Activity: For this activity we filled one cup with rubbing alcohol and one with water. Using a medicine dropper, we put droplets of each on top of a penny. We counted the number of drops before each liquid fell off the penny. The results should find that the water holds more drops then the rubbing alcohol.
Scientific Principles: The scientific principle being examined through this experiment is surface tension. Water molecules are more cohesive so that is why more drops were able to fit on the penny. Water molecules want to cling to each other. This cohesion is known as surface tension.
Point: The point of this activity is to show students how water tension changes based on the molecular makeup of the substance used.
Introduction: To introduce this to a class I would tie it back to observation and have them use their sense of scent to tell if the two substances were the same or difference substance, and if they can guess what the two substances are.
Difficulties: Some difficulties I see with this experiment is getting the size of the drops consistent. Especially between the alcohol and the water since they are different substances it is hard to make the drops the same size. I also think it can be difficult in general to keep your hand steady throughout the experiment.
Extensions: An extension I would add to this experiment is that I would have them make a graph of both their predictions and their results so that they can compare the two. I would also have them try other substances like soapy water.
Activity: Each student or each group of students will receive an ob-scertainer. An ob-scertainer is an opaque plastic container which contain a small steel ball. Each ob-scertainer contains a different set of ridges that the ball can not cross over. Students are to make predictions on where those lines are in the ob-scertainer without opening the device.
Scientific Principles: The scientific principle we are examining looks at the scientific method. First students have to ask a question (what lines does the ob-scertainer have in it?), then students form a hypothesis, do an experiment to prove the hypothesis then finally they form conclusions, afterwards you share your results. This activity was under the atoms and molecules topic because students often have a hard time understanding how we know things about atoms and molecules when we can’t see them. This activity shows how we can still make observations through other senses and techniques.
Point: The point of this activity was to show that you can make observation without seeing things. This activity is to show them students to not only rely on one sense to make an observation.
Introduction: I would introduce this to my class by asking them to make a list of observations in the room. After they have compiled a list I would have them share them out loud. I suspect most students would only put down visual observation. I would then ask why they did not use other senses or if they did have a few observations with other senses why there are less of them. I would then show them the closed ob-scertainer and ask the students if they could tell what was inside. When they say no I would hand them out and give them the instructions.
Difficulties: I don’t see students having too much difficulty with this experiment. The only difficulties I predict are the ones they are supposed to have from taking away their sense of sight.
Extensions: For an extension I would have the students have more than straight lines in the containers. Perhaps circles or squiggly abstract shapes.
I listened to Clair de Lune by Claude Debussy. This selection only seemed to use piano and no other instruments. The music invokes a peaceful and calming feeling. Not happy or sad but rather just thinking about life. To me it creates an image of just walking through a beautiful piece of nature and thinking and reflecting on your own life. I think this is because the music stays at a relatively slow steady pace throughout the whole song. It also doesn’t change volume at all. After listening to it again I had similar feelings about what the piece invoked but I noticed more changes in tempo all though subtle they were present.
This unit plan focuses on SOL 1.6 “The student will create and solve single-step story and picture problems using addition and subtraction within 20”. I taught one lesson from the unit overview to the class of first graders that I was placed with.
Here I have included one of my 6 number talks that I did with both 4th and 1st graders throughout the semester. This number talk was with the 4th grade class and was designed to help the students practice their mental math skills.
Math 362 Visit 2
After attending the visit, I have learned just how different all students thought processes are. Even when all the students came to the same answer when asked how they got the solution we can see just how different their thoughts are. Many found it helpful to show a picture or some other form of visual representation, some chose to just solve the problem using standard algorithms on their paper and some even chose to do those algorithms in their head. I will use what I have learned through these interviews with students in a couple different ways in my future classroom. For one when I am teaching I will show as many ways as possible to solve the problem. You never know which way will click best with a student so giving them options is important. I will also be mindful of student’s differences when grading and looking at students work. Just because a student solved it differently then I would have chosen to doesn’t mean it is wrong. I will make sure I take the time to go through their work step by step to see their thought process and evaluate accordingly.
Math Activity File
Throughout the course of the semester I compiled a binder filled with math games and critical thinking math activities for students. My binder has over 60 different activities in it for grades k-6. I have attached 3 as an example.
The bag I was originality was working on hit a few snags (half the stitching came undone) but I have learned from my mistakes and did a smaller embroidery project to finish off the semester. I am really into the embroidered jean jacket trend and have always wanted one so I figured now would be a great time to give it a try. I started with a pencil and free handed the design on to the jacket based on a design I saw online. I then did the outline. I finished off the project by adding small details like the thorns and the flower. I think this project turned out well and am happy with the results.