Many of you have asked me to post my Jelly Belly Key that demonstrates dichotomous keys in a fantastic fashion. Sometimes when you purchase jelly bellies there are new ones that are not on the key. You have a choice to modify the key yourself or do it with the children on a SMART board if possible. Enjoy this because your students will.
Dr. J
This video demonstrates how to use a discrepant event in your classroom. Watch the video and see if you can determine whether or not crayons sink or float. Let me know how you might use this lesson in your classroom
Dr. J
This summer I did a lesson at the Boys and Girls Club of Charlotte for students that was a hit. I’d like to believe the lesson was a hit because I am such a wonderful teacher but the truth be told it was relevant to the students and our world. I asked the students to clean up an oil spill that I created in a clear plastic cup. We all have heard about the BP oil spill for over three months in the news, radio, and on television. Everybody knew about the spill and many of us just didn’t understand why BP or our federal government didn’t just plug up the leak and clean up the spill. This activity addressed how difficult the clean up portion of the oil spill is.
First I showed the students the PowerPoint showing pictures of the oil spill and some images of the clean up. The students were engaged with the introductory slide show. We spoke a bit about the impact of the oil on the Gulf coast community from the environment to the unemployment from the loss of tourism, fishing jobs, and drilling jobs as well.
After the introduction I showed the students a clear plastic cup with about one inch of cooking oil in it along with a bit of grass and mulch to simulate the marine environment. They were given about 10 minutes to plan the oil spill clean up using the following tools: 2 cotton balls, one eye dropper, 2 coffee filters, soap, 3 paper towels, and 4 Q-Tips. This step is important to allow the students in groups of four to discuss the cleanup and how they will implement the cleanup. You, as the facilitator, will wander around the room asking questions about their plan and making sure the students are on task. After the planning time, hand out the tools and the cup with the oil spill. You should also supply each group with an additional cup to help with the clean up process. After about 15 minutes of “cleaning up the oil spill” have each group bring their finished product up the front of the room. Each group’s representative can briefly explain what they did to clean up the water. After each group has presented you can ask them, “How hard was that to do?” Usually the response will be HARD! Remind them that the oil in the Gulf of Mexico was a lot more and thicker.
If time remains you can do the process again and see if each group will try another method to clean their spill. You can also add a drop of food coloring for the “chemicals present” in the water. This could be the oil dispersant, if you choose. The students should have cleaner water. After the second try I suggest having the students journal about the experience. You can have questions such as: 1) how did you remove the oil the first time?, 2) explain how your second trial differ from the first?, and 3) what questions do you still have about oil spills?
After the students journal perhaps you can demonstrate how oil affects feathers by dipping one feather in cooking oil. Remember all birds have two types of feathers, pin and down. The pin feathers are used for flight and need to stay together but oil will change that. The down feathers are used for warmth for the birds and after you dip them in oil they will separate too. Then show the students how to clean the feather using Dawn dishsoap. It should take a while to remove the oil and ask them what they think? How difficult would it be to remove thick oil from an entire bird and not just one feather?
This activity demonstrates good science because it is inquiry and relevant to the students. Please give it a try and let me know how it works in your classroom.
Judy
Teaching Inquiry to Elementary Students Try Floating Crayons
I am sure you have about a million things to do prior to the school year beginning. The last thing you want to do is add another topic to your list. I am going to strongly encourage you include science in your yearly planning.
Every pre-service teacher has learned (or should have learned) that teacher-centered instructional strategies are very effective for recitation and rote memorization; however, they have not been shown to be effective for teaching higher-order thinking and problem solving. All the state standards are demanding that teachers K – 12 implement instructional strategies that use those skills.
I suggest that teaching science using inquiry will demand higher-order thinking skills of your students. Below I offer an activity that can be used with Pre-K students all the way up to AP students. I have found this activity to stimulate students and engage them in learning and asking questions. In fact, this activity will probably create more questions than answers. A wonderful way to introduce science this year.
Floating Crayons
Materials
1. large clear container that holds water
2. several objects that float and sink
3. a pack of crayola crayons
Begin the lesson by handing out several objects and ask them to predict whether or not the object will sink or float. Have them work with partners (or larger groups depending on your class size). Allow them a few minutes to discuss. After the group as come up with a prediction about their object, have them discuss why they think the object will sink or float. Allow time for discussion.
Next have the students come up to the water and experiment by actually dropping their object into the water.
Next introduce a box of crayola crayons (the brand is important) and ask the students if the crayons will float or sink. First demonstrate with a white crayon and then allow the students to use all the colors. Interestly, some will float and others will sink. Have the students begin to hypothesize about why some sink while others float. A lot of good observations and inferences will occur. You will probably have more questions than answers with this activity.
*** Always try the activity by yourself prior to experimenting with your students***
This activity can be done in small groups or as a large demonstration activity. HAVE FUN AND GET YOUR STUDENTS ENGAGED IN ACTIVE QUESTIONING.
Please let me know how it goes and I will have some more fun introduction activities to science as we explore inquiry together this year.
Dr. J