Learning In The Light

We are coming near the end of our study of Light and look forward to investigating Sound in the next few months.   So far we have learned that light is energy that we can see and there are two types of light: natural (sun, northern lights, lightning, etc.) and artificial (light bulbs, TV, street lamps, etc.).   Through various activities we came to understand that light travels in straight lines and behaves in different ways in different materials.  Light can be absorbed, reflected, or transmitted depending on whether or not an object is transparent, translucent, or opaque.   Talk to your children about these terms and listen to what they are able to tell you.  I believe you will be surprised with their knowledge!

This afternoon we capitalized on the beautiful sunshine we had and went outside to examine what colours could be seen in bubbles.

As we observed the bubbles, we could see the colours of the rainbow - RED - ORANGE - YELLOW - GREEN - BLUE - INDIGO - VIOLET (although some scientists do not include indigo).   With some explanation, the students were able to understand why we saw rainbows in the bubbles.   When the "white light" from the sun strikes the surface of the bubble, it is refracted and the light is split into the various colours of the rainbow.   This is the same reason why we see rainbows when we shine a light on the back of a CD.

Learning from Shadows

We continue to learn about light...  yesterday we investigated the properties of light.   We conducted an experiment with a flashlight and 4 index cards.   We were so engaged in action, that I forgot to take a photo.   We observed light traveling in a straight line through the index cards.   The cards had holes in their centres and each card was placed in a straight line 10cm apart - we shined the flashlight at the centre hole and observed where the beam went.  The light beam was made more visible when we misted the cards with water... we could actually see the light beam shinning in a straight line!!!

Immediately following the experiment, we headed outside.   I asked the students to dance, run and have fun with their shadows!!!  After several minutes of play, we discussed our shadows.

Where do shadows come from?

Are they always the same size?

If we stood still, would our shadow move?

Why can't we see our shadows at night or on a really cloudy day?

Does everything have a shadow?

We discovered that our bodies block the sun's light.  When we block the light we create a shadow.  Depending on where the sun is positioned in the sky, our shadow will move around us.  

It was a wonderful way to say good bye to a week of engaged learning and hello to a weekend of beautiful weather!

Seeing the light!

Yesterday our class had Micron Mark, a scientist from High Tech High Touch, Science Made Fun visit our class.   Together we explored and participated in experiments about light... which we learned that scientist call Optics!

Through water and dish soap the students
were able to see how light could be
refracted (bent.)   The light caused the colours
 to separate into the rainbow.

Observing!!!

With flashlights and prisms we could see how
when light is bent, the colours produced are
always ordered the same...
R O Y G B I V

The students loved wearing the 3-D glasses.   They allowed
us to see refraction in action.

Did you know that the colour white is
actually made up of all the colour in the
rainbow?

Micron Mark demonstrated that although light
travels in a straight line, it could be reflected and
bounced depending on where you aimed the
light beam.

The students also used mirrors and lens to
bounce light (also know as reflection!).

Making rainbows with glow sticks and
black tape!

Looking for colours...

Classroom Easter Egg Fun

Thursday Division 5 spent doing "Egg-sellent" activities!   Together the students worked cooperatively in groups to discover how to determine whether an egg was hard-boiled or not.

Smelling

Spinning/Observing

Shaking/Listening

Next, we took our eggs outside and played with the strength of an oval.   I instructed the students to use one hand only, and squeeze the egg as hard as they could ~ but they had to apply equal pressure all around (example: don't just press hard with your thumb).   The students were shocked that they could not break the eggs, as we all know eggshells are pretty fragile little things.   But when you squeeze an egg in your hand (all rings must be off), its' strength is amazing.   The strength of an egg lies in its shape.   If you took a sharp object to the side of an egg, it puts pressure on the thin shell and easily breaks it.  But squeezing it directs pressure into the egg, so that it compresses along, not across the shell.

In our structures unit last term, we learned that architects and engineers have used smooth curves, known as arches, to support the weight of structures for centuries.   An arch directs pressure so that it compresses (squeezes) the building material.  An egg is really and amazing piece of natural engineering.

We ended the day, celebrating Easter with jellybeans.   I decided to let the students demonstrate their understanding of a "fair share" or "fractions of a group".  I gave each small group a handful of jellybeans and asked them to figure out how to share them equally amongst each other.   When the task was completed we discussed how the lesson was related to both fractions and division.  Math with food is always full of enthusiasm!

Lego Reflection Logs

We have one more week of serious (but FUN!) inquiry based learning, using WeDo Lego Robotics and its' accompanying software to learn about the big ideas around scientific processes .   Through use the Lego Robotics/laptops as tools, the students have discovered through their own actions, answers to one of our essential questions; What do good scientist do?

Below is an exceptional response from one of my students.

21st Century Learning Is HERE

Last night I attended an information session given by District Principal Stephen Wiffin and Principal David Truss from Coquitlam, School District #43.   Together they shared their vision and plans for The Inquiry Hub, a new high school set to open in September.

As I listened to the descriptions on how this school plans to create passionate, life long learners through inquiry based learning, as well as through technology, I felt the excitement of a child opening a much wanted Christmas present on Christmas morning.

The Inquiry Hub differs from simply taking online classes.  Instead, students will be required to be at school for 'typical' hours yet to be determined and will work both independently and collaboratively with other students within the school hub and around the world, supported by their teachers who will guide them in their personal inquiries.  The teachers will assist the students to use technology as a tool for learning through various avenues such as personal learning networks.    

For a long time I have felt that our Educational Paradigm is changing.   We are continually being told from employers that they are seeking to hire people with 21st century learning skills.  When I viewed the new BC Education Plan a few months ago, it discusses how the world is changing and how education needs to keep pace.   In a rapidly changing society, educators have the difficult and complex task of preparing students for the future; a world none of us can truly envision.  Although excited with the BC Education Plan, I wondered how we would arrive at accomplishing this massive feat.   Many educators believe in 21st century education but have wondered how it would look at the school level, as it would certainly require some big changes.  My accolades go out to the Inquiry Hub team, because as they work collaboratively with researchers from SFU, the Ministry of Education and others in designing this program, we will undoubtably be able to learn from them.

I thought is was aptly put when a member of the audience referred to Mr Wiffin and Mr. Truss as "pioneers of 21st Century Education in BC".  I would agree!  21st Century Education is here and it is exciting!

WeDo Lego Inquiry Based Learning Update #5

Today the students built alligators.   Similar to the dancing birds, they used gears, pulleys, and belts.  But today the students were asked to add a motion sensor.   The students were challenged to include the sensor on their alligator structures and to add the sensor block to their computer program.

Most of the students had no difficulty building the alligators.   When it came to programming the software they felt much more challenged.   Several students thought that they had "done it" when they were able to get the mouth of the alligator to go up and down.   What they didn't realize was that they had missed the key component, the sensor block.   They had no problems getting the alligators mouth to move using loop blocks and the start key but it took much more critical thinking to get the motion sensor to activate the motions of the alligator.   Only one group accomplished the task!   We were very proud of how the students asked great questions, learned from each other and persevered.

WeDo Lego Inquiry Based Project Update #4

Today we focused on the programming aspect of the WeDo Lego kits.   Prior to beginning the lesson, we gave the students some information about a few key programming blocks and then set the challenge.  Something that caught my eye as I was circulating, was one of my students was taking notes on a small notepad.  Never have I asked the children to take notes... generally they just listen.   When I asked this little girl what she was doing, she replied "I am taking notes like a good scientist.  It will help me remember the steps!"   My heart did a happy dance!  This is what is all about...  She is was deeply connecting to the big idea of this unit!  The Lego is just a tool that we are using to discover what makes a great scientist!

The challenge for today was to rebuild the dancing birds and program them to include a recorded sound, have a background picture and caption.  Above is an example, although it is missing a personally recorded sound.  We concluded the lesson with "sharing out".  One student shared that she had a "problem" getting the loop programming block to work when she put it over two different blocks, a move this way, and a move that way block.   As we helped her to understand why she had this program, we pointed out to her that "problems" aren't really bad things.   They are in fact, great opportunities to learn something new!

WeDo Lego Inquiry Based Project Update #3

We began today's lesson reviewing what we have learnt so far... see above chart.

Next we challenged the students to:

• build 2 signs welcoming visitors to the PNE
• both signs must move in opposite directions
• each sign must move at a different speed

We also added that they could 'think outside the box' and design their creation any way they wanted.

I was very surprised by how few students decided to take what I perceived to be a simpler route, which would have been to recreate the dancing birds from last week, but instead of a creating birds they would tape signs to where the birds would have gone.  Instead, most students went about designing new structures.  Initially I worried that they hadn't made the connection between the two tasks being similar, but after observing their engagement with the task,  I realized that the motivated to create an original structure to meet the requirements of the challenge was far higher than simply meeting the challenge.

Here are some samples of their creations.   The creations were amazing!  Only a few met the full criteria of the challenge but in trying new ideas the students took risks and learned about different Lego pieces and how they affected change.

Lego Reflection Log Books #2

Below are some samples of students reflection on their learning through the WeDo Lego projects.

Predictions were recorded

Results (data) was recorded and next week the students will be challenged to take their knowledge of pulleys and belts and transfer and apply it to a different Lego structure they will asked to build.

WeDo Lego Inquiry Based Learning Update #2

This week we continued to explore what good scientist do through the Lego kits (our tools).   Again, I assigned the students the task of building the dancing birds once, but I challenged them to explore the pulleys and belts to see if they could get their birds to turn in opposite directions and speed up the rotation of the birds.  Initially I showed them some examples and had them make predictions on chart paper about how the changes in the pulleys and belts would affect the dancing birds.

Next they went to work building and investigating and discussing what they were learning.  

Although the students discovered that they could program the birds to make noises last week, this week they were even more excited when they realised that there was more than one sound they could program. After everything was put away, they recorded their data in their Lego reflection log books which I will post soon but unfortunately I mistakenly left these at school!  Stay tuned for their reflections...

Building Bridges

This week we continued our study of structures.  I challenged the students to work in pairs to build bridges using only 2 blocks and a piece of 8 1/2 x 11 white paper.   They were not allowed to use tape or glue.   

The students investigated and built several different bridges over a 15 - 20 minute time frame.   Later they recorded the bridges they designed and what they came to know through this lesson regarding distances between their blocks and thickness of the paper.

I was very pleased with the dispositions the students displayed when their bridges didn't work as planned.

WeDo Lego INQUIRY BASED Term Project

Today Division 5 began working with the WeDo Lego Kits to begin an Inquiry-Based Project that we will be working on this term.

Ms. Garcia, a curriculum coordinator at the district level came and spent the afternoon with us and together with the students in Division 5 and myself, we began working with the Lego kits, using these tools to help us understand our essential question, which is:

What do good scientists do?

We kicked off the lesson reading the book What is a Scientist? by Barbara Lehn.

Soon after, the students quickly got to work in partners building "dancing birds". They followed a step-by-step guide booklet.

The students were excited, yet very focussed.  In a matter of minutes, they had cooperatively built their ducks.  Students persevered through problems and sought out advice from other groups.

Once they finished building, they connected their lego dancing birds to the laptops and began using the WeDo Lego software to program the birds to move and chirp.

When asked what the most important thing they learned during the lesson, students replied:

"How to make lego move using computers!" and "I learned how to program the lego bird with programming blocks".

It was amazing to witness the student's discoveries.   One student discovered that when he placed a repeat programming block over top of a motor that way block, he could switch the direction of movement of the lego bird... something unknown even to us, his teachers.

What the students learned was that energy changes from electrical (the computer and motor) to mechanical (physical movement of the gears, pulleys and belts, and axles).

More importantly, they began to explore what makes a good scientist through engaging with the lego in scientific ways.   They demonstrated many important scientific skills that we will explore and discuss further into this unit.  Today they showed their ability to

• perservere
• risk take
• attend to something with enthusiasm
• predict
• learn from mistakes (having to take apart and remake their birds)

I look forward to tomorrow when we will work on our Lego Reflection Logs!