EVERYDAY STRUCTURES PHYSICAL SCIENCE

Transcription

1 EVERYDAY STRUCTURES PHYSICAL SCIENCE hands-on science Jennifer Lawson, B.Ed., M.Ed., is a vice principal with a special interest in science education. Joni Bowman, B.Ed., MCDTA, is an elementary school teacher specializing in junior mathematics and science. Kevin Chambers, B.G.S., B.Ed. (A.D.), is an elementary school teacher who makes science come alive in his classroom. Randy Cielen, B.Com. (Hon.), C.Ed., is an elementary school teacher who presents science and technology workshops throughout North America. Nancy Josephson, B.Ed., M.Ed., is a university instructor and a science/math consultant. Anita Kamal, B.Ed., M.L.T., challenges students to explore and understand the interconnectedness of all areas of science. Carol Pattenden, B. of Env.Sc. (Hon.), B.Ed., has expertise in the curriculum areas of science and technology. Rita D. Platt, B.Ed., M.Ed., is an elementary school teacher with a hands-on approach to science. Winnipeg Manitoba Canada GRADES K 1

2 2001 Jennifer Lawson Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. All rights reserved. With the exceptions of student activity sheets and evaluation forms individually marked for reproduction, no part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic, or mechanical without the prior written permission of the publisher. Series Editor: Leigh Hambly Assistant Editor: Catherine Gerbasi Book and Cover Design: Relish Design Ltd. Illustrations: Pamela Dixon Jess Dixon Program Reviewers Karen Boyd Peggy Hill Denise MacRae Gail Ruta-Fontaine Judy Swan Barb Thomson ISBN McDermot Avenue Winnipeg, Manitoba, Canada R3A 0A2 Tel: Fax: Toll free:

3 Contents Introduction to Hands-On Science 1 Assessment 9 Everyday Structures 23 Books for Children 24 Web Sites 25 Introduction 26 1 Playground Structures 27 2 Structures in the School 30 3 Buildings as Structures 35 4 Natural Structures 37 5 Useful Tools 40 6 Designing and Constructing Structures 42 7 How Systems Work 45 References for Teachers 48

4 Introduction Program Introduction Hands-On Science develops students scientific literacy through active inquiry, problem solving, and decision making. With each activity in the program, students are encouraged to explore, investigate, and ask questions as a means of heightening their own curiosity about the world around them. Students solve problems through firsthand experiences, and by observing and examining objects within their environment. In order for young students to develop scientific literacy, concrete experience is of utmost importance in fact, it is essential. The Foundations of Scientific Literacy Hands-On Science focuses on four foundation areas for scientific literacy. These foundation areas are the bases for the lessons presented in Hands-On Science. Foundation 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. Foundation 3: Knowledge Students will construct knowledge and understandings of concepts in life science, physical science, and earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. Foundation 4: Attitudes Students will be encouraged to develop attitudes that support responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. Foundation 1: Science, Technology, Society, and the Environment (STSE) Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. 1

5 Assessment The Hands-On Science Assessment Plan Hands-On Science provides a variety of assessment tools that enable teachers to build a comprehensive and authentic daily assessment plan for students. Embedded Assessment Assess students as they work, by using the questions provided with each activity. These questions promote higher-level thinking skills, active inquiry, problem solving, and decision making. Anecdotal records and observations are examples of embedded assessment: anecdotal records: Recording observations during science activities is critical in having an authentic view of a young student s progress. The anecdotal record sheet presented on page 11 provides the teacher with a format for recording individual or group observations. individual student observations: During those activities when a teacher wishes to focus more on individual students, individual student observations sheets may be used (page 12). This black line master provides more space for comments and is especially useful during conferencing, interviews, or individual student presentations. Science Journals Have the students reflect on their science investigations through the use of science journals. Several specific samples for journaling are included with activities throughout Hands-On Science. Teachers can also use notebooks or the black line master provided on page 13 to encourage students to explain what they did in science, what they learned, what they would like to learn, and how they would illustrate their ideas. Performance Assessment Performance assessment is a planned, systematic observation and is based on students actually doing a specific science activity. rubrics: To assess students performance on a specific task, rubrics are used in Hands-On Science to standardize and streamline scoring. A sample rubric and a black line master for teacher use are included on pages 14 and 15. For any specific activity, the teacher selects four criteria that relate directly to the expectations of students for the specific activity being assessed. Students are then given a check mark point for each criterion accomplished, to determine a rubric score for the assessment from a total of four marks. These rubric scores can then be transferred to the rubric class record on page 16. Cooperative Skills In order to assess students ability to work effectively in a group, teachers must observe the interaction within these groups. A cooperative skills teacher assessment sheet is included on page 17 for teachers to use while conducting such observations. Student Self-Assessment It is important to encourage students to reflect on their own learning in science. For this purpose, teachers will find included a student self-assessment sheet on page 18, as well as a cooperative skills self-assessment sheet on page 19. Of course, students will also reflect on their own learning during class discussions and especially through writing in their science journals. 9

6 Everyday Structures

7 Introduction In this unit, students will observe, classify, and manipulate a wide variety of objects and structures in natural and human-made environments. The objects and structures will have distinctive shapes, patterns, and purposes. Students will begin to identify shapes that are repeated in various patterns (e.g., square, triangle, circle) and shapes and patterns that are common to most structures. By the end of this unit, students will demonstrate awareness that structures have distinctive characteristics. They will design and make structures that meet a specific need. The students will also demonstrate an understanding of the characteristics of different structures and ways in which the structures are made. Note: The concept of structures may seem difficult for young children to understand unless you can provide examples from the students own immediate environment. It is important, therefore, to present this unit in a real-life context, focusing on structures that students see and use every day. Students will also be introduced to the concept of a system. They will observe and use systems they encounter in everyday life that involve a single input (the actions required to set a system in operation) and a single output (the response of the system): for example, the flicking of a light switch (input) causes the light to illuminate (output). Science Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as: structure, pattern, shape, furniture, buildings, human, natural, tool, system, input, and output. Materials Required for the Unit Classroom: chart paper, markers, Plasticine, masking tape, paint, stickers, mural paper, scissors, glue, Play-Doh, modelling clay, rulers, hole punch, stapler, construction paper, felt pens, paintbrushes Books, Pictures, and Illustrations: A House Is a House for Me (a book by Mary Ann Hoberman), pictures of various pieces of furniture (included), pictures of natural structures and human-made structures (included) Household: measuring spoons, spatula, forks, can opener, whisk, jewellery, dolls, Ziplock bags Equipment: Polaroid camera (and film) Other: cardboard tubing (from paper towels, toilet paper), toothpicks, straws, pipe cleaners, Hula-Hoops, small cardboard boxes (and other building material for constructing buildings), natural materials for building bird nests, hammers, wrenches, pliers, screwdrivers, building blocks, Lego, pattern blocks, hockey cards, photographs, bags, cloth, fasteners (buttons, string, togs), Velcro, sparkles, sequins, toy trucks and cars (that can be taken apart) 26 Hands-On Science

8 4 Natural Structures Materials A House Is a House for Me, a book by Mary Ann Hoberman scissors, glue chart paper, felt pens natural materials for building bird nests (students can collect these) Plasticine, Play-Doh, or modelling clay pictures of natural structures (bird nest, honeycomb, spider web, beaver dam) and human-made structures (apartment building, stool, fence, bridge) (included) (4.4.1) Activity Re-read the book A House Is a House for Me. Focus on the structures introduced in the book. Ask the students: Which structures are built by humans? Which structures are not built by humans? Record the names of several natural structures, such as an anthill, beehive, spider web, bird nest, seashell, and so on. If available, display samples or pictures of some of these items for students to observe and examine. Ask: What is a bird nest made from? How do you think the bird makes the nest? Over the next few days, have students collect natural materials that they could use to build a bird nest (e.g., twigs, packing straw, grass). Have them construct nests and compare them to an actual bird nest. Students can also make birds for their nests, using Plasticine, Play-Doh, or modelling clay. Note: Natural materials such as twigs and grass can be moulded together using diluted white glue. Activity Sheet Directions to students: Cut out the pictures and sort them into two groups, one showing structures made by humans and one showing natural structures. Glue the pictures under the correct headings on the chart (4.4.1) Extensions Have students re-create spider web patterns. On black construction paper, have them first draw a spider web, then trace the pattern with white glue. Pour salt over the entire web pattern, then shake the excess salt into a bowl. Students can then construct spiders from paper, clay, or model magic to attach to their webs. Have students re-create honeycomb patterns using cut-out sections from cardboard egg cartons. Activity Centre Encourage students to bring in examples of different natural structures. Display the structures on a table. Include magnifiers so that students can closely examine the natural structures. Review handling procedures before students visit the activity centre. Everyday Structures 37

9 Structures apartment building spider web honeycomb stool Peguis Publishers This page may be reproduced for classroom use. fence bridge bird nest beaver dam

10 Date: Name: Structures Structures Made By Humans Natural Structures Peguis Publishers This page may be reproduced for classroom use