Vex Robotics - 7th Grade

Today we started building our Vex Robots with Mr. Kelly's 7th grade Robotics class. The students went through the kits and began to build their robots. For this go around, since we are on a "mini" cycle, we are going to document this process using our iPads and the Pixntell app (we upgraded to the $.99 version in order to put more pictures into a video).

For this class we try and put the students into groups of 3 during these labs, but sometimes use groups of 2 depending on numbers. The students spent some time today familiarizing themselves with the materials and completing the first few steps of the process. We had them use the iPads to take pictures after completing each step and will then import the pictures to Pixntell in order to document the process. Some of the pictures are below.

7th Grade Robotics

During the last 5 minutes of class today the students used the Scan app and this QR code that was in the lab. The QR code took them to Wallwisher, where 2 of the groups were able to post their challenges from the day. We will keep this open in order to address any challenges the students had and help guide them through. I am thinking as we go through this process, the challenges will become a little deeper then where they are right now.

The plan for this project is to have the students create a video tutorial for next year's classes. Stay tuned!

Sense of Touch and Texture Painting

Kindergarten students at RES have been working on their Five Senses unit. They have done a variety of lessons and activities using their 5 senses. Today was our chance to focus on sense of touch. Mrs. O'Neil started the lesson by activating the students background knowledge and having the students recall some experiences when they used their sense of touch. After a short discussion we read Soft and Smooth, Rough and Bumpy by Dana Meachen Rau. This book generated lots of questions and allowed the students to make many connections.

Next we introduced the students to what items we would be mixing into our paint today. For our lesson we used dried leaves, coffee, crushed pretzels, rosemary, and sand mixed with the paint. Students passed around the items in cups, but not mixed with the paint, to get a chance to feel each item. Many of the students made the realization that several of their senses came into play during this time. Not only were they using their sense of touch, but sight and smell as well. We then brainstormed a list of words to describe what we felt when we touched each object.

The students then had the chance to use this graphic organizer (Sense of Touch) that Mrs. O'Neil created. Students dipped their fingers into the paint and painted in the box. Once they had painted in the box they were to draw a line to the object they thought was in each color. Students then shared with the teacher at least one thing they discovered during this experiment. We recorded that on the bottom of the paper for the students.

After they shared, students were allowed to use the leftover paint to create any masterpiece their heart desired.

We brought the students back to the carpet for a discussion about our discoveries. Students shared what they thought was in each color and what helped them to think this way. This was an opportunity to connect back to the theme of the lesson and bring in our knowledge about how our senses work together.

States of Matter

This week I was able to finally, after missing a week because of Hurricane Sandy, work with the 2nd grade students. The idea started during the 2nd grade States of Matter unit. Students kept coming up with some amazing questions. Ms. DeBonis and her students teacher, Ms. Olyha, had the students record their questions about solids (we allowed some liquid questions in there as well). After reading through the questions we were able to group them into a few categories. The same four categories tended to pop up in one way or another.

1) Can solids float?
2) Can solids melt?
3) Can you change the shape of a solid?
4) Can you turn something that is not a solid (i.e. liquid) into a solid?

During our planning meeting we designed four stations based on these questions. The stations are listed below. Students then used their Science Notebooks and the graphic organizer to make observations and illustrate those observations. The students were thoroughly engaged and generated several deeper questions during the stations.

Station 1 - Can solids float?

We filled a container with water and had the students make predictions on if they thought our objects would sink or float. The objects we used were a pumpkin and a sponge (just a regular dish washing sponge). The students were amazed when they found out both floated, especially the pumpkin. What amazed me was how each group at one point place the pumpkin on top of the sponge to make it sink.

Station 2 - Can solids melt?

For this station we filled a glass beaker (about 1/2 way) with hot water. The students then placed one ice cube into a smaller beaker and gently dropped that into the beaker with hot water. We made predictions about what we thought would happen. Once we removed the smaller beaker and saw how quickly it melted I allowed the students to touch the bottom and side of the smaller beaker. This allowed for an additional observation - the bottom of the beaker was ice cold and the sides were warm and had condensation on them. A few students wondered what would happen if we just dropped the ice cube in the water. She answered her own question with quite an explanation about how the glass of the small beaker prevents the ice from melting quickly.



Station 3 - Can you change the shape of a solid?

Students used modeling clay to make a variety of shapes.

Station 4 - Can you turn something that is not a solid into a solid?

This was probably the students favorite station. At this station we filled an ice tray with water, which the students observed throughout the day, to notice the different changes in the liquid. Once they filled the ice tray, they were then allowed to make ice cream in a bag. A huge hit!