Save the Wolf
Science Photos of our ending challenge in the simple machine unit of our science studies.
Science Photos of our ending challenge in the simple machine unit of our science studies.
Bio-Inspired Flowers
Our class celebrated Earth Day in a special way this year. They have participated in many earth friendly learning events about plants and how they are important to our world. Teams studied plant parts and how those parts work to help the plant, sprout, grow, and reproduce. They have also been involved in planting sunflowers to watch and record how the environment affects them, along with some experimentation on how different materials react in order to determine their capillary action. Students took this knowledge and put it to use in solving an engineering design challenge to create flowers that would be colorful, and include important plant structures with working capillary action. Way to GROW!
Our class celebrated Earth Day in a special way this year. They have participated in many earth friendly learning events about plants and how they are important to our world. Teams studied plant parts and how those parts work to help the plant, sprout, grow, and reproduce. They have also been involved in planting sunflowers to watch and record how the environment affects them, along with some experimentation on how different materials react in order to determine their capillary action. Students took this knowledge and put it to use in solving an engineering design challenge to create flowers that would be colorful, and include important plant structures with working capillary action. Way to GROW!
Testing Capillary Action
Our class has been learning about plants and their parts. We have discovered that plants have special structures that work like a straw to help pull liquid and nutrients from the soil and suck it upwards through the stem to the leaves and flowers. Students had the chance to test different types of string and paper for its capillary action; or how well these materials are able to draw colored liquid through themselves. Everyone took time to record their results in their science notebooks. These results will help them create a "bio-inspired" flower next week for their design challenge.
Our class has been learning about plants and their parts. We have discovered that plants have special structures that work like a straw to help pull liquid and nutrients from the soil and suck it upwards through the stem to the leaves and flowers. Students had the chance to test different types of string and paper for its capillary action; or how well these materials are able to draw colored liquid through themselves. Everyone took time to record their results in their science notebooks. These results will help them create a "bio-inspired" flower next week for their design challenge.
Earthen Dam
Our class been learning about natural resources and how they can be used to help us solve problems. Students worked to solve a potential “real world” problem where a local river was getting too low at times; which did not leave a suitable amount of water for fish to live in. This problem for the fish also created problems for those in the community that enjoyed fishing. Students planned what earthen materials could be used to create a dam in the river that would help prevent excess water loss from their fishing area. Each student designed, built, and then tested their earthen dam by adding water to one side of their model. Classmates used timers to see if they could retain the water on one side of their dam for five minutes or more. Each creation was unique and outcomes varied. Everyone was able to learn what was successful about their design and what could have been done differently to create more positive outcomes.
Learning about Fossils
Our class learned that clues found in rocks tell us about the plants and animals that lived long ago. How can we learn about those creatures that are extinct? By finding fossils, of course! Fossils can tell us what once lived in an area, what it may have looked like, how it moved, its size, and much more. Students discovered that a fossil can come in three types. First there is the “imprint;” a fossil made when something presses into the soil or mud. They even created their own imprints with shells. A fossil may also come from a “mold.” This happens when soil or mud covers the remains of an animal, which eventually rots away leaving a hole in the shape of the animal. Finally, learners found out that when a mold is filled in with minerals it can become a “cast” and looks just like the animals that were covered.
Our class learned that clues found in rocks tell us about the plants and animals that lived long ago. How can we learn about those creatures that are extinct? By finding fossils, of course! Fossils can tell us what once lived in an area, what it may have looked like, how it moved, its size, and much more. Students discovered that a fossil can come in three types. First there is the “imprint;” a fossil made when something presses into the soil or mud. They even created their own imprints with shells. A fossil may also come from a “mold.” This happens when soil or mud covers the remains of an animal, which eventually rots away leaving a hole in the shape of the animal. Finally, learners found out that when a mold is filled in with minerals it can become a “cast” and looks just like the animals that were covered.
Incredible Minerals!
What do copper, table salt, and diamonds all have in common? Students in our class will tell you they are all minerals! There are over 4,700 different minerals that can be found on Earth, but just what is a mineral? Learners have discovered that minerals are nonliving solids that have a crystal form such as square pyramid, square prism, or hexagonal prism. When minerals combine they can create a rock. Everyone had a lot of fun creating their own crystals in our classroom. Once the crystals had formed, they could be observed for hardness, crystal form, luster, streak, and color.
See what minerals are in your house:
http://www.mineralogy4kids.org/minerals-your-house
What do copper, table salt, and diamonds all have in common? Students in our class will tell you they are all minerals! There are over 4,700 different minerals that can be found on Earth, but just what is a mineral? Learners have discovered that minerals are nonliving solids that have a crystal form such as square pyramid, square prism, or hexagonal prism. When minerals combine they can create a rock. Everyone had a lot of fun creating their own crystals in our classroom. Once the crystals had formed, they could be observed for hardness, crystal form, luster, streak, and color.
See what minerals are in your house:
http://www.mineralogy4kids.org/minerals-your-house
Learning to Identify Rocks
Our class been studying about minerals and rocks during science. They have discovered how rocks are made from combinations of minerals and that there are three main rock types; igneous, metamorphic, and sedimentary. Students are looking at the luster (metallic, earthy, glassy), color, hardness, streak, magnetism, and any other reactions these rocks have to liquids as they sort their rock collection and note their findings. Looking and sorting rocks can help us understand the cycle of rocks and how rocks and minerals are used in our environment for many everyday things.
Our class been studying about minerals and rocks during science. They have discovered how rocks are made from combinations of minerals and that there are three main rock types; igneous, metamorphic, and sedimentary. Students are looking at the luster (metallic, earthy, glassy), color, hardness, streak, magnetism, and any other reactions these rocks have to liquids as they sort their rock collection and note their findings. Looking and sorting rocks can help us understand the cycle of rocks and how rocks and minerals are used in our environment for many everyday things.
Sound Proof Walls...
Our class has been busy once again in science as we continue to study sound and how it works. Since we have learned what causes sound, how it moves, and what it does in solids, liquids, and gases, it was time to find out more. We explored echoes, echolocation of animals, along with sound reflection and absorption. With all of that new knowledge it was time to solve a problem. How can we build a wall that helps to make our classroom quieter and less distracted by outside noise? Kids built small walls with materials that they had learned about to help absorb sound. The final step was to test out these walls in a model classroom to view, record, and reflect on the decibel level changes that we observed! Students had amazing designs and some were able to reduce sound by nearly 30 decibels!
Our class has been busy once again in science as we continue to study sound and how it works. Since we have learned what causes sound, how it moves, and what it does in solids, liquids, and gases, it was time to find out more. We explored echoes, echolocation of animals, along with sound reflection and absorption. With all of that new knowledge it was time to solve a problem. How can we build a wall that helps to make our classroom quieter and less distracted by outside noise? Kids built small walls with materials that they had learned about to help absorb sound. The final step was to test out these walls in a model classroom to view, record, and reflect on the decibel level changes that we observed! Students had amazing designs and some were able to reduce sound by nearly 30 decibels!
Save the Penguins...
Our class have been learning about how light moves, creates heat, reflects, and refracts. These science concepts were tied to reading about Antarctica and penguins, along with socials studies, as we discussed “rookeries” or communities of penguins and the battle they have to stay alive. This battle for life was the inspiration to solve a problem within the penguin habitat. How could we keep penguins protected from the weather and help them save their chicks from melting waters? We used materials that they had learned were good to reflect light and heat away from their penguin habitats which allowed the penguins to avoid the problems associated with melting snow and ice! Fabulous Engineers at work!
Our class have been learning about how light moves, creates heat, reflects, and refracts. These science concepts were tied to reading about Antarctica and penguins, along with socials studies, as we discussed “rookeries” or communities of penguins and the battle they have to stay alive. This battle for life was the inspiration to solve a problem within the penguin habitat. How could we keep penguins protected from the weather and help them save their chicks from melting waters? We used materials that they had learned were good to reflect light and heat away from their penguin habitats which allowed the penguins to avoid the problems associated with melting snow and ice! Fabulous Engineers at work!
What’s That Sound?
Our class has been working to learn how sounds are made, and if they are changed as they move through solids, liquids, and gasses. Students have created their own ear bud using string, and listened to sounds through different string phones, and types of matter. After several inquiry activities to discover the science behind how sounds are made, teams created their own unique musical instruments. Each instrument design was required to meet a specific size, pitch, and material requirement. The musical instrument is one of many design challenges that students will complete in SLED. SLED stands for Science Learning through Engineering Design and was developed at Purdue University as a way to help students in many ways such as to gain skills in science, technology, engineering, and math. SLED activities also allow students to solve realistic or “real world “problems and develop critical thinking skills.
Our class has been working to learn how sounds are made, and if they are changed as they move through solids, liquids, and gasses. Students have created their own ear bud using string, and listened to sounds through different string phones, and types of matter. After several inquiry activities to discover the science behind how sounds are made, teams created their own unique musical instruments. Each instrument design was required to meet a specific size, pitch, and material requirement. The musical instrument is one of many design challenges that students will complete in SLED. SLED stands for Science Learning through Engineering Design and was developed at Purdue University as a way to help students in many ways such as to gain skills in science, technology, engineering, and math. SLED activities also allow students to solve realistic or “real world “problems and develop critical thinking skills.
Life-Guard Chairs
Our class recently constructed life guard chairs to help them compare the scientific method to the engineering design process. Students also created two-column notes in their science notebooks to help them make connections between these two methods. As learners progressed they were able to begin to identify a client, user, setting, criteria, and constraints through the use of a design brief about a local town that recently builds a swimming pool for the community to use. Although this was a make-believe scenario, it was a "real world" situation in which students could determine ways to solve the pool’s problem of needing to have life-guard chairs that would ensure the safety of swimmers visiting the pool. Rulers, note cards, and tape were the only supplies provided to the class as they sketched possible designs in their notebooks. Students then created their chairs based on their sketch and then tested them for height and sturdiness. The final step of this activity was to look at each test outcome to identify the successful portions from the less successful ones. With this information, pupils could determine how to improve each design in order to meet the criteria necessary to effectively solve the problem.
Our class recently constructed life guard chairs to help them compare the scientific method to the engineering design process. Students also created two-column notes in their science notebooks to help them make connections between these two methods. As learners progressed they were able to begin to identify a client, user, setting, criteria, and constraints through the use of a design brief about a local town that recently builds a swimming pool for the community to use. Although this was a make-believe scenario, it was a "real world" situation in which students could determine ways to solve the pool’s problem of needing to have life-guard chairs that would ensure the safety of swimmers visiting the pool. Rulers, note cards, and tape were the only supplies provided to the class as they sketched possible designs in their notebooks. Students then created their chairs based on their sketch and then tested them for height and sturdiness. The final step of this activity was to look at each test outcome to identify the successful portions from the less successful ones. With this information, pupils could determine how to improve each design in order to meet the criteria necessary to effectively solve the problem.
Off to the races....
Our class held races with the vehicles that they designed using the scientific method. Mr. Carpenter, our physical education teacher conducted the experimentation phase of this project by setting up race brackets for students. Each person raced their vehicle to find the fastest one. Everyone was a great sport and showed Trojan PRIDE! Top performing vehicles were Evan Amor, Dannon Titus, and Nate Schuler! Every student still came out a winner by learning about the scientific method, how to analyze, draw conclusions with their outcomes, and have fun! We really appreciated Mr. Carpenter incorporating science in P.E. too!
The Scientific Method-Building Vehicles
Third graders have been learning about the scientific method where scientists begin with a purpose or question, research, put together a hypothesis; or a guess about what they think will happen, experiment, analyze, and then draw conclusions. Students created mini scientific journals to place inside of their science notebooks and have been recording information throughout the process. Students have experimented with supplies for their vehicles and will test them out at the elementary gym with the help of Mr. Carpenter; our physical education teacher. The finals steps will be to analyze the outcomes of these races and draw some conclusions about their vehicle designs. Once this method has been completed, we will compare it to the engineering design process and start constructing life-guard chairs.
YEAH!!! Science Supplies Are Arriving!
Our class was very fortunate to be given an opportunity for a grant with an organization our Triton School Superintendent, Mrs. Donna Burroughs, shared with us called DonorsChoose.org. This summer I (Cathy Strycker) wrote up a project for our third grade classroom called: "Engineering Science Through Creativity and Innovation," which focused on STEM (science, technology, engineering, and math) with our third graders. We were graciously given donations from 3M and an anonymous donor to raise $657 to purchase supplies that we will use throughout our school year in many areas! We were very fortunate to be given the funding for these items to help us learn, innovate, and become creative thinkers! You can see by the excited faces in our class that everyone is looking forward to using these supplies right away! THANK YOU DONORS & MRS. BURROUGHS!
Our class was very fortunate to be given an opportunity for a grant with an organization our Triton School Superintendent, Mrs. Donna Burroughs, shared with us called DonorsChoose.org. This summer I (Cathy Strycker) wrote up a project for our third grade classroom called: "Engineering Science Through Creativity and Innovation," which focused on STEM (science, technology, engineering, and math) with our third graders. We were graciously given donations from 3M and an anonymous donor to raise $657 to purchase supplies that we will use throughout our school year in many areas! We were very fortunate to be given the funding for these items to help us learn, innovate, and become creative thinkers! You can see by the excited faces in our class that everyone is looking forward to using these supplies right away! THANK YOU DONORS & MRS. BURROUGHS!