Our Kindergarten students have been studying engineering, structure and function by reading different fairy tales and creating projects from them. After making towers (Jack & the Bean Stalk) and houses (The 3 Little Pigs), it all culminates in designing / creating / testing their own paintbrushes so the stories can continue at home!
Our Kindergarten students have been studying engineering, structure and function by reading different fairy tales and creating projects from them. After making towers (Jack & the Bean Stalk) and houses (The 3 Little Pigs), it all culminates in designing / creating / testing their own paintbrushes so the stories can continue at home!
I enjoyed this paper and thought you all might too! The booklet, The Process of Science: and its Interaction with Non-Scientific Ideas, is a guide for teachers, students, and the public.
The booklet was written by Matt Bobrowsky for the American Astronomical Society and was published in 2007 by the American Astronomical Society.
Download the electronic version of The Process of Science. You will need a PDF viewer such as Adobe Acrobat.
Our Kindergarten students have been studying engineering, structure and function by reading different fairy tales and creating projects from them. After making towers (Jack & the Bean Stalk) and houses (The 3 Little Pigs), it all culminates in designing / creating / testing their own paintbrushes so the stories can continue at home!
We just wrapped up paleontology in 3rd Grade, first with a skull study, and then making our own plaster casts that the students each took home!
Our Kindergarten students have been studying engineering, structure and function by reading different fairy tales and creating projects from them. After making towers (Jack & the Bean Stalk) and houses (The 3 Little Pigs), it all culminates in designing / creating / testing their own paintbrushes so the stories can continue at home!
Our Kindergarten students have been studying engineering, structure and function by reading different fairy tales and creating projects from them. After making towers (Jack & the Bean Stalk) and houses (The 3 Little Pigs), it all culminates in designing / creating / testing their own paintbrushes so the stories can continue at home!
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our fourth graders explored simple machines such as wheel and axles, levers, the inclined plane, and pulleys. They investigated the effects of balanced and unbalanced forces on the motion of an object. Angelina, Mylo, and Suzi go on a field trip to the zoo and are faced with the design problem of how to rescue a trapped tiger. Using our VEX kits students then applied their knowledge of forces to devise a way to rescue a heavy zoo animal while keeping it safe throughout the process.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
Our students investigated and classified different kinds of materials by their observable properties, including color and texture. They learned about states of matter and properties of materials including insulators and conductors through an experiment using hand warmers and thermometers. In the design problem, Angelina, Mylo, and Suzi, are challenged to keep ice pops cold during a soccer game – without a cooler. We applied our knowledge and skills to determine the best material to solve this design problem.
In first grade we have been investigating the properties of light and sound, including vibration from sound waves (we made our own cup phones!) and the effect of different materials on the path of a beam of light. After students develop an understanding of light and sound, they were challenged to solve a design problem Mylo, Suzi, and Angelina face. In the story, the characters are lost and must use only the materials in their backpack to communicate over a distance by using light and/or sound. Students use the design process to sketch, build, test, and reflect on a device that solves this design problem.
