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Making is . . .
Making is . . .
the science of inquiry
the science of inquiry
Science is about hypothesizing, experimenting, considering, analysing, problem solving, prototyping, engineering, reflecting, and drawing conclusions. Makerspaces provide an awesome forum to engage with all areas of these important 21st Century skills!
the science curriculum call students to learn through active investigation!
the science curriculum call students to learn through active investigation!
Students must be given opportunities to learn through investigation. In doing so, they can practise and become proficient in various scientific investigation skills.
(Ontario Science Curriculum, 2008)
Three Core Goals of Science Curriculum:
To help students relate science to technology, society, and the environment
2. To provide opportunities for students to develop the skills, strategies, and habits of mind required for scientific inquiry
3. To support student understanding of the basic concepts of science
Easy Maker project recipes
Easy Maker project recipes
to do at home or in class
to do at home or in class
Kooky Clingers
Kooky Clingers
Items to gather in advance:
Items to gather in advance:
1/4 cup of white glue
7 to 10 drops of food colouring
plastic overhead sheet
paint brush
Instructions:
thoroughly mix white glue with food colouring together in a bowl
brush a thick layer of the glue and food colouring mixture onto the plastic overhead sheet to create your design. Do not leave any blank spots or white spaces in your design
let the design dry / set for 24 hours, or until dry
peel the design off the overhead sheet and stick to any glass surface
Ideas:
draw a picture on a sheet of paper, then lay the overhead sheet on top to trace your design. glitter can be added to the glue mixture to make sparkly Kooky Clingers!
Found in : The Ultimate book of kid concoctions 2, by John E Thomas and Danita ThomasTip:
Tip:
If you don't have overhead sheets, try any of these alternatives:
If you don't have overhead sheets, try any of these alternatives:
Parchment Paper
Wax Paper
Plastic Sheet Protectors
Saran Wrap or Plastic Wrap
GreenHouse in a Bag
GreenHouse in a Bag
Items to gather in advance:
plastic zip bag
3 wet cotton balls / bag
2 - 3 large seeds (beans work best)
clear tape
Instructions:
place the wet cotton balls in the zip bag with the seeds touching them
seal the zip bag and tape it to a window where it will receive plenty of sunlight. Your seed should begin to sprout in 3 to 5 days
after your sprouts grow to at least one inch, you can transplant it in soil, so the plant can continue to grow
Ideas:
test out different seeds to see in separate bags to observe which ones sprout first and how fast they grow
Found in : The Ultimate book of kid concoctions 2, by John E Thomas and Danita ThomasTip:
Tip:
There are different resources that supply seeds for free!
There are different resources that supply seeds for free!
Here are two:
Here are two:
(a seed investigation with tomato seeds from space!)
(flower seeds to encourage bees and pollinators)
Homemade Sidewalk Chalk
Homemade Sidewalk Chalk
Items to gather in advance
1/3 cup quick-setting Plaster of Paris
1 tbs. powered tempera paint
3 tbs. water
toilet paper tube, paper towel tube (cut into 3 equal pieces), plastic cookie cutter or other mold
Instructions:
Mix paster; powdered tempera paint, and water together in a bowl and stir until blended
Quickly spoon the mixture into the selected mold. If using the cardboard tube, seal one end with duct tape before mixing ingredients together.
Let the mixture dry in the mold for 40 to 45 minutes
Carefully pop the chalk out of the mold. If the cardboard tube was used, gently peel the paper away from the chalk stick
Ideas:
Try different shaped molds, such as: paper cups, or ice cube trays. Add some glitter if you would like your chalk to sparkle.
Found in : The Ultimate book of kid concoctions, by John E Thomas and Danita PagelTip:
Tip:
If you don't have Plaster of Paris, try this recipe instead!
You can either substitute 3/4 cup of baking soda and 3/4 cup of cornstarch for the plaster of Paris or 1-1/2 cups of flour.
Use 1-1/2 cups of water instead of 1-3/4.
When you put your mixture in the mold, you will need to freeze the chalk to get it to harden. It will take about six to eight hours to firm up fully.
Because this recipe uses freezing to solidify the chalk, the chalk will begin to melt if you are using outside on a hot day. Any remaining chalk should be stored in the freezer.
Yo-yos and water balloon
Yo-yos and water balloon
Items required:
1 large rubber band
1 small balloon
To Concoct:
cut rubber band
fill balloon 1/4 full with water
blow air into the balloon until it is the size of a tennis ball and then tie shut
secure one end of rubber band around the knot on the balloon
tie a loop in the other end of the rubber band, ensuring it will fit around one finger, but not too tight
place this loop around middle finger and gently throw the balloon toward the ground, when the balloon springs back, try to grab / catch it
Found in : The Ultimate book of kid concoctions, by John E Thomas and Danita Pagel
Live Webcams
Live Webcams
Curiousity and observation fuel maker mentality!
Check out the webcams below. Offering a simple provocation like, "How do bees interact?" or a sensory prompt like, "Identify three different sounds and sights - what smells/feels/tastes might you experience in this environment?" Will support students active engagement with any of these webcams.
Canadian Resources and Lesson Plans
Canadian Resources and Lesson Plans
Canadian Space Agency Links
Canadian Space Agency Links
National Aeronautics and Space Administration Links
National Aeronautics and Space Administration Links
Some additional considerations at home:
Some additional considerations at home:
We know that being at home creates certain limitations - reduced space, limited materials, etc. The following are activities that can support learning at home, by developing skills in observation, critical thinking, communication, and problem solving. Depending on the age and ability of the student, they will require different levels of supervision and support.
Categories (invite students to explore the space(s) around them and play with categorizing found objects in different ways: based on colour, based on size, based on origin, etc.)
Active Listening Activities (invite students to stop for small periods of time to listen intently to the world around them, ask them to share some of the sounds and make predictions about where they come from)
Patterning (investigate patterns in nature and architecture - look at fractals and symmetry for example)
Careers Exploration (challenge students to connect examples (items, media, etc.) around them to specific careers related to the sciences/engineering (encourage them to consider different areas of science - chemistry, biology, astronomy, entomology, microbiology, etc.)
Analogies (challenge students to compare things found in the natural world to things manmade - invite them to consider the influence that nature has on innovation)
Repurposing (challenge students to repurpose an item as many ways as they can - e.g. a piece of paper, or a paperclip)
Investigating Influences (invite students to observe things in nature, looking for cues about how things adapt and change based on resource/circumstance - how a plant bends toward light, for example. Challenge students to become 'master observers' - invite them to photograph things that spark their curiousity and ask questions about them (e.g. How did this tree tip over? What created this hole?)
reflection is key to learning:
reflection is key to learning:
Supporting students in reflecting on their process, decisions, and work allows them to make important connections to their awareness of self, the curriculum and between their learning and the world around them. Here are some ideas of prompts you might consider. Please note that when inviting students to reflect, the best questions are open ended, allow for students to think deeply, and don't expect a 'right or wrong' answer.
Questions to Support Understanding and Discussing the 'What':
Identify one thing about the process/experience that you enjoyed/are enjoying.
What did you find/are you finding challenging about the process? What strategies are you using to help you move forward?
What are you finding/did you find puzzling?
What is standing out for you in this process/in this investigation/about this experience?
What did you/are you noticing about engaging in scientific inquiry?
Questions to Support Understanding and Discussing the 'So What' (Why is this important?):
What connections are you making between this exploration and life?
Where else have you seen/experienced something like this?
Tell me about your decision making - what led you to consider ____________ ?
What strengths/skills are you noticing in yourself?
What areas would you like to keep working on/playing with?
How does is working through this process/investigation helping you to understand ________?
Questions to Support Understanding and Discussing the 'Now What' (Where do I go next?):
If you were to do it again, what is one thing you would change/keep the same and why?
What other areas of science would you like to explore?
What questions do you still have?
Identify a goal you have to support continuing to develop your skills.
How can you share your work/learning with others?
How will you apply your new understandings of (inquiry/working through the scientific process/yourself) moving forward?
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