In fifth grade, we teach erosion and weathering. After learning vocabulary, we work on our experiment. We fill baking pans with soil, rocks, leaves, and other objects, then we pour water and watch how it weathers and erodes the soil. We then see real life objects that have been weathered: rocks, seashells, etc.
T. Britt, EC Teacher
Statesville, NC
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Young students notice details, but may not be so eager to draw or sketch them. Their work can be made easier by using a hand lens to observe, then telling a partner what they will include in their sketch. The partner can then provide feedback to assure the student that they included the details. They can then switch tasks.
S. Campos, Teacher
Houston, TX
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I have a sign placed out side my door that reads "LAB". Student know that they are to enter the room get their lab coats on and get ready to work. This gives them the "true scientist" feeling. I place all my supplies on a tray for each student table to pick up when they come into my class. I have the objective posted on the board. I use inquiry method and ask students to read objectives and look at their materials and infer what they will be doing with the lab materials. Students are always eager to come to class to see what is posted on the sign.
Submitted by:
C. Wilson, 6th Grade teacher
MS
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Demonstrating overcrowding for the kids can be lots of fun. I like to take the kids outside and using the sidewalk square show them what overcrowding look like. I'll start with 4 kids -each in a corner. The rules are once you are planted you can no move your feet. I keep "planting" more students until they are starting to have trouble staying up. Once you get all the giggles quieted down-you can explain what happens to the plants that are overcrowded and the methods used to reduce crowding. I have found the more interactive the kids are with an idea the better they learn the concept. All my 3rd and 4th graders can explain overcrowding and methods to fix it very well.
Submitted by:
J. Walbring
Science Lab Coordinator
Indiana
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In first grade we study solids and liquids. After we've learned the vocabulary that describes solid objects, I give each student a sheet with these vocabulary words. They cut the words out and move around the classroom taping the words to objects in the room that have that property. I found that it's a great way to assess student understanding of vocabulary and also helps students understand how materials are chosen based on their properties.
Submitted by:
R. Brodeur, Teacher
New Hampshire
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How does land slowly change over time? What better way to understand this concept than with building a volcano? The only difference vs your traditional "creating a volcano" experiment is the way the volcano erupts. To do this, the children will use flour and food coloring in addition to the vinegar and baking soda solution. This gives the lava a great color and also helps it to harden. The children will let the lave set and repeat this process two more times with a different color. When the final eruption takes place, the children can work with their groups to discuss and make conclusions on how land changes slowly over time. The kids love this hands on activity and they learn a very complicated concept in the process.
Submitted by:
A. Sullivan
3rd Grade Teacher, PA
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Here’s an idea…
Know your numbers! Recycling plastic is all about the number on the bottom of the bottle. These recycle numbers indicate the type of plastic used and how easily the item can be recycled. Numbers 1 and 2 are most widely accepted for recycling purposes. Numbers 3 through 6 have limited recycling abilities and are not accepted at some recycling centers. Number 7 is the least recyclable material and is not accepted at most centers.
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Here’s an idea…
How can you make the most of students’ microscope use in the classroom? Choose the right tool for the job! Compound microscopes are used to see a two-dimensional view of cell structures and other small particles. They are best used with slides either made in class or professionally prepared. Stereo microscopes provide the best results when students need to observe three-dimensional objects, such as a pond sample in a petri dish.
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Here’s an idea…
Turn your students into rock detectives! Have them select and investigate a rock sample to discover its history and composition. Is it an igneous rock? Metamorphic? Sedimentary? What clues can they find just by examining their sample? Are there hidden clues in the rock? What tests can they perform to discover the minerals that make it up? If their rock could tell its story, what would it reveal about where it has been and what it changes it has experienced?
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Here’s an idea…
Simple machines are everywhere, yet we often use them without even realizing they are machines. For example, a fork is a wedge and a doorknob is a wheel and axle! How many simple machines can your students find in your classroom? In what way does each simple machine help move something or make work easier? Have your students find levers, wheels and axles, wedges, pulleys, screws, and inclined planes in their every day environment.
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