The Unsuspected Winner!

This weeks science lesson explored dissolving sugar grains and sugar cubes in water to test which form dissolved faster.  Our science question was: Can two forms of the same substance dissolve at different speeds?  Why or why not? and the process skill we targeted was the Excellent Experimenter.  

We kicked off the lesson with a review of filtration from last week.  This week, we were evaluated on incorporating the technology and engineering frameworks into the lesson.  Kathy and I had to think really hard about how to incorporate the standards while still making it relevant to the lesson.  Kathy came up with the great idea of discussing how we use filtration in the real world.  So we expanded our review of last week and discussed filtration in coffee, water purification, and cleaning up the big oil spill in the Gulf.  I talked about how scientists and engineers have to think of ways to filter mixtures and usually use technology or machines to get the job done.  

The students were VERY interested in the oil spill, and they had questions even after we changed topics haha!  I had to redirect them a little, but it was great to see such a high level of interest.  I then gave a brief overview of today's lesson and went over the record sheet they would be using.  I also went over what they needed to do to be Excellent Experimenters and maintain a fair experiment.  I reminded them to stir carefully and evenly, not to break up the sugar cube with the stirrer, and to stop as soon as one mixture was dissolved.

Kathy took over and showed the students that we added the two forms of sugar to our Changes Observed chart.  After going over the safety, Kathy incorporated another aspect of technology and engineering frameworks.  She asked the students to consider the materials we use with all of our experiments and asked them what particular tool we use to stir.  She then posed the question of why we use coffee stirrers to stir instead of paper, yarn, or a straw.  The students responded that the coffee stirrer is hard and skinny and better to stir with than the other materials.  Kathy summed it up with the fact that scientists and engineers chose their tools based on their properties and the task they want to accomplish.  Great job, Kathy!

Once the students had their materials, they observed the sugar grains and the sugar cubes, noting the similarities and differences.  One of the students said that the sugar looked a lot like salt.  Kathy then asked the students to use what they knew about salt to predict what would happen if we put the sugar grains in the water.  The students predicted that the sugar, like the salt, would dissolve.

After some simple modeling of the steps, the students jumped into the experiment.  There were designated stirrers and holders in each pair.  The experiment started off just as anticipated, and then took an unexpected turn.  As the mixtures started to dissolve, the winner in the first few groups was actually the sugar cube instead of the sugar grains.  Pretty soon, every group except one had the sugar cube dissolve faster.  Kathy and I were so surprised and we just had to laugh.  We had a mini-meeting while the students were finishing up to talk about how we were going to handle the discussion of the results, which we had anticipated would be the grains dissolving faster.  Kathy was up for the challenge, and led the discussion.  She handled the situation perfectly and was completely honest with the students.  She said that she and I were surprised by the results and that the sugar grains were supposed to have dissolved faster.  We discussed with the students why they thought the sugar cube was supposed to take longer and we got the response that the sugar cube was more compact and would therefore take longer.  They also had the idea that they could break up the sugar cube if they wanted to speed up the dissolving.    So it seemed, luckily, that our unsuspected winner did not interfere too much with the overall understanding of the lesson.  

Kathy, very in-tune to our students, noticed that they were getting a little antsy in their seats.  We had originally planned to have them do a journal entry, but Kathy went with the flow and the status of the students and decided to bring the students to the rug to listen to a book about solids, liquids, and gasses.  Kathy found a great book that was funny and informative and the kids really enjoyed it.

I cannot believe that we only have one lesson left!  It will be very sad to end this amazing experience, with such a great class and an awesome partner!  Time flies when you're having fun! 

Filtering Fun!!

Time continues to rush by as we successfully complete our fifth science lesson!  This week, the students attempted to separate the water mixtures they made last week (gravel, tissue, salt).  Kathy started out this week with a great introduction that reviewed the science question and process skill of last week.  She also introduced the science question (Can all mixtures be separated using the same method?) and process skill (predicting) for this week.

Then we jumped into the writing assignment that asked the students to predict what will happen when we separate each mixture.  We had a section to write and a section to draw a picture as well.  Even after we explained the prompt and passed out the papers, we still had some confused looks.  So Kathy made a great move gave the students some additional guidance about using the numbers 1, 2, and 3 to organize their writing, and recalling the mixtures from last week.  We also reminded them that this was not a test, just a casual writing prompt.  After that, the students came up with some great predictions.  

Then, we changed gears and gathered the students on the rug to view the technology portion of our lesson, the song and video from They Might Be Giants Solids, Liquids, Gasses.  The students, mesmerized and laughing, LOVED the video!  And I couldn't get the song out of my head for the rest of the day!  They definitely enjoyed the technology, and now more than ever, it is important for teachers to bring technology into the classroom.  After explaining the steps for the day and the safety precautions, the students went back to their desks and observed the mixtures of last week to see how they have changed.  Kathy passed out the old mixtures and the chart that we created for the students to record their findings.  

Then Kathy led the students in a brainstorming session about how they could possibly separate their mixtures.  They came up with some great ideas, including a filter, which was a great connection to the rest of the lesson.  After putting filter on the science word wall and showing real life examples, the students began filtering their mixtures and trying to separate the solid from the water.  Since this lesson required so many materials, we decided to use groups of 4 and 5 students.  With the classroom set up and the nature of the lesson, this wasn't the best group structure.  Some students argued over taking turns and other's had difficulty seeing.  If we do this lesson again, we will probably use smaller groups.  With some of our much practiced classroom management, the students were still successful at grasping the main idea of the experiment.  They found that they could easily separate the gravel and the tissue with the filter, but not the salt.  

We then gathered the students on the rug again for the lesson conclusion.  Unfortunately, we are not going to be teaching long enough to do the lesson where the students evaporate the water to separate the salt.  We felt that this was too much of an important point to ignore or just gloss over.  So I did my own little experiment in my kitchen and boiled a salt water mixture to separate the salt from the water.  I recorded a short video of the experiment and took some pictures to show the kids.  I also brought in the pot that I used to show the students and they each got to touch the salt.  We were pressed for time during this lesson, and almost decided to wait to show the salt next week.  But as the lesson went on, we were able to fit it in.  They were very interested to see this, since most of them said they thought the salt was permanently in the water and could not be separated.  I definitely think it was worth it to actually show the students how the salt can be separated by evaporating the water.  Then I asked the students the science question again, and reviewed the process skill of prediction.  And just like that, another science lesson under our belt!! 

The Many Mixtures of Lesson 5!!

I cannot believe how fast time is going and that we are more than half way through our science unit on changes of matter!  This week's lesson dealt with mixing three different solids with water: gravel, toilet tissue, and salt.  As the lessons progress in this unit, they seem to get more complex, with more materials and more steps.  Lesson 5 definitely takes the cake with the amount of planning and preparation that was necessary.  I am so glad that my partner Kathy and I work so well together to make sure that we are prepared each week.

We started the lesson with a review of last week, and once again, the students impressed me with their quick and accurate answer of last week's science question.  We presented the new science question to guide the lesson: Do all solids behave the same when mixed with water?  Kathy had a great idea to create a science word wall that included the content vocabulary for the changes unit.  We already had several words with pictures and definitions from prior lessons on the poster.

This week we introduced two new science vocabulary words: dissolve and solution.  As I was preparing this section, I was having trouble describing dissolve in a simple, clear sentence appropriate for third graders.  I decided to rely on my biggest resource: my mom, who is one of the best teachers out there and teaches students who have a hearing loss.  She showed me the sign language for dissolve, which demonstrated the meaning of dissolve a lot clearer than describing it in words. The students were very receptive to using sign language to define dissolve!  A few students used the sign throughout the lesson, and the whole class remembered the sign at the end of the lesson.  We also addressed an important misconception involving the process of dissolving.  One student said that when something dissolves, it disappears.  We made sure to point out that just because we cannot see the dissolved solid, does not mean that it's not there.

The next vocabulary word was solution, another difficult concept.  We decided to use the example of lemonade as a solution, which the students were able to relate to.  We asked them if you drink lemonade, do you get one sip of just water, one sip of pure sugar, and one sip of lemon?  They all responded with a "no way, you get a mouthful of the same mixture with each sip"!  I definitely think it is helpful to point out key vocabulary so that students understand the concepts during the experiment, but also so they can begin to use these science words themselves.

Kathy then reviewed the process skill from last week and introduced this week's process skill of recording data.  Kathy had another great idea to use the process skill posters that our professor gave us.  The students really liked these pictures, and they served as a visual reminder of the skill we were focussing on.  We then went over the steps (which were pretty complicated) and the safety (which are students are experts at now).  Next, we dove into the experiment!  The students first examined their solids.  Then they mixed the solids with water, observed the mixture, stirred the mixture, and observed again.  Kathy gathered the students on the rug to discuss the results of the experiment, which was a good change of setting for the students.  Kathy addressed another misconception at this point, pointing out that the tissue broke into small particles, but they did not actually dissolve.  I ended the lesson by asking the science question of the day, to which they all responded, "no, all solids do not behave the same way when mixed with water"!  We also let them know that they will be trying to separate the mixtures next week.  Overall, the flow of the lesson was very natural, well balanced, and effective.  Preparation, materials management, time management, and team work have a lot to do with a successful lesson flow.  With all the detailed instructions, we do have to make sure we are not spending too much time going over the steps and get the students engaged in the experiment soon after the start of the lesson.  I am really enjoying teaching science!  Although it is a lot of preparation, it is worth every bit and is the most authentic learning environment we, as future teachers, could ask for.

Long Live the Sieve!

Kathy and I successfully completed our third lesson on mixing and separating solids!  With each week, we are becoming more comfortable with all the intricacies involved in teaching science lessons and we notice that our students are becoming more comfortable with us.

Before carrying out this lesson, we were a little anxious to see how it would go because there were so many materials and detailed instructions.  I had to thoroughly read the steps of the experiment several times, so I wasn't sure how much of a challenge it would be to have all of our students follow the steps and stay together.  This anticipation of possible challenges proved to be beneficial since Kathy and I did a lot of preparation and safeguarding to ensure that our lesson went smoothly.  First, we noticed that the lesson came with detailed (and quite complicated) student instructions, but did not included a record sheet.  We made a clear and simple record sheet to compliment the instructions and keep the students on track.  We also found it helpful to write abbreviated steps on large chart paper in the front of the class.  The student instructions were a few sentences each, so we changed them into one or two word steps.  Kathy and I referred to these steps just as much as our students did.  Finally, Kathy prepared all of the materials ahead of time and brought them in a big tub ready to go.  Thanks to Kathy's great thinking we were able to use our precious 15 minutes discussing the lesson instead of running around setting up the many materials.

After all this preparation, Kathy started the lesson with a recap of last week.  I am always impressed with how quickly and accurately they remember what they did last week.  It takes me a few minutes to think back that far =0)!  Kathy also led a brainstorming session on mixtures and identified the main science question of the lesson: Does mixing two solids change their properties?  Then I went over the steps of the experiment and pointed out that we would be using the process skill of observation.  The students came up with a very eloquent definition of observation, including the essential aspects of good observation.  After addressing safety, the students retrieved their materials and Kathy got them started on the experiment.  Kathy and I work very well together on classroom management.  While one of us is leading a section of the lesson, the other one is circulating around the room giving support as needed.  Our preparation of steps, handouts, and materials also helped our classroom management.  In the first steps, the students observed the two solids (gravel and salt) and recorded their observations.  Then they mixed the gravel and salt in one cup.  My favorite part of the lesson is when one student described the mixture as "a snow covered mountain".  How poetic!

(This is another one of my pictures from Switzerland!!)

\
The students then followed Kathy's model of how to make a sieve and proceeded to separate their mixture.  When comparing the solids before the mixture to the solids after the mixture, things got a little mixed up.  Some of the students were pretty convinced that their gravel did change from the mixing (and one group even said that their salt looked different!).  Kathy and I did not anticipate this confusion, but the students clearly pointed out that since the gravel was multicolored with a variety of shapes and sizes, they had reason to their thinking and some of their piles appeared to have smaller, or lighter colored gravel than the original pile.  Gravel that was the same size and color probably would've been better to use.  Since this was one of the main points of our lesson, I really had to think on my feet.  I started out with asking them if they had some small gravel and some big gravel in both of their piles.  This conveyed the point to some of them, but there was still confusion.  I then explained that we started with gravel and asked them if we still had gravel after we mixed and separated.  This was a clearer explanation, and as Kathy started the lesson conclusion, I let out a sigh of relief.

Kathy did a great job at summarizing the main points of the lesson and asking about the process skill the students used.  Kathy also revisited the science question she asked at the beginning of the lesson, and we were happy to hear that the students answered no, mixing two solids does not change their properties.  This lesson was definitely the most involved so far and required the most preparation, but it was worth all the work and run around to feel that our lesson was effective in the end.  For next time, we will designate a specific student per pair to gather materials, and I will watch my "gonna"'s and "you guys" and try to model proper grammar for our students.  We are grateful for any feedback we get and are always looking for ways to improve.