CENTRAL IDEA: Inquiry provides opportunities for discovery and exploration
into how individuals learn.
LINES OF INQUIRY:
-Scientific methods and thinking processes
-Matter in the natural world
-Different forms of energy
into how individuals learn.
LINES OF INQUIRY:
-Scientific methods and thinking processes
-Matter in the natural world
-Different forms of energy
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Science Center Field Trip
Tuesday, 10/15/19
What fun students had inquiring into energy and exploring part of the Great Lakes Science Center! What makes a Jitterbug jitter? How can materials be used to make the needed energy? Watch the video to find out! THANK YOU to the amazing volunteers (Mr. Broughton, Mrs. Henderson, Mr. Henry, & Mrs. Mickler) who made the trip even more fun (and safe)!
Science Center Field Trip
Tuesday, 10/15/19
What fun students had inquiring into energy and exploring part of the Great Lakes Science Center! What makes a Jitterbug jitter? How can materials be used to make the needed energy? Watch the video to find out! THANK YOU to the amazing volunteers (Mr. Broughton, Mrs. Henderson, Mr. Henry, & Mrs. Mickler) who made the trip even more fun (and safe)!
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Mystery Matter
Friday, 10/4/19
This unit went by so quickly! At the end of each unit, students complete a summative assessment that involves inquiry, careful thought, and reflection. This unit’s summative assessment involved a mystery object? Students applied their knowledge of matter to determine if a mixture was a liquid or a solid. Students used hands and items to “play” in the mixture to make a decision. After exploring, each student defended his/her thoughts by writing an explanation. Some students explained that it was a solid because a fist wouldn’t go through. Some students explained that it was a liquid because when it was taken out of the container, it took the shape of wherever it was put (hand, floor, desk…). Many students even wrote about atoms and molecules. You may be wondering which answer is correct. BOTH ARE! This assessment could be either phase of matter, as long as it was explained. There is an actual scientific term for this, "colloid." While we discussed the word, it is not a 3rd grade term. The purpose of this activity was to justify and explain the properties of a solid and a liquid.
https://www.youtube.com/watch?v=snRLfYTjtcM
Mystery Matter
Friday, 10/4/19
This unit went by so quickly! At the end of each unit, students complete a summative assessment that involves inquiry, careful thought, and reflection. This unit’s summative assessment involved a mystery object? Students applied their knowledge of matter to determine if a mixture was a liquid or a solid. Students used hands and items to “play” in the mixture to make a decision. After exploring, each student defended his/her thoughts by writing an explanation. Some students explained that it was a solid because a fist wouldn’t go through. Some students explained that it was a liquid because when it was taken out of the container, it took the shape of wherever it was put (hand, floor, desk…). Many students even wrote about atoms and molecules. You may be wondering which answer is correct. BOTH ARE! This assessment could be either phase of matter, as long as it was explained. There is an actual scientific term for this, "colloid." While we discussed the word, it is not a 3rd grade term. The purpose of this activity was to justify and explain the properties of a solid and a liquid.
https://www.youtube.com/watch?v=snRLfYTjtcM
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Magnetized Cereal
Friday, 9/27/19
Do humans eat iron? Will a magnet pull something out of cereal? If so, what and why? On Friday, I showed students the nutritional label of my (just about daily) breakfast, gluten free and sugar free oatmeal. They were surprised to see iron on the label. I held a magnet to my stomach and nothing happened. Then we looked at a Wheaties box label...same thing, iron. Students used powerful magnets to attract the iron--and nothing happened! We discussed why the iron wasn't coming through the solid Wheaties flakes. Then we decided to put the Wheaties in a blender with some water to produce liquefied Wheaties. Students were able to pull out iron, and it was powerful! Ask your child about the result, and what it has to do with molecules. In the liquid, the atoms spread out allowing the magnet to attract the iron.) The iron particles were black and were all over the over place. It was a messy, but fun and meaningful experiment! A huge THANK YOU to Sara Lohser for assisting in this activity!
Magnetized Cereal
Friday, 9/27/19
Do humans eat iron? Will a magnet pull something out of cereal? If so, what and why? On Friday, I showed students the nutritional label of my (just about daily) breakfast, gluten free and sugar free oatmeal. They were surprised to see iron on the label. I held a magnet to my stomach and nothing happened. Then we looked at a Wheaties box label...same thing, iron. Students used powerful magnets to attract the iron--and nothing happened! We discussed why the iron wasn't coming through the solid Wheaties flakes. Then we decided to put the Wheaties in a blender with some water to produce liquefied Wheaties. Students were able to pull out iron, and it was powerful! Ask your child about the result, and what it has to do with molecules. In the liquid, the atoms spread out allowing the magnet to attract the iron.) The iron particles were black and were all over the over place. It was a messy, but fun and meaningful experiment! A huge THANK YOU to Sara Lohser for assisting in this activity!
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Inquiring Minds: Independent Inquiry Part 2
Wednesday, 9/25/19
The other day a student brought in an independent experiment involving and egg and milk. Today, another inquiring mind brought in an egg that was soaked in Diet Coke. :) The outcome was much different than the vinegar and milk.
Inquiring Minds: Independent Inquiry Part 2
Wednesday, 9/25/19
The other day a student brought in an independent experiment involving and egg and milk. Today, another inquiring mind brought in an egg that was soaked in Diet Coke. :) The outcome was much different than the vinegar and milk.
SLO-Mo Video
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Sound Stations
Wednesday, 9/25/19
Students inquired into sound while rotating through five stations: 1. Rice Vibrations: sound waves through solids (pot and bowl) 2. Mystery Sounds: Guess items in eggs based on level, pitch, and vibration 3. Hangers and Underwater: Explore how sound travels through solid, liquid, and gas.
4. Kazoos: Create kazoos and explore different vibrations. 5. Sound Inquiry: Students used funnels, tubing, and string to create their own sound experiments. Thank you to Mrs. Henderson, Mr. Lohser, Ms. Murphy, and Ms. Goulden for volunteering!!
Sound Stations
Wednesday, 9/25/19
Students inquired into sound while rotating through five stations: 1. Rice Vibrations: sound waves through solids (pot and bowl) 2. Mystery Sounds: Guess items in eggs based on level, pitch, and vibration 3. Hangers and Underwater: Explore how sound travels through solid, liquid, and gas.
4. Kazoos: Create kazoos and explore different vibrations. 5. Sound Inquiry: Students used funnels, tubing, and string to create their own sound experiments. Thank you to Mrs. Henderson, Mr. Lohser, Ms. Murphy, and Ms. Goulden for volunteering!!
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Bristlebots
Tuesday, 9/24/19
Thank you to Mr. Black, from Branch Out Education, for coming in to work with our 3rd grade engineers! Students used electrical energy to design a robot!
Bristlebots
Tuesday, 9/24/19
Thank you to Mr. Black, from Branch Out Education, for coming in to work with our 3rd grade engineers! Students used electrical energy to design a robot!
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Inquiring Minds: Independent Inquiry
Monday, 9/23/19
Remember a few weeks ago when I sparked interest in science with the egg soaked in vinegar? Thank you to Logan for taking the experiment home and inquiring further! He soaked an egg in a milk/water combination for over a week! (It was stored in the refrigerator.) He brought it into school and we discovered the impact of milk/water for a week. The egg was hard on the outside, but after the outer shell cracked, the inside layer felt softer. Then Logan popped it. See what happened below!
Inquiring Minds: Independent Inquiry
Monday, 9/23/19
Remember a few weeks ago when I sparked interest in science with the egg soaked in vinegar? Thank you to Logan for taking the experiment home and inquiring further! He soaked an egg in a milk/water combination for over a week! (It was stored in the refrigerator.) He brought it into school and we discovered the impact of milk/water for a week. The egg was hard on the outside, but after the outer shell cracked, the inside layer felt softer. Then Logan popped it. See what happened below!
SLO-MO Video
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Electricity Program
Thursday, 9/19/19
The Natural History Museum came to Boulevard to teach 3rd graders about electricity. Lee, our energetic and outstanding presenter, led students in using wind, sun, human-power, and batteries to create simple circuits and identify the energy transformations taking place.
Electricity Program
Thursday, 9/19/19
The Natural History Museum came to Boulevard to teach 3rd graders about electricity. Lee, our energetic and outstanding presenter, led students in using wind, sun, human-power, and batteries to create simple circuits and identify the energy transformations taking place.
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Balloon Experiment
Wednesday, 9/18/19
Can you blow up a balloon without using your mouth? After making predictions and trying a few suggestions (using a fan, waving the balloon in the air), we used a 2-liter bottle, hot water, and cold water to investigate. Do you think the balloon filled up with air using the hot water or the cold water? Why? (Hint, afterwards, we discussed what the atoms are doing in the hot water and the cold water.)
Balloon Experiment
Wednesday, 9/18/19
Can you blow up a balloon without using your mouth? After making predictions and trying a few suggestions (using a fan, waving the balloon in the air), we used a 2-liter bottle, hot water, and cold water to investigate. Do you think the balloon filled up with air using the hot water or the cold water? Why? (Hint, afterwards, we discussed what the atoms are doing in the hot water and the cold water.)
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Planetarium
Wednesday, 9/18/19
Thank you to Mr. Child for teaching the class about the states of matter! After a demonstration with an ice cube, we enjoyed a star show under the dome. (Prior to our trip, we have a
visitor - a Praying Mantis!)
Planetarium
Wednesday, 9/18/19
Thank you to Mr. Child for teaching the class about the states of matter! After a demonstration with an ice cube, we enjoyed a star show under the dome. (Prior to our trip, we have a
visitor - a Praying Mantis!)
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Rootbeer Floats
Friday, 9/13/19
What happens when you combine the solid of ice cream and the liquid of root beer? Well, besides a tasty treat – you get a chemical reaction! Students performed this experiment using the scientific method; and yes, students were able to enjoy the experiment as well!
Rootbeer Floats
Friday, 9/13/19
What happens when you combine the solid of ice cream and the liquid of root beer? Well, besides a tasty treat – you get a chemical reaction! Students performed this experiment using the scientific method; and yes, students were able to enjoy the experiment as well!
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Inquiring Minds
Friday, 9/13/19
Students inquired and observed into a mystery object. I brought out a jar filled with liquid and an object. I walked around with the mystery jar while students silently observed with the senses of touching, smelling, hearing, and seeing. We discussed why tasting might not be such a good idea. After sharing observations, students began to question and wonder. What is in the jar? What's the liquid? How long has it been like that? What's that bad odor? I removed the object from the jar and put it in a bowl for further investigation….and then…I poked it with a pencil. Wowsers--was that ever exciting! At that point I revealed that the object was an egg and the liquid was vinegar. Ask your child what happened when the egg was popped. This activity led to lots of other inquiries. Many students were going home wanting to conduct similar experiments. What if the egg was soaked for a week, rather than 2 days? What if a different type of liquid was used, or a different object? I hope some experiments and inquiry happen at home this weekend!
Inquiring Minds
Friday, 9/13/19
Students inquired and observed into a mystery object. I brought out a jar filled with liquid and an object. I walked around with the mystery jar while students silently observed with the senses of touching, smelling, hearing, and seeing. We discussed why tasting might not be such a good idea. After sharing observations, students began to question and wonder. What is in the jar? What's the liquid? How long has it been like that? What's that bad odor? I removed the object from the jar and put it in a bowl for further investigation….and then…I poked it with a pencil. Wowsers--was that ever exciting! At that point I revealed that the object was an egg and the liquid was vinegar. Ask your child what happened when the egg was popped. This activity led to lots of other inquiries. Many students were going home wanting to conduct similar experiments. What if the egg was soaked for a week, rather than 2 days? What if a different type of liquid was used, or a different object? I hope some experiments and inquiry happen at home this weekend!
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Heat Transfer
Wednesday, 9/11/19
Students inquired into the best way to transfer heat to melt an ice cube the fastest. Each group determined and tested a specific method. Some of the methods tested were: friction with hands, friction with tissues and paper towels, transferred heat from hair, transferred heat from a fan, warm water, and friction between two cups. Warm water melted the ice cube in about a minute. The other methods were close behind. This generated a fun and interesting conversation about heat transfer.
Heat Transfer
Wednesday, 9/11/19
Students inquired into the best way to transfer heat to melt an ice cube the fastest. Each group determined and tested a specific method. Some of the methods tested were: friction with hands, friction with tissues and paper towels, transferred heat from hair, transferred heat from a fan, warm water, and friction between two cups. Warm water melted the ice cube in about a minute. The other methods were close behind. This generated a fun and interesting conversation about heat transfer.
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Food Coloring Experiment
Monday, 9/9/19
Does food coloring mix more quickly with hot or cool water? We conducted this experiment and discussed the outcome. The food coloring mixed with both - but it mixed the quickest with hot water. Why? The molecules are further apart in hot water, allowing the food coloring to mix in more quickly.
Food Coloring Experiment
Monday, 9/9/19
Does food coloring mix more quickly with hot or cool water? We conducted this experiment and discussed the outcome. The food coloring mixed with both - but it mixed the quickest with hot water. Why? The molecules are further apart in hot water, allowing the food coloring to mix in more quickly.
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Save Fred
Friday, 8/30/19
Students engaged in an activity that required communication, cooperation, and open-mindedness. Pairs of students worked together to save Fred (a gummy worm), whose boat (a plastic cup) capsized...and his life preserver was under the boat! The mission was to use the few tools available to save Fred. Hands were NOT to touch Fred, the boat, or the life preserver. Only 4 paper clips could be used. Lots of problem solving and curious minds were at work!
Save Fred
Friday, 8/30/19
Students engaged in an activity that required communication, cooperation, and open-mindedness. Pairs of students worked together to save Fred (a gummy worm), whose boat (a plastic cup) capsized...and his life preserver was under the boat! The mission was to use the few tools available to save Fred. Hands were NOT to touch Fred, the boat, or the life preserver. Only 4 paper clips could be used. Lots of problem solving and curious minds were at work!
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Me Bags
First Few Weeks of School
Throughout the first few weeks of school each student brought in a Me Bag. This activity encouraged inquiring to learn new information. Each student shared the item and explained how it represents him/herself. Then questions were asked about each item to gain a deeper understanding of the student. The Me Bags will continue over the next week or two.
Me Bags
First Few Weeks of School
Throughout the first few weeks of school each student brought in a Me Bag. This activity encouraged inquiring to learn new information. Each student shared the item and explained how it represents him/herself. Then questions were asked about each item to gain a deeper understanding of the student. The Me Bags will continue over the next week or two.
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Learning Styles
Thursday- Friday, 8/28/19 - 9/29/19
Do you know your learning style? We all took a Learning Styles Survey. We're all different...we look different, talk differently, have different backgrounds, languages, and cultures. We also each have a dominant learning style. After learning about each style, we made a class graph. Our dominant learning style as a class is Visual. Being aware of your dominant learning style can improve your learning and knowledge. Click HERE to view the Learning Style Survey. Click on the learning style below the graph to view a graphic organizer of each learning style.
Learning Styles
Thursday- Friday, 8/28/19 - 9/29/19
Do you know your learning style? We all took a Learning Styles Survey. We're all different...we look different, talk differently, have different backgrounds, languages, and cultures. We also each have a dominant learning style. After learning about each style, we made a class graph. Our dominant learning style as a class is Visual. Being aware of your dominant learning style can improve your learning and knowledge. Click HERE to view the Learning Style Survey. Click on the learning style below the graph to view a graphic organizer of each learning style.
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Marshmallow Challenge
Friday, 8/23/19
Students worked cooperatively in small groups to build marshmallow towers. The object of this challenge was to inquire into, and to use, the limited resources provided (mini marshmallows and toothpicks) to build a freestanding tower. A HUGE focus of this activity is accountable talk with team members. It’s challenging to work in groups at times - to make decisions and practice ways of communicating that aren’t offensive, yet encouraging.
Marshmallow Challenge
Friday, 8/23/19
Students worked cooperatively in small groups to build marshmallow towers. The object of this challenge was to inquire into, and to use, the limited resources provided (mini marshmallows and toothpicks) to build a freestanding tower. A HUGE focus of this activity is accountable talk with team members. It’s challenging to work in groups at times - to make decisions and practice ways of communicating that aren’t offensive, yet encouraging.