Elementary Science Methods

This week in lab we explored how creating a particle model of matter can help to explain three of our previous experiments. We began by drawing white board models within our table groups to explain why a plunger sticks to a table after you push it. My group did drew the difference in plunger pressure/density between a table interaction versus a cardboard material interaction. We often take away student opportunity to really own what they know and don't know in elementary school. After finishing our incomplete models at our tables, we turned to our neighbors and conversed with them about our thoughts.  The next thing we focused on was simulations to help explain two phenomena - the ice melting faster on wood than a metal pan and cold drinks getting water droplets around it or "sweating". We split as a class to tackle both phenomena. My group focused on the water droplets. My groups investigation question was: Why do cold drinks get water droplets on the outside? To investi...

     This week in lab section we investigated how we can support elementary students in learning about matter and its interactions, more specifically how we can use a particle model to explain these matter interactions! We started off by discussing the weekly homework with our table members and then with other groups. For the larger chunk of lab, we dove back into the M&M's in water topic.      During the investigation the focus question was: How can a particle model of matter help us to explain why colors spread out?      To investigate this question, we drew initial models that might explain how colors spread out in water and wrote an explanation of the model at our tables. We dug even deeper and answered the following questions: - Does temperature affect the rate of color spreading? - Do colors spread faster in water that is already sugary?     After all the table groups completed their investigation and questions, we shared ...

     This week in lab we investigated the properties of matter . We started off by discussing our homework from last week. We went around and shared our 3-2-1 as a class. We learned that forcing students to use science terms other than their words takes away from their experience. We then dived into the substance of the lab by looking at multiple questions: How do properties change when objects are broken into pieces? Will it sink or float? Will it have the same volume? Will it have the same mass? Will it conduct electricity? Will it be attracted to a magnet?      To explore and investigate these six questions in lab, we tested many objects in multiple activities. We wrote down our data as we went on a big whiteboard. For the sink or float investigation, we placed both half objects and whole objects in the water. Then in the volume investigation, we measured the volume of the objects in a graduated cylinder, both full pieces and a half pieces. Next for the ...

This week in lab, we switched to the chemistry section of the class. We met Jeff and did class introductions. He gave a brief overview of the syllabus and chemistry topic. We investigated many questions to get our chemistry focus kicked off! To investigate these many questions this week, we conducted six separate investigations around the room. They included things like pop cans, water, ice, m&ms, plungers and so on. Investigation 1: Cold Soda We predicted that taking a cold soda out and drying it off would lead to condensation. The cold molecules inside will form water molecules on the warm outside of the can. We have seen this occur in the real world a lot so it was easy to guess what would happen. We took the pop can out, dried it off, and set it down. We watched our can for a few minutes and it began to "sweat". Condensation is when water vapor in the air touches cold temperature that reaches its dew point and condenses as liquid on the surface. Investigation 2: Plung...