21st – Century Topic and Tools

21^st – Century Topic and Tools

To teach forces, using the internet as a way to show student different situations allows teachers to overcome challenges such as space or materials.  In addition, these website offer explanation of the concept, but then include questions that would be a way to have student wonder further. 

  http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces/play.shtml

This website allows students to explore forces including air resistance, pushes and pulls, and gravity.  It is set up like a game where students are on a mission.  This would be good for students to complete individually or in pairs.  The site gives explanations and allows students to test and see what happens.     

http://www.bbc.co.uk/schools/digger/7_9entry/7continue.shtml

Students use what they know to solve problems with a roller coaster getting stuck.  At the end, they are given ideas of how to find out more.  Completing this site as a class or small group would let student become engaged.  Afterwards, students could work in small groups to investigate the questions at the end of the site further.    

http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html

Students build a simple roller coaster to explore motion.  This idea engages stduetns because it is like a puzzle or game.  However, at the same time they can see how the laws of motion play a big part of creating roller coasters. 

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

This site allows students to test different materials a sled glides on.  The site focuses on friction and how surfaces reduce or increase the friction.

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

Students explore motion of a toy car with air resistance and mass.  The site includes a quiz that could allow for further investigation.   Like the site above, students could investigate further in small groups and the share their finding to the class. 

These sites will help prepare students to be 21^st- century scientifically literate students because they engage the student, but at the same time expose them to vocabulary and concepts of science.   Learners are able to test and see what happens which creates a more meaningful connection than being told what should happen.   

Using these sites to introduce further investigations encourages critical thinking skills.  Allowing students to work in groups when investigating using the websites builds teamwork skills and collaboration. 

Using the sites that have an interactive activity that allows students to be exposed to a concept and then provides questions at the end is a good way to set students up to wonder, and then find out.  I think this would be an interesting way to use the site http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml. 

The main challenge would be having computer access for the small groups during the interactive part of the lesson.  Afterwards, students may not need to use a computer other than to refer back to the activity.  Having a smart board or projector would be the best way to use the site initially to have all students being engaged, then splitting into groups.

  

Exploring Heat Transfer

When exploring heat transfer I choose foil, wax paper, newspaper, and a cotton towel during my experiment.  I chose foil and wax paper because those are two materials that I would use to cover food.  I choose the newspaper because since I used an entire section I thought it might do well.  In addition, I chose the cloths to see if I was correct about it not insulating very well. 

Foil did not surprise me by being the best insulator.  Newspaper did surprise me by being the worst!  I figured since I used 8 pieces that made a section, it would insulate better than the towel or then wax paper.  The wax paper and towel were the same.  That did not really surprise me since one if very then and the other lets airflow through it easily. 

I would like to test other items.  I am curious how food such as mashed potatoes or steamed vegetable would stay warm with materials such as foil, wax paper, or cellophane.  It seems that some items may stay warmer due to their texture and thickness.  For example rice my cool faster because it allow air to move around the individual grains while mashed potatoes are more dense and air does not flow through them. 

In addition to using other items, I could make it more fun by creating a problem to solve.  For example, after reading Red Riding Hood, I could tell students that they need to find the best material to cover the food with to help it stay warm during a 30-minute walk to grandma's house.  They could then test material they choose and determine the best insulator.  Afterwards students would know what material would be the best to cover their own food if taking it to a picnic or waiting for it to be time to eat. 

I would like students to understand not only what material are good insulators, but also why they are good insulators.  I think I did achieve this after testing materials and then thinking why the outcome was the way it was.