The activities described in the last month blog related to making comparisons between two objects by using balance remained to be done in April (Investigation 1: Solids).
Next, students will conduct experiments that will provide evidence that vibrating materials can make sound and that sound can make materials vibrate. They will make kazoos, musical cups of different sizes to see how the pitch of sound changes. Also, they will use a pluck-a-cup strummer and discover how many different sounds they can produce by plucking it.
The probe “Rubber Band Box” will reveal what do students think about the thickness of the rubber bands in the relationship to the pitch of the sound (claim). They will also collect evidence by using (testing) rubber band boxes (three rubber bands of different thickness attached to a box).
The students of grade 2 will continue Investigation 1: Balance (Unit “Forces and Motion”). They still need to work on the beam balance discoveries. They will apply their knowledge from the beam balance discoveries to plan and construct a mobile that will need to have four beams (straws will be used as beams), four fulcrums, and ten weights (geometric shapes made from construction paper attached to different length of the paper clip chains).
They will learn about Alexander Calder, a famous artist of the 20th century, who was called a mobile man due to his idea of making structures that move in the air freely and are balanced at the same time.
The students will finish Investigation 4: The Third Degree. It is the part that deals only with physical and chemical change of matter.
The next unit will be Physics of Sound. This unit will start with Investigation 1: Dropping In. During this investigation, the students will explore their ability to discriminate sounds. They will listen to sounds made by objects dropped into a drop chamber and attempt to identify each object from its sound. They will develop a code by assigning letters of the alphabet to a selection of objects. Using this sound code, the students will send messages to one another by dropping a series of objects into the drop chamber.
Also, they will explore the production of sound with an electronic generator, and two other sound instruments (one of the sound instruments will be a tuning fork).
Through these (experimentations) explorations, the students will look for vibrations at the sound source, identify sound receivers, and compare sound volume to vibration intensity. They will learn that sounds can convey information to humans in codes, warning signals, and music.
The students will continue Unit: Electricity and Magnetism with the Investigation 2: Advanced Connections. They will construct circuits that can run more than one component. They will build series and parallel circuits with two bulbs or two batteries with or without a switch. They will observe differences between series and parallel circuits. They will be able to determine which circuit is better to use in a flashlight. They will organize data to support judgments about the advantages of series or parallel circuits.
They will try to solve the String-of-Lights Problem which asks students which design is better for manufacturing long strings of tree lights—series or parallel. They will put their knowledge of series and parallel circuits to work and solve customer complaints, making recommendations for manufacturing guidelines.
The students will do few probes (argumentation in science) related to building different circuits in the relationship to the brightness of the lightbulbs.
Reminder for Students of Grades 3 and 4
The Science Fair Project Proposal for Grade 3 due on Wednesday, April 11, 2018 and for Grade 4 on Friday, April 13, 2018.
The sheets for writing the proposal are in the packet that was distributed to the students in the beginning of February 2018.