1. What’s in the Box? You’ll lose your marbles to find out!

2. ¿Que es en la caja? Grade level 6 Darrell Clark Gail Nebben

3. Anticipatory set To begin this activity pass around a wrapped gift box that was sent from a known prankster, like let’s say Zach. Having received rather “shocking” gifts from Zach before, you’re a little leery about just ripping off the wrapping paper right away. It is time to call on the expertise of your students on how to approach this situation. What’s in the box!!! To begin this activity pass around a wrapped gift box that was sent from a known prankster, like let’s say Zach. Having received rather “shocking” gifts from Zach before, you’re a little leery about just ripping off the wrapping paper right away. It is time to call on the expertise of your students on how to approach this situation. What’s in the box!!!

4. Background Teacher: The teacher should have patience and a willingness to try something new. Student: The students will need an imagination and a willingness to have fun.

5. Abstract Abstract This is a two part activity. In the first part of the activity students will try to figure out what is in several wrapped boxes with only one limitation, they can’t open them. They should brainstorm on what observations they can make and then record their findings. In the second part of the activity they will need to try to figure out what things are hiding under several boxes using only their “marbles.” Several boxes will be placed on the floor with small (marble size) gaps between the floor and the boxes. The students will be given marbles and it is up to them on how to use these marbles to find out all they can about what is under each box. This is a two part activity. In the first part of the activity students will try to figure out what is in several wrapped boxes with only one limitation, they can’t open them. They should brainstorm on what observations they can make and then record their findings. In the second part of the activity they will need to try to figure out what things are hiding under several boxes using only their “marbles.” Several boxes will be placed on the floor with small (marble size) gaps between the floor and the boxes. The students will be given marbles and it is up to them on how to use these marbles to find out all they can about what is under each box.

6. Lesson Plan A. Goal: The students will be given a problem and use the scientific method and imagination to achieve logical results to the problem. The students will be given a problem and use the scientific method and imagination to achieve logical results to the problem.

7. B. Content objectives Students will utilize critical thinking to develop experiments to test their ideas. Students will utilize critical thinking to develop experiments to test their ideas. Students will record and analyze their observations. Students will record and analyze their observations. Students will further develop working in small cohesive groups. Students will further develop communication skills by recording and presenting their findings.

8. C. Materials 1. Several different sized boxes and some marbles. 2. Items of various shapes and/or materials that will fit under the boxes. 3. Something to provide a backstop around the boxes to keep marbles corralled (fun noodles taped to floor work excellent.) 4. Rulers, scales, and protractors to make observations. 5. Tape, scissors, pencils and plenty of paper.

9. D. Estimated time This activity should require at least one to two class periods depending on the length of a class period.

10. E. Procedure It will be necessary and convenient to prepare everything the evening before the activity will take place. For the first part of the experiment simply forage around for various items of different shapes, weights, scents, and textures. Wrap them in boxes of manageable sizes and tape them shut! Things are a little more complicated for the second part of the activity. Once more several different objects (five or six) will be needed. I would recommend using at least a few that have simple shapes (a coffee can, square and triangular blocks of wood, etc.) Also use things that are soft and not so regular in shape to spice up the activity. Now that the objects are assembled it is time to box them. Make sure the box that is used will completely enclose the object with a five or six inch space between the object and the walls of the box. Tape the object to the bottom of the box so that the end of the object the students will be striking with marbles is facing the open side of the box. Trim the rim around the open end of the box so that when the box is turned upside down there is only a gap between the box and floor big enough for a marble to roll through. An alternate method would be to suspend the boxes above the objects using strings, paper clips, and tape and fastening them to the ceiling. I would still recommend taping the object to the underside of the box to avoid stray bouncing marbles from uncovering what is hidden. Create a boundary around each box to keep students from getting to close and rebounding marbles from going everywhere. Fun-noodles taped to the floor will work fine. Now that everything is assembled it is time to play! I would recommend using the anticipatory set mentioned above to set the tone for the activity. For the first part of this activity ask the students for ideas on how to figure out what could be in the taped boxes without opening them, they may need a little guidance. Pass around the boxes. Have the students record their observations and make their predictions in their journals. Ask them to write down why they guessed what they did. Time to open the boxes and find out what is in them! Now it is time to work together. Direct the students’ attentions to the boxes hovering over the ground ask them how they would go about finding what is under them. Only now there is a new catch, they can’t cross the boundaries of the fun noodles or disturb the boxes. Let them puzzle over this for awhile and hopefully they will come up with throwing things at what is under the boxes and watching what happens. If they don’t come to this conclusion right away add a bucket of marbles to the mix and have them think some more. After they arrive at this conclusion divide them into groups of three or four. Each group should get a turn to throw marbles at each box. I would recommend that they get at least five-ten minutes per station. They should record their observations on the data sheets, discuss them, and make a group decision as to what is under the box. The students may need assistance on their group dynamics. They will need someone to throw the marbles, someone to collect the marbles, and a couple members to collect data. I would recommend that they alternate roles at each station. After all the groups have cycled through the stations it is time for them to collaborate with the other groups and decide collectively what is under each box. It will be necessary and convenient to prepare everything the evening before the activity will take place. For the first part of the experiment simply forage around for various items of different shapes, weights, scents, and textures. Wrap them in boxes of manageable sizes and tape them shut! Things are a little more complicated for the second part of the activity. Once more several different objects (five or six) will be needed. I would recommend using at least a few that have simple shapes (a coffee can, square and triangular blocks of wood, etc.) Also use things that are soft and not so regular in shape to spice up the activity. Now that the objects are assembled it is time to box them. Make sure the box that is used will completely enclose the object with a five or six inch space between the object and the walls of the box. Tape the object to the bottom of the box so that the end of the object the students will be striking with marbles is facing the open side of the box. Trim the rim around the open end of the box so that when the box is turned upside down there is only a gap between the box and floor big enough for a marble to roll through. An alternate method would be to suspend the boxes above the objects using strings, paper clips, and tape and fastening them to the ceiling. I would still recommend taping the object to the underside of the box to avoid stray bouncing marbles from uncovering what is hidden. Create a boundary around each box to keep students from getting to close and rebounding marbles from going everywhere. Fun-noodles taped to the floor will work fine. Now that everything is assembled it is time to play! I would recommend using the anticipatory set mentioned above to set the tone for the activity. For the first part of this activity ask the students for ideas on how to figure out what could be in the taped boxes without opening them, they may need a little guidance. Pass around the boxes. Have the students record their observations and make their predictions in their journals. Ask them to write down why they guessed what they did. Time to open the boxes and find out what is in them! Now it is time to work together. Direct the students’ attentions to the boxes hovering over the ground ask them how they would go about finding what is under them. Only now there is a new catch, they can’t cross the boundaries of the fun noodles or disturb the boxes. Let them puzzle over this for awhile and hopefully they will come up with throwing things at what is under the boxes and watching what happens. If they don’t come to this conclusion right away add a bucket of marbles to the mix and have them think some more. After they arrive at this conclusion divide them into groups of three or four. Each group should get a turn to throw marbles at each box. I would recommend that they get at least five-ten minutes per station. They should record their observations on the data sheets, discuss them, and make a group decision as to what is under the box. The students may need assistance on their group dynamics. They will need someone to throw the marbles, someone to collect the marbles, and a couple members to collect data. I would recommend that they alternate roles at each station. After all the groups have cycled through the stations it is time for them to collaborate with the other groups and decide collectively what is under each box.

11. F. Closure It is time to uncover the boxes and reveal what is under them. After each is uncovered discuss why the students were right orwrong and why they came up with what they did. This would be an appropriate time to mention that this is how scientists acquire a lot of information on really small particles.

12. G. Standards PS.3.1 PS.3.3 PS.3.4 PS.1.3

13. H. Assessment Collect the activity sheets and the students’ journals. The students should be assessed on participation (50pts.), logical thinking (30pts.), grammar (15pts.), and neatness (5pts). Collect the activity sheets and the students’ journals. The students should be assessed on participation (50pts.), logical thinking (30pts.), grammar (15pts.), and neatness (5pts).

14. V. Inquiry based activity This is a level 2 activity. The teacher needs to review the procedures ahead of time and present the activity verbally to the students. Blank sheets of paper will be provided to make observations. Conclusions will be made in the students’ journals. Predictions and observations will be discussed by the class. This is a level 2 activity. The teacher needs to review the procedures ahead of time and present the activity verbally to the students. Blank sheets of paper will be provided to make observations. Conclusions will be made in the students’ journals. Predictions and observations will be discussed by the class.