Standard: S2CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.

Scientific Method

K-2

Grade level: 2^nd grade

Standard: S2CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.

Reasoning: This activity allows students to participate in scientific inquiry by making observations, formulating predictions, perform an experiment, and discuss the outcome. Introducing the scientific method with second graders can be easier with different vocabulary, such as, “Look-What do you see?”, “Think-What do you think will happen?”, “Act-Test it out and what is happening?”, and “Say-Explain what happened and why?” This activity directly relates to the standard S2CS6 by allowing them to gain knowledge by following all the steps of the scientific method.  Not only does this activity meet the scientific knowledge standard it also allows them to learn about the different states of matter.

Activity: States of Matter in a Baggie

1. Mix a batch of your favorite powdered drink (lemonade, Kool-Aid, etc). Fill the ice cube tray with the mixed drink, and put it in the freezer to harden.
2. Instruct your students to put a few cubes of the juice ice into the plastic baggie, and seal it up tightly.
3. Help your students squeeze the ice cubes in the baggie. Ask, what state of matter do these cubes represent?
4. Using masking tape, attach the baggie to a window inside, where it will be in direct sunlight for the majority of the day.
5. Once every half an hour, have your students observe the baggie. What is happening? Are the ice cubes still solid, or has it become a liquid or gas?
6. Several hours after the ice has become liquid, and your students may notice droplets of water forming at the top of the baggie. Tell them that water vapor is a gas, but since it can’t escape the bag, it begins to condense and form droplets of water, becoming a liquid again.
7. Ask the students some questions about these changing states of matter, including: what cause the water to change from one state of matter to another? What could the students do to prevent the water droplets from forming in the baggie?

 

Scientific Method

3-5

Grade level: 3^rd grade

Standard: S3CS8. Students will understand important features of the process of scientific inquiry.

Reasoning: Students will have the opportunity to learn about how to collect and analyze data in order to make conclusions by completing this “Amazing Aerodynamics” activity.  This activity meets standard S3CS8 because students have to apply the steps of the scientific method in order to answer the question, which string is the most aerodynamic? Using buttons spinning on various types of string, students to get experiment and get with acquainted with each step of the scientific method. As students make predictions, collect and record data, and then chart and analyze the data in order to answer the initial question they will learn how to find answers to questions through the process of scientific inquiry.

Materials:

• Flat button with 2 holes
• 5-10 kinds of string (thread, yarn, fishing line, kite string, dental floss, waxed thread, twine, etc.)
• Measuring tape
• Stopwatch
• Paper and pen

 

Activity: Amazing Aerodynamics

1. Ask your students to cut each type of string into 4 -foot lengths.
2. Have your students thread the string through one hole of the button and back through the other to make a loop. Then double-knot it.
3. Invite your students to hold one end of the loop in each hand, with the button in middle.
4. Have them swing the button in a circular motion to wind the string.
5. Have them keep winding until they can feel the thread between their fingertips twist.
6. Then, they should gently pull their hands apart (no more than an inch), to start unwinding. In less than a second, they will need to give it a little slack so it can re-wind, then repeat in rhythm with the buttons winding/unwinding.
7. Now, hypothesize! They’ll predict which strings are more aerodynamic (button spins longer) and which create friction (button spins less).
8. Ask your students to record their hypothesis (prediction), number the strings, and arrange them for testing.
9. Ask your students to decide on number of winds and winding direction, then wind each string the same way.
10. Now it’s test time. You’ll handle the stopwatch while your students tests each string. They should say “Go!” when the first winding is done and “Stop!” when the button stops. Show them the elapsed time so they can record the data. Invite them to test each string three times to establish an average (divide sum of elapsed times by 3).
11. Review the data together. What do they have in common? Does the data prove the student’s hypothesis? If the student’s prediction was that buttons spin longer on thin threads, do elapsed times show this?

 

 

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