Past projects 4
Spectroscopes: Hands-On Astronomy Exploration
Funded Sep 15, 2017My students used the spectroscopes and light sources as part of studying evidence for the Big Bang Theory. The first lab done with the spectroscopes was a simple one where students compared the spectral lines (patterns) of different light sources. It is difficult to use most astronomy tools to observe stars so using spectroscopes are a great opportunity for my students to experience science similar to that performed by astronomers.
We had a really great experience looking at the different elements in the element tubes with the spectroscopes. It led to a great discussion. I was thrilled when some of my students who struggle to find an interest in science asked some really good questions about how the element tubes work. We were able to make some good connections between this topic as well as the basic of atoms and the basics of light. Instead of me leading the discussion, my students were interested enough to lead the discussion themselves and seek knowledge. This was awesome!
We also introduced a topic that we will cover more down the road which is how scientists know which elements are present on planets far away. We will use the spectroscopes again in a different lab where we further compare the elements necessary for life and discuss the possibility of life on other planets. Thank you so much for your contribution! It has made a wonderful difference in my classroom!”
With gratitude,
Ms. Morris
Help Bring Science to Life Through Classroom Magazines!
Funded Aug 3, 2017We have loved the classroom magazines so far! As a school, we have a goal to increase our school-wide reading proficiency by 10% through a variety of methods. In general, my students struggle to find interest in reading. Using ScienceWorld is helpful because it makes it easy to spark student interest.
We use the magazines in a variety of ways. One pattern I often use is to watch the video, read the article, complete the worksheet, and then discuss. What this means is that we watch the video provided by ScienceWorld as a class or individually because it is a format that most students enjoy. Once they see that the article is interesting, most students are willing to read the article. Then they complete the worksheet (provided by ScienceWorld or myself) to show that they understood what they read. We follow up by discussing what we learned and/or found interesting. In choosing articles, we either read articles that connect to a specific standard or students are able to choose articles that interest them. It just depends on the needs of the classroom at the time.
So far, students seem to be enjoying the magazines. It has been wonderful seeing students browsing them and sharing what they are learning with their neighbors and/or me. The current events and relevant topics are also helping to make our science curriculum more interesting. Thank you so much for your help in purchasing these magazines!”
With gratitude,
Ms. Morris
This classroom project was brought to life by Tom's of Maine and one other donor.Calculators: Calculate to Relate!
Funded Jul 23, 2017Thank you so much for helping us purchase a class set of calculators! In my science classes, we learn that "math is the language of science" meaning that it is through mathematics that we are able to truly communicate what scientific findings. We use it as we collect numerical data and present that data in the form of tables and graphs. We use it as we use formulas that represent how things in nature work. However, as important as it is to use math in our science, it's also important to have tools to simplify the math. Calculators are the key tool to making the math easier and more useful.
For a variety of reasons, my students struggle with math. Having calculators in the classroom that are identical (and not on a cell phone) makes it easier to walk them through the basic algebraic equations that we use in class. This process allows me to demonstrate a problem to the whole class, then we are able to practice in small groups, and gradually everyone is able to correctly use the calculator. As my students (who often have low grades in math) successfully accomplish a math problem, they feel more capable of doing it again. This helps them get excited about their learning.
When my students and I talked about whether or not we enjoy doing math, most students said they don't enjoy it. When I mentioned that we could be trying to do math without calculators, my students really responded with enthusiasm and gratitude for not being required to do math in their heads. They were thrilled to have such a useful tool and responded with some fantastic thank you notes which I loved reading.
We have already used them in science to help us understand data as well as in graphing purposes. Since they are hanging in my classroom, my students are also able to use them outside their class period before school, after school, and during our study hall periods on classwork for my class or for work for other classes. It has been wonderful having kids ask about a math problem and being able to remind them about the calculators and watch them use them to solve their problem. These are great kids and I'm so grateful that they have the tools to help them succeed. Thank you so much for your donations!”
With gratitude,
Ms. Morris
This classroom project was brought to life by Wells Fargo, Utah and 5 other donors.Classroom Scissors!
Funded Oct 11, 2016We are so grateful for these scissors! I'm sorry there aren't faces to show you the smiles in the pictures (we had some trouble getting permission slips back) but my students and I have been beaming every time we use them.
One of my favorite moments was when one of my students picked up one of the scissors and said, "These are nice scissors!" Currently we are using the scissors as we build models to show changes that happen at the boundaries of tectonic plates. In reference to the tiny scissors they used in their science classes last year, a student exclaimed, "It would be hard to cut cardboard with those!" They were thrilled to have these new, adult-sized scissors to use.
Some other ways we have used the scissors has been to cut out letters from newspapers for our microscope lab, cutting out strips for our seafloor spreading models, and various other day-to-day tasks. As we move into the near future, these scissors will be used as we make DNA models as well as in a protein synthesis simulation. We will also have a variety of models, labs, booklets, and other activities that require the use of scissors.”
With gratitude,
Ms. Morris