Animals in the classroom? Yep. We had visitors with fur and scales. Science Alive brought some friendly animals. We pet the worlds softest animal: the Chinchilla. Some of us were persuaded to handle a reptile with no legs. I definitely enjoyed watching the delight and intrigue on kids faces as they saw and touched these animals.
These second graders finished their unit of study on Balance and Motion. I thought I would have them share their thinking. Please leave a comment or question for them. We will answer questions on this topic.
When you put the ball on a track to go down and you put it higher, it goes way faster–Isabella
On the ramp, when you tape the penny to the cups, the cup will stop moving quicker–Caleb.
When we used the tops, when we spun it, the smaller one didn’t go as well as the big one. –Krista
You need a force to make something move or stop something from moving. When we pulled the string of the zoomer over and over, it went faster and faster.–Peri
The axle that that has a small and large wheel, goes in circles.–Micah
Spheres can roll in any way they want and the track they are on will decide which way they will go. –Taylor
When we were rolling the cups down the ramp, I saw that when the penny-side hit the bottom, it made a lump.–Ariyanna
I learned that you must have counterweights for something to be in a stable position.–Keegan
When we did the twirlers, when you dropped it, it spun because the air was pushing on the wing.–Carter
The sphere has all round faces to roll down a ramp. P.S. Don’t enter a sphere in a balance contest.–Abby
The axle that has half big and half small goes in a circle–Gwendolyn
When the force starts the spinning, I learned that air is pushing the twirler.–Mallory
When I was using the marbles on the track, I was able to put two curves in a row and tested int t. I put the marble on. It wethrough both curves.–Ermal
One thing that you need to start the twirler, you need to drop it and then the force of air will spin it. –Zane
When the cups rolled, the penny just stopped, going and stopped. It was stopping and going.–Alex
Second graders have been investigating the motion of objects that roll. With two cups taped together, the rim of each cup acted like a wheel as students rolled them down a ramp. Rolling is one more motion they can add to their list of experiences.
After they saw how the cups rolled, a penny was taped to the side of the cup. Students observed that the cups no longer rolled smoothly. If the penny started in the down position, it acted like a brake and kept the cup from rolling. If the penny started in the top position, it made the cup roll in a bumpy way.
Have you ever had ice build up in the rim of your car? It makes your ride very bumpy. This is the same phenomenon. Kids observed this irregular rolling motion.
We may have some future roller coaster engineers in our midst. Students also explored how spheres roll. Using a marble on a foam track, they discovered that they can make the marble roll faster by increasing the slope of the track. They even made the marble roll through a loop.
Can you balance a pencil on its tip? Second Grade Students took on this task and struggled to balance a pencil by the tip on a craft stick. This took a lot of adjustment and investigation, but many students did it. They used clothespins as counterweights. They attached these to a wire which they wrapped around the pencil.
What do you notice about where the counterweights (clothespins) are placed? They are below the balance point. Each counterweight is on one side of the craft stick.
Is the pencil standing up straight? Could the system be adjusted to allow the pencil to be straight up?
Leave a reply with your thoughts about how to make the pencil stand straight up. What would you tell our second grade scientists?
In second grade science, students made predictions about which systems would be stable. They tested their predictions with a partner and recorded their results.
I asked some questions about what they learned:
How do you know if a system is stable or not?
If your object is wobbling and it almost falls over, it is unstable. If you put the counterweights on and it falls right away, it is unstable. –Peri.
If it is stable, it is not falling down. –Ermal
Where do the counterweights have to be to keep the system stable?
If you were doing one of these shapes, you would put the couterweights on the bottom.–Krista
I noticed…All the ones that are unstable, have the clothespins on the top. All the ones that are stable have counterweights on the bottom.–Gwendolyn
Every shape that is unstable because one side is way bigger than the other.–Isabella
My second grade scientists testing their systems:
Date: October 25
Title: The Aurora county All Stars
Skill: Making inferences
From the book: House kept throwing the ball harder and harder. Everyone was telling him to stop.
My response: The kids are worried that he will hurt his arm and not be able to play the game.
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Visit the Edublogs challenge page to learn more about the blogging challenge for the week. Remember: Our blogging should be smart, safe and spelled correctly (S3). Don’t forget your attribution (Give credit to someone else’s pictures, etc.)
Attribution: image by Daniel*1977