Tuesday, May 20, 2008
ABC's of Washington State
Using the shape of our state, I have students study the geography of the state, color, label and then research a place, land form or other spot of interest to write about. Each student is assigned a letter from the alphabet and needs to provide information using the assigned letter as the beginning of the place they have decided to write about. This can b e a one page assignment or a full book project.
ABC books are a great way to review what you have taught using any subject as the catalist.
Human Body Writing
I use this as an opportunity to teach note taking. I read to the students about each body organ they take notes, then turn their notes into a proper paragraph. Each organ becomes a book page. This can become a class book or an individual book for each student.
The next part of this project is to create a paper plate skeleton. Children love this activity. It's a great project for the month of October. I hang all of the skeletons from the ceiling in our room. It's just good fun!!
Monday, May 19, 2008
Wednesday, May 14, 2008
Around The World with Santa
Plan an Around the World Sleigh Ride with SantaYou and a partner and Santa are to plan an around the world trip. You will determine your route and calculate the distance plus all costs associated with the trip. You will decide where you eat, in which countries you spend the night and how many miles to travel each day, you must stay within your budget. The elf’s have given you $2,500 to spend on the trip. You will need to be back home in 12 days.
Transportation
Sleigh +6 reindeer $25.0/day…………………………… 330 m.p.h.
Sleigh + 8 reindeer $35.00/day……………………….. 440 m.p.h.
Sleigh + 10 reindeer $ 45.00/day………………………550 m.p.h.
Hotel
Economy (no pool) $55.00/day
Mid-range (pool) $85.00/day
Luxury (pool + room service) $150.00/day
Food
Fast Food (McDonalds) $5.00/ meal/per person
Mid-Range (Denny’s) $10.00/meal/per person
Luxury (Black Angus) $25.00/meal/per person
Constraints
You must be back in 12 days. You can only travel 10 hours per day. You must stay in your budget.
Think About
How many miles must Santa cover per day? Show your work. At what speed must Santa travel? Organize your thoughts before you begin, what are the most important things to think about first, next, and last?
Your Work
You will need to produce 4 cumulative graphs.
One showing the miles you traveled each day
One showing the amount of money spent on reindeer each day
One showing the total spent each day
One showing the amount of money you have left each day.
This is a great time to learn how to do graphs in Excel.
Monday, May 12, 2008
Mind Your Own Business
Working with Harvard business school graduate and University of Washington business professor Steve Hanley, All 5th grade students designed their own businesses from top to bottom. They began with a market survey, applied for a mock-Washington state business license, applied for a business loan, learned about wholesale prices, ordered materials, built a product and sold the product. Each step of the project was documented and accurate bookkeeping happen. All money earned from selling products was then deposited into a classroom bank, all banking records were kept by individual students as well.
****This project was then extended into Let’s Do Launch!!! After all 5th grade classes take part in the economic social studies project, Mind Your Own Business the profits made from the items sold went to buying each classroom 30 Estes model rockets. In May, all 5th grade classes then went through a rocketry unit, culminating with the building and launching of model rockets they purchased with money made by their own businesses.
As a group you will need to:
Name your company___________
Choose a:
Business manager- responsible for everyone in the group
Accountant- will keep track of all the merchandise and accounts receivable
Employee: will be in charge of making the product
Publicist: will be in charge of advertising
Accountant:
Date: Item sold # of items sold $$
****This project was then extended into Let’s Do Launch!!! After all 5th grade classes take part in the economic social studies project, Mind Your Own Business the profits made from the items sold went to buying each classroom 30 Estes model rockets. In May, all 5th grade classes then went through a rocketry unit, culminating with the building and launching of model rockets they purchased with money made by their own businesses.
As a group you will need to:
Name your company___________
Choose a:
Business manager- responsible for everyone in the group
Accountant- will keep track of all the merchandise and accounts receivable
Employee: will be in charge of making the product
Publicist: will be in charge of advertising
Accountant:
Date: Item sold # of items sold $$
The World in a Box
This project is fun fast and a great way to learn geography. You can use the same concept with states or countries.
The World in a Box or a Bag!
1. Use blue yarn to make the outline of the world.
2. The green yarn represents continents. Place them in their correct locations.
3. Now, locate and label 3 major countries in each continent.
4. Be creative and add major mountain chains, and rivers.
5. Label all major oceans.
6. Label north, south, east and west.
7. When you are finished make an answer key to go along with your kit, use a map to make sure it’s accurate.
8. Show Mrs. Hartman and trade boxes with others to put kits together!
The World in a Box or a Bag!
1. Use blue yarn to make the outline of the world.
2. The green yarn represents continents. Place them in their correct locations.
3. Now, locate and label 3 major countries in each continent.
4. Be creative and add major mountain chains, and rivers.
5. Label all major oceans.
6. Label north, south, east and west.
7. When you are finished make an answer key to go along with your kit, use a map to make sure it’s accurate.
8. Show Mrs. Hartman and trade boxes with others to put kits together!
Social Studies/Geography Drawing : Design an island
Design an Island is a fun way to study Geography and add a creative component to the project. The design of the island can be any shape but the information must be correct. We had a lot of fun with this project.
Rubric 1 2 3 4
Title
4 Title is informative, centered, and larger than other text.
3 Title is informative and larger than other text.
2 Title is informative and centered.
1The title is incomplete and does not clearly indicate what island is pictured.
Labels
4 Every item that needs to be identified has a label. It is clear which label goes with which structure.
3 Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.
2 Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.
1 Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with item.
Drawing - details
4 30 geography terms have been added. The details are clear and easy to identify.
3 20 geography have been added. The details are clear and easy to identify.
2 15 geography terms have been added. A few details are difficult to identify.
1 10 geography terms have been added OR most details are difficult to identify.
Accuracy
4 95% or more of the assigned terms are drawn accurately and are recognizable. All assigned terms are labeled accurately.
3 94-85% of the assigned terms are drawn accurately and are recognizable. All assigned terms are labeled accurately.
2 94-85% of the assigned terms are drawn accurately and are recognizable. 94-85% of the assigned terms are labeled accurately.
1 Less than 85% of the assigned terms are drawn AND/OR labeled accurately.
Spelling
4 All words are spelled correctly in the title, labels and caption/description.
3 All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.
2 75% of the words are spelled correctly in the title, labels, and description.
1 Fewer than 80% of the words are spelled correctly in the title, labels, and description.
Knowledge Gained
4 When asked about 10 items in an unlabeled drawing of island, the student can identify all of them accurately.
3 When asked about 10 items in an unlabeled drawing of an island, the student can identify 8-9 of them accurately.
2 When asked about 10 items in an unlabeled drawing of an island, the student can identify 6-7 of them accurately.
1 When asked about 10 items in an unlabeled drawing of an island, the student can identify 5 or less of them accurately.
Rubric 1 2 3 4
Title
4 Title is informative, centered, and larger than other text.
3 Title is informative and larger than other text.
2 Title is informative and centered.
1The title is incomplete and does not clearly indicate what island is pictured.
Labels
4 Every item that needs to be identified has a label. It is clear which label goes with which structure.
3 Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.
2 Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.
1 Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with item.
Drawing - details
4 30 geography terms have been added. The details are clear and easy to identify.
3 20 geography have been added. The details are clear and easy to identify.
2 15 geography terms have been added. A few details are difficult to identify.
1 10 geography terms have been added OR most details are difficult to identify.
Accuracy
4 95% or more of the assigned terms are drawn accurately and are recognizable. All assigned terms are labeled accurately.
3 94-85% of the assigned terms are drawn accurately and are recognizable. All assigned terms are labeled accurately.
2 94-85% of the assigned terms are drawn accurately and are recognizable. 94-85% of the assigned terms are labeled accurately.
1 Less than 85% of the assigned terms are drawn AND/OR labeled accurately.
Spelling
4 All words are spelled correctly in the title, labels and caption/description.
3 All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.
2 75% of the words are spelled correctly in the title, labels, and description.
1 Fewer than 80% of the words are spelled correctly in the title, labels, and description.
Knowledge Gained
4 When asked about 10 items in an unlabeled drawing of island, the student can identify all of them accurately.
3 When asked about 10 items in an unlabeled drawing of an island, the student can identify 8-9 of them accurately.
2 When asked about 10 items in an unlabeled drawing of an island, the student can identify 6-7 of them accurately.
1 When asked about 10 items in an unlabeled drawing of an island, the student can identify 5 or less of them accurately.
Sunday, May 11, 2008
Sweet Story
Writing Prompt
There are some interesting candy bar names. You will be creating a story using the names of at least 5 candy bar names as people, places, things, events, etc. When you are finished with all stages of the writing process, you will publish your final copy in the computer lab using your knowledge of Microsoft Word. You will have to center your title, indent your paragraphs, space words and sentences appropriately, and change the font of the candy bar names. You will be typing your story using the font Times New Roman. Each candy bar name should have a different font. Since you will have 5 different candy bar names, you will have 5 different fonts. Look at the scoring guide to see how you will be assessed.
Sweet Story Scoring Guide
1 2 3 4
Candy Element
1 Contains 1-2 candy bar names that do/don’t enhance the story.
2 Contains 3 candy bar names that do/don’t enhance the story.
3 Contains 4 candy bar names that do enhance the story.
4 Contains 5 or more candy bar names that do enhance the story.
____
Microsoft Word Elements
1 Missing 3-4 criteria.
2 Missing 2 criteria.
3 Missing 1 criterion.
4 There is a centered title, paragraphs are indented appropriately, spacing is correct, and the font for the candy bar names has been changed.
____
Organization of Parts
1 Lacks evidence of a beginning, middle, and end.
2 Has evidence of a beginning, middle, and end.
3 Has a beginning, middle, and end.
4 Has an effective beginning, middle, and end.
____
Controlling Idea
1 Difficult to follow and lacks focus.
2 Contains a general sense of direction, but lacks focus.
3 Contains a controlling idea.
4 Contains a clear controlling idea.
____
Topic Development
1 Attempts to address the topic, but lacks development.
2 Generally addresses the topic, but contains some details that are not relevant.
3 Addresses the topic and uses relevant details/examples.
4 Clearly addresses the topic and provides specific and relevant details/examples.
____
Complete Sentences
1 Includes incomplete sentences that are distracting to the reader.
2 Contains some incomplete sentences that may be distracting to the reader.
3 Generally uses complete sentences.
4 Consistently uses complete sentences.
____
Mechanics
1 Contains repeated errors in language conventions that are significantly distracting to the reader.
2 Contains errors in language conventions that are distracting to the reader.
3 May contain some errors in language conventions that are not significantly distracting to the reader.
4 Contains few errors in language conventions.
____
Total---->
Candy Bar Names
Airheads
Almond Joy
Baby Ruth
Bonkers
Big Cherry
Big Daddy
Bonkers
Bottle Caps
Butterfinger
Caramello
Cotton Candy
Crunch
Cry Babies
Dots
Dove
Fifth Avenue
Gobstoppers
Goobers
Good & Fruity
Good & Plenty
Gummi Bears
Hershey
Heath
Jaw Breakers
Jelly Belly
Jolly Rancher
Jujubes
Jujyfruits
Junior Mints
Kit Kat
Krackel
Laffy Taffy
Lemon Heads
Life Savers
Mamba’s
M & Ms
Mars Bar
Mentos
Mike & Ike
Milk Duds
Milky Way
Mounds
Mr. Goodbar
Nerds
Nestle
NutRageous
Oh Henry
Oompas
One Hundred Grand
Pay Day
Pixie Stix
Pop Rocks
Push Pops
Raisenets
Razzles
Red Hots
Reese Pieces
Ring Pops
Rolos
Runts
Shock Tarts
Skittles
Smarties
Snickers
Sno Caps
Sour Patch
Spree
Starburst
Sugar Babies
Swedish Fish
Tart-n-Tiny
Tear Jerkers
Three Musketeers
Tootsie Roll
Twix
Twizzlers
Watchamacalit
Whoopers
Wonka Bar
York Peppermint Pattie
There are some interesting candy bar names. You will be creating a story using the names of at least 5 candy bar names as people, places, things, events, etc. When you are finished with all stages of the writing process, you will publish your final copy in the computer lab using your knowledge of Microsoft Word. You will have to center your title, indent your paragraphs, space words and sentences appropriately, and change the font of the candy bar names. You will be typing your story using the font Times New Roman. Each candy bar name should have a different font. Since you will have 5 different candy bar names, you will have 5 different fonts. Look at the scoring guide to see how you will be assessed.
Sweet Story Scoring Guide
1 2 3 4
Candy Element
1 Contains 1-2 candy bar names that do/don’t enhance the story.
2 Contains 3 candy bar names that do/don’t enhance the story.
3 Contains 4 candy bar names that do enhance the story.
4 Contains 5 or more candy bar names that do enhance the story.
____
Microsoft Word Elements
1 Missing 3-4 criteria.
2 Missing 2 criteria.
3 Missing 1 criterion.
4 There is a centered title, paragraphs are indented appropriately, spacing is correct, and the font for the candy bar names has been changed.
____
Organization of Parts
1 Lacks evidence of a beginning, middle, and end.
2 Has evidence of a beginning, middle, and end.
3 Has a beginning, middle, and end.
4 Has an effective beginning, middle, and end.
____
Controlling Idea
1 Difficult to follow and lacks focus.
2 Contains a general sense of direction, but lacks focus.
3 Contains a controlling idea.
4 Contains a clear controlling idea.
____
Topic Development
1 Attempts to address the topic, but lacks development.
2 Generally addresses the topic, but contains some details that are not relevant.
3 Addresses the topic and uses relevant details/examples.
4 Clearly addresses the topic and provides specific and relevant details/examples.
____
Complete Sentences
1 Includes incomplete sentences that are distracting to the reader.
2 Contains some incomplete sentences that may be distracting to the reader.
3 Generally uses complete sentences.
4 Consistently uses complete sentences.
____
Mechanics
1 Contains repeated errors in language conventions that are significantly distracting to the reader.
2 Contains errors in language conventions that are distracting to the reader.
3 May contain some errors in language conventions that are not significantly distracting to the reader.
4 Contains few errors in language conventions.
____
Total---->
Candy Bar Names
Airheads
Almond Joy
Baby Ruth
Bonkers
Big Cherry
Big Daddy
Bonkers
Bottle Caps
Butterfinger
Caramello
Cotton Candy
Crunch
Cry Babies
Dots
Dove
Fifth Avenue
Gobstoppers
Goobers
Good & Fruity
Good & Plenty
Gummi Bears
Hershey
Heath
Jaw Breakers
Jelly Belly
Jolly Rancher
Jujubes
Jujyfruits
Junior Mints
Kit Kat
Krackel
Laffy Taffy
Lemon Heads
Life Savers
Mamba’s
M & Ms
Mars Bar
Mentos
Mike & Ike
Milk Duds
Milky Way
Mounds
Mr. Goodbar
Nerds
Nestle
NutRageous
Oh Henry
Oompas
One Hundred Grand
Pay Day
Pixie Stix
Pop Rocks
Push Pops
Raisenets
Razzles
Red Hots
Reese Pieces
Ring Pops
Rolos
Runts
Shock Tarts
Skittles
Smarties
Snickers
Sno Caps
Sour Patch
Spree
Starburst
Sugar Babies
Swedish Fish
Tart-n-Tiny
Tear Jerkers
Three Musketeers
Tootsie Roll
Twix
Twizzlers
Watchamacalit
Whoopers
Wonka Bar
York Peppermint Pattie
Thursday, May 8, 2008
Home Work Tips
Parents and Students:
5th grade is an important year for building homework routines that will be helpful in middle school. Please read the following guidelines and work together.
Daily homework is meant to be practice of concepts and skills learned during class time. We will always go over homework so that students understand their assignments. Long-range projects give students experience in time management and organization--skills essential to success in middle and high school. The amount of time spent on homework will vary with each student however it should not exceed 60 minutes. If you have concerns about the amount of time your student is spending on homework, please let us know.
Note: Many students participate in a number of extra-curricular activities. School assignments must be the priority. Again, learning to effectively manage time and work is invaluable!
1) Find a quiet, well-lit place for doing homework.
2) Develop a homework routine (start homework at the same time each day--earlier in the day is better than waiting to start until after dinner).
3) Plan your time!
Parents can help by having daily conversations with students about planning their time when doing the daily homework. For instance, before a child begins homework, a parent can have the child show him the homework he must accomplish and give the parent an idea of how he plans to accomplish it (how much time he plans to spend on each homework item, and so on). Parents can help make adjustments. Then, let the child get started on his or her own.
Parents are a resource: children can read to you, ask you for clarification, have you check something for accuracy, and so on. However, it is important for students to do the work on their own. This practice of planning time, working, asking for help, and acknowledging accomplishments is of vital importance in readiness for middle school and life in general.
4) Get enough sleep. It's impossible to stay focused during the school day (for the entire day) and to maintain that focus through homework without getting enough sleep. 5th graders should be in bed at 9:00 pm in order to be ready for the next day.
Search Engines for Kids
Tek-Mom Search Tools for Students is your "one-stop-shopping" site for links to many different search engines including Yahooligans!, Ask Jeeves for Kids, KidsClick!, AOL@School, and Education World. It also includes links to search engines for science, history, reference (encyclopedias, dictionaries and thesaurus, rhyming words), biographies and authors, and maps.
These sites are "kid-friendly," but (as always) parents need to be with their children whenever children are on the Internet.
Library and Other Resources
Welcome to the White House - Learn about the President, the White House, and link to the White House Kids site.
Welcome to NASA - Browse the National Aeronautics and Space Administration site.
Fibonacci Numbers - Learn about Fibonacci Numbers and nature, and try one of the investigations.
Scholastic News - Read some of the articles of the day.
Explore the States - Learn more about each of the United States of America. You can also learn about amazing Americans, jump back in time, and join America at play.
http://www.familyeducation.com/subchannel/0,2794,66-192,00.html- ready made homework.
5th grade is an important year for building homework routines that will be helpful in middle school. Please read the following guidelines and work together.
Daily homework is meant to be practice of concepts and skills learned during class time. We will always go over homework so that students understand their assignments. Long-range projects give students experience in time management and organization--skills essential to success in middle and high school. The amount of time spent on homework will vary with each student however it should not exceed 60 minutes. If you have concerns about the amount of time your student is spending on homework, please let us know.
Note: Many students participate in a number of extra-curricular activities. School assignments must be the priority. Again, learning to effectively manage time and work is invaluable!
1) Find a quiet, well-lit place for doing homework.
2) Develop a homework routine (start homework at the same time each day--earlier in the day is better than waiting to start until after dinner).
3) Plan your time!
Parents can help by having daily conversations with students about planning their time when doing the daily homework. For instance, before a child begins homework, a parent can have the child show him the homework he must accomplish and give the parent an idea of how he plans to accomplish it (how much time he plans to spend on each homework item, and so on). Parents can help make adjustments. Then, let the child get started on his or her own.
Parents are a resource: children can read to you, ask you for clarification, have you check something for accuracy, and so on. However, it is important for students to do the work on their own. This practice of planning time, working, asking for help, and acknowledging accomplishments is of vital importance in readiness for middle school and life in general.
4) Get enough sleep. It's impossible to stay focused during the school day (for the entire day) and to maintain that focus through homework without getting enough sleep. 5th graders should be in bed at 9:00 pm in order to be ready for the next day.
Search Engines for Kids
Tek-Mom Search Tools for Students is your "one-stop-shopping" site for links to many different search engines including Yahooligans!, Ask Jeeves for Kids, KidsClick!, AOL@School, and Education World. It also includes links to search engines for science, history, reference (encyclopedias, dictionaries and thesaurus, rhyming words), biographies and authors, and maps.
These sites are "kid-friendly," but (as always) parents need to be with their children whenever children are on the Internet.
Library and Other Resources
Welcome to the White House - Learn about the President, the White House, and link to the White House Kids site.
Welcome to NASA - Browse the National Aeronautics and Space Administration site.
Fibonacci Numbers - Learn about Fibonacci Numbers and nature, and try one of the investigations.
Scholastic News - Read some of the articles of the day.
Explore the States - Learn more about each of the United States of America. You can also learn about amazing Americans, jump back in time, and join America at play.
http://www.familyeducation.com/subchannel/0,2794,66-192,00.html- ready made homework.
Scientific Inquiry
Question:
Who makes a great scientist?
Hypotheses:
One child full of curiosity, a thirst for knowledge and a lot of perseverance makes a great scientist.
Materials:
One child, an abundance of curiosity, a variety of materials and experiences plus many varied opportunities
Procedure:
1. Provide materials, experiences and opportunities for one child with a curiosity.
2. Guide the child to question.
3. Persuade the child to hypothesize a logical, reasonable guess.
4. Show the child how to observe carefully and record accurately.
5. Steer the child to look at what the data tells him/her.
6. Encourage the child to compare data with hypothesis.
7. Help the child draw a logical conclusion.
Data collection:
Observe the engaged child, recording your observations daily. Question the attitude and feelings of the child about his/her hands-on, active participation, in science lessons.
Conclusion:
All curious children introduced to the natural world around them, provided with the tools and skills necessary to question, observe, record, analyze, and synthesize their observations, will become great scientists!!
©FHartman
Who makes a great scientist?
Hypotheses:
One child full of curiosity, a thirst for knowledge and a lot of perseverance makes a great scientist.
Materials:
One child, an abundance of curiosity, a variety of materials and experiences plus many varied opportunities
Procedure:
1. Provide materials, experiences and opportunities for one child with a curiosity.
2. Guide the child to question.
3. Persuade the child to hypothesize a logical, reasonable guess.
4. Show the child how to observe carefully and record accurately.
5. Steer the child to look at what the data tells him/her.
6. Encourage the child to compare data with hypothesis.
7. Help the child draw a logical conclusion.
Data collection:
Observe the engaged child, recording your observations daily. Question the attitude and feelings of the child about his/her hands-on, active participation, in science lessons.
Conclusion:
All curious children introduced to the natural world around them, provided with the tools and skills necessary to question, observe, record, analyze, and synthesize their observations, will become great scientists!!
©FHartman
Tuesday, May 6, 2008
NCCE - Things to Know Before You Go!
By Kari, Cynthia, Fran, Sandy, Marca and Lisa
Introduction The NCCE is a nonprofit organization dedicated to promote the use of technology in education. The NCCE hosts the largest technology conference in the Pacific Northwest, providing its members with training and information about the latest advances in educational technology. Next year the conference will be held in Portland Oregon, February 17th-20th at the Oregon Convention Center. There are several common features to these conferences; paid workshops, free learning sessions, vender demonstrations and displays, geocaching, and of course meeting and talking with other educators from around the region. This article will discuss various aspects of this conference, to help new members get the most out of this event. ----
Logistics At the Conference In 2009 the NCCE Conference will be held in Portland. If you don’t live in the area, pre-planning is essential. Even if you do live near the conference location, the conference is a city within itself, so don’t go without a roadmap!
Who to go with? Find out who else in your district or in your peer coaching cohort is planning to attend. Save money and feel more secure by booking hotel and transportation together. Make a contact list of everyone from your district that is attending, include cell numbers as well as email addresses. You might want to call a peer to gather for dinner or to share an exciting session.
How to get there? Travelling together will build community, allow you to share resources in addition to saving money. Consider the train! Although the conference is not right by the train station, there are nearby bus routes. Portland has exceptional transit system and many downtown routes are free of charge. If you are going to drive à CARPPOL! And find out from the hotel and conference center how much they charge for daily parking. You may find it to be cost prohibitive.Where to stay?
Check the NCCE hotel prices, but check with your district office and other hotel reservation sites, you may find a better price elsewhere.“Before you go with your peepscheck out the sessions and think about what your peep's goals have been so far throughout the year. Earmark those sessions then grab your peeps for a meeting before the conference. Meet in a classroom with a web connection and go through each time session... have them write down 1st and 2nd choices for each time slot. I actually went to the first session one with one of my peeps... it was good to help her generate excitement and "translate" some of the lingo.”
What to Do? Again planning is the key! Try to get to the conference and check in the night before the sessions. Get together with your cohorts and peeps to go over go over workshop and session choices. What do you want to learn? Try to have a focus. Divide and conquer! Look over the conference map to plan your session navigation. Pick 2-3 different options per session. Many fill up quickly or turn out NOT to met your needs, don’t hesitate to go to your back-up session. Be sure to go to the Keynote Speaker – it sets the tone for the conference.
“Study the course offerings carefully and talk with veterans about which speakers / presentations are worth attending. Don't hesitate to stick around after presentations or network with other folks with like interests.”
What to Eat? The conference offers a box lunch, but what are your food needs? Some people felt that buying the lunch was a wonderful time saver. Lines at conference area restaurants can be long and food can be more expensive. Others felt that bringing your own food was a better fit for time, money and dietary needs. Whichever you decide, be sure to have some cash on hand for a quick coffee, sidewalk snack, tips or taxi rides.What to Bring? The obvious travelling luggage and items apply of course! But since this is a tech conference you need to consider your personal technology. Camera, GPS, PDA, Laptop? Only bring what you are willing or able to lug around all day! If you are presenting, a rolling case will save you back aches.“I had a lap top with me, but I wish I didn't. I didn't use it at the conference. I did use it at the hotel. It just took up space, and was heavy to carry.”“To laptop or not to laptop. I didn't bring one, but several times wished I had. It's about a 50/50.” ----
Team and Conference Expectations Have high expectations not only for the conference but for your peeps as well... YES! you should bring your peeps. NCCE can be both exciting and yet daunting so laying the groundwork before the conference can make a huge difference in how successful the NCCE experience will be. Take the time to think about the goals you’ve work on with your peeps and then check out the sessions online. Earmark sessions and then grab your peeps for a meeting before the conference. Set a focus or goal, explore the course offerings carefully, and write down 1st, 2nd, and even 3rd choices for each time slot. Plan to go to the first session with your peep if he or she is a bit nervous or wary of the conference. Plan for long days at the conference whether you actually stay until 5:00 everyday, set that expectation ahead of time. You’ve made it to the conference; hear the Keynote Speaker. This will hopefully be a highlight and set the tone for the entire conference. As you attend sessions, don't hesitate to stick around after presentations to network with presenters and other folks with common interests. Add some planning time into your day. This will give you a chance to process new information and share new ideas. Furthermore, enjoy some down time as the conference can be awe-inspiring as well as overwhelming. ----
Exhibition Hall/Vendors One of the wonderful opportunities you have while attending NCCE is a chance to visit the exhibition hall. Here you have the chance to talk to vendors of hardware, software, Internet resources and colleges! In order to make your time in the exhibit hall productive we have a few suggestions: Prior to attending the conference brainstorm with your peep(s) what future technology purchases you may want to make, make a list of questions you want to ask and set a goal for yourself to visit with at least X number of vendors. You may also want to make some preprinted labels (including your email) which you can attach to forms that the vendors ask you to fill out. The vendors often will scan your badge to get information about you. There are times when their badge scanners do not work or you may want to be able to give out your address or emails to people that you met. While at the conference visit with the exhibitors, TALK TO THEM and ask your questions! Most of the vendors are quite knowledgeable and are more than willing to take time to talk to you. Often you are “rewarded” with gifts and prizes. If you see something that you are interested in having at your building, ask if they will loan a set to you to try it out. In order to navigate through the large maze of exhibitors, you may wish to start on the outside aisles first as most people tend to start in the middle or at the aisles closest to the open doors. At the end of the conference, revisit those vendors that you made a connection with while they are packing up. Many will give away items as they don’t want to have to pack them up and take them home.----
Presenting at NCCE “Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” John Gardner, United States Secretary of Health, Education, and Welfare 1965–1968
One of the most exciting experiences an educator can have is to be a presenter at NCCE. Don’t let it scare you off it’s exactly like being in your classroom with “larger students”. Breaking the steps down makes this an easy endeavor.Writing the proposal: Think about that favorite lesson, software, tools. How do you get the biggest bang for your dollar? This might be the topic you choose to share with others.
Write the proposal as if it were a lesson plan. Give it a catchy title, and describe the details of what you want the learners to take away from your session. Be sure that what you describe is what you plan to teach, there is nothing more frustrating for an attendee than to go to a session and have the topic be different than what was described.
Once your proposal has been accepted:
Read over the detailed acceptance information it should be in the form of an email. The letter should have vital information such as the room number, where the equipment will need to be picked up, time you can set up and time you must be out of the room. Be sure to save all emails from NCCE, so that you can reference the information later. One week before the conference I email back one last time to be sure I have all of my room information straight and there have not been any changes.
The Presentation: Use Power Point, Photo Story, or some type of presentation software to share your ideas, lessons, topic to be shared. Practice what you want to say and how the presentation slides fit your verbal commentary. Don’t forget that when people get nervous they tend to speak faster- so plan for finishing early, have more that needed information to fill the 50 minute session. I used a thumb drive and a burned CD to store and carry my presentation, (knowing that if I had only used one, it would not work and I’d be stuck). Don’t forget to have lots of student samples to share. Your contact information is vital to the presentation, make a postcard with your presentation title, contact information and the URL for your website. Others will look to you for advice, follow up or sharing. They will want to know how to get you once you are back at school.
Making Connections: This is a wonderful opportunity to connect with teachers from all over the Northwest. If they are in your session they too have a similar interest in the topic. Your own growth will flourish as you make connections with others and pick their brains for adding to your knowledge base. (Hand out your postcards to these contacts too!)Have Fun!! Have fun!! Have Fun!! Don’t forget to put this on your resume. ----
Conclusion: Planning is the Key! To get the most out of the NCCE, planning and communicating are the key. The more time you put into planning, the more you will get out of the conference. During the weeks after attending, it is important to debrief and revisit all those notes and brochures you gathered. It is difficult to remember everything! Taking time to sort, organize and file the information will make it available and easy to find when you need it. It might also be helpful to meet with the people you traveled with and take time to discuss what was valuable and what you would like to pursue. Of course, even with good intentions, sometimes all you can do is go and absorb… and that’s ok too!
Introduction The NCCE is a nonprofit organization dedicated to promote the use of technology in education. The NCCE hosts the largest technology conference in the Pacific Northwest, providing its members with training and information about the latest advances in educational technology. Next year the conference will be held in Portland Oregon, February 17th-20th at the Oregon Convention Center. There are several common features to these conferences; paid workshops, free learning sessions, vender demonstrations and displays, geocaching, and of course meeting and talking with other educators from around the region. This article will discuss various aspects of this conference, to help new members get the most out of this event. ----
Logistics At the Conference In 2009 the NCCE Conference will be held in Portland. If you don’t live in the area, pre-planning is essential. Even if you do live near the conference location, the conference is a city within itself, so don’t go without a roadmap!
Who to go with? Find out who else in your district or in your peer coaching cohort is planning to attend. Save money and feel more secure by booking hotel and transportation together. Make a contact list of everyone from your district that is attending, include cell numbers as well as email addresses. You might want to call a peer to gather for dinner or to share an exciting session.
How to get there? Travelling together will build community, allow you to share resources in addition to saving money. Consider the train! Although the conference is not right by the train station, there are nearby bus routes. Portland has exceptional transit system and many downtown routes are free of charge. If you are going to drive à CARPPOL! And find out from the hotel and conference center how much they charge for daily parking. You may find it to be cost prohibitive.Where to stay?
Check the NCCE hotel prices, but check with your district office and other hotel reservation sites, you may find a better price elsewhere.“Before you go with your peeps
What to Do? Again planning is the key! Try to get to the conference and check in the night before the sessions. Get together with your cohorts and peeps to go over go over workshop and session choices. What do you want to learn? Try to have a focus. Divide and conquer! Look over the conference map to plan your session navigation. Pick 2-3 different options per session. Many fill up quickly or turn out NOT to met your needs, don’t hesitate to go to your back-up session. Be sure to go to the Keynote Speaker – it sets the tone for the conference.
“Study the course offerings carefully and talk with veterans about which speakers / presentations are worth attending. Don't hesitate to stick around after presentations or network with other folks with like interests.”
What to Eat? The conference offers a box lunch, but what are your food needs? Some people felt that buying the lunch was a wonderful time saver. Lines at conference area restaurants can be long and food can be more expensive. Others felt that bringing your own food was a better fit for time, money and dietary needs. Whichever you decide, be sure to have some cash on hand for a quick coffee, sidewalk snack, tips or taxi rides.What to Bring? The obvious travelling luggage and items apply of course! But since this is a tech conference you need to consider your personal technology. Camera, GPS, PDA, Laptop? Only bring what you are willing or able to lug around all day! If you are presenting, a rolling case will save you back aches.“I had a lap top with me, but I wish I didn't. I didn't use it at the conference. I did use it at the hotel. It just took up space, and was heavy to carry.”“To laptop or not to laptop. I didn't bring one, but several times wished I had. It's about a 50/50.” ----
Team and Conference Expectations Have high expectations not only for the conference but for your peeps as well... YES! you should bring your peeps. NCCE can be both exciting and yet daunting so laying the groundwork before the conference can make a huge difference in how successful the NCCE experience will be. Take the time to think about the goals you’ve work on with your peeps and then check out the sessions online. Earmark sessions and then grab your peeps for a meeting before the conference. Set a focus or goal, explore the course offerings carefully, and write down 1st, 2nd, and even 3rd choices for each time slot. Plan to go to the first session with your peep if he or she is a bit nervous or wary of the conference. Plan for long days at the conference whether you actually stay until 5:00 everyday, set that expectation ahead of time. You’ve made it to the conference; hear the Keynote Speaker. This will hopefully be a highlight and set the tone for the entire conference. As you attend sessions, don't hesitate to stick around after presentations to network with presenters and other folks with common interests. Add some planning time into your day. This will give you a chance to process new information and share new ideas. Furthermore, enjoy some down time as the conference can be awe-inspiring as well as overwhelming. ----
Exhibition Hall/Vendors One of the wonderful opportunities you have while attending NCCE is a chance to visit the exhibition hall. Here you have the chance to talk to vendors of hardware, software, Internet resources and colleges! In order to make your time in the exhibit hall productive we have a few suggestions: Prior to attending the conference brainstorm with your peep(s) what future technology purchases you may want to make, make a list of questions you want to ask and set a goal for yourself to visit with at least X number of vendors. You may also want to make some preprinted labels (including your email) which you can attach to forms that the vendors ask you to fill out. The vendors often will scan your badge to get information about you. There are times when their badge scanners do not work or you may want to be able to give out your address or emails to people that you met. While at the conference visit with the exhibitors, TALK TO THEM and ask your questions! Most of the vendors are quite knowledgeable and are more than willing to take time to talk to you. Often you are “rewarded” with gifts and prizes. If you see something that you are interested in having at your building, ask if they will loan a set to you to try it out. In order to navigate through the large maze of exhibitors, you may wish to start on the outside aisles first as most people tend to start in the middle or at the aisles closest to the open doors. At the end of the conference, revisit those vendors that you made a connection with while they are packing up. Many will give away items as they don’t want to have to pack them up and take them home.----
Presenting at NCCE “Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” John Gardner, United States Secretary of Health, Education, and Welfare 1965–1968
One of the most exciting experiences an educator can have is to be a presenter at NCCE. Don’t let it scare you off it’s exactly like being in your classroom with “larger students”. Breaking the steps down makes this an easy endeavor.Writing the proposal: Think about that favorite lesson, software, tools. How do you get the biggest bang for your dollar? This might be the topic you choose to share with others.
Write the proposal as if it were a lesson plan. Give it a catchy title, and describe the details of what you want the learners to take away from your session. Be sure that what you describe is what you plan to teach, there is nothing more frustrating for an attendee than to go to a session and have the topic be different than what was described.
Once your proposal has been accepted:
Read over the detailed acceptance information it should be in the form of an email. The letter should have vital information such as the room number, where the equipment will need to be picked up, time you can set up and time you must be out of the room. Be sure to save all emails from NCCE, so that you can reference the information later. One week before the conference I email back one last time to be sure I have all of my room information straight and there have not been any changes.
The Presentation: Use Power Point, Photo Story, or some type of presentation software to share your ideas, lessons, topic to be shared. Practice what you want to say and how the presentation slides fit your verbal commentary. Don’t forget that when people get nervous they tend to speak faster- so plan for finishing early, have more that needed information to fill the 50 minute session. I used a thumb drive and a burned CD to store and carry my presentation, (knowing that if I had only used one, it would not work and I’d be stuck). Don’t forget to have lots of student samples to share. Your contact information is vital to the presentation, make a postcard with your presentation title, contact information and the URL for your website. Others will look to you for advice, follow up or sharing. They will want to know how to get you once you are back at school.
Making Connections: This is a wonderful opportunity to connect with teachers from all over the Northwest. If they are in your session they too have a similar interest in the topic. Your own growth will flourish as you make connections with others and pick their brains for adding to your knowledge base. (Hand out your postcards to these contacts too!)Have Fun!! Have fun!! Have Fun!! Don’t forget to put this on your resume. ----
Conclusion: Planning is the Key! To get the most out of the NCCE, planning and communicating are the key. The more time you put into planning, the more you will get out of the conference. During the weeks after attending, it is important to debrief and revisit all those notes and brochures you gathered. It is difficult to remember everything! Taking time to sort, organize and file the information will make it available and easy to find when you need it. It might also be helpful to meet with the people you traveled with and take time to discuss what was valuable and what you would like to pursue. Of course, even with good intentions, sometimes all you can do is go and absorb… and that’s ok too!
Sunday, May 4, 2008
The Motivational Power of Science Discrepant Events
School Science Day! A day for fun, motivation and inquiry. The article below is a great way to direct your staff for having a School Science Day. Students Cedar Wood Elementary love this day and look forward to it every year. Try some of these exciting events in your own school.
Thomas R. Koballa, Jr.
Department of Science Education
University of Georgia
An attention getting, thought-provoking approach to initiate inquiry is through the use of discrepant events. A discrepant event puzzles the observer, causing him or her to wonder why the event occurs as it did. These situations leave the observer at a loss to explain what has taken place. Discrepant events influence equilibration and the self-regulatory process, according to the Piagetian theory of intellectual development. Situations that are contrary to what a person expects cause him or her to wonder what is taking place, resulting in cognitive disequilibrium. With proper guidance, the individual will attempt to figure out the discrepancy and search for a suitable explanation for the situation. When a person arrives at a plausible explanation for a discrepant event, he or she will establish cognitive equilibrium at a new level. The individual is now better equipped mentally to approach new situations that cause curiosity and puzzlement (Piaget, 1971).
An inquiry session initiated with a discrepant event can begin with a demonstration, preceded by directions to focus students’ attention on what they are about to observe. The discrepant event approach receives support from cognitive psychologists, because of its potential impact on learning.
This workshop focuses on the exploration of selected science discrepant events using a three-step model developed by Alfred Friedl. The steps of Friedl’s model are: (1) Set Up the Discrepant Event - Students are confronted with questions or problems that gain attention, increase motivation, pose question, and reveal misconceptions. (2) Involve the Students in Solving the Discrepancy - Students engage in purposeful activity in attempting to resolve the discrepancy. (3) Resolve the Questions Posed by the Events and Relate Them to Body of Science Knowledge - Students will resolve the event themselves or with teacher assistance. By experiencing science discrepant events using this model, students will sharpen their skills of observing, predicting, gathering data, and experimenting. They will then be ready for further study of the science concept targeted by the discrepant event.
Sample Discrepant Events
Science teachers have used the discrepant events presented below for decade. The descriptions of the events are from Teaching Science to Children: An Integrated Approach by Alfred Friedl (1986). When used to introduce science concepts, these discrepant events are best presented as teacher demonstrations. Appropriate safety precautions should be taken when performing any science discrepant event.
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 1: Coin in the Cup
Place a note card on top of a glass of water, and place a coin on top of the note card. Without touching the coin or tilting the cup, try to get the coin into the cup.
Investigation: (1) Try different ways of moving the card to accomplish the task; (2) Study the action of the coin when the card is quickly moved; and (3) Think about the effect of inertia on the coin.
Explanation: The coin remains at rest if the card is pulled quickly. You can snap the card out with your finger. The card will move fast, and the coin will stay at rest. When the card is removed, the coin will drop into the cup.
Activity 2: Antigravity Bucket
Pour about an inch of water into a bucket. Then swing the bucket in a large upright circle with your arm. Does the water pour out or stay in the bucket?
Investigation: (1) Observe that the water remains in the bucket when it is swung overhead; (2) If performed outdoors, determine what speed the water begins to fall from the bucket; (3) Infer a relationship between the swinging speed and the tendency for the water to stay in the bucket.
Explanation: The swinging bucket puts the water in motion. Once in motion, the water tends to keep moving in a straight line. With the bucket moving in a circle, the water pushes against the bottom of the bucket as it attempts to stay in a straight line. The push is sufficient to overcome the force of gravity.
Station 2: Air Pressure
Air is all around us and exerts pressure.
Activity 3: Is a Newspaper Stronger than a Board?
Lay a thin board on a table so that one end extends over the edge by 15 to 30 centimeter. Place a sheet of newspaper over the portion of the board on the table. What will happen when you slowly push down on the end of the board extending beyond the table? When you hit the extending part of the board with a sharp blow?
Investigation: (1) When you push down on the end of the board, predict that the board will lift the newspaper; (2) See that the board is broken when hit sharply; (3) Infer that some form of pressure is exerted when the board is hit hard; (4) Develop a theory to explain what holds down the newspaper.
Explanation: When the end of the board is hit, air pressure pushes down on the newspaper with such force that the board is broken. If the board is pushed down slowly, air can get under the newspaper from the sides to equalize the pressure, and the paper is easily lifted.
Activity 4: Stop the Leak
Put a nail hole in the top and in the bottom of a plastic bottle. Fill the bottle with water and seal the lid. The water will run out of the bottle. How can you stop the flow of water with your finger without getting it wet?
Investigation: (1) Observe that the water will stop flowing when the top opening is closed; (2) Infer that a force acts to hold the water in when the top opening is closed.
Explanation: Air enters the top hole, when water runs out the bottom hole. When the top hole is sealed, the air pressure inside the bottle is less than outside. Therefore, greater air pressure is exerted against the bottom hole from the outside than exerted from inside the bottle. The difference in air pressure causes the water to stop running.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion)
Activity 5: Cork in the Middle
Place a small cork in the middle of a partly filled glass of water. What happens to the cork? Try to make the cork stay in the middle.
Investigation: (1) Observe that the cork moves to the side of the glass even when the cork is placed in the middle; (2) Observe that the water level in the middle of the glass is slightly lower than the water touching the side of the glass; (3) Try to keep the cork in the middle.
Explanation: This activity shows the force of adhesion. The water is curved upward where it touches the glass because of adhesion. The cork floats to the highest point in the water. The highest point is around the edge where the water touches the glass.
Activity 6: Join the Water
Punch several holes close together at the bottom of a plastic bottle and fill it with water.
Investigation: (1) Observe how the water comes out of the holes; (2) Try to make the water streams join together to form a single stream.
Explanation: This activity shows the cohesive forces within water. The water will flow from the holes in separate streams until you use your finger to pull the streams together. Once joined, the streams tend to stay together.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 7: Does 3 + 3 = 5?
Pour 50 milliliters of alcohol into a graduated cylinder. Then, pour 50 milliliters of water into the same graduated cylinder. Read the level of liquid in the graduated cylinder at its lowest point in the meniscus.
Investigation: (1) Identify the liquids as alcohol and water; (2) Observe traces of liquid inside the contains first holding the liquids; (3) Recognize that the traces of liquid could not account for the loss in volume; (4) Observe when two volumes of water (and alcohol) are poured together there is no loss of volume; (3) Infer that the loss of volume is due to space between water and alcohol molecules.
Explanation: When 50 milliliters of water are added to 50 milliliters of alcohol, the volume of the two mixed together is only about 96 or 97 milliliters. When mixed together, the combined molecules fit together better than when they are alone, so they take up less space.
Activity 8: What Put Out the Fire?
Place a small candle inside a beaker and add a small amount of baking soda and water. The light the candle and pour a small amount (about 10 mL) of vinegar into the beaker, being careful not to touch the candle flame. Why does the flame go out when you pour liquid into the beaker?
Investigation: (1) Observe foaming action when the vinegar touches the baking soda. (2) Infer that a substance is produced by the foaming action that causes the flame to go out.
Explanation: This activity shows the existence of an invisible substance that put out the fire. When vinegar is poured into the dissolved baking soda, carbon dioxide is released. The carbon dioxide fills the beaker, pushing out the oxygen and extinguishing the flame.
Bibliography
Chiappetta, E. L., & Koballa, T. R. (2002). Science instruction in the middle and secondary schools. Upper Saddle River, NJ: Merrill/Prentice Hall.
Friedl, A. E. (1986). Teaching science to children: An integrated approach. New York: Random House
Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
The Motivational Power of Science Discrepant Events
Thomas R. Koballa, Jr.
Professor and Head
Department of Science Education
University of Georgia
Discrepant Event Teaching Model
(1) Set Up the Discrepant Event
Students are confronted with questions or problems that gain attention, increase motivation, pose question, and reveal misconceptions.
(2) Involve the Students in Solving the Discrepancy
Students engage in purposeful activity in attempting to resolve the discrepancy.
(3) Resolve the Questions Posed by the Event and Relate Them to Body of Science Knowledge
Students will resolve the event themselves or with teacher assistance.
Your Task
Organize yourselves into working groups of 2 to 3 persons.
Each group should:
1. Go to one of the four stations (A, B, C or D) and select an activity.
2. Learn about the activity your group has selected. The text and photographs should help you to learn how to teach the activity.
3. Teach the activity to the other group at your station. The other group should play the role of students.
4. After teaching the activity, clean the materials and put them away.
We will rotate through as many stations as time permits. Text and photographs will be provided on-line.
Activities
Station A
Activity 1: Coin in the Cup
Activity 2: Antigravity Bucket
Station B
Activity 3: Is a Newspaper Stronger than a Board?
Activity 4: Stop the Leak
Station C
Activity 5: Cork in the Middle
Activity 6: Join the Water
Station D
Activity 7: Does 3 + 3 = 5?
Activity 8: What Put Out the Fire?
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 1: Coin in the Cup
Place a note card on top of a glass of water, and place a coin on top of the note card. Without touching the coin or tilting the cup, try to get the coin into the cup.
Investigation: (1) Try different ways of moving the card to accomplish the task; (2) Study the action of the coin when the card is quickly moved; and (3) Think about the effect of inertia on the coin.
Explanation: The coin remains at rest if the card is pulled quickly. You can snap the card out with your finger. The card will move fast, and the coin will stay at rest. When the card is removed, the coin will drop into the cup.
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 2: Antigravity Bucket
Pour about an inch of water into a bucket. Then swing the bucket in a large upright circle. Does the water pour out or stay in the bucket?
Investigation: (1) Observe that the water remains in the bucket when it is swung overhead; (2) If performed outdoors, determine what speed the water begins to fall from the bucket; (3) Infer a relationship between the swinging speed and the tendency for the water to stay in the bucket.
Explanation: The swinging bucket puts the water in motion. Once in motion, the water tends to keep moving in a straight line. With the bucket moving in a circle, the water pushes against the bottom of the bucket as it attempts to stay in a straight line. The push is sufficient to overcome the force of gravity.
Station B: Air Pressure
Air is all around us and exerts pressure.
Activity 3: Is a Newspaper Stronger than a Board?
Lay a thin board on a table so that one end extends over the edge by 15 to 30 centimeter. Place a sheet of newspaper over the portion of the board on the table. What will happen when you slowly push down on the end of the board extending beyond the table? When you hit the extending part of the board with a sharp blow?
Investigation: (1) When you push down on the end of the board, predict that the board will lift the newspaper; (2) See that the board is broken when hit sharply; (3) Infer that some form of pressure is exerted when the board is hit hard; (4) Develop a theory to explain what holds down the newspaper.
Explanation: When the end of the board is hit, air pressure pushes down on the newspaper with such force that the board is broken. If the board is pushed down slowly, air can get under the newspaper from the sides to equalize the pressure, and the paper is easily lifted.
Station B: Air Pressure
Air is all around us and exerts pressure.
Activity 4: Stop the Leak
Put a nail hole in the top and in the bottom of a plastic bottle. Fill the bottle with water and seal the lid. The water will run out of the bottle. How can you stop the flow of water with your finger without getting it wet?
Investigation: (1) Observe that the water will stop flowing when the top opening is closed; (2) Infer that a force acts to hold the water in when the top opening is closed.
Explanation: Air enters the top hole, when water runs out the bottom hole. When the top hole is sealed, the air pressure inside the bottle is less than outside. Therefore, greater air pressure is exerted against the bottom hole from the outside than exerted from inside the bottle. The difference in air pressure causes the water to stop running.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion).
Activity 5: Cork in the Middle
Place a small cork in the middle of a partly filled glass of water. What happens to the cork? Try to make the cork stay in the middle.
Investigation: (1) Observe that the cork moves to the side of the glass even when the cork is placed in the middle; (2) Observe that the water level in the middle of the glass is slightly lower than the water touching the side of the glass; (3) Try to keep the cork in the middle.
Explanation: This activity shows the force of adhesion. The water is curved upward where it touches the glass because of adhesion. The cork floats to the highest point in the water. The highest point is around the edge where the water touches the glass.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion).
Activity 6: Join the Water
Punch several holes close together at the bottom of a plastic bottle and fill it with water.
Investigation: (1) Observe how the water comes out of the holes; (2) Try to make the water streams join together to form a single stream.
Explanation: This activity shows the cohesive forces within water. The water will flow from the holes in separate streams until you use your finger to pull the streams together. Once joined, the streams tend to stay together.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 7: Does 3 + 3 = 5?
Pour 50 milliliters of alcohol into a graduated cylinder. Then, pour 50 milliliters of water into the same graduated cylinder. Read the level of liquid in the graduated cylinder at its lowest point in the meniscus.
Investigation: (1) Identify the liquids as alcohol and water; (2) Observe traces of liquid inside the contains first holding the liquids; (3) Recognize that the traces of liquid could not account for the loss in volume; (4) Observe when two volumes of water (and alcohol) are poured together there is no loss of volume; (3) Infer that the loss of volume is due to space between water and alcohol molecules.
Explanation: When 50 milliliters of water are added to 50 milliliters of alcohol, the volume of the two mixed together is only about 96 or 97 milliliters. When mixed together, the combined molecules fit together better than when they are alone, so they take up less space.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 8: What Put Out the Fire?
Place a small candle inside a beaker and add a small amount of baking soda and water. The light the candle and pour a small amount (about 10 mL) of vinegar into the beaker, being careful not to touch the candle flame. Why does the flame go out when you pour liquid into the beaker?
Investigation: (1) Observe foaming action when the vinegar touches the baking soda. (2) Infer that a substance is produced by the foaming action that causes the flame to go out.
Explanation: This activity shows the existence of an invisible substance that put out the fire. When vinegar is poured into the dissolved baking soda, carbon dioxide is released. The carbon dioxide fills the beaker, pushing out the oxygen and extinguishing the flame.
Other sources of Great science experiments for Science Day!
http://www.spartechsoftware.com/reeko/MoreExperimentsSortCategory.htm
http://www.theteacherscorner.net/lesson-plans/science/experiments/pressure.htm
http://www.all-science-fair-projects.com/category0.html
http://www.kidzone.ws/science/index.htm
*****http://www.stevespanglerscience.com/experiments/
**** http://scifun.chem.wisc.edu/HomeExpts/HOMEEXPTS.HTML
http://www.surfnetkids.com/cgi-local/go.cgi?http://www.101science.com/science_experiments.htm
http://www.riverdeep.net/current/2001/12/120301_simplescience.jhtml
WOW!!!!!! http://pbskids.org/zoom/activities/sci/
Thomas R. Koballa, Jr.
Department of Science Education
University of Georgia
An attention getting, thought-provoking approach to initiate inquiry is through the use of discrepant events. A discrepant event puzzles the observer, causing him or her to wonder why the event occurs as it did. These situations leave the observer at a loss to explain what has taken place. Discrepant events influence equilibration and the self-regulatory process, according to the Piagetian theory of intellectual development. Situations that are contrary to what a person expects cause him or her to wonder what is taking place, resulting in cognitive disequilibrium. With proper guidance, the individual will attempt to figure out the discrepancy and search for a suitable explanation for the situation. When a person arrives at a plausible explanation for a discrepant event, he or she will establish cognitive equilibrium at a new level. The individual is now better equipped mentally to approach new situations that cause curiosity and puzzlement (Piaget, 1971).
An inquiry session initiated with a discrepant event can begin with a demonstration, preceded by directions to focus students’ attention on what they are about to observe. The discrepant event approach receives support from cognitive psychologists, because of its potential impact on learning.
This workshop focuses on the exploration of selected science discrepant events using a three-step model developed by Alfred Friedl. The steps of Friedl’s model are: (1) Set Up the Discrepant Event - Students are confronted with questions or problems that gain attention, increase motivation, pose question, and reveal misconceptions. (2) Involve the Students in Solving the Discrepancy - Students engage in purposeful activity in attempting to resolve the discrepancy. (3) Resolve the Questions Posed by the Events and Relate Them to Body of Science Knowledge - Students will resolve the event themselves or with teacher assistance. By experiencing science discrepant events using this model, students will sharpen their skills of observing, predicting, gathering data, and experimenting. They will then be ready for further study of the science concept targeted by the discrepant event.
Sample Discrepant Events
Science teachers have used the discrepant events presented below for decade. The descriptions of the events are from Teaching Science to Children: An Integrated Approach by Alfred Friedl (1986). When used to introduce science concepts, these discrepant events are best presented as teacher demonstrations. Appropriate safety precautions should be taken when performing any science discrepant event.
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 1: Coin in the Cup
Place a note card on top of a glass of water, and place a coin on top of the note card. Without touching the coin or tilting the cup, try to get the coin into the cup.
Investigation: (1) Try different ways of moving the card to accomplish the task; (2) Study the action of the coin when the card is quickly moved; and (3) Think about the effect of inertia on the coin.
Explanation: The coin remains at rest if the card is pulled quickly. You can snap the card out with your finger. The card will move fast, and the coin will stay at rest. When the card is removed, the coin will drop into the cup.
Activity 2: Antigravity Bucket
Pour about an inch of water into a bucket. Then swing the bucket in a large upright circle with your arm. Does the water pour out or stay in the bucket?
Investigation: (1) Observe that the water remains in the bucket when it is swung overhead; (2) If performed outdoors, determine what speed the water begins to fall from the bucket; (3) Infer a relationship between the swinging speed and the tendency for the water to stay in the bucket.
Explanation: The swinging bucket puts the water in motion. Once in motion, the water tends to keep moving in a straight line. With the bucket moving in a circle, the water pushes against the bottom of the bucket as it attempts to stay in a straight line. The push is sufficient to overcome the force of gravity.
Station 2: Air Pressure
Air is all around us and exerts pressure.
Activity 3: Is a Newspaper Stronger than a Board?
Lay a thin board on a table so that one end extends over the edge by 15 to 30 centimeter. Place a sheet of newspaper over the portion of the board on the table. What will happen when you slowly push down on the end of the board extending beyond the table? When you hit the extending part of the board with a sharp blow?
Investigation: (1) When you push down on the end of the board, predict that the board will lift the newspaper; (2) See that the board is broken when hit sharply; (3) Infer that some form of pressure is exerted when the board is hit hard; (4) Develop a theory to explain what holds down the newspaper.
Explanation: When the end of the board is hit, air pressure pushes down on the newspaper with such force that the board is broken. If the board is pushed down slowly, air can get under the newspaper from the sides to equalize the pressure, and the paper is easily lifted.
Activity 4: Stop the Leak
Put a nail hole in the top and in the bottom of a plastic bottle. Fill the bottle with water and seal the lid. The water will run out of the bottle. How can you stop the flow of water with your finger without getting it wet?
Investigation: (1) Observe that the water will stop flowing when the top opening is closed; (2) Infer that a force acts to hold the water in when the top opening is closed.
Explanation: Air enters the top hole, when water runs out the bottom hole. When the top hole is sealed, the air pressure inside the bottle is less than outside. Therefore, greater air pressure is exerted against the bottom hole from the outside than exerted from inside the bottle. The difference in air pressure causes the water to stop running.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion)
Activity 5: Cork in the Middle
Place a small cork in the middle of a partly filled glass of water. What happens to the cork? Try to make the cork stay in the middle.
Investigation: (1) Observe that the cork moves to the side of the glass even when the cork is placed in the middle; (2) Observe that the water level in the middle of the glass is slightly lower than the water touching the side of the glass; (3) Try to keep the cork in the middle.
Explanation: This activity shows the force of adhesion. The water is curved upward where it touches the glass because of adhesion. The cork floats to the highest point in the water. The highest point is around the edge where the water touches the glass.
Activity 6: Join the Water
Punch several holes close together at the bottom of a plastic bottle and fill it with water.
Investigation: (1) Observe how the water comes out of the holes; (2) Try to make the water streams join together to form a single stream.
Explanation: This activity shows the cohesive forces within water. The water will flow from the holes in separate streams until you use your finger to pull the streams together. Once joined, the streams tend to stay together.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 7: Does 3 + 3 = 5?
Pour 50 milliliters of alcohol into a graduated cylinder. Then, pour 50 milliliters of water into the same graduated cylinder. Read the level of liquid in the graduated cylinder at its lowest point in the meniscus.
Investigation: (1) Identify the liquids as alcohol and water; (2) Observe traces of liquid inside the contains first holding the liquids; (3) Recognize that the traces of liquid could not account for the loss in volume; (4) Observe when two volumes of water (and alcohol) are poured together there is no loss of volume; (3) Infer that the loss of volume is due to space between water and alcohol molecules.
Explanation: When 50 milliliters of water are added to 50 milliliters of alcohol, the volume of the two mixed together is only about 96 or 97 milliliters. When mixed together, the combined molecules fit together better than when they are alone, so they take up less space.
Activity 8: What Put Out the Fire?
Place a small candle inside a beaker and add a small amount of baking soda and water. The light the candle and pour a small amount (about 10 mL) of vinegar into the beaker, being careful not to touch the candle flame. Why does the flame go out when you pour liquid into the beaker?
Investigation: (1) Observe foaming action when the vinegar touches the baking soda. (2) Infer that a substance is produced by the foaming action that causes the flame to go out.
Explanation: This activity shows the existence of an invisible substance that put out the fire. When vinegar is poured into the dissolved baking soda, carbon dioxide is released. The carbon dioxide fills the beaker, pushing out the oxygen and extinguishing the flame.
Bibliography
Chiappetta, E. L., & Koballa, T. R. (2002). Science instruction in the middle and secondary schools. Upper Saddle River, NJ: Merrill/Prentice Hall.
Friedl, A. E. (1986). Teaching science to children: An integrated approach. New York: Random House
Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
The Motivational Power of Science Discrepant Events
Thomas R. Koballa, Jr.
Professor and Head
Department of Science Education
University of Georgia
Discrepant Event Teaching Model
(1) Set Up the Discrepant Event
Students are confronted with questions or problems that gain attention, increase motivation, pose question, and reveal misconceptions.
(2) Involve the Students in Solving the Discrepancy
Students engage in purposeful activity in attempting to resolve the discrepancy.
(3) Resolve the Questions Posed by the Event and Relate Them to Body of Science Knowledge
Students will resolve the event themselves or with teacher assistance.
Your Task
Organize yourselves into working groups of 2 to 3 persons.
Each group should:
1. Go to one of the four stations (A, B, C or D) and select an activity.
2. Learn about the activity your group has selected. The text and photographs should help you to learn how to teach the activity.
3. Teach the activity to the other group at your station. The other group should play the role of students.
4. After teaching the activity, clean the materials and put them away.
We will rotate through as many stations as time permits. Text and photographs will be provided on-line.
Activities
Station A
Activity 1: Coin in the Cup
Activity 2: Antigravity Bucket
Station B
Activity 3: Is a Newspaper Stronger than a Board?
Activity 4: Stop the Leak
Station C
Activity 5: Cork in the Middle
Activity 6: Join the Water
Station D
Activity 7: Does 3 + 3 = 5?
Activity 8: What Put Out the Fire?
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 1: Coin in the Cup
Place a note card on top of a glass of water, and place a coin on top of the note card. Without touching the coin or tilting the cup, try to get the coin into the cup.
Investigation: (1) Try different ways of moving the card to accomplish the task; (2) Study the action of the coin when the card is quickly moved; and (3) Think about the effect of inertia on the coin.
Explanation: The coin remains at rest if the card is pulled quickly. You can snap the card out with your finger. The card will move fast, and the coin will stay at rest. When the card is removed, the coin will drop into the cup.
Station A: Inertia—The First Law of Motion
The first law of motion states that an object at rest tends to remain at rest and an object in motion tends to stay in motion.
Activity 2: Antigravity Bucket
Pour about an inch of water into a bucket. Then swing the bucket in a large upright circle. Does the water pour out or stay in the bucket?
Investigation: (1) Observe that the water remains in the bucket when it is swung overhead; (2) If performed outdoors, determine what speed the water begins to fall from the bucket; (3) Infer a relationship between the swinging speed and the tendency for the water to stay in the bucket.
Explanation: The swinging bucket puts the water in motion. Once in motion, the water tends to keep moving in a straight line. With the bucket moving in a circle, the water pushes against the bottom of the bucket as it attempts to stay in a straight line. The push is sufficient to overcome the force of gravity.
Station B: Air Pressure
Air is all around us and exerts pressure.
Activity 3: Is a Newspaper Stronger than a Board?
Lay a thin board on a table so that one end extends over the edge by 15 to 30 centimeter. Place a sheet of newspaper over the portion of the board on the table. What will happen when you slowly push down on the end of the board extending beyond the table? When you hit the extending part of the board with a sharp blow?
Investigation: (1) When you push down on the end of the board, predict that the board will lift the newspaper; (2) See that the board is broken when hit sharply; (3) Infer that some form of pressure is exerted when the board is hit hard; (4) Develop a theory to explain what holds down the newspaper.
Explanation: When the end of the board is hit, air pressure pushes down on the newspaper with such force that the board is broken. If the board is pushed down slowly, air can get under the newspaper from the sides to equalize the pressure, and the paper is easily lifted.
Station B: Air Pressure
Air is all around us and exerts pressure.
Activity 4: Stop the Leak
Put a nail hole in the top and in the bottom of a plastic bottle. Fill the bottle with water and seal the lid. The water will run out of the bottle. How can you stop the flow of water with your finger without getting it wet?
Investigation: (1) Observe that the water will stop flowing when the top opening is closed; (2) Infer that a force acts to hold the water in when the top opening is closed.
Explanation: Air enters the top hole, when water runs out the bottom hole. When the top hole is sealed, the air pressure inside the bottle is less than outside. Therefore, greater air pressure is exerted against the bottom hole from the outside than exerted from inside the bottle. The difference in air pressure causes the water to stop running.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion).
Activity 5: Cork in the Middle
Place a small cork in the middle of a partly filled glass of water. What happens to the cork? Try to make the cork stay in the middle.
Investigation: (1) Observe that the cork moves to the side of the glass even when the cork is placed in the middle; (2) Observe that the water level in the middle of the glass is slightly lower than the water touching the side of the glass; (3) Try to keep the cork in the middle.
Explanation: This activity shows the force of adhesion. The water is curved upward where it touches the glass because of adhesion. The cork floats to the highest point in the water. The highest point is around the edge where the water touches the glass.
Station C: Adhesion and Cohesion
Adhesion is the attraction between unlike objects. Cohesion is the attraction of like molecules for each other. There are differences in the cohesive forces of solids, liquids, and gases. Water is affected by both adhesion and cohesion. Water is attracted to many substances (adhesion), and there is also an attraction among water molecules for each other (cohesion).
Activity 6: Join the Water
Punch several holes close together at the bottom of a plastic bottle and fill it with water.
Investigation: (1) Observe how the water comes out of the holes; (2) Try to make the water streams join together to form a single stream.
Explanation: This activity shows the cohesive forces within water. The water will flow from the holes in separate streams until you use your finger to pull the streams together. Once joined, the streams tend to stay together.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 7: Does 3 + 3 = 5?
Pour 50 milliliters of alcohol into a graduated cylinder. Then, pour 50 milliliters of water into the same graduated cylinder. Read the level of liquid in the graduated cylinder at its lowest point in the meniscus.
Investigation: (1) Identify the liquids as alcohol and water; (2) Observe traces of liquid inside the contains first holding the liquids; (3) Recognize that the traces of liquid could not account for the loss in volume; (4) Observe when two volumes of water (and alcohol) are poured together there is no loss of volume; (3) Infer that the loss of volume is due to space between water and alcohol molecules.
Explanation: When 50 milliliters of water are added to 50 milliliters of alcohol, the volume of the two mixed together is only about 96 or 97 milliliters. When mixed together, the combined molecules fit together better than when they are alone, so they take up less space.
Station D: Molecular Motion and States of Matter
Matter is composed of atoms, and atoms are mostly space. This is true for water and for substances with greater density like iron and stone. Just about all matter on earth exists in one of three phases: solid, liquid or gas. All common gases, including oxygen, hydrogen, and carbon dioxide, are invisible.
Activity 8: What Put Out the Fire?
Place a small candle inside a beaker and add a small amount of baking soda and water. The light the candle and pour a small amount (about 10 mL) of vinegar into the beaker, being careful not to touch the candle flame. Why does the flame go out when you pour liquid into the beaker?
Investigation: (1) Observe foaming action when the vinegar touches the baking soda. (2) Infer that a substance is produced by the foaming action that causes the flame to go out.
Explanation: This activity shows the existence of an invisible substance that put out the fire. When vinegar is poured into the dissolved baking soda, carbon dioxide is released. The carbon dioxide fills the beaker, pushing out the oxygen and extinguishing the flame.
Other sources of Great science experiments for Science Day!
http://www.spartechsoftware.com/reeko/MoreExperimentsSortCategory.htm
http://www.theteacherscorner.net/lesson-plans/science/experiments/pressure.htm
http://www.all-science-fair-projects.com/category0.html
http://www.kidzone.ws/science/index.htm
*****http://www.stevespanglerscience.com/experiments/
**** http://scifun.chem.wisc.edu/HomeExpts/HOMEEXPTS.HTML
http://www.surfnetkids.com/cgi-local/go.cgi?http://www.101science.com/science_experiments.htm
http://www.riverdeep.net/current/2001/12/120301_simplescience.jhtml
WOW!!!!!! http://pbskids.org/zoom/activities/sci/
The Important Book by Margaret Wise Brown
One of the all time greatest teaching books ever!!! I can not even begin to describe all the ways I have used this book in my classroom. The pattern inside can be used in review of any subject you teach. Science, math, social studies you name it. It even works well when writing about a person you know, Mother's Day, Father's day, or a special person. I begin by reading the book to my students. We then put the pattern on the board and the children replace the main topic and supporting details with their own thoughts. Each students work can be a stand alone piece of work or put together to make a book or done on the computer and turned into a Photo Story. There are lots of ways to use this exciting book. Change the sentence starter; significant, vital, imperative, chief, key, main, essential, principal, worthy, essential. notable, influential, or insignificant, trivial, minor etc...
Have fun and watch the learning flourish.
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