Earth & Space Science
At the beginning of fourth quarter, Wynn continued a unit on exploration by studying the planets in our solar system and space exploration. He chose to make two-dimensional (pictured below) and three-dimensional (pictured left) models of the eight planets in our solar system.
These projects meet the following I can statements for fourth quarter science: I can build a model to describe the planets-sun relationship within our solar system. |
He also created this acrostic (pictured right) to help him memorize the order of the eight planets. For this activity, Wynn created a word bank of adjectives, nouns, and verbs for each letter. He then pulled from each list to create some fun (and helpful) acrostics. Out of several acrostics, the one pictured here was his favorite. This activity crosses curricula and meets I can statements for ELA, too.
My -- Mercury Very -- Venus Efficient -- Earth Motorcycle Monster -- Mars Jumped-- Jupiter Some -- Saturn Unusual -- Uranus Nouns -- Neptune |
Physical Science
Engineering --
During a not-so-simple look at simple machines, Wynn and other students were asked to work together as a team to solve a STEM challenge. Using only playdough, a 14-inch piece of wire, an 8-inch piece of string, and an empty spool of thread, they were asked to help a mouse lift a special treat up and into her mouse hole. The STEM team came up with two workable solutions. The first was to make a ramp using the playdough and scoot the treat up the ramp (using the spool of thread). The second solution they devised was to create a pulley using the wire (stuck into the playdough for support) and the spool and string. Both methods worked fabulously. (Their pulley was slightly different than "the solution" provided on the STEM worksheet, but it worked very well). This project meets the I can statement: I can work collaboratively to engineer a design that meets given criteria. |
S.C.A.M.P.E.R. Technique for Reinventing After learning about the SCAMPER technique, Wynn invented "The Claw Waterer" by reinventing a dish glove and drinking straws. It serves a real world task: watering pumpkin sprouts. He made the classroom poster defining the acronym (below) to help him through the design process. This project meets the following I can statements: I can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. I can use the SCAMPER technique to reinvent an invention that accomplishes a real world task. I can define a simple problem that can be solved through the development of a new or improved object or tool. |
Magnetism and Electricity --
Coinciding with Wynn's study of Benjamin Franklin, The Thirteen Colonies, and American Revolution was a unit on magnetism and electricity. Wynn began the unit by investigating magnetic fields and the magnetic poles. I Can Statements: I can observe and investigate the pull of magnets on materials made of iron and pushes or pulls on other magnets. I can identify magnetic and nonmagnetic materials. I can understand the magnetic field that surrounds magnets. I can understand the properties of magnets and magnetic materials. |
After learning about magnetic shields, Wynn conducted a short investigation using copper, plastic, aluminum, steel, foam, and wood to see if any of these products would allow magnetism to pass through. Only steel blocked the magnetic force. This also involved a very cool magic trick -- a floating paperclip!
Exploring Magnetic Fields --
When sprinkled iron fillings over bar magnets to better visualize and understand the fields surrounding the magnets. The picture (left) shows what the magnetic fields look like when two of the same poles are pointed toward each other. Wynn also experimented with opposite poles and took a look at other magnets (ball, ring, neodymium, etc) and their magnetic fields. This meets the I can statement: I can understand the magnetic field that surrounds magnets. |
Life Science
For life science this quarter, Wynn watched as caterpillars morphed into butterflies, and praying mantis nymphs emerged from an ootheca. He recorded his observations in a daily journal. Wynn also read Bobbie Kalman's book, What is a Life Cycle, and created a 3-D model explaining the process.
This meets the following I can statements: I can observe and record changes within the life cycle of an insect (e.g. praying mantis, butterfly, ladybug, etc.). I can design a model to represent the life cycle of an insect and use it to explain the life cycle process. |