Let’s begin by looking at first grade’s adventure into forces of motion. Their first activity replicates much like the tale of the Three Little Pigs. Our inquiry: What does a push and a pull look like? How do we know when an object has been pushed or pulled? Some students performed these movements to give others the vocabulary ideas of moving away or coming to you. Then, using their pushing forces and healthy lung power, blew objects with a straw across a finish line, keeping track of their data (amount of blows per time). They made inferences based on their results that it was easier to blow the paperclip because it was light and took more blows to move the wooden block. We reflected on this thought process during our second gathering noting that it seemed weight did influence the motion, and then segued into using our model swing made of a pencil, tied to a string, connected to a washer. Our goal was to look at which style of force would provide the best swing. Would it be holding the washer directly above the pencil and letting gravity due all the work or holding the washer parallel to the pencil and releasing?
Next time we will explore if the length of an object (string) will affect the force of an object (washer), as well as continue with concept of weight by adding more washers to the swing. Predictions on which will provide the greatest swing?
Third grade’s topic is the human body focusing specifically on the skeletal system and muscular system. Learners manipulated model legs to see how the muscle groups work as a team to extend and retract when moving legs and feet. This is a simple contraption made of a dowel rode, Popsicle stick, tubing, two paper clips, and two rubber bands. By moving the Popsicle (foot) up and down, students were able to see one muscle tightening, while the other relaxes. After recording their observations and creating diagrams, they had time to explore a model hand and compare the model to their hand in terms of how it is constructed and functions. Next gathering they will look at the model once more, determine what materials they can add to make it more realistic, then create a mechanical hand with the objective of grasping an object.
Fifth graders take learning about weather and climate to a new level. After researching the differences between tropical, arctic, and desert conditions they selected a region in which they had to build a dwelling with a specific roof design geared for that climate zone. Arctic region homes needed a strong enough roof to support snow (washers) or allow them to fall off. Desert dwellings had to keep the occupants cool (ice cube from melting), and tropical structures had to keep their folks (tissue paper) dry in torrential downpour. Prior to testing, students judged the houses made by other teams, jotting down likes and/or what they would have done to improve the construction. Then came the test . . .
Vantaztic Learning 