Science -
Children have a natural curiosity about their surroundings—a desire to explore and investigate, see inside things, find out how things work and find answers to their questions. Learning about science provides a framework for students to understand and interpret the world around them.
Exploring Liquids
Students learn about the nature of liquids and the interactions of liquids with other materials. They explore liquids by examining droplets, by watching liquids trickle down slopes, by investigating flow rates and by observing liquid interactions with a variety of materials.
October 15
Blowing Art
Students experienced the effects of blowing warm air on to a liquid as well as how liquid is moved by air. As the warm air from the breath was blown out a straw to push ink around, it increased the drying process of the liquid. These images were then used as provocations to explore the story planning process. The students were able use their imagination to identify images in their woks as well as develop a problem and solution for a possible story.
Blowing Art
Students experienced the effects of blowing warm air on to a liquid as well as how liquid is moved by air. As the warm air from the breath was blown out a straw to push ink around, it increased the drying process of the liquid. These images were then used as provocations to explore the story planning process. The students were able use their imagination to identify images in their woks as well as develop a problem and solution for a possible story.
October 10
Density Experiments
Students conducted their own personalized experiments and used their previous experiences to make predictions about the position of two different liquids. They were to write or draw what two liquids they planned to combine, draw and label their predictions and then record their findings once they had mixed the two.
Density Experiments
Students conducted their own personalized experiments and used their previous experiences to make predictions about the position of two different liquids. They were to write or draw what two liquids they planned to combine, draw and label their predictions and then record their findings once they had mixed the two.
September 26
Students have been participating in experiments involving liquids in the classrooms. Take some time to talk with your child about their findings and wonderings and feel free to try these tests at home.
Here are some of the thoughts from the students...
Where as the water gone from the jar?
“Into the clouds.”
“ The one with the lid off looks like it is coming down faster and the one with the lid on is coming down slow.”
“At day and night it slowly goes down. It evaporates.”
“The water is disintegrating.”
“It is going up into the clouds and coming back as rain.”
“It is going down over time.”
“The water is going down to the center of the earth.”
“I could make Charlie’s make a little more sense. You could have said the air sucking it up and making it into clouds and making it rain."
“I think that it is going into the jar.”
“It goes up in the air like little twisty things, it turns into cloud, then all the little clouds join up and make lots of water inside. Then the water comes down as rain.”
Students have been participating in experiments involving liquids in the classrooms. Take some time to talk with your child about their findings and wonderings and feel free to try these tests at home.
Here are some of the thoughts from the students...
Where as the water gone from the jar?
“Into the clouds.”
“ The one with the lid off looks like it is coming down faster and the one with the lid on is coming down slow.”
“At day and night it slowly goes down. It evaporates.”
“The water is disintegrating.”
“It is going up into the clouds and coming back as rain.”
“It is going down over time.”
“The water is going down to the center of the earth.”
“I could make Charlie’s make a little more sense. You could have said the air sucking it up and making it into clouds and making it rain."
“I think that it is going into the jar.”
“It goes up in the air like little twisty things, it turns into cloud, then all the little clouds join up and make lots of water inside. Then the water comes down as rain.”
Students guessed what liquids would travel the the longest distance in 30 seconds.
Students predicted the fastest liquids. The number represents the votes.
Oil 10, Alcohol 3, Glycerin 2, Soap 3, Syrup 3.
After conducting two experiments here are our findings.
Less Steep Slope
#1 Alcohol
#2 Oil
#3 Syrup
#4 Glycerin
#5 Soap
Steeper Slope
#1 Alcohol
#2 Oil
#3 Glycerin
#4 Syrup
#5 Soap
Students predicted the fastest liquids. The number represents the votes.
Oil 10, Alcohol 3, Glycerin 2, Soap 3, Syrup 3.
After conducting two experiments here are our findings.
Less Steep Slope
#1 Alcohol
#2 Oil
#3 Syrup
#4 Glycerin
#5 Soap
Steeper Slope
#1 Alcohol
#2 Oil
#3 Glycerin
#4 Syrup
#5 Soap