Inference Cups

Create inference cups by placing an object in a styrofoam cup. Cut 4 slits partway down the sides of the cup. Fold two opposing sides down, and then the other two sides down on top of those. Seal with packaging tape. Label all the cups with one object in them "A", all cups with the second object in them "B", etc.

The students' goal is to infer the shape of the object in the cup based on the observations they make by moving/shaking/rotating the cup. They can then hypothesize what the object is.

Objects used in making the cups:
*Penny (disk)
*Marble (sphere)
*Die (cube)
*Nut (hexagon)

Favorite Website: Sciencespot.net

If I could pick only one website in the whole worldwide web to use as a science resource, this is it!!! Tracy Trimpe as created and assembled the most fantastic collection of science activities I've encountered. If you're anything like me, after perusing the site, you'll find yourself reinvigorated and excited to head back into your classroom armed with a brand new repertoire of science activities. And all the paperwork is ready for you to print out and go.

You'll find me highlighting several of the Sciencespot activities in their own individual posts, and sharing my experiences with them. But, don't let that stop you from heading over there RIGHT NOW! (And make sure your printer is fully stocked with paper and ink - once you start, you'll be printing out activities left and right!)

Projectile Motion/Gravity: Ruler and Pennies

To demonstrate that gravity pulls objects to the ground at the same speed, regardless of the path they take…

Place a ruler flat on the demonstration table, with about 2 inches hanging over the edge of the table. Place a penny on the table next to the ruler (between the edge of the table and the ruler).

Instruct students to listen for the pennies hitting the ground. Quickly flick the ruler, so that you are pushing the penny off the table at the same time you are “pulling” the ruler out from under the penny sitting on it. The penny that was on the ruler will fall straight to the ground (due to inertia, 1st law of motion), while the penny that was on the table will travel along a path of projectile motion.

If executed properly, the pennies will hit the ground at the same time. You will no doubt have to repeat this demonstration several times; first, because students take that long to determine that they are in fact landing at the same time and second, because it’s a bit mind-boggling to students (and teachers).

Do as I say, not as I photograph...
1 - Don't perform this demonstration with little people sitting on the floor where pennies may land!
2 - Don't perform this demonstration in a carpeted area of the room, you won't hear the pennies land!

Photosynthesis: The Big Green Mixing Bowl

A demonstration to magnify the process of photosynthesis.

You’ll need:
A large green mixing bowl
A flashlight
2 zip-top bags
1 labeled “O2”
1 labeled “CO2”
Sugar
Water (in a cup)
Large spoon

Before class begins, inflate each of the bags (blow them up and quickly seal them). Place the bag of O2 and the sugar inside the green mixing bowl. Don’t let the students see the inside of the bowl.

For the demonstration:
Photosynthesis takes place in the chloroplasts, represented by the large green bowl. Ask for volunteers to name the “ingredients” needed for photosynthesis: CO2 and water. As the reactants are named, add each to the mixing bowl (I pour the water in and empty the contents of the CO2 bag into the bowl). Photosynthesis also requires the presence of light, so shine the flashlight into the bowl while you give it a stir. Ask for volunteers to name the products made during photosynthesis: O2 and sugar. As each of the products are named, pull them out of the mixing bowl.

Solar System: Pictoral Comparison

I LOVE these pictures. I first learned of them a few years ago and promptly printed and laminated a set for my classroom. I was reminded of them recently when I received them as an email attachment.

I think the art is beautiful and I can just stare at them-my mind spinning, trying to comprehend the size of the universe, all the while.

I don't know the source for these pictures. If someone out there does, please let me know and I will gladly add it.

How Many Pieces of Pasta in the Jar

Provide each group of students with two jars - one filled with tiny pasta and a second that's empty, as well as a variety of measuring tools: balances, rulers, graduated cylinders, etc. The group is to use the allotted time to determine the number of pieces of pasta in the jar.

I have used this at the beginning of the year and when forming new lab groups - a chance for the team to work together to find a solution. A good opportunity to observe students and their ways of thinking.

Away We Go!!!

Off on another adventure!

In the coming days, weeks, months and (hopefully) years, you'll find an assortment of activities to bring to your science classroom. Most of these activities are suitable for middle school students, as that's where my experience lies. However, the bulk of these activities can be used with elementary students, often with little to no adjustment on your behalf. Some are appropriate for high school students as well. In fact, a lot of my best materials have come from other people, at other grade levels and have been modified to fit the needs of my students.

My plan is to provide you with about 4 days of science lessons/activities/demonstrations per week and 1 day of other "stuff". Amongst the other stuff, you'll learn of some of my favorite websites, professional development opportunities, classroom management techniques, ideas for decorating your classroom, dressing the part, and anything else I think you might have even a passing interest in! We'll also explore some features you may wish to bring to your classroom: What is it? How does it work?

My plan is to have science lessons Monday through Thursday and other stuff on Fridays. Based on feedback and how things are going on this end the schedule may change over time, but it's good to have a starting point, right?

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