Posts Tagged resources

STEM Tuesday– Tiny Worlds (Microscopic/Nanotech)- In the Classroom

By on July 16, 2019   /   Common Core & NGSS, STEM Tuesday, Tiny Worlds/Microscopic/Nanotech  

This month’s STEM Tuesday theme revolves around the small, the tiny, and the microscopic—from nanotechnology to microorganisms. Microbes and fungus may be small, but their effects in the world are far from that. They are vital to Earth’s complex, constantly cycling systems, which range from microscopic to monumental. What could microbes do? Try this activity in the classroom to help students understand how microorganisms can have big effects.

 

Yeast + Sugar Balloon Experiment

Student Prep

Read through Tiny Creatures: The World of Microbes by Nicola Davies and It’s a Fungus Among Us: The Good, the Bad & the Downright Scary by Carla Billups and Dawn Cusick as a class. Then tell students that microbes are in everything from the soil to our bodies to even our food. Explain that they will be doing a microbial experiment using yeast (a microorganism that is a member of the fungi kingdom). Then distribute materials to groups of students.

Tiny Creatures: The World of Microbes by Nicola Davies

This book is perfect for the curious kid who wants to know how microbes work. All around the world—in the sea, in the soil, in the air, and in your body—there are living things so tiny that millions could fit on an ant’s antenna. They’re busy doing all sorts of things, from giving you a cold and making yogurt to eroding mountains and helping to make the air we breathe.

It’s a Fungus Among Us: The Good, the Bad & the Downright Scary by Carla Billups and Dawn Cusick

All about Fungus! Who wouldn’t want to read this book? In It’s a Fungus Among Us, you’ll meet the wild group of organisms that can turn ants into zombies and eat trillions of pounds of feces every day. They’re not all gross though, these are the same types of organisms that make cheese stretchy, add sour tastes to candy, and make bread rise!

 

Materials

  • empty clear water bottle
  • yeast packet
  • balloon (stretched out by inflating a few times)
  • warm water
  • 1 tsp. sugar

Steps

  1. Have students empty the yeast packet into the water bottle. Then tell them to pour some of the warm water inside. Students should move the bottle a bit to mix the yeast and water.
  2. Ask students to stretch the balloon over the water bottle opening and observe what happens in the next 5 minutes. They should record their observations.
  3. Next have students carefully remove the balloon. Tell them to add 1 tsp. sugar to the bottle and mix. Students can now put the balloon back over the bottle opening.
  4. Have students observe the mixture and the balloon over the next 20 minutes. They can record their observations ever 5 minutes.

Conclusion

As the yeast consumes the sugar in the warm water mixture, the microbes produce gas that inflates the balloon at the top of the bottle. Tell students that this process is called fermentation, which is a process used to make all kinds of foods that we eat. Bread becomes light and airy due to fermentation. Milk turns into yogurt or kefir because of fermentation. The fermentation process also helps humans and animals digest food. This is just one of the many examples of how microbes affect us on Earth.

 

Need more ideas for teaching middle-school students about microbes? Check out these resources:

  • BioEd Online, Science Teacher Resources from Baylor College of Medicine, Microbes
    This site has 12 lessons to help students investigate microbes related to health (bacteria, fungi, protists, and viruses). Students will learn that microbes have important roles in humans, and that some help while others cause diseases. http://www.bioedonline.org/lessons-and-more/lessons-by-topic/microorganisms/microbes/
  • Microbiology Society, Microbe Passports
    Students can check out a virtual microscope on this site to study different microbes—from Bifidobacterium (which lives in human intestines) to Geobacter metallireducens (a metal-eating microbe that lives in muddy riverbeds).
    https://microbiologyonline.org/students/microbe-passports-1
  • Science News for Students, The dirt on soil
    Read all about the microbes in soil on this online science news publication site run by the Society for Science and the Public. It includes a glossary of “Power Words,” links for further reading, and a downloadable wordfind worksheet.
    https://www.sciencenewsforstudents.org/article/dirt-soil

 

***************
Karen Latchana Kenney loves to write books about animals, and looks for them wherever she goes—from leafcutter ants trailing through the Amazon rain forest in Guyana, where she was born, to puffins in cliff-side burrows on the Irish island of Skellig Michael. She especially enjoys creating books about nature, biodiversity, conservation, and groundbreaking scientific discoveries—but also writes about civil rights, astronomy, historical moments, and many other topics. Her award-winning and star-reviewed books have been named a YALSA Quick Pick for Reluctant Readers, a 2015 Book of Note from the TriState Review Committee, a 2011 Editor’s Choice for School Library Connection, and Junior Library Guild selections. She lives in Minneapolis with her husband and son, and bikes, hikes, and gazes at the night sky in northern Minnesota any moment she can.

Back to Top

STEM Tuesday — Chemistry ROCKS! — In the Classroom

By on June 11, 2019   /   Cross-Curricular, STEM Tuesday  

 

Having majored in chemistry in college and then going on to teach the course a couple of times, I know how difficult this topic can be for students to understand. But really, chemistry is just the science of what matter is made up of and how it interacts with other types of matter. See? Not so hard at all. 🙂  I get it. Some students need to have more to help them become more comfortable with chemistry.

Here’s a list of things you can try:

Hands on Interaction:  I like to tell my students that the best way to understand chemistry is to think of it like cooking. Say you’re going to make a batch of chocolate chip cookies. You need the ingredients: the flour, sugar, butter, eggs, vanilla, and chocolate chips. Those are all different parts of matter. Then you mix them together with a certain amount of force by stirring or using a hand mixer. That gives you the cookie batter– a different kind of matter, but the chemical change hasn’t happened yet. Finally, you put the pan of cookie batter into the oven and voila you have cookies. Can’t you just smell the warm chocolate fresh out of the oven and imagine the first bite of gooey chocolate-y goodness?

 

 

During the whole process you are mixing and combining different kind of matter, but it isn’t until you apply heat that the chemical change takes place and you have cookies. Yum! This is a great way to get your students comfortable with chemistry.

 

Unfortunately, it’s not  possible to make cookies with your students in the classroom. Is there a substitute? Yes! Use these books. While it won’t get  you a warm chocolate chip cookie to eat in the end, you can do some pretty cool experiments with food.

Edible Science by Jodi Wheeler-Toppen (NGKids, 2015) is chock full of awesome food experiments! Many of these can be done in the classroom. Try the “Inflatable Marshmallow” on page 42. Kids learn about air pressure by watching a marshmallow expand and contract.

Another awesome one is watching how plants get water (page 9) by placing pieces of lettuce into bowls with different colored water (from food coloring). After a few hours students will see how the lettuce absorbed water through its leaves

My favorite one, though, is making slime (page 60). Your students will love it! This book is also great for homeschoolers since you can do a lot of the experiments in your very own kitchen. Happy experimenting!

 

Kathy Ceceri’s Edible Inventions: Cooking Hacks and Yummy Recipes You Can Build, Mix, and Grow (Maker Media, 2016)  also has some amazing experiments for kids to do with chemistry. She, however, goes a little more out-of-the box and discusses how kitchen gadgets can be used to make butter makers. She ventures into creating gelatin dots, and even agar noodles (don’t eat those!).

Finally, there is a whole discussion of 3D food printing and she gives you instructions on how to use your name-brand building blocks to make your own 3D food printer! Wow! This one is definitely for the more adventurous chemistry cook in your house. It will provide hours of fun.

After they perform each experiment have them analyze their outcome and discuss what happened. This is exactly what real scientists do. 

Questions could include:

  1. Did you get the outcome you wanted
  2. If not, why do you think this happened
  3. Could you repeat this experiment and get the same result? Why or why not?
  4. How is your result different from another team’s? Explain

By asking questions of your students you can help them to create a model to explain what happened. Perhaps they will end up changing the procedure or adding some requirements of their own, ie. use a hand mixer not a spoon to get a smoother consistency for the product.

 

 

2. Add some Fun Facts to your Experiments

Looking for a way to give your students a little more explanation of chemistry terms, and maybe a little history of the subject? Check out these titles, Explore Solids and Liquids! with 25 great experiments  by Kathleen M. Reilly (Nomad Press, 2014) and Explore Atoms and Molecules! with 25 great experiments by Janet Slingerland (Nomad Press, 2017)  have awesome experiments, but also contain explanations to describe the different parts of chemistry.

They have timelines the show the discovery of important scientific events, and also easy-to-understand definitions of words such as atom, molecule, solid, liquid, gas, states of matter, and mixtures and compounds.

These highly energetic texts and enthusiastic illustrations will grab your student’s attention and the experiments are all easy to do. Just follow the directions and you will have a great time in your classroom or homeschool environment.

After reading this book and doing some of the experiments, have students come up with their own examples of matter, molecules, and solids, liquids and gases. 

  1. Ask them to identify these different parts of matter in the things they see around the room or around their house
  2. Did they come up with something that can be both solid and liquid? How would they classify that?
  3. Discuss the types of conditions that might cause these substances to change from one to another.
  4. What types of evidence do they have to indicate the change

 

3.  Tie Chemistry to Literacy

If you have older students who are ready to learn more about chemistry, have them read The Disappearing Spoon by Sam Kean (Little, Brown BFYR, 2018).  This book gives a lively and interesting history of the scientists who discovered the different elements of the periodic table.

Discovering an element is not as easy or amazing as you might think. In fact, it can be downright dangerous to your health. Ask Marie Curie. Many of these stories are about scientists who defied all odds to come up with a new element or perhaps stumbles upon it accidentally. It is a compelling read for anyone who is interested in becoming a scientist as it gives a behind-the-scenes look at real-life challenges many of the scientists faced.

After reading this book, have your students break up into discussion groups.

  1. Each group can choose a scientist or element and come up with a way to present it to the rest of the class.
  2. Maybe they dress up as the scientist and have them talk about their challenges
  3. Infographics or posters can show their process
  4. Be sure to include the pros and cons of each element (some of them are quite dangerous to humans)
  5. Have them show the element as it is used today (hint: it’s not just a two-letter symbol on a chart)

This is a great way to promote discussion about the periodic table in a place other than the science classroom!

 

Whatever way you choose to introduce chemistry into your classroom or homeschool, remember one thing, HAVE FUN with IT! Students will get enthusiastic about a fun, interactive, presentation and who knows, you may just inspire a future generation of STEM/STEAM careers.

 

****************************

Science ROCKS! And so do Jennifer Swanson’s books. She is the award-winning author of over 35 nonfiction books for kids. Jennifer Swanson’s love of science began when she started a science club in her garage at the age of 7. While no longer working from the garage, you can find Jennifer at her favorite place to explore the world around her. www.JenniferSwansonBooks.com

Back to Top

Promoting Summer Creativity: The Historical Fiction Premise for Middle Graders

By on May 22, 2019   /   For Librarians  

Most middle grade readers will soon have a months-long opportunity to reboot their imaginations after a busy school year. Summer is a great time to offer up creative writing activities to MG readers: through summer programs at the local library, at camps or enrichment workshops, in the homeschool activity center on a rainy day, or as a mid-summer pick-me-up when boredom starts to creep in. Many kids pursue their own writing projects when on break from school, free of classroom guidelines and assessment rubrics… but others might need an idea or two to ignite the creative fire. This post details a writing activity for middle grade readers and writers that has worked well for students in my 5th through 8th grade classes—and it can be adapted for younger or older writers as well.

Your group might include middle graders for whom the task of writing a whole tale is too daunting, along with those who would happily write an entire novel if given the chance, as well as everyone in between. Here is a plan and suggestions for kids of varying interests and language skill levels: Creating historical fiction premises.

Just a cautious word before we proceed: Kids generally don’t want to hear assignment or work while on break from school, and even activity and writing can send up flags of alarm. So take care with the pitch (story crafting, authoring, and premise design are upbeat and interest-piquing descriptions) and the stakes (no grades…no deadlines…sharing aloud is completely optional).

Step One. Explain that a premise is the idea behind a story, without the details or the actual words of the tale. Premises can take lots of shapes, such as the blurb on a paperback, or the inside jacket copy on a hardback. In a short form, writers try to sum up the premise of their story in a logline or “elevator pitch.” A tagline on a movie poster or book trailer can serve as a hint of the story’s premise.

However, a good premise reveals attention-grabbing info about each part necessary for a well-developed story. These parts are the story elements: Plot (Conflict), Character, Setting, Theme, and Point of View. Middle grade readers will be very intrigued at the notion of dreaming up a story idea…without having to write the story itself. (Of course, there’s nothing to stop those interested in penning the actual tale from doing so; it’s summertime, after all!)

Step Two. Provide a quick rundown of the story elements:

Plot (Conflict): Remember, it’s just the idea of a story, so no need to get bogged down in plot details or structure! Just an explanation of the big conflict the main character faces: what’s the problem? How does it worsen?

Character: A brief character design is enough for a premise: age, gender, name, background, occupation or talents; any character traits that are important to the conflict.

Setting: Here’s where you get to add a bit of history! Have writers brainstorm historical events they recall from recent studies, movies, documentaries, or books. Then they can narrow their list, and choose a time, place, and historical event for their premise. This is a great chance to do a bit of searching or use library resources for research, depending on skill and interest level. Let your MG-aged writers know that a historical element can add to (and not limit) speculative genres like sci-fi, fantasy, and action/adventure (examples include The Inquisitor’s Tale by Adam Gidwitz, historical fantasy set in 1242; and several superhero blockbusters in recent years set during historical wartime).

Theme: In language arts classes, students learn about theme topics (“love,” “friendship,” “loyalty,” “pride”) and their more didactic accompanying theme statements (“True friendship can withstand tests over time.”) Simple, one-word theme topics work well for premise design.

Point of View: Remind middle graders that some stories are best told in the “I-voice” and others in 3rd person. As the premise designer, he or she gets to choose.

Step Three: How will your middle graders note their ideas and communicate their creative, original premise? This depends entirely on the size and abilities of your group. A handy activity sheet that you type up for distribution could list the story elements and allow lots of room for writers’ ideas, sketches, lists, and notes; this might be most efficient.  Some writers might prefer to design their premise on blank, oversized paper, sans “worksheet,” keeping in mind the story elements.

Don’t forget that middle graders can also communicate a story premise without writing a single word: they can cut and paste magazine images in a collage to represent each element. Drawings, iMovies, storyboards, and photo-journals all lend themselves to story premise design as well.

Step Four: Middle graders can share the premise aloud to the group, if they would like.

Writing JournalExtensions and adaptations:

  • Pose the premises of popular books or movies and have readers deduce the title. Or, have the readers tell a premise of a popular book or film (without character names or giveaway details) and see if others in the group can guess the work.
  • After a read-aloud session of famous opening lines–and the fun of guessing the book that is opened by it—have middle graders write the opening line of the story for which they have designed a premise.
  • Early finishers can dream up multiple premises while they wait for the group to finish. More methodical writers, ELLs, or anyone who finds the premise-design task too daunting might try focusing on just one or two story elements.
  • Story premises can easily drive drama exercises in the form of scene tableaus, character creation and development, monologue writing, or (if you provide plenty of guidelines) improv activities.

I hope you have fun adapting these ideas for your needs, whether that means a writing workshop of 25 student attendees at a library or camp, or your own child’s picnic blanket afternoons. Thanks for promoting inspiration and creativity in the sunshine of summer.

Back to Top