Sparking Student Motivation: Coaster Creations and Ipads!

Spring Fever has hit the sixth grade here in central Ohio.  Students and teachers alike.  We have had such a terrible winter with snow days galore and a very cold and rainy spring.  Finally, the weather is getting nice and we are all getting a little nuts!  However, we pushed our state testing to the latest possible week this year because we missed so many days which means that we need to stay focused for a few more weeks.  Also, we have another month of school left to keep kids focused.  YIKES!  Our sixth grade students are especially crazy because we have begun the count down for our sixth grade over night camp, and they are VERY excited!  They try to consume every period with questions about camp. 
That said,  I saw the link up at Head Over Heels for Teaching encouraging teachers to share their magic tricks to get students motivated for the end of the year.  There are some awesome ideas on this link up.  I was consumed by them the other night when I was trying to think of something of my own to share.

I always save our kinetic and potential energy unit for the end of the year because we design "roller coasters"  and the students LOVE it!  They don't realize how much they are learning because they are having so much fun.  Additionally, we make a challenge out of the project and let students vote for the best coaster, which they eat up because they love the competition.  This year, I was able to check out our new Ipad cart, so I have been able to incorporate the Ipads into the project which has made it even better.

To begin this project, pairs of students completed a vocabulary charts using Ipads.  I created a blank chart as a template using google drive ( I am loving google drive more and more each day!!!) and then shared it with all of my students.  They were able to open the template, make a copy in their own drive and then edit it to create their charts.  The best part is, when they were finished, they simply shared their charts with me allowing me to grade them.  

**Side note:  We've been talking about how much paper google drive has been saving us in honor of Earth Day last week.**

Although, students were doing a simple vocabulary unit, students were much more engaged simply because they had the opportunity to use the Ipads. 

 

Next, we reviewed vocabulary and then discussed kinetic and potential energy using the Smart Board and students used the Coaster App on the Ipads ($0.99) which plays a roller coaster simulation showing the conversion of kinetic and potential energy throughout the ride.  We discuss the places where kinetic and potential are highest and where the transitions occur.  Students were very interested in the simulations yesterday, and to my surprise paid very close attention to the energy changes that were occurring.

Today, students began using pipe insulation (cut in 1/2) to create their marble coasters.  I gave each group of 4 6 pieces of foam insulation, 4 pieces of tape and one marble and cut them loose with 4 goals: 

 1)  all pieces of the track (insulation) must be used

2)  the track must independently stand (they can tape it to things, but can't be holding it)

3)  the marble must stop on its own after completing all features of the track

4)  they must have at least 1 hill and 1 loop

Here are some pictures from the start of our coaster creations:

Tomorrow, students are finishing their coaster creations and testing them.  They are also going to video their marbles completing the tracks, label potential and kinetic energy along the tracks and snap pictures of their tracks all using the Ipads.  Finally, students will get to vote on the best coasters.  I plan to share how things turn out later in the week.

Be sure to check out all the other great ideas here:

                                                                 

Outfits for Spring- Week 2

Week 2- Improvement!

Faux Leather Jacket:  JC Penny

Shirt:  Target

Pants:  Kohl's

Sandals:  Sam Edelman (6 PM)

Necklace:  Lia Sophia

Watch:  Toy Watch from local Jewelry Store

Bracelet:  Stella and Dot

A "Moonth" of Phases- Lab Activity

Yesterday in science class, we completed a lab activity called A "Moonth" of Phases.  This activity is from our Prentice Hall Science Explorer Textbook, which is a 6-8 textbook and can include some lab activities that are very challenging, and confusing at times, for my sixth graders.  This lab was GREAT!  It was very clear for the students to understand and allowed them to get a very clear picture of each moon phase. 

We used most of the same supplies that we used on our Reasons for the Seasons lab activity several days ago, so it made prep very easy for me, and the students already had an idea of how to use the light bulbs and where to position their foam balls.  This made the activity move very fast, so that students had a lot of time to work on their questions and we still had time for discussion at the end. SCORE!

In groups of three, students recreated each of the 8 phases of the moon using a light bulb, a foam craft ball and a pencil.  One student held the foam ball at arms length in front of the light bulb while the other two stood behind (representing the earth) to observe what the moon looked like.  Below is a picture of position 1, or the new moon.

 

Next, students holding the foam ball turned 45 degrees to their left, creating a waxing crescent (shown below).  Students continued to turn at 45 degree intervals until they completed the circle (they should have stopped at each of the 8 spots).  The third quarter moon is also shown below.

 At each step, students shaded in the circles on their diagrams (shown below) to represent each phase of the moon.

 

The group above turned in the wrong direction, so their chart is backwards.  

However, this led to a great discussion with this group and I believe the 

students have an even better understanding of the concept after realizing their mistake.

The group who's picture is shown above even labeled each phase, 

which was not a requirement.  I was very proud of them!

After completing the activity, students answered several questions regarding the phases of the moon and making models in general and we then discussed the questions, concerns and misconceptions.  Overall, this lab was great, and did not require a ton of prep or supplies.  I was very happy with the outcome!  I think that it helped to solidify the concept of phases of the moon for my students.  I would highly recommend using a similar activity if you are teaching the phases of the moon.

HAPPY EARTH DAY, and a SALE!

Happy Earth Day Everyone!!!!

 

I love Earth Day (and the solstices and equinoxes), anything that allows me to celebrate with my kiddos in science class!  In honor of Earth Day, I am having a SALE in my TpT store until Friday.  Everything is 20% off!  I'm sorry for my tardiness in posting this- I wanted to get it posted first thing this morning, but should have known today would be crazy after Easter break.

Outfits for Spring- Week 1

Week 1:  Epic Fail!
Last week I talked (in this post) about creating some fashionable spring teaching outfits without buying a ton of new clothes.  Lucky for me, I got some hand-me-downs from my sister last week that gave me a good attitude about starting to post some outfits that I put together out of my own closet.
Looking at my first attempt in these pictures, I am not thrilled.  However, I wanted to post them any way so that I can (hopefully) show some progress with wardrobe selections this spring.  I thought that the bright green shirt, fun bracelet and sling back heels would make this suit look more fun, and also appropriate for spring.  However, it still looks really stuffy to me in the pictures  I'm thinking from now on, I will break up the suit and only wear the skirt or the jacket.  What are your thoughts?  I would love some feedback!  Also, pardon the creepy background (I forgot to take a picture at home and remembered during my planning time.  I promise there was no one in there!).

Suit:  Hand-me-down (from Macy's, I believe)

Shirt:  Banana Republic

Shoes:  Steve Madden

Watch:  Bulova

Bracelet:  Stella and Dot

Reasons for the Seasons (Lab Activity)

We started our Astronomy unit last week.  In middle school, astronomy consists learning about the movements of the Earth, Moon and Sun.  Our Ohio Science Standard states "The relative patterns of motion and positions of the Earth, Moon and Sun cause solar and lunar eclipses, tides and phases of the moon."  I really enjoy teaching this unit because there are many hands on demonstrations that we can do in class, and students can make observations on their own (they love doing this) that we can discuss in class.  

We began last week discussing the difference between Earth's Rotation (day vs night) and Earth's Orbit (revolution) around the sun.  By Wednesday, we were talking about Earth's orbit, the tilt of Earth's axis and the seasons.  On Thursday, students completed the lab, Reasons for the Seasons, in which they investigated the question:  How does the tilt of Earth's axis affect the light received by Earth as it revolves around the sun?

They used light bulbs (borrowed from the fifth grade teachers electricity unit supplies), foam balls that I found in our craft closet, toothpicks (I brought from home), protractors (borrowed from our math teacher), rulers, and pencils.

 Side note:   I really love completing lab investigations when I can find all of the supplies I need without spending any money.  

Students drew dots at the top and bottom of the foam balls to represent the poles and line around the center to represent the equator.  Next, they used a pencil to represent the axis and stuck it into the south pole of their foam balls.  They used stacks of books to find the right height for their light bulb sun and then used the protractor to measure a 23.5 degree angle, tilting their foam Earth away from the sun representing winter in the northern hemisphere.  

Next, students stuck a toothpick straight into the model Earth about halfway between the equator and the North Pole.  They observed and recorded the length of the toothpick's shadow in millimeters.  

Students then rotated their model Earth without changing the tilt (this was difficult for them) and recorded how the shadow changed.  After rotating the model Earth back to its original position, students tilted the model 23.5 degrees toward the sun representing summer in the northern hemisphere and recorded the length of the toothpick's shadow.  

While doing this, I asked students to pay close attention to the pattern of light hitting the model Earth.  

They discussed these questions:

1. When it is winter in the Northern Hemisphere, which areas on Earth get the most concentrated light?  Which areas get the most concentrated light when it is summer in the Northern Hemisphere?
2. Compare your observations of how the light hits the area halfway between the equator and the North Pole during winter and during summer.
3. According to your observations, which areas on Earth are consistently coolest?  Which areas are consistently warmest? why?
4. What time of hear will the toothpick's shadow be longest?  When will the shadow be shortest?
5. How are the amounts of heat and light received on Earth related to the angle of the Sun's rays?
6. Use your observations of an Earth-sun model to write an explanation of what causes the seasons.

This activity took an entire (42 minute) class period, but we discussed and shared answers to the questions the following day which was a great transition in to a discussion on the seasons, equinoxes and solstices.  In fact, at the conclusion of our discussion, I had all groups share their answers to question 6, which lead to our next discussion.  

Data Collection- Cycles Test

Last week, my students took a test on Cycles.  This included the water cycle, carbon and oxygen cycles, and the nitrogen cycle.  About a month ago, I talked about data collection in this post.  Collecting and posting data from each test is something new that I have been doing this year to give students an idea of where they stand in relationship to their peers.  I am working to get students to take more ownership of their grades and their school work.  Since this is the first year that I've done this, I've evolved with each test and quiz.  On the last quiz students took, over earthquakes, I showed them the relationship between quiz grades and students who completed the study guide verses students who did not complete the study guide.  I felt that this chart made quite an impact on students.  It really allowed them to see that completing the study guide really would help them in the end.

This time around, I was very happy that many more students completed the study guide for our Cycles test.  Students also showed a huge improvement on test grades in comparison to the earthquakes quiz as well.  I was also really happy about this, because I was able to compare the two graphs side by side for the students.
I added another bar to this graph, because I wanted to show students, not only the importance of completing the study guide, but also of actually taking some time to study the study guide (crazy concept for them!).  On the top of their tests, I had students jot down the number of minutes that they spent studying and I added a third bar to the graph, showing the relationship between grades and students who actually studied.  This third bar may not be perfectly accurate because I simply surveyed students, but I think it gives everyone a good idea.

I shared the graph with students yesterday, and passed tests back so that students could find which "bar" they belong in.  We also discussed this test with our earthquakes quiz, and my students had some really great feedback for me.  They mentioned that we played a review game (I have, Who has? Cycles) which the students really had fun playing and evidently this helped to review the material better than I thought.  When students took the earthquake quiz, we had been in the middle of some terrible weather, so I gave students time to work on the study guide in class instead of assigning it as homework.  Many of them felt that this hurt their grades because they completed their study guides in class and then did not take them home to study.  I was really proud of the great feedback that they were able to give regarding their learning.  I felt like a proud momma all day!  I am curious if anyone else is collecting/charting data for students in their classrooms... I would really love to get some ideas for the end of this year and next year.