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Andrew Todd

Oreo Cookie Moon Phases : Science Bob's Science Experiment Blog - 0 views

    • Andrew Todd
       
      Standards: 2.DP.2 - Day to day and over the seasons, observe, measure, record and recognize patterns and ask questions about features of weather. (2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6) Investigate how the position of the sun and moon and the shape of the moon change in observable patterns. (2.2.7, 2.2.8, 2.2.9)
    • Andrew Todd
       
      Extension: Students could use this activity as a stepping stone to study the phases of the moon in greater depth. The next step could be to model the changes of the moon as it rotates the earth by using a flashlight as the sun.
    • Andrew Todd
       
      Adaptation: This is a great physical representation to descripe words that may have no meaning to ELL students. Students are more likely to remember the phases because there is food involved and it was studied in a casual setting.
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    Students can learn the phases of the moon as they enjoy a tasty snack. Students open Oreos up and remove ice to make the different phases of the moon.
Andrew Todd

Teaching About Natural Resources and Energy Sources - Energy and the Polar Environment ... - 1 views

    • Andrew Todd
       
      Standard: 4.NS.2- Observe, investigate and give examples of ways that the shape of land changes over time.(4.2.1, 4.2.2, 4.2.3) Describe how the supply of natural resources is limited and investigate ways that humans protect and harm the environment. (4.2.4, 4.2.5, 4.2.6)
    • Andrew Todd
       
      Extension: Students could build more elaborate models with rocks, mud, dirt, soil, and other natural objects. Students could build larger models that set over time and could be used to mimic larger mining operations.
    • Andrew Todd
       
      Adaptations: Students could write reports on the effects of coal mining and other human practices on the earth and our resources. Students could give presentations on other harmful practices that humans participate in, explaining why, despite the negative effects, we still make these decisions.
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    Students will "hunt" for coal by digging chocolate chips out of chocolate chip cookies with tooth picks. Students will not be able to break cookies or take bites to get chocolate out of the cookies. Students will understand the affects that mining has on its environment.
Andrew Todd

Science Project: How to Stack Liquids - 1 views

    • Andrew Todd
       
      Standard 6.NS.1 - Understand that the properties and behavior of matter can be explained by a model that depicts particles representing atoms or molecules in motion. Extension: Once students understand properties of different liquids, they can think how to manipulate those liquids and their properties. One example would be to heat up one liquid to several different temperatures and see how they interact. Adaptation: Teacher could split students into groups of 3-4 and have them stack liquids on their own. Students could bring in several liquids from home (all approved) and try stacking them based on the observed properties.
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    Students will learn how to stack liquids one on top of the other. They will observe how the liquids do not mix together because they have different densities. Students will be able to identify characteristics of different liquids.
Andrew Todd

Investigating Sounds: Identifying Vibration, Pitch, and Volume - 1 views

    • Andrew Todd
       
      Standards: 3.DS.1 - Observe and describe how sound is produced by vibrations. (3.1.1, 3.1.2, 3.1.3) Observe and describe how light travels from point to point. (3.1.4, 3.1.5, 3.1.6)
    • Andrew Todd
       
      Adaptation- Different instruments could be placed at stations throughout the room if there were not enough to pass out to everyone. Students could move table to table recording what they observe about the sound.
    • Andrew Todd
       
      Extension: This could be extended by turning it into a research project. Students could research specific instruments, then with classroom materials or materials from home, students could construct homemade instruments resembling what they researched. Knowledge of sounds waves and vibrations would be used to create working instruments.
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    In this investigation, students will observe and experiment with how sounds are made. They will use various elementary music instruments as well as tuning forks, combs, rubber bands, books, bottles, etc... They will collect data on how their sounds were made in their Science journals. Following a discussion of their findings, they will generate questions about what they would like to find out about sound. They will then return to their investigations to observe how their original sounds can be changed and record this data in their journals as well. Finally, there will be another discussion to share their information.
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