"Magnets... How do they work?" (Science Tools Continued)

After working with eyedroppers, the next science tool on the list was a balance.  We were getting into the good stuff!  We started out our conversation with the idea of a seesaw.  Most of us have had experiences using a seesaw.  To get us thinking about weight and what it means to be balanced I posed the question, "Would you want to ride a seesaw with an elephant?"

"Yeah!"
"Only if there were more animals."
"I could sit on boxes."
"No.  He might squish me."
"He would probably break it."
"No because it wouldn't work."

I then challenged the children to make their own seesaws using materials found in the classroom.  How would we know if it worked?  By using small manipulatives (dominoes in this case) we could see how stable or unstable our seesaws were by how balanced they needed to be.  The seesaws that teetered over really needed to be balanced, and that was the challenge.













These seesaws were pretty stable.  They rarely teetered over and you could stack quite a bit on them.  

These were a lot more unstable and took more time to balance.  This was a true seesaw.  A real seesaw wobbles easily.  These showed when one side weighed more than the other without a problem.

From there we moved on to using a real balance.  It had a lot more bells and whistles than the see saws that we made, but the concept of comparing weight came to us a lot easier this way.  With a balance we were able to use weights and compare on a more precise level to answer questions like, "Which weighs more?" and "How many kangaroos does it weigh?" 

After introducing the balance I brought out magnets.  We all know magnets and use them for many things in the classroom, but now was our chance to look at them like the scientists we are.  I brought out a simple magnet and asked the children to tell me what they knew and what they would like to know.

"Magnets stick to metal."
"Magnets are on our trains."
"They stick to metal things."
"They work like magic."
"I just want to know, like, how they do what they do."

A few terms were needed to explore our tools- magnetic, attract, repel, and magnetic field.  We started out by testing if a material was magnetic or not.  Do you know what we figured out?  Not all metal is magnetic!  This was surprising. The classroom keys and a nickel would not be attracted by the magnet no matter how much we tried.  

The next day we did a few experiments to help understand our vocabulary.  When two magnets come together, sometimes they attract and sometimes they repel.  We had to push so hard to get them to stay together, but as soon as we let go, the magnets almost shot away from each other!  Was this magic?  No!  It is the magnetic field.  It is the invisible force of the magnet.  We could almost measure how big the field was by seeing how close things would get before they would attract or repel.

Here is a drawing of what it looks like when you levitate a magnet trapped to the ground with a string.  It is floating in the air!

Here is a drawing of what it looks like when the paperclip is dangling from a string.  When you inch the magnet closer and closer, the magnetic field is reached and the paperclip glides right over!

Above you will see the experiments we did involving a paperclip, string, and a magnet.  They were very exciting to see because we really got the chance to almost measure where the magnetic field was.  Did you know stronger magnets have an even bigger magnetic field?  

These experiments are something that can be done easily at home.  Take a moment to have your children model what they have learned in the classroom by experimenting together!

Science Tools

In order to become scientists, we need to now how to use tools the right way.  Scientists use tools to help them observe, experiment, and learn about the world around them.  As new scientists, we might not know how to use these tools.  Below is our experience learning about and using our tools.

The first thing we did was discuss the importance of safety.  We went over guidelines and discussed terms of a contract we put in our science notebooks.  This is something we refer back to weekly (or daily if needed!)

Every few days I introduce a science tool.  We discuss what they are made of, what they are used for, what the tools tell us, how we can use them in the classroom, and how the tools can help us become better scientists.  From there we use the tools.  Most of the time it has been something small, like using tweezers to grab the rocks out of the sand box.  By using the tools for a task, we are practicing how to use them correctly.

More recently we used two tools at once to help with our first experiment.  We answered, "how many drops of water can fit on a penny?"  We made predictions based on observations, preformed the experiment, and used a magnifying glass to help us draw our observations.  Many of us wanted to erase our predictions to write down the correct answer.  This gave us a great opportunity to talk about the importance of predictions and that it is okay if they aren't close to the actual answer.

We still have more tools to explore, but I just wanted to keep you updated on the types of things we are doing!

What is a scientist?

This week I introduced personal science notebooks to the children.  It is going to be a place for us to store our observations, experiments, and ideas regarding science topics.  To start this process I asked the question, "What is a scientist?"  

"A scientist makes potions."
"A scientist is a smart person."
"A scientist can make monsters."
"A scientist can learn about things."

We talked briefly about the types of scientists (geologist, zoologist, architect, etc...)  and found out that there were a few scientists in our families!  We chose notebooks and drew what we knew or maybe would like to know about scientists.

doctor

smart person

We went over notebook guidelines that we will refer back to when needed.  Soon we will be discussing tools and sign a safety contract on how to use those tools.  Look forward to that blog post soon.

Welcome!

Welcome new Junior Explorers!  Here you will see a tour of your classroom and how it will look for you the first week of school.  I set it up to how I think you will like it.  Look around and make a plan of what you would like to do your first day of school!

This is the writing area.  Here you have many supplies to draw, create, and write whatever you feel.  This is where we keep the paper, pencils, markers, scissors, and tape.

This is the dramatic play area.  Here you will find the baby dolls, pretend food, dollhouse furniture, and stuffed animals.

This is the block area.  It is also where we have meeting time.  Here you will find blocks, Legos, animals, and K'nex.  We sit together in this space to talk about a lot of things as a whole group.

This is the literacy area.  Here is where you will find books, puzzles, and letters. Right now there is a small collection of books, but soon we will organize them by subject.  I am waiting for you to do this!  This is also where we keep our technology.  Each day you will be able to work on the iPads and computers.

This is the rainbow table.  I usually sit in the middle and have small groups (or large groups!) of children around me.  This is where we can sit and talk about things and focus on what we need to.  

You might notice some shelves look empty and the walls may be bare.  I left these things this way because I want to know what you like to play and learn with.  That way I can bring new materials when I need to.  We will also fill the walls up in no time!  Enjoy the weekend and I will see you soon!

"It smells like nature"

What can the earth provide us?
This was a question asked to the children.  Answers varied from rocks, trees, bees, toys, God, and love.  I narrowed it down to Earth's materials.  We talked about rocks, water, landforms, and dirt.

From there we spent more time talking about dirt.  And what better way to understand it other than sticking our hands in it!  I grabbed dirt right from the garden and brought it in the classroom.  What words did we use to describe what we knew and observed?

smelly
hard
soft
damp
black
rough
crumbly
smells like nature
smells like potatoes
wonderful

When we looked closer, we saw many things besides dirt.  I wonder how they got there and why they were there.

Analyzing the dirt and taking apart what we saw, we got to the bottom of it.  What is dirt made from?

This garden dirt is made from wood chips, sticks, plants, rocks, leaves, roots, plants, bugs, and dirt (leftover black stuff).  This dirt was very dynamic.  It had so many things we might have never paid any attention to.  

Another type of earth material is sand.  It is very similar to this dirt.  We borrowed some sand from Ms. Molly and came up with attributes just like before. These are some of the words we came up with:

smells like nothing
mushy
soggy
smooth
crunchy
breaks apart
smells gross
cinnamon
pepper
grainy

While coming up with these words, we noticed there were some similarities, but mostly differences.  Both materials came from the earth.  They both were wet when we touched them.  They both broke apart and had rocks in them.  In order to compare and contrast these items in an easy way, we brought our written words outside to give us more space.

Two different earth materials can have similarities and differences.  It is important for sand and soil to be different.  They are great for certain things.  Which one is easier to play in?  Which one is better for an animal's habitat?  Is soil better for a cactus plant or a lettuce plant?  Can a plant grow the same in each type?  

A child suggested an experiment and we all thought it was a good idea.  Why don't we plant the same seeds in different types of dirt and see what happens?  Many children predicted nothing would grow in the sand.  We will let you know what we find out!

Finished Stuffed Animals

Back in March we started on a project involving sewing.  The children were inspired to make creatures with fabric, needles, and stuffing.  The first blog post (here) details the source of our thinking.  There was an update (here) showcasing our progress.  

At the end of it all, we were very proud of what we had done.  It took longer than I think anyone was expecting, but it was worth it.  The animals went home, back to school, back home, and to school again.  They are still very important.  

Check out our first plans and last pictures below!

Timelines

I'm sure at this point if you have a child in my classroom, you are aware I recently got married.  With this absence, the children have been initiating a lot of conversations about life events.  

"Ms. Sarah, what was your wedding like?"

"Did you have a party?"

"How did you meet?"

"Did you always know he was going to be your husband?"

"Are you having a baby?"

In life, we usually have a timeline of events.  First I was born, then I got older, then I became an adult, then I met my husband, and then we got married.  I started asking the children to think of their own lives.  What is the same between each person?  What in our timelines is different?  Yes we were all born and learned to talk, but when did you learn to tie your shoe?  A discussion the other day led us to learn some children built their first lego house before kindergarten and some children built it after coming to school.  This one way our timelines differ.  

I have written/drawn sentences on separate tiles and ordered them with the children.  

I learned to walk.

I said my first word.

I was born.

I ate in a high chair.

Which of these goes first?  Last?  What could be added in between?

This concept is a kindergarten standard for me to cover with the children, so it comes together naturally.  Along with a historical timeline, we have been making fictional timelines.  Some of the children are thinking about their own future!   This is also a good chance to summarize the short timelines of stories as well.  Below are some "from scratch" timelines we made.

First: I got out of my mom's belly.  Then: and cried.  Last: and I went to my mom.

Let's see if you can figure out this timeline.  Hint: the words say "find a boyfriend."

This is the story of little red riding hood!