At the beginning of my module on electricity this week, I asked a question of my students,"What and how electricity plays an important in the 21st century.
The "Big Idea" that is the focus of this blogging experience is electricity and flow of current through the circuit. This particular "Big Idea" is a focus at the 4th grade level at the national and state level here in NJ. Learning how a circuit operates is important in assisting each one of us troubleshoot electrical issues that arise in our everyday lives. (i.e- Christmas lights, circuit breakers in a house, etc.)
Before introducing 21-century technology and tools into the lesson, I would allow the natural curiosity of the students "loose." The first inquiry experience is giving each cooperative learning pair of children, a D-cell, 2 wires and a light bulb, let them light the bulb without any prompting from the teacher. The second inquiry experience is the how the flow of a circuit can be controlled with the introduction of a switch in this case a hex screw. The final inquiry experience students in cooperative learning groups explore and investigate parallel and series circuits.
After the inquiry experiences, technology is then integrated into the lesson - The sites provide additional insight to students correcting any misunderstanding and misconceptions they might come up during the inquiry stage.
Science Zone
http://www.woodlands-junior.kent.sch.uk/revision/Science/electricity.htm
Students can click on a variety of links for interactive sites involving different electricity concepts.
42explore
http://www.42explore.com/electric.htm
Good reference site
Science Kids
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
Interactive site - students experiment with different components to build a circuit.
Challenges: Integration of the interactive sites and technology into the actual inquiry experiences.
Any suggestions from my fellow colleagues?
Sunday, February 13, 2011
Sunday, January 30, 2011
It's Heating Up!!
For my heat transfer investigation, I used four Styrofoam cups identical in size shape and volume. Square pieces of bubble wrap, aluminum foil, newspaper, and Styrofoam were used as the insulating materials. 250 cc of hot water was added to each cup. A starting water temperature of 46°C provided me with a benchmark to be used in determining the best insulator. Each was secured with a rubber band, except for the Styrofoam. That was secured by a few pebbles. Temperatures was taken after 30 minutes. Results are shown in the table below.
Type of Insulator Material | Temperature in Celsius |
Aluminum Foil | 43 |
Styrofoam | 44 |
Newspaper | 41 |
Bubble Wrap | 44 |
As seen in the table above the bubble wrap and the Styrofoam exhibited the least amount of heat loss, while the newspaper exhibited the most. As a side note, the bubble wrap had the "bubbles" intact. Conclusion: The bubble wrap was just as effective insulator as the Styrofoam. The bubble wrap and the Styrofoam have many small air spaces. These small spaces make the molecules less likely come in contact with other molecules to "pass on" the increased vibrating motion (Tillery, Enger and Ross, 2208).
If I was to repeat this experiment, I would include a second part to this investigation. The second part would focus on the amount of temperature change and would consist of changing the type of drinking container. Instead of a Styrofoam container using a "coffee mug" while keeping the insulating materials, and the amount of water the same. What would be interesting to find out if there was more of a heat loss with a ceramic coffee mug than with a Styrofoam cup.
If I were to plan an engaging scientific inquiry for my 4th grade students on heat transfer, it would be centered keeping a meal warm, similar in the article "What's Hot What's Not?" with a little variation. Inquiry would be of a guided one initially. The manipulated variable in the experiment would be the type of bowl used to keep a select piece of food warm. The type and amount of food would remain constant. A benchmark temperature would be taken, then at preselected intervals to track heat transfer among the bowls. Results would be graphed. After the investigation each student group would initiate questions that may lead them to develop their own investigations.
If I was to repeat this experiment, I would include a second part to this investigation. The second part would focus on the amount of temperature change and would consist of changing the type of drinking container. Instead of a Styrofoam container using a "coffee mug" while keeping the insulating materials, and the amount of water the same. What would be interesting to find out if there was more of a heat loss with a ceramic coffee mug than with a Styrofoam cup.
If I were to plan an engaging scientific inquiry for my 4th grade students on heat transfer, it would be centered keeping a meal warm, similar in the article "What's Hot What's Not?" with a little variation. Inquiry would be of a guided one initially. The manipulated variable in the experiment would be the type of bowl used to keep a select piece of food warm. The type and amount of food would remain constant. A benchmark temperature would be taken, then at preselected intervals to track heat transfer among the bowls. Results would be graphed. After the investigation each student group would initiate questions that may lead them to develop their own investigations.
Sunday, January 16, 2011
Guided Inquiry: Pendulums
For my guided inquiry experience this week illustrating the concept of momentum, I chose the question, "Which pendulum will come to rest more quickly, a lighter or heavier pendulum?" Before actually carrying out the experiment, basic information was gathered about simple pendulums. Many variables came into play. They ranged from the length of string, weight of the bob and the amplitude or angle or release. Since the question pertains only to mass, the string and amplitude were the fixed variables. The materials used in the investigation was a yardstick, a protractor, fishing line and the three washers from the science kit. Each washer was given three trials. Time was entered in a data table. Results showed that the heavy washer came to a full rest averaging around nine and a half minutes after it's release. the light weight washer four and a half and the medium weight washer close to seven minutes. The investigation, yet simple, demonstrated the concept of momentum and the objects having more mass, momentum increases.
What worked well or did not work well? The materials were simple and readily available. the pivot point game me issues. I first used a pushpin as the pivot point of the pendulum. There was a lot of movement at the pivot point causing the washers to fall off on several occasions. A thumbtack replaced the pushpin causing less movement at the pivot point. Modifications to the investigation might include changing the amplitude, arc, of release of the pendulum. "Will that cause increased momentum and therefore causing the bob to take longer to come to a complete rest?
Engaging and relevance, two interesting vocabulary words. To understand pendulums better take the students to a field trip to a playground with a swing set. Once there, the students observe their fellow classmates on swings with various lengths. Observing the different mass of each of the students and how that might affect the frequency and period of the pendulum as well the arc or amplitude of release. A totally different activity, if your principal or supervisor allow, is sledding. Children of different mass sledding downhill using different sleds. There are many concepts and variables that come into play here, momentum, friction, gravity, etc.
Specifically having the students understand and learn the workings of a SIMPLE pendulum, collecting and analyzing and the ability to generate conclusions from that data. Challenging my students to come up with variables affecting the period and frequency of a pendulum would be a goal in achieving further understanding of how pendulums work.
What worked well or did not work well? The materials were simple and readily available. the pivot point game me issues. I first used a pushpin as the pivot point of the pendulum. There was a lot of movement at the pivot point causing the washers to fall off on several occasions. A thumbtack replaced the pushpin causing less movement at the pivot point. Modifications to the investigation might include changing the amplitude, arc, of release of the pendulum. "Will that cause increased momentum and therefore causing the bob to take longer to come to a complete rest?
Engaging and relevance, two interesting vocabulary words. To understand pendulums better take the students to a field trip to a playground with a swing set. Once there, the students observe their fellow classmates on swings with various lengths. Observing the different mass of each of the students and how that might affect the frequency and period of the pendulum as well the arc or amplitude of release. A totally different activity, if your principal or supervisor allow, is sledding. Children of different mass sledding downhill using different sleds. There are many concepts and variables that come into play here, momentum, friction, gravity, etc.
Specifically having the students understand and learn the workings of a SIMPLE pendulum, collecting and analyzing and the ability to generate conclusions from that data. Challenging my students to come up with variables affecting the period and frequency of a pendulum would be a goal in achieving further understanding of how pendulums work.
Friday, December 10, 2010
Physical Chemical Changes
Student Work Sample
Reflections of a Lesson
The lesson implemented this week focused on physical and chemical changes. To activate prior knowledge of students were given two different types of nails in a cup of water to observe the weekend. Observations were made in a journal and were asked to include any questions they made have had. Discussion were held the following Monday. I posed a couple questions to them , What caused the rust ? and why did one nail rust and not the other one?
Excellent transition to the main inquiry of the lesson, an excellent tranisiton into the focus of the inquiry, whether a substance undergoes a chemical or physical change and the sings that would indicate a change.
Students rotated to each of the six science centers performing the simple experiments in their cooperative learning groups. Data was entered on the group's data charts. Abundant conversations took place during the investigations. My co-teacher and myself facilitated groups by encouraging groups in science conversation. and to take risks. We used this time to informally assess knowledge of the content and reconcile any differences any of the groups had about their reasoning or answers.
The assessments I differentiated were due to the diverse learning styles in the inclusion classroom. They consisted of, but not in any particular order, a pencil and paper test, a reading passage where students underlined the physical and chemical changes, each group presented findings of a particular center and then presented it to the class. the fourth which is on-going process is the development of a PowerPoint presentation on physical and chemical changes.
Improvements and/or revisions that I would make would be to integrate more technology into the lesson, by having the students themselves increase their use digital cameras in the recording of their observations. Another would to make available the use of computers to research a question that they may have during their investigation.
Time constraints had a part to play in the formation of this lesson. At the elementary level science is not taught on a daily basis and needed to double up on subject areas.
The lesson provided me with positive observations. Students finely tuned their observation and improve their reasoning skills. Positive interaction took place among the students. A degree of student dialogue took place among the students in the groups. This lesson made me aware of the need to revisit science unit/lessons that I have constructed during the past couple of years to revise them and correspond to the types of scientific inquiry.
Reflections of a Lesson
The lesson implemented this week focused on physical and chemical changes. To activate prior knowledge of students were given two different types of nails in a cup of water to observe the weekend. Observations were made in a journal and were asked to include any questions they made have had. Discussion were held the following Monday. I posed a couple questions to them , What caused the rust ? and why did one nail rust and not the other one?
Excellent transition to the main inquiry of the lesson, an excellent tranisiton into the focus of the inquiry, whether a substance undergoes a chemical or physical change and the sings that would indicate a change.
Students rotated to each of the six science centers performing the simple experiments in their cooperative learning groups. Data was entered on the group's data charts. Abundant conversations took place during the investigations. My co-teacher and myself facilitated groups by encouraging groups in science conversation. and to take risks. We used this time to informally assess knowledge of the content and reconcile any differences any of the groups had about their reasoning or answers.The assessments I differentiated were due to the diverse learning styles in the inclusion classroom. They consisted of, but not in any particular order, a pencil and paper test, a reading passage where students underlined the physical and chemical changes, each group presented findings of a particular center and then presented it to the class. the fourth which is on-going process is the development of a PowerPoint presentation on physical and chemical changes.
Improvements and/or revisions that I would make would be to integrate more technology into the lesson, by having the students themselves increase their use digital cameras in the recording of their observations. Another would to make available the use of computers to research a question that they may have during their investigation.
Time constraints had a part to play in the formation of this lesson. At the elementary level science is not taught on a daily basis and needed to double up on subject areas.
The lesson provided me with positive observations. Students finely tuned their observation and improve their reasoning skills. Positive interaction took place among the students. A degree of student dialogue took place among the students in the groups. This lesson made me aware of the need to revisit science unit/lessons that I have constructed during the past couple of years to revise them and correspond to the types of scientific inquiry.
Sunday, November 21, 2010
Melting Iceberg Experiment
This science investigation, simplistic in nature, provided intriguing insights into the characteristics and behavior of water in the various states of matter (ie- solid and liquid) especially for students at an early elementary level. Science principles of displacement and density were also observed as the ice was placed in the water and continued with the melting process.
If, a big if, the polar ice caps were to melt at a significant rate, the melting can have more of an effect on climate than a rise of sea levels as a whole. It also depends on which polar ice cap is doing the melting. The northern polar ice cap, which rests on the Arctic Ocean, is mainly comprised of icebergs , except the ice cap on Greenland. Icebergs do not raise sea levels when melting because they are floating and have already displaced water they are going to (Kluger, 2006). This is evidenced by the experiment performed. There was no overflow of water as the ice cubes melted. As mentioned in the Time Magazine article, climate can be affected by the introduction of freshwater into the ocean effecting the salinity of the ocean. The example given in the article is the Gulf Stream. The southern polar ice cap overlays the Antarctic continent, contains 70% of the worlds freshwater, is unlikely to melt. The average temperature in Antarctica averages -37 degrees C (How Stuff Works, 2010).
The are several questions I have in regards to this investigation.
a. How can I adapt or modify this investigation to 4th or 5th grade students that have little background knowledge on the subject of global warming.
b. Would I need to provide background knowledge to the students in the form of this same investigation to teach the students properties, characteristics and behavior of water before introducing global warning?
If, a big if, the polar ice caps were to melt at a significant rate, the melting can have more of an effect on climate than a rise of sea levels as a whole. It also depends on which polar ice cap is doing the melting. The northern polar ice cap, which rests on the Arctic Ocean, is mainly comprised of icebergs , except the ice cap on Greenland. Icebergs do not raise sea levels when melting because they are floating and have already displaced water they are going to (Kluger, 2006). This is evidenced by the experiment performed. There was no overflow of water as the ice cubes melted. As mentioned in the Time Magazine article, climate can be affected by the introduction of freshwater into the ocean effecting the salinity of the ocean. The example given in the article is the Gulf Stream. The southern polar ice cap overlays the Antarctic continent, contains 70% of the worlds freshwater, is unlikely to melt. The average temperature in Antarctica averages -37 degrees C (How Stuff Works, 2010).
The are several questions I have in regards to this investigation.
a. How can I adapt or modify this investigation to 4th or 5th grade students that have little background knowledge on the subject of global warming.
b. Would I need to provide background knowledge to the students in the form of this same investigation to teach the students properties, characteristics and behavior of water before introducing global warning?
Sunday, November 14, 2010
STEM Lesson
I was briefly exposed to the 5E's four years ago in an extensive summer professional development course in science content/pedagogy at one of the state colleges in NJ. I have not used it since this weekend. It is great for the unit/lesson or investigation that will encompass several science periods lasting a couple of weeks. There was some similarity to how I have to write my lesson plans now. It includes everything from activating prior knowledge, posing thought provoking questions, engaging students in effective lessons, connecting them to real-life lessons and situations and using types of assessments to evaluate student progress.
The lesson that I purposely chose was a lesson that I taught several years ago that integrates engineering and science. The lesson shows how an environmental engineer solves a problem and designs a water filtration system to clean contaminated water. From there the students are placed into "design teams", and experiment on items that filter water the best. They then proceed to use the "engineering design process," to draw, design and implement their own water filter, then have an opportunity to improve their design. A culminating activity is that each design team presents and communicates their findings to the class using a presentation software like PowerPoint.
What was most time consuming in this application is the multiple standards that I researched for this lesson.
From a logistical and practical point of view, and to cover all of the 5E's effectively this unit lesson will need several class periods to accomplish which approximately lasts a couple of weeks.
The lesson that I purposely chose was a lesson that I taught several years ago that integrates engineering and science. The lesson shows how an environmental engineer solves a problem and designs a water filtration system to clean contaminated water. From there the students are placed into "design teams", and experiment on items that filter water the best. They then proceed to use the "engineering design process," to draw, design and implement their own water filter, then have an opportunity to improve their design. A culminating activity is that each design team presents and communicates their findings to the class using a presentation software like PowerPoint.
What was most time consuming in this application is the multiple standards that I researched for this lesson.
From a logistical and practical point of view, and to cover all of the 5E's effectively this unit lesson will need several class periods to accomplish which approximately lasts a couple of weeks.
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