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.

Discounts & Markups

Of course when teaching percents and decimals, a major application is discounts and markups.  Although students see sales and discounts daily, many of them do not know how to calculate them.  I put a lot of focus on this lesson because it is such a practical skill that students will use for the rest of their lives.  This year, I borrowed an idea I found on Pinterest, which of course I cannot find now.
 Students had to create their own store and make an advertisement for five products.  On their advertisement they were required to list the product, a picture, an original selling price, and a discount (in the form of a percent).  In addition to their advertisement, they needed to provide an answer key with the new sale prices based on the discounts.  The next day, I hung up their advertisements and during class they got to "shop."  They filled out a sheet of their purchases on which they calculated how much money they saved.  The students liked this even more than I expected and were engaged for the entire activity.  I will definitely be doing this activity again!

Common Core Math Standards:

7.RP.2.c Represent proportional relationships by equations.

Electrical Circuits & Jitterbugs

Eighth graders have been studying electricity and for the first time, I have the material (very few) to have student create their own series and parallel circuits.  First the class watched a video about how they are set up and the differences between the two.  Then, after being assigned a reading, students worked in a small group to build their own series and parallel circuits.  This made it so much more meaningful for the students.

Now, we are working on Jitterbugs.  I will post the link to the lesson plan and of course post pictures of our final products!

The Jitterbugs went well this year; this class was very creative.  The only thing was this year we used motors with wires and leads already connected.  At first I thought this would be a good thing because students wouldn't have to strip the wires of the alligator clips.  However, it was not a good thing when it came to our Jitterbug competition.  After all the Jitterbugs were completed, we had a contest to see which bug jittered the longest, farthest, etc.  Since these Jitterbugs didn't have the clips to simply clip on  and off the motor, students had to tape the leads onto the batteries.  This was not ideal, but the competition went well and the kids enjoyed it!  Here is the link I used to help with this project: Jitterbugs

Scale Drawing

I am currently teaching one of my favorite chapters in pre-algebra.  It is all about proportions and part of that is scale drawings.  Each year I teach this, I truly feel like I teach it better and more clearly.  It really is amazing to step back and watch yourself grow as a teacher.  Anyways, this year I wanted to have students make their own scale drawing.  At first I considered having students create a scale drawing of a buildings in this Chicago skyline which would then be displayed outside my classroom.  However, after more thought I concluded it would be hard to make the buildings look as realistic as I would have wanted.   So instead, I thought I would incorporate a piece of art.  I went with this idea because I do have an interest in art and because I try to expose my students to it as much as possible since we no longer have an art teacher.  Anyways, I chose Composition A by Piet Mondrian.  As a class, we assessed the amount of space we had for our artwork and determined a starting ratio for our proportion.  From there,  I had students work in groups to draw a set of rectangles according to our first ratio.  I would definitely do this project again!  Here is the final product :)

Common Core Math Standards:

Analyze proportional relationships and use them to solve real-world and mathematical problems.

2.  Recognize and represent proportional relationships between quantities.

Objectives:

Students will:

-identify Piet Mondrian's artwork 

-determine the new size of part of the artwork using proportions

Assessment:

Students were assessed based on the accuracy of their calculations.

Christmas Festivities!!

Christmas is such a hectic time, but luckily I was able to have some fun with it and be thankful for all the opportunities I've been given!  Here are some pictures of our holiday celebrations!

 Finger-paint Light Strands....so much fun and super easy!!

Gift Bags for my students in math club!

Pop-up cards and angel ornaments for our 2nd grade buddies.  Ideas taken from Pinterest :)

Angel Ornaments Link

Gift Bags for my homeroom filled with candy, pencils, and glow sticks for the new year!

Letters to Santa

With teaching middle school, the magic of Santa is somewhat lost.  However, this year I came across a post (unfortunately, I do not remember where) that shared a lesson plan about writing letters to Santa from the perspective of a villain.  I thought it would be a perfect creative/persuasive writing assignment and I could also use it to teach students how to write a business letter.  So first of all, I had student select a villain of their choice.  Next, they had to brainstorm ideas why their villain would be worthy of a Christmas present this year.  From there, I told students they would be writing a letter to Santa asking for a Christmas present through the point of view of their villain.  The kids loved this and had so much fun thinking of reasons why their character was worthy.  I loved that my students had the chance to be creative and at the same time were learning how to write a business letter with a clear purpose.  The results were great and very amusing the read.  Here are some examples:

Common Core Writing Standards:

1.  Write arguments to support claims with clear reasons and relevant evidence.
      a.  Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

4.  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Objectives:

Students will:

-write a business letter 

-create arguments that support the worthiness of their villain

-organize ideas to fit the format of a business letter

Assessment:

Students were assessed based on the final draft of their business letter.  They were evaluated on the format of the business letter, ability to maintain a formal tone, and the quality of their persuasive reasons provided in the letter.