My third graders are very engaged with labs on DiscoveryScience. They love sharing the patterns that they see and choices they make, but often times it is hard to share as a group. Using Google Docs would provide even more motivation to do their best work and would also challenge them to articulate their thoughts.
I love the idea of using this tool as an initial investigation when we begin plants. Then, we can follow-up with student responses on a Google Doc about what they learned about plants using the proscope. Students can then “show what they know” using Glogster or Pixie to illustrate the parts of a flower. They can research on the web sites located on the “Web Resources”. On a follow-up lesson, in stations, students can work on building a model of a plant, making a hand pollinator, and working on “The Great Plant Escape” search to find the answers to the mysteries! Use of a rubric to measure students’ success and understanding with the stations.
We could create a lesson on Fossils by using the discovery science site for an introduction. Students could use the proscope and the ipad to take pictures of a fossil. We could make a fossil with clay and leaves. Research could be done on the importance of fossils. Students would video their findings and their finished product.
Since this is a hard term for the kids to remember, we use word games to learn the definition, and we do hands on activities to demonstrate erosion. Each student receives a sandwich bag with a piece of sandpaper and a brief instruction sheet. We travel to the playground to spot signs of erosion; each selects a small rock to put in their baggy. In the classroom we use the sandpaper to “weather” the rock, then we blow the debris away and shout, “erosion!”
I use the Go Temps as a student centered experiment to explore temperature. The student’s explore boiling, freezing and room temperature using discovery science research and specific temperature centers. After the students explore the centers and find those three major temperatures they use their research to formulate a plan, and conduct their experiment to try to create an image of a letter on the line graph used to record the temperature in the Go Temp program. (For example I use the letters W, and V a lot.)
You could have students collect plants and use the proscope to disect them and determine whether they were monocot or dicot. They would neet information resources on the characteristics of each. After reviewing the research they could disect the plants and group them accordingly. They could then use their research and data to create a field guide to determining what catagory commom plants fall into.
Create a living organism that can be classified in a particular kingdom, giving it features and characteristics that would specifically have it classified with its similar living organisms. Research other organisms in this kingdom, specifically noting like commonalities of each organism. Share research findings on classroom blog. Choose a program to create a presentation of your research, the common characteristics of the organisms, including pictures of video of the creation of your new organism as well as explanation of this organisms classification.
Groups use recycled materials to create an animal and plant cell. After taking pictures, students drag picture into application of their choice where they label each part and describe each function. After completed, finished product is published on their Wiki pages for critique/questioning/discussion among their peers.
In order to improve your TIP chart score when studying the scientific method, you could bring out the ipads to take pictures, then put those on photobooth and record voices over sharing specific observations.
I liked the idea of giving the students a flower and a proscope and have them dissect a flower, take their own pictures and label the parts. This would be a good lesson to do with a younger grade and have the younger grades teach the older kids about the ipads and the older kids teach the younger kids about the flower parts.