect data  from their experiment. http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces_action/play.shtml

Students will construct four incline planes with different heights. Using a toy car, students will  be instructed to release their cars from the same location for each trial ( fair test). After car is released, student must record the distance the car traveled. After collecting and recording their data, students are  expected to analyze data,  find the averages and translate that information into a bar graph.  The Student's work below shows the final product from the inquiry lesson.

School Reform

The hot topic of the hour!
I'm just curious. The NCLB laws presents that if a school, has not performed to standards, parents will have school choice.  Has anyone actually seen or experience this happen since the law was established? I mean, I have heard of a district here in Ga. having difficulty and loosing accreditation, but less than a year later, gaining the accreditation back. There was one year that I know a middle  school in my district  did not make AYP. Parents had choice, they took advantage of that choice for one year and mysteriously their old school  has been making AYP ever since.  My school has been making AYP.  Is the AYP standard the same for everyone?  I'm sorry, the proof is in the pudding,  If everyone is making AYP, why is there still a huge achievement gap?  If you ask me, There is a big wig out their " saying " Let them all make AYP so that we can keep everybody in place." (In their place)


What's the  deal in Fla. I hear, that they have done great things to close the achievement gap between Hispanics and their counter parts. Are we trying to learn anything from them?  Have they collected data long enough to even see results? If that's the case, then we should be seeing more representation of Hispanics in our schools, hospitals, law firms, STEMs fields or will we?

Just venting........ I'm just sick of the rat race. I don't understand  why we are trying to be so sophisticated, I say call it like it is. Even in our educational system their is a hierarchy -why are we trying to look so much different from countries that have a class system? In my opinion, It's wrong but it's a reality. All children deserve a quality education, equal access but that's not the case is it? Does every classroom in your school has a projector and  huge screen? Are the  students in your school utilizing laptops, Kindles,  or i - pads?
I know some private schools that do. What does that say? It's all about competition not equality.