|Thread title||Replies||Last modified|
|Final edits||0||18:19, 11 February 2009|
|Snow substitute||0||21:21, 16 January 2009|
This looks good. I love the simplicity of the approach. Anything involving snow appeals to VT kids, and the connection to roads and road salt is also valuable. And what a cheap idea with excellent results!
Most important: You need photographs. And your handout needs a caption:
Group materials[edit | edit source]
Mark the specific materials with an astrix, and add a foot note explaining that almost any granular material can be tested.
Suggest jars as cheap alternatives to beakers; glass jars might work better because the nail will make a satisfying clink once the snow melts.
==Handouts==. Add a caption (see above)
==Description of activity==: I think it is important to mention that the nail should go point down into the snow. Otherwise you risk having the nail balance indefinitely on it's own head.
==inclass activities== In a full classroom situation one could allow student groups to select from a group of available materials or bring (safe) materials in from home (no black powder please).
There is a lot of white space. Cut that back and turn it into a bullet list (place a single astrix at the beginning of each line).
==Hypotheses, correct/incorrect etc==. I think it is better to discuss hypotheses in terms of being supported or rejected. Incorrect too easily equates with wrong, and a child's hypothesis is never wrong. We should emphasize that correctly rejecting a hypothesis is successful science (it's a little tough for many professionals, let alone a first grader, but worth establishing early).
17:58, 11 February 2009 (UTC)