The Powerful Orange This exercise illustrates the importance of first hand experience in science Powerful way to advocate for time to engage in hands-on learning 1.Groups each receive an orange 2.Each group records what they observe about the orange using their five senses 3.Each group reports out the number they generated in four minutes Procedure:
How well do you know your GPS? People with “Big Idea Cards” – Arrange yourselves in the order in which your curriculum is taught. People with GPS Standards – Find your partners with the same standard. Then locate your “Big Idea.”
Get To Know Your Resource Each participant will be receiving a CD with 30 AIMS activities The activities were selected from the Georgia Earth, Life, & Physical Science AIMS books You may post the CDs on your “S” drive at school You will receive your CDs at the end of next week.
Cell Mates EQ- What are some of the structures found in plant & animal cells? – Plant & Animal study prints – Cell Mates book – Cell Mates Match game What are some ways that plant & animal cells are alike? What are you wondering now?
Focus on Cells EQ: What does an onion cell look like and what are its parts? Create onion wet mount slide of onion cell. – Gently peel a thin skin from the onion – Add a drop of water – Cover with the cover slip Use the microscopes to view the onion cells at the three different powers. Draw a sample of each.
Focus on Cells What do the onion cells look like? Why are there many cells close together? All plant cells have cell walls. What is the purpose of the cell wall? Extension – Try other fruits and vegetables to compare the cells of the membrane with those of the onion cells.
A Question of Kingdoms EQ: How can you use yes and no questions to solve a problem? Organism Cards – Determine what organism is on your back by asking only yes/no questions. – Keep track of the questions you ask. – Keep a tally of the number of questions you ask.
A Question of Kingdoms Develop a system for sorting and classifying the organisms. Then develop a dichotomous key for their classification. Summary Questions: What strategies did you use in determining what label was on your back? What were some questions that did not give you very much information? Why were they ineffective? What characteristics or organisms were the most important in helping create your group dichotomous key?
A Feast for YEAST EQ: What happens to yeast when it is put into different liquids? Strega Nona’s Magic Lesson by Tomie de Paola Bread Up close & personal with Yeast – Yeasts are a group of microscopic, one-celled fungi.
A Feast for YEAST EQ: What happens to yeast when it is put into different liquids? Formulate a Hypothesis (Answer to this question). Design an experiment to test your hypothesis. – Collect your materials – Label each container clearly – Add 140 mL of each liquid you are testing to the appropriate cup – Add 1 spoonful of yeast to your liquid. Collect your data in 3 – 10 min. intervals
A Feast for YEAST Discussion – In which liquid did you notice the most changes? … the least changes? – Were all of the reactions in the liquids the same at each of the 10 minute observations? – If you could choose other liquids to use in your investigation, what might you choose? – If you could create your own investigation using yeast, what would you want find out? Extension – Repeat using rapid-rising yeast or different temperature variables.
Mixed Reactions EQ: What are some of the ways you can tell if a chemical reaction has taken place? Evidence of a Chemical Reaction A change in temperature Gas is produced Light is produced A change in color A precipitate forms
Mixed Reactions What evidence do you have as to whether or not a chemical reaction took place at each station? If you pour hydrogen peroxide on a cut and a white substance appears, what do you know has taken place?
Sparky’s Light Shop EQ: How can you make a bulb light using only a bulb, a battery, wire? Make student packets with the materials. Experiment to discover two ways to light the bulb. Draw pictures that show two ways to light your bulb.
Sparky’s Light Shop Connecting Learning – Do you think the bulb will light with a different size cell (battery)? – What does making a complete circuit mean? How was your method of lighting the bulb a complete circuit?
Path Finders EQ: How can you make a complete circuit that will light a bulb? Predict which of the pictured systems will light. Put a check mark by the ones you think will light and an “X” by the ones that will not light. Build each system pictured. Circle the systems which light.
Path Finders Repair Manual – Cut out the pictures of the systems that won’t light and glue them in the repair manual. – With your group, discuss why the systems pictured won’t work and then how they could be fixed. – Record that information in the repair manual. Include illustrations and descriptive text. Connecting the Learning Is electricity flowing through the systems that make the bulb light? How do you know?
Earth’s Construction Zone EQ: How can you use models to learn about constructive and destructive forces on Earth? Each group needs: – 1 graham cracker – 2 soft chocolate chip cookies – 2 hard chocolate chip cookies – Icing
Earth’s Construction Zone Connecting Learning – How did the models help you learn more about how plates on the Earth create constructive & destructive forces? – What are some features that were created through constructive & destructive plate movement?