My Classroom & Science Lab

Lung Models

As we study the respiratory system, the movement of the diaphragm can be confusing for students.  This year, I decided to make a model with them using a cup, balloons, and straws.  We built the models together and they worked in pairs to determine which organ was represented by each part of the model. After the models were labeled, I taught students how to use them.  Each time your diaphragm contracts, it gives your lungs more space to expand and fill with air.  This can be seen as you pull the stretched balloon down and the lungs fill up with air.  These models gave students a visual to help them understand how the diaphragm works.  Next time I make these models with students, I will try to plug the top opening with clay.  In some models, the cut at the top of the cup was too large so the lungs did not fill up with enough air to clearly see it.

Barometers

In the sixth grade science, we just wrapped up out chapter on the atmosphere.  As part of that chapter, we focused on altitude, density of air, and air pressure.  We learned that a barometer can be used to measure the air pressure.  Students worked in small groups to build a model mercury barometer.  They used a 1 liter bottle, water, a pipet, and clay.  Students filled the bottle half way with water and put the pipet in enough to touch the water, but not the bottom of the bottle.  Then they secured the pipet while plugging the bottle with clay.  To simulate air pressure, students lightly squeezed the bottle.  As they did, the water level rose just like the mercury would in a barometer.

Life of an Oxygen Molecule

This year I have a really great group of writers.  Many of them love creative writing especially when they can incorporate dialogue!  I try to take advantage of this whenever I can.  As we studied the respiratory system in science, we talked about how oxygen moves through your body and how the respiratory system works closely with circulatory system.  To assess their understanding, student personified an oxygen molecule and wrote a short story about its journey through the body.  I gave them a list of words that must be included to help guide their story.

Illinois State Learning Standards:
12.A.4b. Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis, and reproduction.

Floatin' Boats

Eighth grade students had the opportunity to build boats out of tin foil, straws, and tape.  After their boats were completed, they added pennies to see how much weight their boats could hold.  Next time I do this activity, I will give students less tin foil because some boats were very successful and we almost ran out of pennies!  This activity really helped students understand how density, buoyancy, and surface area affect an object's ability to float.  You might notice that one boat has a balloon inside it.  A couple groups wanted to model their boat off canoes.  We discussed how some canoes have hollow areas to help it float.

The Heart and Blood Flow

Personally, I think understanding the flow of blood can be very challenging for students especially when they are just learning the parts of the heart.  To introduce the parts of the heart, I create a bulletin board display in my classroom.  Students label the parts of the heart with a wet erase marker.  Then we use the diagram to draw arrows that indicate the pathway of blood flow.  We also add facts about each side of the heart.  I like using the bulletin board because students can always look and refer to it.

Illinois State Standards:
12.A.4b.  Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis, and reproduction.

What's a meter squared?

I tutor 4th, 6th, 7th, and 8th grade students in math.  As I was working with my sixth graders on area, it became clear to me that they did not actually understand what one meter squared was.  To them it was just a unit, a letter with an exponent.  At that point I took out a meter stick and a piece of chalk.  I explained to them that a meter squared was simply a square that was a meter long on each side.  So I had them take the meter stick and the piece of chalk and begin to draw a squared meter on my classroom floor.  From there, I had the students estimate the area of my classroom is squared meters.  In this short tutoring session, it became clear how important visuals and hands on activities are for students. It makes their learning experience much more meaningful.