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Scholars investigate the effect that substances added to room temperature water have on the boiling point of the water. The data collected in individual groups was shared whole class, in a table and then graphed, and based on the pattern that scholars noticed, they were able to see the boiling point was increased. This led to more questions  - why was this happening?

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The students had a problem- they needed to Create more candy and they also asked the question if it was possible for them to create an infinite supply of candy.

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1st grade Fossils unit. They made models of different layers of the earth to explain older/newer fossils/ They also made their own cast fossils 

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1st grade Fossils unit. They made models of different layers of the earth to explain older/newer fossils/ They also made their own cast fossils 

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For science symposium, a group had a very difficult time being engaged with their topic or thinking of a topic in general. After a lot of thought, they wanted to know which liquids made bread mold the fastest, being able to see the results was exciting enough for them but talking about the reasons and seeing them reason with the effect in ingredients of one liquid and the effects of another provided for good scientific debate among the group. They did not get an answer, but they gained a lot of knowledge.

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During unit 2, my scholars created beautiful and insightful brochures about sickle cell and Malaria

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A group of scholars designed and implemented an experiment with the question: Which school location has the most bacteria? They had so much fun swabbing different school areas/objects, watching the bacteria grow in their petri dishes and analyzing their data.

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The students looked at data tables to determine whether or not based on the data on the table the materials they were observing was a conductor or an insulator.

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Scholars were required to figure out their own way to close a circuit and allow the electricity to reach the lightbulb. With nothing but a goal and some materials, scholars were asked to ask questions collaboratively and "figure it out". This allowed for deep understanding of how the circuit worked.

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7th graders measured the growth of plants under different environments.

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7th graders measured the growth of plants under different environments.

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Using the subway system to model how air molecules move to cause the wind (high pressure to low pressure)

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Scholars planned & evaluated one another's design to build the safest rides

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Scholars planned out how much water they would add to banana/saltine mixture and how that changed how the solution and how it was digested.

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My Students had a great time creating and developing their own science experiment during the science symposium. They were given little to no limitation and had the ability to think outside the box.

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During G7 Science Symposium we focused on the importance of creating a strong testable question. If the testable question was not strong, we often found it difficult to answer it! 

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During G7 Science Symposium we focused on the importance of creating a strong testable question. If the testable question was not strong, we often found it difficult to answer it! 

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A group of scholars who wanted to know how proximity to a volcano would affect plant life! Thought this was an incredibly creative prompt considering all of the information from our last unit

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Scholars recognized the importance of planning and experiment (research, detailed procedure) when they realized they had not ordered the materials they needed. They learned a life lesson around flexibility when they worked to adapt their project to fit the limits of their materials. They learned firsthand how science limitations work.

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Unit 7, Thermodynamics, students spent the entire unit building a model of a survival shelter. Everyday, they edited their model as they learned more about thermodynamics.

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Observing cut sections of candy bars to draw analogy to rock layers

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Examine the different parts of the earth, we draw a model of the planet. Label its parts and have a visual representation of our planet that scholars are likely to become more involved with.

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During remote learning I had students create their own biobot. On the first day, they were able to take some time to brainstorm ideas and design a biobot that would help solve a human problem! The next day, they were able to use household items to build their biobot.

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In our unit about weather, I asked scholars to look at a table of data that tracked both temperatures and hurricane frequency over time, and asked scholars to predict what would happen in 20 years if the temp. continued to increase at a steady rate. Really helped them connect to how data tells a story

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Students created and carried out their own procedures.

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Part of modeling the function of the digestive system was to determine how the bolus of food changed over the course of its journey through the GI system. For each part of the model the scholars had to label what organs each part of the model it represented and whether there was physical or chemical digestion.

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During this (favorite of mine) unit the kids are to act as a carbon dioxide molecule as it moves from form to form in the carbon cycle. When they see the affects that climate change has on our climate, they all want to know what they can do to make it better. They often want to scale back the usage of CO2 in industry to help the planet.

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1st grade had a run-away train that they needed to stop from running into a town. In groups, scholars got to plan out how they might slow down or stop the train. Then, they were given the train, tracks, and materials to carry out their investigation, seeing in which ways they could stop the train

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In the third grade unit scholars make models of land changes that occur.

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In the third grade unit scholars make models of land changes that occur.

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When remote, scholars had to use Whitebox to plan shelters to keep hikers alive using concepts of thermodynamics. Scholars had to constantly revise cites to go to based on their hikers energy and the materials at each site. They had to evaluate which materials were good enough insulators and revise shelter shape to get a surface area small enough to insulate the hikers, but large enough to fit them inside.

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In 7th grade science unit 7 scholars are challenged to choose the best materials to build a survival shelter that will keep heat inside, keeping their trapped hikers warm. In the course of this unit they start to learn that certain materials are better than others based on their ability to conduct or insulate energy. One experiment that they use to start to understand this concept is observing heat transfer between different materials at different temperatures. For example, a room temperature metal spoon and room temperature plastic spoon are placed in cups of hot water that are at the same temperature. Scholars then observe where the greatest heat transfer occurred by taking the temperature of the water at the end of their trial period. Their observations around the change in temperature of their 2 cups of water leads them to say that a metal spoon will more readily accept or take in energy from the water, making the metal spoon a better conductor and showing that metal will be a poor choice of building material for their shelters as it would easily allow heat to pass from the inside of the shelter to the cooler temperatures outside.

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Grade 5: We had to model the Solar System's relative size/distance 

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Grade 5: We had to model the Solar System's relative size/distance 

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When scholars had to analyze the thermodynamic relationship between large surfaces and the amount of heat transfer compared to smaller surfaces

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In this unit scholars did a number of observations on crickets to learn about their preferences. They then had to analyze the data and form conclusions to learn about Crickets.

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In third grade, in the Unit about natural disasters when scholars were tasked with building houses that would with stand a tropical storm. They were provided with different materials and told to choose what material would work best and build what they think would be a strong model house.

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When they were learning how to code, many of my scholars kept experimenting over and over again every time their code wouldn't work, continuously exploring new models and structures to get their final project to work the way they wanted to. They would also help each other when they were stuck or wanted to know how to do a particular action.

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Exploratorium - whose footwear has the most germs?  Kids came up with a plan for swabbing their shoes 

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Exploratorium - whose footwear has the most germs?  Kids came up with a plan for swabbing their shoes 

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My favorite experience from last year has to be making elephant toothpaste with K. Scholars were able to plan and carry out investigations as they followed steps to create elephant toothpaste. They were beyond engaged because for most K scholars their idea of a scientist is someone who makes things explode. They were looking forward to making elephant toothpaste throughout the whole unit.

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Kindergarten weather unit.  We used our daily weather report to collect our own data to find patterns in the weather.  I also provided all sorts of other resources (maps, forecasts, charts) to show pattterns in weather.  Kids were pushed to use this data to refine their ideas around what certain weather patterns tell us and how we can use these patterns to predict severe weather.

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Scholars had to come up with an experiment for the symposium and then create an investigation that could help them answer that question. Even after that they had to use the data that they collected from this experiment and use it to answer the question. A notable experiment was about the erosion of rocks in regular water vs acidic water. They put rocks in vinegar solutions of varying levels and water to test.

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GR 4 Electricity - Scholars needed to create a parallel circuit. scholars needed to problem solve when they added circuits together 

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GR 4 Electricity - Scholars needed to create a parallel circuit. scholars needed to problem solve when they added circuits together 

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Electricity Unit in 4th grade, scholars are required to really use their curiosity to figure out how to light up a light bulb. As a teacher I gave them the goal, but in their own table groups, they needed to test materials out and form questions or ideas when something was not succesful. Also with this, they should have been able to define what their problem was the first trial, second trial, and keep going from there until it felt succesful.

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At the end of this lesson, scholars had to synthesize what

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After each group modeled the digestive system using everyday materials, I created a diagram which represented the digestive system. I had scholars identify what each part of the diagram was and which step of the experiment did that part of the diagram model. Scholars also had to explain the purpose of both that step of the experiment and part of the digestive system.

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Our Scholars used chemical equations to explain photosynthesis and cellular respiration. Scholars had to know that the left side of the equation had the reactants of the process and the right side showed the products.

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Scholars collect data on the influence of speed, slope, mass, etc. and identify patterns in their data to understand the movement of a car on a track.

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Scholars collaborated in groups to create and present weather forecasts. They used research but also content they had learned to make predictions on what the weather would be like the next couple of days. They presented ideas using live weather maps. Scholars then engaged in discussion with the class to refine and improve predictions based on feedback and observations made by others in the class.

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The students carried out a number of experiments to alter the properties of a substance to determine whether or not is was possible to create more matter.

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Scholars make their own model of Earth, and are able to have a hands on experience of how Earth is actually tilted on it's axis, and that is what causes seasons, day and night along with rotation and revolution. So within one model they are able to visual see in their own hands how Earth's positioning and movements are responsible of how the world works!

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Collecting data during the thermodynamics unit. SA vs temperature 

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Collecting data during the thermodynamics unit. SA vs temperature 

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Grade 1 The unit on forces required careful trend analyses, based on measurements from experimentation, which were then discoursed by individual lab groups and finally the whole class to reach a conclusion on how height of release on a ramp affects distance traveled.

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Grade 1 The unit on forces required careful trend analyses, based on measurements from experimentation, which were then discoursed by individual lab groups and finally the whole class to reach a conclusion on how height of release on a ramp affects distance traveled.

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Kids had to look at their eggies and decide what traits were inherited vs. acquired. They needed to be able to fill in their charts and interpret what it meant. Also Dichotomous chart.

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We used models of a city to replicate how organelles in a cell work together in the human body. Aspects of the city had similar roles and responsibilities to the organelles (a nucleus controls all of the cell’s activities just like a Mayor’s office controls all of the city’s activities).

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Teaching the sound unit was perfect for demonstrating how models are important. They were able to get that we can't always see or the thing is too big, but we can model and use that to understand

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The scholars used a radio to show how the cell works as a system.

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A scholar wanted to know what the best product on the market was for treating her ecz

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During the Science Symposium/Food Safety unit, we had a series of lessons and experiments investigating factors that affect microbial growth. Using yeast as the model organism, scholars experimented with varying amounts of yeast suspension combined with preservatives and food additives such as vinegar, sugar, and ascorbic acid. The scholars observed and recorded the amounts of yeast growth under these various conditions to make evidence-based claims regarding the substances that most inhibited microbial growth.

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In 4th grade we learn about Earth's movements and this requires using 3-d and 2-d models, simulation models, and even using their own bodies as models. My favorite is having them stand in a circle with a lamp in the center as the sun and I have scholars model rotation and revolution with their bodies. This really helps them to understand something that is abstract to many and they love the movement!

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When scholars had to understand how structures are related to functions on living things and how it helps the to survive. Using actual crickets as models aided exploration of the content

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(GR5) Scholars chose a topic they were curious about and got to investigate on their own with their peers. They figured out how to set up an experiment to find out an answer to their question and they carried out the experiment on their own with little guidance from teachers.

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Looking and exploring the different materials that can be used and trying to see what properties of the materials make it strongest. We would try and try until we found the strongest.

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in U8 scholars looked at previous pandemics and the R naught values. At the early stages of COVID-19 outbreak they were able to compare this value of spanish flu, HIV, and the flu to this new and confusing virus that was taking over their lives. This helped them come back to answer.

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Scholars had to interpret weather forecasts to predict if we would experience a hurricane. Also, scholars had to analyze and interpret different locations weather forecasts to predict which type of storm was occurring.

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Exploratorium - doing multiple rounds of testing to get numbers for analysis

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Exploratorium - doing multiple rounds of testing to get numbers for analysis

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Scholars are truly being evaluated on their ability to be autonomous with their group throughout the whole process of the symposium. One of our groups excelled in this element of planning and carrying out the investigation alone with minimal help. They were always motivated and on task which made it easier to follow through with plans even when adjusting their experiment and re-trying it they were taking notes and making it the best it could be. They followed through fully and came out with great observations.

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Scholars were working on the obscertainer investigation. they had to figure out what shape was inside of the obscertainer without looking at it. they had to come up with their own procedure in order to figure out the shape.

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during the launch when scholars are being given the QOD or EQ of the lesson. this is an opportunity when we ask questions to get scholars to tap into their prior knowledge, explore and discourse portion of class

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during the launch when scholars are being given the QOD or EQ of the lesson. this is an opportunity when we ask questions to get scholars to tap into their prior knowledge, explore and discourse portion of class

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Beebots in K, trying to figure out how the beebots operate. They were trying to get them from one square on their mat to another, without running into obstacles. They had to ask how they were going to get from point a to point b. They also had to remember to clear their code. A lot of them kept running into the issue of the beebots just going rouge off the mat because there was so much extra coding. 

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Beebots in K, trying to figure out how the beebots operate. They were trying to get them from one square on their mat to another, without running into obstacles. They had to ask how they were going to get from point a to point b. They also had to remember to clear their code. A lot of them kept running into the issue of the beebots just going rouge off the mat because there was so much extra coding. 

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During exploratorium (or science symposium), we spent about a week focused on just this concept, developing testable questions, finding questions that can be answered by a 5th grader with limited resources (this was a huge problem, because many scholars would come up with very imaginative or huge questions).

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This unit is heavily based around models from candy bar rock strata, puzzle piece continents, and paper sea floor spreading. These models allow scholars to see what it happening at a location of Earth that they cannot directly observe in every day life. One of the first lessons of this unit they excavate fossils (nuts) from candy bars as if they were looking at rock layers themselves.

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Scholars got to explore by putting together different circuits by problem solving

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Scholars had to make a model house to see the effects severe weather can have on homes.

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Grade 4, magnetism unit: scholars collecting data on the amount of grams each magnet was able to hold, then analyzed that data to draw conclusions around whether size affects magnetic force. They recorded the mass each magnet held in a data table then the data they had collected to craft a claim.

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Grade 4, magnetism unit: scholars collecting data on the amount of grams each magnet was able to hold, then analyzed that data to draw conclusions around whether size affects magnetic force. They recorded the mass each magnet held in a data table then the data they had collected to craft a claim.

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When scholars at different tables had different variables and designed a class experiment to figure out what plants needed to stay alive. They came up as a class with the way they thought they could figure this out and then different tables chose what they thought the plant would need. They planned this investigation themselves and then had to analyze the results as a class.

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Scholars modeled natural selection by taking on the role of "fork birds," birds with beaks made of plastic forks with different numbers of tines. Each fork bird had a set amount of time to spear Cheerios on their fork and only those birds that speared enough Cheerios would survive and reproduce. Over the course of several generations, scholars discovered that birds with too few or too many tines had a harder time spearing Cheerios, and analyzed what factors led to the survival of more birds with a middle number of tines. It was a really joyful, engaging activity for scholars with an obvious takeaway.

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Scholars have to plan and test which habitat is best for cricket survival.

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During last year's science symposium, one of the groups was particularly interested in investing the relationship between exercise and heart rate. They designed a thorough investigation plan, involving a multiday plan, where in which they tried out different exercises (jump roping, running, resting, basketball, etc.) and monitored their heart rates. They planned the entire experiment on their own using their own knowledge and personal experiences.

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This whole unit with scholars trying to build an amusement park using specific materials, they have to think about design, materials, safety, how to build etc.

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To understand wind, our scholars set up two bottles connected by a PVC pipe. In one bottle, there was cold water and in the other there was hot water. They placed a lit incense stick over the bottle with cold water and eventually saw the smoke come out of the bottle with the hot water. Throughout the rest of the unit, they repeatedly referred back to that model to explain how air moves from place to place.

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Scholars made a model of the earth orbiting around the sun using a flashlight, a ball, and their own bodies to move around the rug. 

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Scholars made a model of the earth orbiting around the sun using a flashlight, a ball, and their own bodies to move around the rug. 

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Kids went through the entire scientific process from start to finish from asking their initial question to presenting their research to families. Many groups (if not all) had to reevaluate their experimental plan to see if it made sense/why it worked or didn't work.

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Scholars had to build a hurricane-proof house using different materials to represent hurricane preparation methods.

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kids were ask to build a slope using building blocks, to test what would happen when a "train" with speed pushed into a block.

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Way back when, scholars developed their own procedures for the great paper challenge

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Way back when, scholars developed their own procedures for the great paper challenge

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During the weeks of the science symposium unit scholars were continuously planning and carrying out investigations that they came up with themselves. One of the really cool experiments was decide which brand of detergent is the best at killing bacteria. They collected bacteria from different surfaces, planned out how many drops of each detergent they would place in each petri dish and investigated. They're investigation consisted of watching how much bacteria grew in each petri dish over a certain number of days that they decided.

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Scholar were responsible for building a model of the respiratory system using bottles, straws, balloons and tape. Afterward; they had to make sure the breathing apparatus works (took in air and released air) Most groups did not get it to work the 1st, 2nd, or 3rd time. It took repeated trials and trouble shooting. There was no dull moments, scholars were highly engaged and invested in completing the task correctly. There were many points of entry such as (it was hands on, there were relatable materials like balloons, they learned from their experience, they collaborated with their peers, and they had a personal experience to tie to the investigation and the big idea)

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We had a debate in our class (during lesson 7 or 8) about whether or not the water in our environment is the same water that was around when dinosaurs existed! Some scholars said "Of course" and others said "No way, that was so long ago!". As a class, we used warm water in a jar as a model to represent the stages of the water cycle. By identifying the components of the water cycle (Precipitation, condensation, etc), water goes through a continuous cycle (doesn't disappear).

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During the 3rd Grade Candy Unit, kids were attempting to find out if they could create more matter by manipulating various pieces of candy. They measured the mass of the candy before manipulation, recorded their starting mass, then proceeded to either cut, melt, or freeze their candy. They took the mass after manipulating it and recorded their observations/conclusions

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During the 3rd Grade Candy Unit, kids were attempting to find out if they could create more matter by manipulating various pieces of candy. They measured the mass of the candy before manipulation, recorded their starting mass, then proceeded to either cut, melt, or freeze their candy. They took the mass after manipulating it and recorded their observations/conclusions

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We had a question in the classroom last year when learning about the circulatory system what color blood was inside our bodies. The visuals had red and blue to represent oxygenated blood and not. We decided to scrap the original lesson a bit and focus on this. We researched blood patterns, looked at our veins through skin, talked about capillaries vs. arteries, etc. The kids got really into exploring something so cool and "gross" and we learned more about circulation doing that than my original lesson.  

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We had a question in the classroom last year when learning about the circulatory system what color blood was inside our bodies. The visuals had red and blue to represent oxygenated blood and not. We decided to scrap the original lesson a bit and focus on this. We researched blood patterns, looked at our veins through skin, talked about capillaries vs. arteries, etc. The kids got really into exploring something so cool and "gross" and we learned more about circulation doing that than my original lesson.  

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In fourth grade during the unit on mystery powders, not only are the scholars making their own data chart as the unit progresses, but then they use that to deterine and answer our maine question.

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In my experience teaching 6th grade science last year, we were discussing ecosystems and the impact of different relationships in the ecosystem. We were on the topic of how invasive species can interrupt the balance of an ecosystem, where i gave locusts as an example (decimate certain crops leading to heightened competition and potentially down the line extinction). It was not the most digestable analogy.. Then a student asked if humans are an invasive species and i asked him questions about how humans have affected the environment. This lead to a far more concrete class wide understanding of the concept

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We were learning to understand the affect of temperature and phase change. In the experiment they hypothesized how it warm and hot water would affect the melting times of ice. The planned which materials they thought would best isulate the ice and then executed the plans.

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When introducing the anchoring event to scholars (ticks on the loose at Camp Bernie), they asked questions about how the overpopulation of ticks negatively effected the campsite ecosystem,  and read about possible solutions. Each solution came with its own set of questions from scholars that helped to articulate the larger issue.

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Scholars were dropping parachutes with different amounts of surface area and recording how long it took to fall to the ground. Scholars analyzed their data to find patterns and discuss if this supported their initial ideas about how surface area affected the falling objects.

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2nd grade scholars created a T-chart of all the different materials that did or did not "stick to" a magnet. They then used the T-chart to notice the similarities of what kinds of objects did and did not stick to the magnet, and make predictions about other objects that would or would not stick.

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Scholars had to work in groups to determine which materials would create the most structurally sound building. They were given items such as cardstock, clay, toothpicks, tape, glue, rocks, etc. They had watched videos of buildings during a tropical storm and made noticings in groups before they began construction. Day 1 was planning the building on paper. Day 2 was building the structure. Day 3 was "destroying" the structure. We tested the structures with water (waves), wind, and shaking. We collectively discussed why each building did or did not survive the weather. Revisions were then recorded as a class.

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Scholars created model look out towers for our class amusement park according to several specifications. They created drawn models, then revised their models after discussion, then got to build their models and test them out. After testing them they revised them again utilizing new data.

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During symposium, one group decided to test if, sand, sugar, or  (cannot remember the other substance) was best at melting ice. 

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During symposium, one group decided to test if, sand, sugar, or  (cannot remember the other substance) was best at melting ice. 

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In one of the 2nd grade units, my scholars had to analyze the changes in beetle population. They first had to identify the increase or decrease in numbers. After, they had to use that information make a connection between the beetle's ability to camouflage itself and its survival rate.