September flew by! I would like to recap a portion of a unit I just finished with my kindergarteners on matter. I use the 5E Inquiry Model for Science Education in my classroom. It is a beautiful way to teach making sure that students can access the content. Being a Project GLAD certified teacher, I try to use a big book to activate prior knowledge and ENGAGE my students in the content. This big book is one that I created to correspond with the Texas science standards (TEKS). I wrote it specifically to meet the kindergarten TEKS K.5AB, but also meets the following:
- K.5, 1.5 The student knows that objects have properties and patterns.
- K.5A Observe and describe properties of objects...
- K.5B Observe and record properties of objects…
- 1.5A Classify objects by observable properties of the materials from which they are made…
- 1.5B Predict and identify changes in materials caused by heating and cooling…
- 2.5 The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used.
- 2.5A Classify matter by physical properties…
- 2.5B Compare changes in materials caused by heating and cooling.
Matter: Science Big Book
|Hershey Kiss in Ziploc to Observe Change due to Heating|
We began the EXPLORE portion of our 5E lesson. Our investigative question was: How does chocolate change when placed outside (in the sun)? Scientists made predictions as to what they thought would happen to the chocolate. They had enough schema to know that it would melt, but we explored this concept anyway. We used Ziploc bags to hold our chocolate Hershey kiss. Fortunately, we were able to sit on a small concrete wall around the perimeter of our jungle gym that was covered by a shade.
|Students Observe Chocolates Change|
|After several minutes, melting is apparent.|
Prior to investigating outside, we began the EXPLORE with our investigative question. We then made a list of materials and the scientists helped me write up the procedure we should use. I added some small visuals above the words so they could remember the words. After our outdoor investigation, we add our data. We measured the time it took for the chocolate to change with a clock. This tool is often used by scientists to measure time. (I always try to emphasize the process skills scientists use for conducting investigations.) It took 15 minutes for the chocolate to melt outside.