The 4th and 5th grade classes were treated to a science show by SABIC. Below are some pictures of the event!
This past summer, I was able to get two MIP robots. They are basic robots that can be programmed using an app. The students have started taking turns with the robots- trying to transfer their Code.org skills to have the real robots do the same tasks with polygons. (The robots aren't very accurate with their measurements, so there is a lot of trial-and-error!) Everyone will have a chance in the coming weeks. (Fun Fact: We were able to use the robots in class thanks to a DonorsChoose donation of an iPad!) The students have science standards related to computer science, algorithms, and block coding. We started learning the skills early in the year so that we can use them for other activities. Some activities are called "unplugged" coding, because it uses computer programming skill foundations without actually using a computer. We use Code.org to learn the basics in class. (They can use this any time at home, too.) After they were familiar with block coding, we used it to explore polygons in Math class. They were given challenges to draw various polygons. We also learned how to use loops and other extra blocks to make designs with repeating polygons.
Task: Create a design using the 10 pattern blocks. Without looking in each other's workspace, explain using WORDS ONLY how to create the same design. Sounds easy, right?? The students found out it's much harder than you would expect! It is a great way to practice communication skills.
After a day of practice with protractors, students were given a day to practice with compasses and drawing circles. The "traditional" type of compass can be tricky and can take some students a lot of practice!
Task: If a parallelogram is cut diagonally across opposite corners, are the two triangles congruent? Prove your answer! The students were allowed to use ANY strategy they wanted to experiment and prove whether they were congruent. They come up with some creative methods! (This was a way to help students prepare for the next unit: Area of Polygons. Understanding the relationship between various polygons is helpful when using the formulas.)
Students were given a cup stack design. They were given the task of writing a code (on paper) using given symbols of how to create it. They traded with a peer, and determined whether the code was correct or had a "bug".
Students visited a website with various airplane designs. They chose one criteria to test, such as distance or time aloft, and created of of those planes. After several tests, they could make more of the same design and try to be more precise, or could choose another plane design. They later made a table of the data they collected, and turned that into a report.
We watched a short intro video on gliders. Then the students were given one index card, one straw, and masking tape and given the task of making their own.
The students watched the original Tootsie Roll Pops commercial with the essential question: "How many licks does it take to get to the center of a Tootsie Roll Pop?" We discussed this question as a class, and tried to view this from an experimental viewpoint. What were the variables? What would make this difficult to test? How do we know when we're at the center? How will we keep track of the licks? Then...we tested!
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