Which One is Better?

Yesterday I had a chance to work with a 4th grade class here at RES. The students are in the process of discussing what scientists do. I used a version of this lesson, from from the Just Call Me Ms. Frizzle, blog as an opportunity to continue forming questions, making a plan, observing, recording data, and coming to a conclusion. We used the Which One is Better? lesson in class yesterday with Mr. Dayton's.

We started to brainstorm some ideas what scientists do, which lead to an amazing discussion about how we were going to attack these bubbles and bouncy balls to determine which one was better. Once the students determined how they would test the term "better" they were able to share their ideas with the teachers. Some of the ideas for determining "better" were biggest bubble and which one took the longest to pop.

Then it was on to the excitement. I started by allowing them 2 minutes to blow some "test" bubbles (because we all know what would have happened if I didn't allow this....bubbles everywhere), which helped to make sure we were focused and on task when the actual testing of bubbles began. After their test bubbles were blown the students used the two Google docs below to record their data and make observations. Both of these will go into their Science Notebooks.

Which One is Better? - Data Sheet

Things We Observe - Graphic Organizer

Observation Walk

Today I had the pleasure of working with 2nd graders at RES. They have been studying what scientists do by reading lots of books, going on nature walks, and writing in their science notebooks. Not to mention all the great conversations we have had.

We went to the playground at RES today armed with our iPads, science notebooks, and data collection sheets (a picture of the sheet is below). The class did an awesome job collecting samples, for further observation in the classroom with magnifying glasses, and recording their observations.

The students and I will be using the iPad to create a presentation based on our observations. Stay tuned.

Living vs. Non-living Organisms/Objects

Yesterday I had the pleasure of working with some 1st graders during their unit on Living vs. Non-living organisms. They read a book (Each Living Thing by Joanne Ryder) and discussed the traits of each. What an AWESOME discussions these kids had. After our discussions the class did a picture sort of living and non-living to be put into their Science Notebooks.

While looking for some additional resources, I came across this blog with some awesome resources to teach about the topic. The blog is called Kindergarten....kindergarten and has some great resources.

Understanding Science Resouce

I happened to stumble upon this resource today, Understanding Science, from UC Berkley. Being in a new position this year, and being that it spans the K-8 grade levels, this site is really helpful to me. I like how it gives me a general "what my kids know" guide. I do know that there are exceptions to the ideas in here, but this still gives me a good sense of where the students I work with are coming from.

There are many quality teaching ideas, teaching tools, and tips for the teacher. Check it out!

Sewer Maggots?!?!

Yesterday I had the pleasure of working with Mr. Donnelly's 4th graders at RES. We did one of my all times favorite lessons called Sewer Maggots, which is often called Dancing Raisins. The materials we used were a clear glass, Mountain Dew, and raisins.

We began the lesson talking about what pollution is and the various types. We also discussed what scientists do, especially focused on the predictions and observations part. I used the book A River Ran Wild to show some examples of water pollution. And we discussed some of the events in the book as to how the water became polluted.

After that discussion, we told the kids a friend of mine had sent some polluted water they had been working on cleaning in a lab, as well as some new genetically altered insect they were using to clean this water. After I brought in the "polluted water" I dropped in the "maggots" in the water and we observed them sink to the bottom and then ride the bubbles to the top. The class was amazed and totally focused on the experiment. We asked the students what they thought the sewer maggots were doing, and got the response we were looking for of "cleaning the water".

We used this Observation sheet for the kids to keep their notes and record their observations. They were a little disappointed that actual sewer maggots don't exist, but this was a really fun way to kick off science!