Force and Motion Science Unit

 We recently finished up our science unit on Force and Motion.  We started our unit by learning that a force is needed to make an object move, change speed, or change direction.  A force is a push or a pull motion.  We explored this concept through an interesting obstacle course.  The students had to push or pull a bowling ball with a broom through our course and keep it in the boundaries.  The students were paired up, and their goal was to have the fastest time.  They soon found out that it wasn't as easy as it looked!

Another concept we explored was friction.  We questioned whether the type of surface on each ramp would affect how quickly a small car would go down a ramp.  We measured this by how far the car traveled from the ramp.  In our investigation, the plain wood ramp had the leas amount of friction and the rubber material on another ramp provided the most amount of friction.

Science Unit: Playing with Matter!

 

Our most recent science unit focused on matter.  We learned about the 3 states of matter: solid, liquid, and gas.  We attempted an oobleck experiment to see if it was a solid or a liquid.  This was definitely a messy one, but the properties of oobleck allow it to be a solid and a liquid!

Our last 3 experiments focused on a property of matter: density.  This can be a hard concept to understand because it would seem that heavy things automatically sink and light things float, but we learned that is not the case because of density.  We defined density as the amount of atoms that are packed into a given volume. The more atoms packed in, the more dense.  We experimented with sink and float, rainbow in a jar which was a layering of liquids from most dense to least dense, and using salt to affect the density of the liquids.  We had a lot of fun with these experiments!

Engineering an Egg Drop

In our engineering unit, we've learned that engineers need to use creative ideas to build or take things apart.  They also need to be great problem solvers who are willing to try things in a new way if they don't work the first time.

In order to put these skills to use, the students built an egg drop box with a few limited supplies.  Each group was given a shoe box filled with 1 toilet paper tube, 2 cotton balls, 1 styrofoam cup, 2 paper towels, 2 popsicle sticks, 2 straws, 2 pipe cleaners, and a roll of masking tape. 

On day 1 the students made their box without the egg.  They had to make some assumptions on how the egg would fit into their design. On day 2, the students were given the egg and many groups had to problem solve a new design based on whether or not the egg fit into their original design.

This project also gave the students another chance to collaborate within a partnership or group and practice listening to each other's ideas and working together.

The goal was to keep the egg safe for 3 different heights of dropping.  We dropped off a desk, off the landing of the stairs to the new gym, and off the catwalk.  

 The students then reflected on why they think their eggs survived the fall or didn't.  We focused on the fact that if our eggs didn't survive, it's not a failure, but rather it's just one idea that would need further work.  The students were then given time to construct a new design before the next drop.  This was a fun project!

Egg drop construction:

Drop 1:

Drop 2:

Drop 3:

Spaghetti Noodle Towers

 We started our engineering unit last week.  We've learned that engineers build things to solve problems.  They use creative and innovative ideas.  We've also learned there are different types of engineers.  Some may create new things, some take things apart to see how they work, and some study why things don't work.

Our first task as engineers was to make a tower out of spaghetti noodles and marshmallows.  Each small group was given a box with 30 noodles and 30 marshmallows.  Before the groups got started, we discussed the importance of team work and using words of encouragement with each other.  I let the class know that it's okay to feel frustrated when your ideas don't work the first time and asked them how they would handle it.  They all agreed that as engineers they needed to just try a new idea if their first idea didn't work.  The students were so excited to get to work! 

After the first work session, it's not uncommon for groups to end up with snapped noodles and gooey marshmallows.  The class soon learned that marshmallows and noodles are not stable building materials, but they did not give up!  We talked as a class about what was working and not working.  Groups suggested ideas for other groups to try such as doubling up noodles to make them stronger.  In their next work session, they were given 30 more noodles and 30 more marshmallows.  They put their finishing touches on their spaghetti noodle towers in the third and final session!

Little Scientists

I'm so excited that we are back together in the classroom again!  In 3rd quarter we start our science units!  We began with learning about the scientific method.  We discussed the steps of asking a question, form a hypothesis or prediction about what we think will happen, carrying out the experiment and making observations, and reporting the final results.

In our first experiment we asked the question, "How can we keep a banana fresher longer?"  We tried three different ways.  We wrapped plastic wrap around one of the stems, another was put in a brown paper bag, and a third was put in the fridge.  Each student made a hypothesis about which banana would remain the freshest, or if it would even make a difference.  We recorded our observations throughout the week.  We found not much difference between the banana with plastic wrap around the stem and the one in the bag.  They both developed small brown spots throughout the week.  The banana in the fridge became browner overall in the fridge, but not necessarily spotted.  Once we peeled them, we found them to be similar.  The banana in the fridge did have a brown spot though.  Ultimately, the class decided that the banana with the plastic wrap around the stem remained the freshest.  The class felt as though all 3 bananas were still edible.

In our second experiment we asked the questions, "Can we grow gummy bears?" We weighed and measured each gummy bear before putting them in plain water, sugar water, vinegar water, and lemon water.  Each student make a hypothesis, and we weighed and measured again the next day.  We were amazed to find how much the bear in the vinegar water had grown!  The class had brainstormed many other liquids they could try for this experiment at home!