Rockets!
The attached PDF includes instructions on how to build a pop rocket launcher and how to assemble the corresponding basic air rocket.
 Rocket Instructions | 189 Kb |
Beanie Baby
Submitted by Julie Thomas, Ph.D.
Objectives and Background
Lesson Objectives
In this lesson, students will observe the process of seed germination. Students can apply germination variables (i.e. light/dark and heat/cold) while they observe development of the root, stem, and leaves. The clear baggie worn around students’ necks enhances the observations.Background Information
A seed contains an embryo or a new plant and food to sustain the developing plant until it can make food of its own. The food storage is called the cotyledon (beans have 2 cotyledons). The outer layer of the seed is called the seed coat. The coat protects the seed which will remain dormant until the moisture and temperature conditions of moisture and temperature are right for the seed to germinate. Water softens the seed coat and makes the seed swell. The embryo begins to grow. Warmth will also encourage seed germination. The embryo will first form a root – it needs to establish roots while it still has food in the seed. Once the root(s) begin to supply needed moisture, the embryo will develop leaves – to enable the process of photosynthesis or food production with the help of the sun. The cotyledon will appear dry, used up. The seed coat will drop off. The leaves will turn green once they begin photosynthesis.NSES
- Science as Inquiry
- Ability to do science inquiry.
- Understanding about science inquiry.
- Life Science
- Characteristics of organisms.
- Life cycles of organisms.
- Organisms and environments
Materials List
- Jewelry bags 2"x3"
- Small pieces of paper towel (2"x3") – or foldable to fit in the bag
- 1-2 Mung bean seeds per student (sprouting seeds from a health food store)
- Pipettes
- Water
- popsicle sticks
- string or yarn
Preparation and Procedure
Advance Preparation
Soak the bean seeds in water for 24 hours prior to this lesson. Cut paper towel squares from brown, school towel rolls (dark background allows good contrast to the developing white plant parts).Procedure
- Direct students to think about the germination “conditions” they want to test.
- Students will fold a paper towel piece to fit it into the baggie. Place 1-2 soaked seeds in the baggie. Use the pipette to add a measured amount of water. Once the towel piece is wet, zip the baggie closed.
- Punch a hole in the top of the zip lock baggie and loop a string (about 36") through the baggie and tie it off (creating a necklace-loop).
- Students will suspend the Beanie Baby around their neck.
Assessment
Students will identify their germination conditions, record observations of the plant development, and answer questions to measure their understanding of the varying conditions (see Student Page).Sources
AIMS Education Foundation (1992). Primarily Plants Student Page | 36 Kb |
| Teacher Page | 33 Kb |
Fitting a Big Head through a Small Card
Can you fit your head through a hole cut in a 3"x5" index card?
Materials
- One 3"x5" index card (have extra on hand just in case)
- Scissors
Procedure
- Fold the index card in half, the long way.
- Cut two slits near the right nad left edges of the card, each prependicular to the fold. THe cuts must come down from the folded half, not up from the unfolded edges. Be sure not to snip off the ends of the paper.
- Cut off the folded edge from slit to slit.
- Then, make about 40 cutes with your scissors. Alternate each cut, first coming down from the folded edge, and then coming up from the unfolded edges. THe cuts should be parallel to the first slits you made.
- Finally, open upt he hole in the card. It should unfold kind of like an accordian. If you did it right, the hole is big enough for you to squeeze through!
| CESI Head Through Card.doc | 37 Kb |
Practice Makes Memories
Courtesy of Baylor College of Medicine - Center for Educational Outreach
Overview and Background
Students Experience how a new motor skill improves with practice
When we are very young, we learn basic skills like walking and reaching to grasp objects. Later, we master more complicated movements, such as writing, playing sports, or dancing. With practices, our performance fo these tasks improves. Such learned movements are stored as motor programs in the cerebellum.
Memories of how to do things are processed and stored in the brain independently of memories about facts, names, places and events. This type of "how-to" memory, called procedural memory, often is difficult to describe in words. (For example, try explaining how to ride a bicycle to someone.) Procedural memories are not restricted to motor programs. Routines, such as shaving after a shower every day, are also believe to be stored in the cerebellum.
Repetition, or learning by doing something voer and over, often is important for making procedural memories. The following activity demonstrates procedural memory formation by challenging students to learn a new physical skill and improve it through practice.
Skills and Concepts
Concepts
- Procedural memory is our memory of how to do things
- The cerebellum is important for storing procedural memories.
- Repetition is important in forming procedural memories.
Science and Math Skills
Observing, Comparing observations, and drawing conclusionsMaterials - Each student will need:
- small unbreakable mirror
- pencil
- copy of Mirror Work student page
Procedure
This activity is best conducted with students working individually or in pairs (to take turns with mirrors), followed by a whole class discussion of observations and results.- Give each student a copy of the Mirror Work student page and a small plastic mirror.
- Direct each student to hold his or her mirror so that the reflection of one of the shapes on the Mirror Work page can be seen easily.
- Instruct students to draw a line between the border lines of each shape as accurately as possible, whil looking ONLY in the mirror. Students may choose the sequence in which they draw the lines on the rest of the shapes.
- Have the students compare their first efforts with their last. Ask, Did it become easier to draw the lines after a few times? Why do you think it became easier? Have you learned a new skill?
- If time permits, allow students to practice their mirror-drawing skills over several days. Have them test their skills again. Ask, Was the mirror-drawing easier this time than the first time you tried it? WHat kind of memory have you formed?
Implicit Memory
Procedural memories fall within a broader category of memories that do not require conscious thought and are difficult to express in words. Other forms of implicit memory include habituation (becoming used to a non-harmful stimulus, such as traffic noise) and sensitization (an increased response to a sharp pain or other disagreeable stimulus).Brain Jogging
Here are more ideas for you and your students to explore:- Name some everyday activities that rely on procedural "how-to" memories.
- What would happen if we were not able to learn and improve our physical skills by practicing? Think of several examples.
- How about skills like being a drummer? Do you think that takes practice? How about skills like playing video games?
| MirrorWork.pdf | 22 Kb |
How to Make a Paper Flyer
Materials
- sheet of paper (8 1/2 x 11 in.)
- pencil or pen
- colored pencils
- crayons or markers
- ruler
- clear tape
Making the Flyer
- Lay the paper in front of you vertically on the table
- Use the ruler and a pencil to draw a line across the paper, three inches from the top.
- Fold the bottom edge of the paper up to the pencil line and crease the paper on the fold.
- Fold the bottom edge of the paper up to the pencil line a second time and crease the paper on the fold.
- Fold the bottom each of the paper up to the pencil line a third time and crease the paper on the fold.
- You should have a piece of paper with a thick band of folded paper at the bottom. This thick band should be about 1-inch tall.
- Flip the paper over. Hold the thick band of folded paper together so that it stays "closed." Carefully rub the entire sheet of paper against the edge of a table. Do this several times. This will strengthen the creases on the folded band. It will also give the whole sheet of paper a slight curve.
- Lay the paper down so that the thick band is face down on the table. Use colored pencils, crayons, ore markers to decorate the side that is facing you.
- Stand the paper up vertically with the thick band at the top. The thick band also should be facing you.
- Bring the edge of the paper together to form a cylinder. Gently slide on band inside of the other band.
- Tape the seam shut.
- To sail your flyer, hold it at the bottom, between your thumb and fingers with the "band" end facing away from you. Throw it overhead, like a football.