VIEWS: 8 PAGES: 27 POSTED ON: 10/25/2011
or float? Will we sink sink Presented by Lindy Meador & Dee Wallace Assessment of All Activities How do we assess science with little children? Observation Activities Vocabulary Charts Vocabulary • Sink • Not-Magnetic • Float • Predict • Floater • Pour • Magnet • Sifter • Graph • Magnetic Sink, Float, Magnets, and More 4 points accurate/logical, complete, detailed 3 points partially accurate/logical, complete, detailed (lacking in one area) 2 points partially accurate/logical, complete, detailed (lacking in two areas) 1 point not accurate/logical, incomplete, lacks detail (lacking in all three areas) Scoring Charts 1 2 3 4 Evidence/Comments Students gain familiarity with a sink and float activity as they observe items that sink or float. Students demonstrate their knowledge about magnetism as they place items on a graph as they participate in an activity to see which items are able to show whether they are magnetic or not. Students describe and demonstrate how they can recover items from sand without using their hands. Students develop the concept of measurement through size comparisons. They use size as well as other attributes to sort and classify toy animals and other objects. Second Language Acquisition • Research shows that students acquire language most quickly by using, hearing, reading and understanding it. • Students acquire language when they are focused on the meaning rather than the form of the language they are using. • Allow English language users the opportunity to observe you and others using language correctly. Activity #1 Sink and Float Activity 1: Sink or Float • Overview • Children become familiar objects that sink or float, and record their results on a large real-object graph. Session 1: Sink or Float • Gather students into a circle on the floor. • Ask: If anyone knows what scientists do. Teachers accepts all answers and helps students to understand that scientists use observations in their experiments. • Hold up an object that is a definite floater such as a ping pong ball. • What shape is the ball? • Do we know for sure that it will bounce? • Place the ball in the bowl of water. • What did you see happen to the ball ? • Did it float or sink? • See how many items that you can find that float. Real-Object Graph Activity 2 Activity 2 Magnets • Overview • This activity is the same format as the sink or float activity, but this time the students will find the learning station is full of sand. Their challenge is to use magnets on objects they find in the sand to see if they are magnetic or non-magnetic. Magnets • Gather students in the discussion area. • Hold up magnet and record responses as to what children know about magnets. • Explain to students that they will be able to use a magnet at the learning station. • Model with a magnet and a sheet of paper how to tell if an object will is magnetic or non-magnetic. • Tell students that there is sand at the learning station, with all sorts of things mixed in he sand. They have a chance to be magnet scientist. • There will be two trays near the sand tray. A non- magnetic tray and a magnetic tray for students to place recovered objects in for assessment of their understanding. Magnet Concluding Activity • These trays will have a sign which reads magnetic or non- magnetic. • Remind students that objects that are considered magnetic even if they only stick to the magnet a little bit • After all students have worked at the learning station gather students in the discussion area around the real- object graph. • Have on hand a magnet ,a paper clip, a crayon, and the magnet/not-magnetic signs. Place the signs at the head of each row of the real- object graph. • Tell students that they will each get a magnet and they will go around the room and test many things in the room to see what’s magnetic. • Invite students to bring one item to be placed on the graph. Sifting and Sand Stacking Trays What are these for? Activity 3 Sifting Sand and Beans • Overview • In this activity, students visit he sand learning station and find that things have changed. The objects they tested with magnets have been replaced by beans and peas of various sizes. The new challenge is to use a variety of sifters to separate the sand from the beans, and to separate one type of bean from the others. • Concepts explored include the idea that objects can be described by the property of size, and that tools can be helpful in filtering and separating mixtures. • The way students use sifters and filters in this activity makes an important connection to larger ideas in science, technology, and design. Sifting Sand And Beans • Day before activity have a variety of sifters collected. • Once you have a selection of sifters, take time to “audition” your beans and peas.. • Have your filter bottle and paper towels collected . Sifting Sand And Beans 1. Set up the learning station: Mix the beans( and the shiny confetti) into the sand. Add the sifters and four plastic cups for scooping. 2. Have a mixture of sand and beans in a clear cup. 3. Wrap Up Activity will have the following in the discussion area: all the sifters, a few samples of different kinds of beans, a stack of paper towels, a cup half- filled with water, a cup half filled with sand, a filter system made from the two liter bottle including the paper towel filter. 4. Allow students to explore the station. 5. Separating Sand and Water activity includes poring the sand and water mixture through a sifter and then the bottle filter. 6. Review that the filter with the tiny holes is necessary to separate something tiny like sand from water. Safety • All rules to be reviewed before lessons. • Listen for instructions from the teacher. • Do not put any materials in your mouth. • Wipe up spills with the help of an adult. • Sweep up sand. • Keep area clean and safe. TEKS Objectives • 1.1A-5.1A The students conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. • 5.2A,B,C,D,E • 5.3A,B • 5.4A • 5.7A.B Literature Connections Aunt Ippy’s Museum of Junk By: Rodney A. Greenbalt Grades: Preschool-2 The Great Trash Bash By: Loreen Leedy Grades: Preschool-3 Mickey’s Magnet By: Franklyn M. Branley and Eleanor K. Grades: Preschool-2 My new Sandbox By: Donna Jakob; illustrated by Julia Grades Preschool-K Literature Connections Splash!: All About Baths By: Susan Kovacs Buxbaum and Rita Grades: K-4 The Tub People By: Pam Conrad; illustrated by Richard Grades: Preschool-3 The Wartville Wizard By: Don Madden Grade: K-4 Who Sank the Boat? By: Pamela Allen Grades K-2 Additional Resources • Background Information • Assessment Suggestions • Resource Books • Literature Connections • Summary Outlines • Patterns • Posters Internet Resources •http://www.sciencenetlinks.com/lessons.cfm?DocID=285 •http://www.jamestownri.com/school/classes/5_4/5_4home.htm •http://www.stom.org/scenter/first_grade.htm •http://www.alief.isd.tenet.edu/bush/Internet/Science.htm#floating%20and%020Sinking •http://www.pbs.org/wgbh/nova/lasalle/buoyancy.html •http://rpsec.usca.sc.edu/Schools/teacherlessons/AikenCty/Kindergarten/Canepa.html •http://games.zeeks.com/game.php?g=1247&s=2&category=2&level=0
"Three Learning Stations"