10. Engineering Design Challenge: Develop a shadow puppet
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For our engineering design challenge, students had to design and create a puppet that would make a distinct shadow on a puppet stage. Students were given a wide assortment of materials with which to design a puppet and test to see how clear the shadow was. Using what they know about shadows they were asked to create a presentation that made the puppet change sizes, large and small as well as shadow intensities. The students had a great time using everything they know about light to accomplish this task!
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9. Can you change the size of a shadow???
01/12/15
Over the course of the next few week we will be exploring how to change the size and intensity of a shadow. This week the students had an opportunity in class to see if there was any way to make the shadow bigger or smaller. As I walked around the room I heard students telling one another that when the object was closer to the light the shadow was so big you couldn't even see it! I also saw students helping one another to move the light and make the shadow smaller. It was interesting to see how some students moved the light source and others moved the object.
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8. Making Shadows
12/16/14
This weeks investigation was all about creating shadows. Students were given a bucket of materials including a flashlight, mirror clips, paperclips, notecards, cardstock and crayons. Their challenge was to figure out how to make a shadow and then draw a diagram to demonstrate to others how they did it. Students quickly observed that making a shadow involved blocking the light! They set up a series of examples that produced different shadows.
Here are the observations they made: 1) you make a shadow when an object blocks light 2) shadows are black 3) shadows have the same shape as the object 4) you need light and an object to make a shadow |
7. Drawing Diagrams to Represent our Thinking
12/01/14
At this age, scientists rely heavily on verbal communication and diagrams to help communicate their learning. We spent this week learning how to take what we see and develop a model that represents the same ideas. Spacial recognition, perception, and understanding angles are all key to developing a working model. The students took turns setting up a model with materials and then sharing idea on how to transmit that to a
2-D model in their notebook. |
6. Reflecting Light!
11/17/14
This week the students had a chance to explore what happens to light when you shine it on mirror or tin foil. Many students predicted that light would bounce off the mirror and shine in the opposite direction becasue they witnessed situations like this when looking in a bathroom mirror. I gave our scientists 20 minutes to explore with a series of mirrors, large pieces of tin foil and flashlights to see where the light would go. Students observed that light would bounce off of shiny materials but not dull materials. Then on a data sheet students tried to set up a series of situation to get light to shine on various objects around the room. They drew a diagram to show where they placed the flashlight and where they placed the mirror in order for each object to light up. It was a day filled with trial, error and fun!
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5. Looking through a Lens!
11/03/14
In order to better understand Transparent, Translucent and Opaque materials I had scientists put their eye to the test! The students broke off into teams of three finding a series of 15 objects around the room. Then taking turns the students got a change to try and look through their cameras to take a picture and see if they could actually make out each object. They recorded all of their findings on a data sheet inside of their notebooks. After examining these lenses students discovered that Transparent lenses let you see things clearly, Translucent lenses make the picture blurry and Opaque lenses block the object completely! Next week they will be solving problems (using the engineering design process) and what they have learned about these materials!
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4. Transparent, Translucent and Opaque
10/27/14
Students spent the week making observations about the materials around them. We conducted an investigation where students were given a baggie of 15 materials. With their partner they were asked to shine a light at the object and see if they were able to see the light on the other side. Students then sort the materials into three piles. The first pile let all of the light through (TRANSPARENT), the second group only let some light through (TRANSLUCENT), and the final group didn't let any light through (OPAQUE). Then we sat down together and discussed that engineers, scientists, doctors, architects and many other professions need to know whether materials are either transparent, translucent or opaque so they can decide whether or not to use them. Below are a few pictures from our lab!
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3. Natural light vs. Artificial light
10/11/14
Students learned that anything that produces light is called a light source. A light source can either be natural or artificial. In teams students identified a variety of natural light sources including many animal species, fire, the sun, all stars, lightning and several insects. They also realized that many modern technologies give off light even if it's sole purpose is not to light up a room.
2. Creating a Diagram
10/01/14
Scientists use diagrams all the time to help explain the parts of an object. Diagrams are used in directions, maps, textbooks, and may other places. Being able to create an effective diagram is a very important skill. Students were able to practice drawing several diagrams in their notebook They then took a diagram assessment on labeling the parts of a plant.
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1. Building a stronger team!
09/10/14
Being a successful scientist often times means being a successful teammate. This year we started of by completing a design challenge that focused on working as a team. Students were given 20 minutes and a limited amount of resources to create the longest paper chain they could. They needed to communicate ideas, share materials, develop a strategy and put it to work. At the end of the challenge we discussed how teammates should speak to one another. We also discussed how to compromise and combine ideas so that everyone was successful. Students discovered that they accomplished much more when they helped each other.
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Ms. Lohitsa
Lover of ALL things Science!
Effective teammates:
1) kind
2) responsible
3) share ideas
4) respect others
5) include everyone
Guided questions:
1) How does light help you see?
2) How does light travel?
3) How are shadows made?
4) How is sound made?
5) How does sound travel?
6) How do people use light and sound to send messages?
Links:
Light and Dark
Light and shadows
How we see
Hearing Sound
Books we are reading:
Lover of ALL things Science!
Effective teammates:
1) kind
2) responsible
3) share ideas
4) respect others
5) include everyone
Guided questions:
1) How does light help you see?
2) How does light travel?
3) How are shadows made?
4) How is sound made?
5) How does sound travel?
6) How do people use light and sound to send messages?
Links:
Light and Dark
Light and shadows
How we see
Hearing Sound
Books we are reading: