Solar S'mores

9-21-16
Yesterday, we did an experiment about solar s'mores.  It was an experiment instead of an investigation because we were testing things.  We were testing to see if the sun was going to melt the chocolate with different cups.  Which cup would melt the chocolate fastest?  The clear cup won.  [Another group: The black cup melted the chocolate the fastest.]  I love this experiment because we got to eat them after the experiment.    O.S., 2nd grade & E.G., 3rd grade & G.M., 2nd grade

For each group, you will need Graham crackers, chocolate pieces (I use Hershey's snack-size bars and break each one in half), marshmallows (I get the flat StackerMallows), napkins or muffin papers, a thermometer, and clear plastic party cups (one painted white, one painted black, one covered in foil, and one control left clear).

First, the children hypothesize about under which cup the sun will melt the chocolate first.  They also consider safety.  What will we need to make sure this experiment is safe?  They then assemble their s'mores (without a top Graham cracker) and create a scientific illustration of the set-up before they take it into the sun.   The children also use thermometers to measure the indoor temperature in degrees Celsius.

Next, we move outside and observe as the sun's energy works its magic.  While they wait, the children use the thermometer once again to measure the outdoor temperature in degrees Celsius.

To reinforce our science safety rules, eating can only happen after the science is complete.  The children write up their results and apply their new knowledge to recommend the best color car to purchase in a hot climate.  Hint: We don't recommend a clear or black car.

Mysterious Matter

We've been studying matter.  After the Universe Story, we begin our study of science every year with matter and force & motion.  The children need the foundation of these concepts in order to understand (and speak intelligently about) other science strands.  In order to discuss the water cycle or compare the inner planets and the outer planets, we need to understand solid, liquid, and gas.  To understand why the planets revolve around the sun, we need to first understand gravity and momentum.






To begin our study of matter, we read What is the World Made Of?.  We poured a liter of water from one container to another, including two different cylinders, a rectangular prism, and a cube.  

Next, we heated water and observed as it changed from solid (ice) to liquid to gas.  We invited volunteer molecule actors to present Matter Molecule Theater, standing together very closely and just slightly jiggling as a solid, slipping past one another as a liquid, and then bouncing all over the room as a gas.  

The children are working individually to classify a box of matter samples as solid, liquid, or gas and record their results in bar graphs.  

Children are also working individually to classify a box of solids as rigid, elastic, or plastic.  












For our next investigation, a few hard-working helpers combined solutions to create slime.  

The children then worked together in cooperative groups to investigate the properties of matter samples that are difficult to classify: shaving cream, sand, toothpaste, and slime.  



Every child scientist maintains a science notebook with records of his/her thinking about the investigations and experiments.  For each challenging matter sample, the children wrote in their notebooks a claim as to whether it was solid or liquid, supported by evidence.  

“I claim toothpaste is _____ because __________________.”  












“I claim sand is _____ because __________________.” 










“I claim slime is _____ because __________________.” 


“I claim shaving cream is _____ because __________________.” 

Many of the matter samples had some characteristics of a solid and some characteristics of a liquid.  This lead to some heated scientific discussion!  

"9-14-16  Yesterday we had an investigation.  Each group has five jobs: the scribe, illustrator, materials manager, facilitator, and clean-up coordinator.  We used matter that was very hard to classify.  We used sand, toothpaste, shaving cream, and slime.  They were hard to classify because there were reasons for both solids and liquids." by TC, 1st grade

There's a Book for That!
What is the World Made Of? by K. Zoehfeld
Kids Discover: Matter
Kids Discover: Solids & Liquids
Kids Discover: Changes
Kids Discover: Chemistry
Kids Discover: Atoms

Teacher Resources
Matter: Solids, Liquids, & Gases (GEMS guide)
Oobleck: What Do Scientists Do? (GEMS guide)
Changes (STC Teacher's Guide)
Solids and Liquids (STC Teacher's Guide)


Explore More
This would be a good time to explore the Matter Factory and Invention Convention exhibits at the Children’s Museum or check out the Chemistry Hall at the Museum of Natural Science.

What Do Scientists Do?

GM, 2nd grade

For the first entries in their science notebooks, each child drew a scientist and brainstormed, "What do scientists do?"

SA, 3rd grade

CN, 2nd grade

CH, 1st grade

The children came up with: 

• ask questions and wonder
• write in a science notebook
• use tools such as a microscope or hand lens to look closely
• research (study) a subject
• use tools to measure
• travel to other places to get information
• do experiments
• perform tests
• share what they’ve learned with other scientists in a presentation or meeting
• take risks 
• wear protection
• plan what they’re going to do before they do it
• use technology
• think about safety
• write reports and articles to share new information
• gather quantitative and qualitative data
• use charts and graphs
• make predictions
• work well alone and in a group

EG, 3rd grade

While some drawings depicted a stereotypical "mad scientist" in a white lab coat, mixing "potions," it was wonderful to see illustrations of a great variety of scientists, both male and female.  Even more gratifying, just about every girl drew a female scientist!  All of the children envision science as a possibility for them, regardless of gender.  Hooray!

BD, 3rd grade

LM, 2nd grade

NC, 2nd grade

There's a Book for That!
Ada Twist, Scientist by Andrea Beaty

Metric Measurement & Me

This week, our class has been creating metric measurement autobiographies.  Following a series of directions, the children used centimeter rulers to measure and cut strips of colored paper and write sentences about themselves.  Students then assembled the cut strips in sequence to create an autobiography.  If they measured and cut each strip carefully, their assembled autobiographies would each measure 100 centimeters or one meter!



"9-8-16
Yesterday we had a measurement activity.  We used rulers to measure.  You have to cut strips of paper that are different lengths and they all add up to one meter." by TC, 1st grade




"9-8-16 
Yesterday we did a measuring activity.  Scientists use meter sticks and rulers to measure things in centimeters.  We had nine stations, and we went to each station and did what the directions said.  When we taped pieces together my strip was 99 centimeters.  I loved this activity!"
by LA, 1st grade











"9-8-16
Yesterday we did a measurement activity!  To measure, we use rulers, tape measures, and meter sticks.  Scientists measure in centimeters.  This is the activity: We had different stations at each table.  It told us to measure paper and write things like "What's your name?"  I enjoyed this activity because I like to measure things!"  by EG, 3rd grade

There's a Book for That!

Me and the Measure of Things by J. Sweeney
How Long or How Wide? A Measuring Guide by B. Cleary
Kids Discover Measuring
The Story of Weights & Measures by A. Ganeri
Millions to Measure by D. Schwartz
Inch by Inch by L. Leonni
Inchworm and a Half by E. Pinczes