Students completed a gravity lab - Staying Up While Falling Down.
Using a pvc pipe, string, and different sizes of washers, students demonstrated
why planets closer to the Sun move faster than those farther away.
Students completed two labs which demonstrated weight has no
effect on how fast an object falls – Free Fall & Gravity on Earth.
Students completed two gravity labs. The first was Quicker. Students pushed sticks
of different lengths down at the same time.
This demonstrated why planets closer to the Sun move faster than planets
The second gravity lab was How Low
Can You Go? Students compared mass and weight.
Students completed the planets unit by taking the final unit
We began our gravity unit with a lecture.
Student worked on an earth rotation lab - Tracking Shadows Over Time.
Students place a straw in clay on a sheet of tagboard. They drew a line showing
the position of the shadow over thirty minutes.
This demonstrated Earth’s rotation and the shadow moved in a regular
manner over thirty minutes.
Students worked on Blue Marble Matches,
ps. 6-8. They began to recognize four processes that affect the geology of an
area – wind, water, impacts, and volcanoes.
Students conducted a direct/indirect heat energy (sunlight)
lab - Why is Summer Hot? Students had two
thermometers. One received direct heat energy and the other received indirect
heat energy. Students compared
temperature over thirty minutes.
working on learning how to analyze Earth images with the NASA program Blue Marble Matches (pgs.
Friday, November 4th
Students took a seasons quiz.
We reviewed seasons.
Our classes were about 25 minutes today. The 6th
Grade went to a STEM fair at the County Fairground.
Students completed a direct/indirect sunlight (heat energy) lab
- Seasons Four Times a Year.
Using a flashlight and a protractor, students shine the flashlight on graph
paper at four different angles. They calculate the area covered by each circle
at each angle.
Students completed the sound unit assessment today.
Students completed a sound vibration lab – Tuning Fork Observations. Using
tuning forks, students observed vibrations, sound can travel through a solid,
and the larger the tuning fork, the lower the pitch.a
We began the reason for the seasons unit with a lecture and students
Student re-took the Heat - Conductors and Insulators
Students completed a light refraction lab - It's Bent II. Students were given
four fluids of differing thickness (water, cooking oil, shampoo, corn syrup)
and had to determine if thickness of a fluid affected refraction.
Students completed two sound labs. The first was Straw Sounds. Students used a straw to make a kazoo. While blowing into the straw, students cut the straw to see how the length of the straw affects pitch. The second lab was Making a Bee Hummer. Watch the video below to see what they did.
Students completed two sound labs. The first was Party Line. Students connected cups and string to talk
to each other.
The second lab was Sound
Sandwich. Students made a sound sandwich, demonstrating sound and
Students completed two sound labs. The first was Tuning Fork Observations. Students used a tuning fork to demonstrate
vibrations and that sound travels through a solid. The second was Plucker Up. Students used a
cup with a hole in the bottom. They tied string around a paper clip and placed
it in the cup so the string could be pulled tight. They plucked a string while
moving their finger along the string to demonstrate sound pitch.
Student completed two light reflection labs. The first was It's a Reflection. Students used a laser pointer and a mirror
to demonstrate the law of reflection. The second was Mirror-to-Mirror.
They used two mirrors different distances apart and tilted to identify how
distance between mirrors and tilt affects the number of reflection.
Students watched MythBusters Table Cloth Chaos and
completed a worksheet.
Students completed two light and color labs. The first was Paddle Colors. Students
combined different combinations of colors to see the color formed by the two
The second was - Color
Spinners. Students colored a wheel certain colors and twirled the wheel to
see what happened when the colors were combined.
Students completed two refraction labs. The first was It's Bent I. Student took
four cups. One cup was filled with ¼ cup, ½ cup, ¾ cup, and 1 cup of
water. A straw was placed in each cup. Students
were to determine if the amount of water in a cup affected light refraction.
The second lab was It's Bent II. Students placed
oil, shampoo, corn syrup, and water in four different cups A straw was placed
in each cup. Students were to determine if the thickness of a liquid affected
Students completed three light labs. The first was a light reflection lab - Mirror-to-Mirror. Students
changed mirror positions and distances to determine how many images were
The second was a light refraction lab - The Incredible Reappearing Penny.
Students poured water in a bowl with a penny.
The watched to see what happened as more water was poured into the bowl.
This demonstrated the refraction (bending) of light.
The last light lab - See
Through, demonstrated transparent, translucent, and opaque materials.
Students were given the opportunity to request images of
Earth through the EarthKAM project.
Students request images taken of features on Earth which will help them as they
begin to learn how to analyze Mars images.
Students completed a light reflection lab - It's a Reflection. It was a
two-part activity. The first demonstrated the law of reflection. They pointed a
laser pointer at a given angle, hit a mirror, and measured the angle of the
reflected light. The second part had
students using a hinged mirror. They placed both mirrors at a given angle and
placed a ball in front. They counted how
many images were formed at each angle.
Students received the Light
Unit Review and Study Guide. The light unit assessment is scheduled for
Thursday, October 6th. The completed study guide is to be returned
Student completed a heat radiation lab - The Best Absorber. Students
wrapped three test tubes, one in black paper, one in white paper, and one in
aluminum foil. They then shined a heat
lamp on them for twenty minutes, determining which test tube absorbed the most
Students completed two light and color labs. The first was Filtering Light.
Students looked at red, blue, and brown M&Ms using a red, blue, and color
filter. They saw how the filters allowed
certain colors through and blocked others.
The other lab was Color
Spinners. Students colored “disc” slices red, orange, yellow, green, blue,
and violet. When the disc was spun, they could see how the color was affected
Students completed two light & color labs. The first was
How Does Primary-Colored
Light Affect What You See? Students were given white, red, blue, and green
paper. They observed the paper with red, blue, and green filters to see how the
color of the paper was affected. The second lab was What Color Is It? Students
were given five puff balls (red, green, blue, yellow, and violet). They observed
them with red, green, blue, yellow, and violet filters to see how their color
was affected by the filters.
Students completed a heat radiation lab - Heat Absorption Lab.
Students took two dark-colored wash cloths.
They placed a thermometer in each. One was wash cloth was placed under a
heat lamp and the other was not. They
measured temperatures every five minutes to see how the heat lamp affected heat
Students completed two convection labs - When Hot Meets Cold and Water Wars. In hot meets cold, students place a jar of hot water colored red and a jar of cold water covered blue into a container of tap water. Aluminum foil is placed on top of both. When the jars are on their side, students punch holes in the foil. The hot water goes to the top, the cold water falls to the bottom.
In Water Wars, students place clear hot and cold water in test tubes. Hot colored water is dribbled in the tube with clear cold water. Cold colored water is dribbled in the test tube with hot water. Again, the hot water stays at the top and the cold water falls to the bottom.
I will be at a science teachers workshop dealing with the changes in the science core that take place next years over the next two days. Here's what students will be doing the next two days.
Students will watch Bill Nye Light & Color/Light &
Optics and complete a worksheet.
Student will read sections in the light text and complete a worksheet.
We finished our heat unit with a radiation lab - What is the Best Absorber? Students
covered three test tubes – one with black paper, one with white paper, and one
with aluminum foil. They placed it in
front of a heat lamp for twenty minutes. At the end of twenty minutes, they
measured the temperature in each test tube to determine the best absorber.
On Wednesday, September 21st, students will take the heat unit
assessment. Students received a Heat review sheet and study guide to help
them study for the test.
Students completed a heat radiation lab - Surface Color and Effect on
Temperature Change. Students covered a Styrofoam cup with black
construction paper and left the other white. They placed a cap on the cups and
placed a thermometer to check the temperature of each cup. Students placed it
in front of a heat lamp for twenty-five minutes.
The first was When Hot Meets Cold.
Students place two baby food jars, one filled with colored hot water, and the
other filled with colored cold water. They place aluminum foil over the top.
When it’s “lid” is punched, the hot water rises to the top and the cold water
falls to the bottom.
The second was Water Wars.
Students partially filled two test tubes with clear hot and cold water. They
put hot colored water in the test tube with hot water and cold colored water in
the test tube with hot water They saw
the hot water rose to the top and the cold war dropped to the bottom.
Students completed three heat
labs. The first wasHow
Can You Have an Ice Cube Race. Students placed an ice cube in an
empty cup and a cup with room temperature water. They observed the ice
cube in the water melted fastest because water is a conductor and air is an
The second lab wasConduction,
Water, Balloon, and Candle. Students put a balloon in a candle
flame. It pops because air doesn’t conduct the heat from the
balloon. They did the same thing with a water balloon. The water conducted
the heat away from the balloon and it did not pop.
The final lab was a convection lab - Paper Spiral. Students cut a spiral out of
paper and held it over a candle. As the heat rose, the paper spiral began
to twist, demonstrating hot air rises.
Students completed three heat labs. The first was How Can You Have an Ice Cube
Race. Students placed an ice cube in an empty cup and a cup with room
temperature water. They observed the ice
cube in the water melted fastest because water is a conductor and air is an
The second lab was Conduction,
Water, Balloon, and Candle. Students put a balloon in a candle flame. It pops because air doesn’t conduct the heat
from the balloon. They did the same
thing with a water balloon. The water conducted the heat away from the balloon
and it did not pop.
The final lab was a convection lab - Paper Spiral.
Students cut a spiral out of paper and held it over a candle. As the heat rose, the paper spiral began to
twist, demonstrating hot air rises.
Students completed a conduction lab – Who’s the Conductor? Students
had five cups. They were made out of
glass, paper, Styrofoam, plastic, and metal. Before beginning the lab, students
predicted which cup would be a good heat conductor, average heat conductor, or
a poor heat conductor. After making their
prediction, students filled each cup with hot water. They let it sit for ten minutes. They touched
the cup and compared their results with their prediction.
After, students watched MythBusters
– Penny Drop. They looked at the
myth could a penny throw a penny off the Empire State Building, could it kill a
person. (It can’t!)
Students worked on
two worksheets. The first was the Introduction to the
Scientific Method worksheet. Students read about an experiment run
by Francisco Reid. His experiment helped to disprove the concept of spontaneous
second worksheet, Identify the Scientific Method worksheet,
consisted of 14 statements and students had to identify which part of the
scientific method it was.