Thanks for visiting Mrs. Ginelle Ali's Science Notebook Page!!
Below you will find fifteen science notebook entries (from a K-6 student's point of view) that I had the pleasure of completing during my graduate study course at the University of Alabama at Birmingham with Mrs. Katherine Scott. As I embark on my journey in becoming a teacher I plan to incorporate these experiments into my classroom. I hope they inspire you on your journey as well. Enjoy!
~Mrs. Ginelle Ali ~
P.S. Special THANKS to my classmate, Mrs. Greer Morgan for being my teacher's pet (model) in all of my experiments.
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Science Notebook Entry #1- Spaghetti Challenge
Focus Question: How do engineers build towers? What makes them safe?
Hypothesis: (1) If marshmallows grip the pasta then the side is stronger.
(2) If I add more marshmallows then the tower will be taller
(3) If I add more noodles and marshmallows then the tower will have great balance and support.
Prediction: We think the more marshmallows we use, the stronger and taller the tower will be.
Planning/ Materials: spaghetti and marshmallows
1. Gather all listed materials above and decide how you would like to construct your tower. Think what shape would you like your tower to be. Would you like a pyramid, rectangle, etc?
2. How many edges does this shape have? Here you would want to say for each edge, I would need to place a marshmallow in order for the tower to stand.
3. CONSTRUCT! CONSTRUCT! CONSTRUCT! Have fun constructing your tower. The tower may fall down in the process, but that's the fun part. Enjoy yourself and good luck!!
Data/ Diagrams/ Graphs: See picture above for the diagram of assembly.
Claims and Evidence: Two marshmallows on each side and too much pasta made our pasta tower weak.We found that this was true because our tower collapsed.
Conclusion: Our group learned that the more marshmallows used to grip the sides, the stronger the tower will be.
Reflections: I wonder how towers are built? What exactly happened to the Leaning Tower of Pisa? Was there an earthquake? Did the engineers not use enough spaghetti and marshmallows when constructing their tower? What type of plans did they use to construct something so big?
Science Notebook Entry #2 - All About Helicopters !
Focus Question: How does the force of gravity affect the flight of the helicopter?
Hypothesis/ Prediction: (1) If we add more weight (paper clips) to the rotors then the helicopter will fall faster.
(2) If we add less weight (paper clips) to the rotors then the helicopter will fall slowly.
(3) If we stand at a higher height then the helicopter will fall faster.
Predictions: We think the more weight (paper clips) we add to the rotors and the higher from the ground we are, the more spins our helicopter's will have.
1. Gather all supplies listed above.
2. Fold helicopter using printed directions, add the amount of paperclips that you think will help your helicopter achieve a faster/ slower speed.
3. Drop your helicopter at varying heights, using various weights (number of paper clips) and record your data.
Data/ Diagram:
Conclusion: Our group learned that the more paper clips used, the faster the helicopter will fall.
Reflections: I wonder if this is why airplanes and helicopters have a weight restriction when it comes to passengers and how much luggage they can travel with? Do you think these factors could have played a role in alot of unexplained plane crashes?
Science Notebook Entry #3 - Building Bridges
Focus Question: Think about how engineers build bridges to support strong weight. What do they do with bridges that cause them to use the most weight?
Hypothesis/ Prediction:
(1) If we distribute the weights equally amongst the markers with the index cards in the middle, then the bridge's support system will be equal.
(2) If I add more weight on one side, then the bridge's support system will not be equal and fall over.
(3) If I take away the bridge support beams (markers), the bridge will not stand.
Prediction: We think the more weight we add evenly, the more support the bridge will have.
Planning/ Materials: -several index cards -weights (various sizes/ weight) - markers (bridge support)
1. Gather all listed materials above and decide how much of each material would help construct a strong bridge. Think how many support beams (markers), weights, etc. I should use and where would they best be used?
2. Location! Location! Location!! This is vital in the process. Think about where you are placing your materials, are you going to place them on the ends or in the middle? Where would these items work out best?
3. CONSTRUCT! CONSTRUCT! CONSTRUCT! Have fun constructing your tower. The bridge may fall down in the process, but thats the fun part. Enjoy yourself and good luck!!
Claims and Evidence: When we evenly distributed our weights and support beams, out bridge was very stable and able to stand strong. We found that this was true because our bridge did not collapse.
Conclusion: Our group learned that the more we evenly distributed our materials, the stronger the bridge will be.
Reflections: This reminded me of the time that we built towers before. I wonder how construction workers decide what to construct bridges with, does location (by the river or on a mountain) play a role? What exactly happened to the London Bridge? Why did it fall down? Was there an earthquake?
Science Notebook Entry # 4 - Egg Drop with Humpty Dumpty
Focus Question: How can we build a carrier to sustain the force to protect the egg?
Prediction/ Hypothesis:
1) If there's no support beneath the egg, then the egg will crack.
2) If theres a protective layer around our egg it will not crack.
3) If the egg is completely surrounded by cushion (cotton ball/ sponge) then it wont crack.
Planning (Please view pictures to see the planning process):
1) First we used all of the materials.
2) Next we tried only the cotton ball and sponge
3) Then we didnt use anything for support.
Materials:
-Aluminum Foil -Straw -Scissors -Cotton Ball
-Egg - Yarn -Pipe Cleaner - Sponge
Data:
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1. Falling objects are pulled toward the earth by force of gravity. The farther they fall, the faster they will be going when they stop.
2.Slowing the egg down as it falls can be accomplished by using a parachute, wings, or similar device that relies on the resistance of air. As a parachute expands during descent more air is trapped and resistance increases.
1) We tried to drop the egg with only pipe cleaner around it but decided it would break. We needed something softer to break the fall, so we decided to use the cotton ball.
2) We knew it was falling too fast so we made a parachute to slow it down.
Reflections:
Do real parachutes work the same way? Does gravity pull parachutes the same way?
Student Notebook Entry # 5 - Our Amazing Balancing Act with a Crayfish
Focus Question: How can you balance our Crayfish using the materials provided?Prediction:
1) If the clothespins are evenly distributed then it will balance out evenly.
2) If the clothespins are not evenly distributed then it will not balance out.
3) If we use a clothespin on one side and one paper clip on the other it will not balance out.
Data:
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Claims and Evidence:
If we put our clothespins equally from the end it will balance out. We found this to be true as you can see in out pictures.
Our group learned that the more we evenly distributed the clothespins, the better balance act our crayfish will be able to perform. :)
Today our group learned that objects can be balanced in many ways and that counterweights can help balance a weight. Another thing that we discovered was that the location of the weights play a vital role also.
Science Notebook Entry #6 - All About Leaves
Focus Question: What shapes are leaves?
Hypothesis/ Prediction:
(1) If leaves have different shapes then we can group them into different bags.
(2) If leaves fall off of the same tree then they will have the same exact shape.
(3) If the leaves fall off the tree then it will grow into another tree.
Planning:
First, we looked at leaves
Next, we organized the leaves according to their similarities in shapes.We then took brown bags and traced some of the shapes of the leaves on the bags in preparation for grouping.
Then, we put the leaves in their assigned bag according to their shapes.
Finally, we made a data chart on the smart board with the total number of leaves in each category.
Materials:
- A variety of different shaped leaves
- brown paper bags
Data:
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Heart shaped
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Claims and Evidence:
If we put put leaves into groups, we will have more then one group.
Conclusion: Our group learned that different shaped leaves comes from different trees.
Reflection: Trees have identifiable structures. We can identify them by their properties such as size, shape, texture, etc. Are leaves the same size and texture all around the world? Does the climate play a role in the shape of leaves?
Science Notebook Entry #7- Whats that Chemical?
Focus Question: When you think of chemicals, what do you think of ? How do they feel, look, smell, etc?
Hypothesis/ Prediction:
1.If we add a little water, then its not going to mix properly.
2. If we added just enough water then it will mix.
3. If we added no water at all, then no change will occur.
1. Observe the chemicals that are in front of you. I want you to use four of your five senses and notate what you see.
2. Add water.
3. Make observations and write down what you observe in your science notebooks. How does it look, feel, smell etc.
Materials:
- Random chemical(s) provided by teacher
- Water
-Science Notebook
- Plastic sandwich bags
-Newspaper
Data:
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Claims and Evidence:
If we add the liquid slowly then it will mix well.
Conclusion:
Today my group discovered that chemicals can be good or bad and that its important not to mix them or taste them.
Reflection:
When I think of chemicals, I think of Clorox, hair color, bug spray, etc. How do we know that these chemicals are safe to use? Can using too much be harmful? Whats in these chemicals that makes them safe to use?
Science Notebook Entry #8 - What is your favorite weather?
Focus Question: What is your favorite weather?
Hypothesis/ Prediction:
1) If you sense weather with wind blowing then what sense are we using?
2) If its raining then what kind of clothes do we wear?
3) If you step outside and its snowing, then will you need a hat?
Planning:
1) Take students outside and have students draw what the current weather looks like.
2) Tell them to pay attention to what it looks, listens, feels and smells like.
3) Give them a wind flag so that they can tell if the wind is blowing or not.
Materials:
- Science Notebook
- Pencils
-Wind flag made by the teacher
- A nice quiet area outside for students to explore current weather conditions.
Data:
Weather Observation Chart
Claims and Evidence:
We used our senses to observe the weather today and we saw clouds and felt rain.
Conclusion:
We learned that the weather is different everyday and that we can use our senses to tell us about the weather.
Reflection:
Our senses can tell us about the weather.Do meteorologists use their senses to predict the weather too? I wonder how far in advance they know if a snow storm is coming?
Science Notebook Entry # 9 - Identifying the Unknowns
Focus Question: How can we explore our unknowns? What are some of your ideas about how to explore them?
Hypothesis/ Prediction:
1) If we add liquid chemicals then it will change the way our solid unknown looks.
2) If we use our senses then we will find out more about our unknowns.
3) If we create a new chemical, then it will feel and look differently.
Planning:
1) Review safety precautions with students.
2) Pass out the unknown chemicals and remind students to keep them separate at all times and to only use the ones that the teacher says to use. ALWAYS keep the cap on the ones that aren't in use.
3) Refer to the list on the wall with everything that goes back in their kits. Good scientists are always organized.
Materials:
- Different solid/ liquid unknowns provided by teacher
- Test sheet also provided by teacher
- Science notebook
-toothpicks
-goggles
Data:
Claims and Evidence:
We thought that we would discover different properties and we did. We saw different textures, shapes, odors, colors. Our predictions were correct.
Conclusions:
My group discovered that by sorting out the chemicals by their attributes, we discovered their properties. Properties that included using four of our five senses to find out the shape, color, texture and odor of the chemicals.
Reflections:
What would happen if we were to add more of the liquid unknown to each of the solid unknowns?? Would that change the results also?
Science Notebook Entry # 10 - Testing Unknowns with Vinegar, Iodine, and Red Cabbage Juice
Focus Question: Do we think by adding iodine, vinegar, and cabbage juice to unknown solids that we will see a change/ reaction?
Hypothesis/ Predictions:
1) If we use vinegar with the unknowns then we will see a major change.
2) If we use iodine with the unknowns then we will see minor changes to the unknowns.
3) If we use red cabbage juice then we will not see any changes to the unknowns.
Planning:
1.Investigate the unknown properties by testing with chemical liquids.
2. Inquire and investigate chemical reactions when the substances react with one another.
3. Learn about the mixtures.
Materials:
- Student science notebooks
- Chemical liquids provided by the teacher (iodine, red cabbage juice, and vinegar)
- solid unknown powders
- testing sheets
- toothpicks to stir mixtures
Data:
Planning:
1.Investigate the unknown properties by testing with chemical liquids.
2. Inquire and investigate chemical reactions when the substances react with one another.
3. Learn about the mixtures.
Materials:
- Student science notebooks
- Chemical liquids provided by the teacher (iodine, red cabbage juice, and vinegar)
- solid unknown powders
- testing sheets
- toothpicks to stir mixtures
Data:
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Claims and Evidence
We found that liquid chemicals can cause out unknowns to change color, shape, and texture.
Conclusion
We found that liquid chemicals can cause out unknowns to change color, shape, and texture.
Conclusion
Physical properties are changed by other chemical reaction. We can have more then one chance using certain chemicals. The control did not change.
Reflections
Seeing that our liquid chemicals changed certain solid chemicals, what else might change our unknowns?
Science Notebook Entry # 11 - Filtering Our Unknowns
Claims and Evidence
Reflections
Seeing that our liquid chemicals changed certain solid chemicals, what else might change our unknowns?
Science Notebook Entry # 11 - Filtering Our Unknowns
Focus Question: What is the difference between a solution and a suspension?
Hypothesis/ Prediction:
1. If we add alot of water to our unknowns then we will be see a drastic change.
2. If we add alot of water then we will be able to see the parts.
3. If we add alot of water then they we can tell they would make solutions or suspensions.
Planning:
1. Hold filter and filter it through. Excess will on petri dish.
2. Lay blue filter over blue petri dish
3. See what it looks like on tomorrow or day after.
Materials:
-Petri dish
-Unknowns from class from the day before.
-Filters
-Magnifying glasses
Data:
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Claims and Evidence:
If solution dissolves you wont be able to see the particles.
Conclusion
Our group came to the conclusion that with suspension you can see the parts.
Reflections
What would happen to the results if we were to add heat? Would they evaporate?
Science Notebook Entry # 12 - Mixing Solutions with a Filter and Heat
Focus Question: How will heat change our unknowns?
Hypothesis/ Prediction:
1. If we heat the red unknown then the heat will cause it to fizzle.
2. If we heat the green unknown then nothing will happen.
3. If we heat the blue unknown then it will melt.
Planning
1. Discuss that time is a variable.
2. Have students gather a various stations that are set up with fire for filtering results.
3. Add heat to cupcake holders. Now watch and record what happens.
Materials
-Cupcake holders
-Tealight
-Filtering results from yesterday
-Science notebooks
Data
Heat Predictions Chart
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If you add heat then depending upon the unknown a change will occur.
Conclusion
Chemicals can produce different colors when heated.
Reflections
What are other variables other then time and heat?
Reflections
What are other variables other then time and heat?
Science Notebook Entry # 13- Ahhhh, Clouds!!
Focus Question: What are clouds made up of?
Hypothesis/ Prediction:
1. If we see the gray clouds in the sky, then it will rain outside.
2. If we dont see clouds, then it will not rain outside.
3. If we could touch the clouds in the sky, then they would feel fluffy.
Planning
1.Have the class go outside and take a look at the clouds.
2.Pass out poster board and have the students draw what they remember
3. Allow them to "feel" the clouds using the cloud machine.
Materials
- Cloud machine
- Cotton balls
- Poster board
-Crayons
Data
What clouds looked like? What they might feel like?
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Claims and Evidence
We thought that clouds would feel fluffy but we experimented by trying to touch a cloud, and could only feel moisture. We discovered that if the clouds were gray that it would rain.
Conclusion
We saw that clouds have many different shapes and discovered that clouds cannot be held because they are not solid.
Reflections
Our group discovered that clouds are not made of cotton and are made up of things that we cannot create here on Earth. Will there ever be a day that humans can find out what makes up clouds?
Science Notebook Entry #14 - To breathe or not to breathe? The Respiratory System.
FOCUS QUESTION
What is the function of the respiratory system?
PREDICTION/ HYPOTHESIS
If you’re moving a lot, then you with take more breaths.
If you don’t move a lot, then you will take fewer breaths.
If you take more, then you’re getting more oxygen.
PLANNING
First count resting breaths and record what’s happening on inhale and exhale (with diaphragm and chest).
Then count breaths after walking and record what’s happening on inhale and exhale (diaphragm and chest).
Last count breaths after running and record what’s happening (diaphragm and chest).
Materials: stopwatch, smartboard, students, science notebooks.
DATA
At Rest Walking Running
Number of
Breaths
Diaphragm (up or down) Chest (in or out?)
Inhale
Exhale
CLAIMS AND EVIDENCE*
You take more breaths when increase activity, because when we ran we took more breaths.
I claim that when you breathe more then your body gets more oxygen because you inhale more oxygen.
I know this to be true because I observed after I had ran in place I took more breaths and my diaphragm went up and I took more breaths.
CONCLUSION/REFLECTION*
The function of the respiratory system is to deliver oxygen to your body.
In this investigation we discovered that the more you move the more breaths you take and the more oxygen your body receives.
This reminds me of the investigation we did about the circulatory system, because when we increased our level of activity our heart rate increased.
QUESTIONS:
What happens if you hold your breath while you run?
Why can’t you breathe under water, if there is oxygen in the water?
Can you breathe without lungs?
What is the function of the respiratory system?
PREDICTION/ HYPOTHESIS
If you’re moving a lot, then you with take more breaths.
If you don’t move a lot, then you will take fewer breaths.
If you take more, then you’re getting more oxygen.
PLANNING
First count resting breaths and record what’s happening on inhale and exhale (with diaphragm and chest).
Then count breaths after walking and record what’s happening on inhale and exhale (diaphragm and chest).
Last count breaths after running and record what’s happening (diaphragm and chest).
Materials: stopwatch, smartboard, students, science notebooks.
DATA
At Rest Walking Running
Number of
Breaths
Diaphragm (up or down) Chest (in or out?)
Inhale
Exhale
CLAIMS AND EVIDENCE*
You take more breaths when increase activity, because when we ran we took more breaths.
I claim that when you breathe more then your body gets more oxygen because you inhale more oxygen.
I know this to be true because I observed after I had ran in place I took more breaths and my diaphragm went up and I took more breaths.
CONCLUSION/REFLECTION*
The function of the respiratory system is to deliver oxygen to your body.
In this investigation we discovered that the more you move the more breaths you take and the more oxygen your body receives.
This reminds me of the investigation we did about the circulatory system, because when we increased our level of activity our heart rate increased.
QUESTIONS:
What happens if you hold your breath while you run?
Why can’t you breathe under water, if there is oxygen in the water?
Can you breathe without lungs?
Science Notebook Entry #15 - Worms, worms, worms
Focus Question: What makes something a living thing? What is the difference between a living and a nonliving thing?
Hypothesis/ Prediction
1. I think a living thing has to eat and drink to stay alive because I know I am a living thing and that it what I have to do to stay alive.
2. I think a nonliving thing can survive more because it doesnt need food or water to stay alive.
3. I think living things will grow because I grow.
Planning
1. Have a plate with real worms and a plate with fake worms
2. Ask kids to write down the differences between the two.
3. Have them measure the worms using paper clips.
Materials
-LIVE earthworms
-Candy worms
-Plates
-Paper clips
- Science notebook
Data
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Conclusion
Our group noticed that living things need food and water to survive.
Reflections
If all living things need food and water to survive, if they dont have it, will they die? How long will something live if they dont have food and water? What if they dont have food but they have water? Or what if they have water but no food?
Our group noticed that living things need food and water to survive.
Reflections
If all living things need food and water to survive, if they dont have it, will they die? How long will something live if they dont have food and water? What if they dont have food but they have water? Or what if they have water but no food?
