Science Club
Why a science club?
With such an increased focus on mathematics and ELA in our curriculums, science as a subject of engaging,
hands-on learning is taking a more secondary role in education as a text-driven subject. I find this shift to be
devastating to our students' sense of wonder and mystery as well as their relationship to a subject that once brought
me so much joy. For this reason I would love to dedicate my own time to an enrichment program for students who
find the natural wonders of our world as incredible as I do.
What is my vision?
My hope for this club is to have an open-door policy so students from all grades, backgrounds, abilities, and
interests can come together as a community of scientists with a shared goal; to learn, and to have fun while doing
it! In this way, the program will promote:
 cross-grade interaction
 peer-modeling
 risk-free education
 a safe place to share ideas
 fun, interactive learning
 collaboration
 a sense of community
 a positive relationship to science
How can I implement it effectively?
While I have a vision for how the club will run, how I implement it will depend on my district's protocols and
student population. I envision the club meeting once a month for a few hours, so I have the time to gather
necessary permissions and materials. I would hope to recruit like-minded colleagues to run the program with me so
it could support a greater population and to add fresh ideas to the mix.
What activities and projects will I include?
I have a number of project ideas and plans already in the works, which can be viewed on my digital portfolio. In
order for the club to work, I must ensure students are motivated and enthusiastic. Activities shouldn't feel like
work, but will be enriching and engaging. It is my hope that after each session, students will come to school the
next day excited to share their experiences with other students who might in turn want to jump on the science
bandwagon. Activities I've designed and gathered so far include lessons in:
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Biological Science (Anatomy & Classification)
Forensic & Chemical Science
Architecture & Engineering
Geological Science
Biological Science (Life-Cycles)
"Bug Hunt"
BIOLOGICAL SCIENCE: ANATOMY & CLASSIFICATION
Overview:
This activity is intended to help students identify insects that are endemic to the
outdoors found in the student's everyday environment. This activity can take
anywhere from one hour to many days, depending on the depth that the teacher
wishes to take the activity. Students will learn to distinguish between insects using
distinguishing physical characteristics that particular insects have.
Purpose:
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The students will be able to gather specimens of insects and using physical characteristics, classify them in
the proper order.
The students will be able to describe various physical characteristics using proper scientific terminology.
Materials:
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Field reference books about native insects, enough for one book per pair of students.
Grid with pictures of native insects, where each square of a 5x5 grid has a different picture of a native
insect. One grid should be available for each pair of students.
Pencils for students to record data.
Insect collecting equipment including jars and nets so students can capture and hold onto their specimens.
Getting Ready:
The teacher must be aware that different insects are active at different times of the year, and should plan the "Bug
Hunt" according to the insects that are active for the season. The teacher may want to rope off or somehow mark
the area that the students are required to search in, to keep children from wandering.
Motivate!
The teacher will enter the class dressed in safari gear and begin searching around the room. As the class settles
down the teacher will talk about going on a hunt. He/she will look under students' desks, behind books, etc. as if
searching for something. H e/she will say that he/she is on the lookout for some particular organisms he/she needs
to find - INSECTS. The teacher will discuss how he/she must find the different bugs as pictured on his/her grid.
Where might the teacher want to look to find the bugs? Are all of the bugs the same? Do these bugs live in the
same location? What might determine where you could find the bugs?
Activity:
Students will then be asked to join in the "Bug Hunt." The class will be grouped into pairs, where each pair is given
an insect net and a collection jar. Each pair will also be given the grid containing the pictures of the various insects
to be collected. The students will then go outside in search of their insects. This process can take anywhere from
twenty minutes until however long the teacher deems adequate. Students will be free to comb the school property
looking for bug specimens with the understanding that they stay on task and on school property. The students will
find as many bugs represented on the grid and place them into the collection containers. The class will rejoin in the
room, and in pairs, students will mark off the bugs collected, identify the name of the particular insect, and identify
physical characteristics that provide a picture of the bug using imagery. These descriptors can be written in the grid
underneath the picture of the bug.
Safety Tips: Students should be advised as to dangerous insects native to the area, as well as being alert for any
animals that might pose danger to them. It is also important for students to stay within a particular area that the
teacher designates, so that no children are lost due to any cause. Several adults should be present for this activity to
keep track of all children.
Concept Discovery: At this time the teacher can
explain the purpose of classifying insects, and how
the mere aspects of classification can be used in
everyday life. Students will be asked why they think
it might be important to know classification skills.
(In learning to classify, students can distinguish
similarities and differences between orders of
insects.) Students are also learning to take a deeper
look at life rather than making assumptions through
distant surface appearances.
Closure: Class will close with students sharing
some of their insect specimens and the teacher
asking students questions about classification. Why
is classification important? What did the students
learn today?
Connections: This activity can be incorporated into various content areas. The activity can be expanded into the
math realm by having students measure the length and weight of their insect specimens. Students can then chart the
species and compare different species length and weight. In English, students can write in their personal journal
about their experience on the "Bug Hunt". The students may decide to add a different ending to the story of their
"Bug Hunt." This activity can also be extended into social studies, in looking at geography. Students can look at
what types of bug variations they would find in different countries around the world. How are the bugs similar?
How are the bug varieties different?
Resource: http://iitc.tamu.edu/lessons/lesson17.html
Invisible Ink
FORENSIC & CHEMICAL SCIENCE
Overview:
This activity can be used to introduce forensic science to elementary students,
and to encourage children to use evidence and resources to solve mysteries. It
will also introduce students to chemical properties (lemon juice & acidity) and
how they affect materials.
Purpose:
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The students will be able to use lemon juice to write a secret message.
The students will be able to describe, to the best of their abilities, what
chemical properties are.
Materials:
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Lemon juice
Paper
Q-tips (paintbrush)
Plastic cups
Heat source (lightbulb)
Motivate!
The teacher will come into the classroom with a piece of a paper in her hands and a frantic and confused look about
her. She will tell the students she drew them a beautiful picture on the piece of paper, and she was so excited to
show them, but that it seems to have disappeared. She will walk around and ask students if they can see her picture
and if maybe she just needs glasses! When students confirm there is nothing on the page, she will tell them that she
heard from a detective once that sometimes he has to use tools to see what isn't there. She will suggest that maybe
they just need more light to see what's on the paper, and ask students to gather around while she heats up the paper.
The paper should reveal a picture that will make the students laugh.
Activity:
The teacher will then explain that she used lemon juice to draw the picture, and briefly
describe the chemical properties of lemon juice. Of course! The acid in the lemon
juice reacted with the paper and the heat to reveal her message! She will then hand out
necessary materials to the class, and ask students to write their own secret messages to
her. Students will be paired off and work on their secret messages. Each pair will get
to present their secret messages to the class.
Safety Tips: Students should be reminded of lab safety rules, and advised not to put
any materials near their mouths. They will be given safety goggles to ensure no lemon
juice gets in their eyes.
Concept Discovery: During the activity the teacher can describe how in forensics,
detectives often have to use resources to reveal secret clues and evidence. Examples should be given.
Closure: Class will close with students sharing questions or making another secret note to bring home to their
families.
Toothpick Tower
ARCHITECTURAL ENGINEERING
Overview:
This activity can be used to introduce architectural engineering concepts to
elementary level students. They will use toothpicks, cheese-doodles,
marshmallows, and tootsie rolls to build the highest tower that they can!
Purpose:
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The students will be able to construct a tower with identical sets of materials.
The students will practice architectural engineering concepts.
Materials:
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Ziploc bags
Cheesedoodles, mashmallows, tootsie rolls, toothpicks
Pencil & paper & crayons
Motivate!
When students walk into the classroom, the teacher will have a pre-constructed tower displayed for children to see.
On the top will be her character cut-out, reaching for the ceiling. She will explain to students that her character
asked her to build a tower high enough for her to touch the ceiling, but that she ran out of materials and her
character is really upset! She will ask students to help her build a higher tower for her character because she's all out
of ideas!
Activity:
The teacher will group the students into teams. Teams will be grouped based on the
student population. If grades can be grouped with their corresponding grades, a grade
competition will be held. If the population isn't diverse enough in age, the teacher will
split the groups using a different set of criteria. Each group will be given a pre-counted
set of materials so that all groups are working with the same materials. The teacher will
advise students that eating their materials will surely make their towers smaller! She will
have students draw a prototype and discuss with each other why they think their
construction will work best. She will give guidance as needed. When students are finished
constructing their towers and all groups have run out of materials, the class will gather
around each tower while members measure their tower. A reward will be given to the
winning team, but all teams will be given an "engineer in the making" award.
Safety Tips: Student allergies should be taken into consideration before conducting this
activity. Permission from parents might be required.
Concept Discovery: During the activity the teacher can discuss how architectural
engineers work together to build amazing things, like the Freedom Tower or Empire State
Building. She'll discuss the importance of building a foundation for a sturdy structure.
Closure: If time allows, the class can deconstruct their towers and work as one unit to try and build the highest
tower they can with all their materials combined.
Resource: http://www.kidactivities.net/post/Miscellaneous-Kids-Science-Experiments.aspx
Vinegar Volcano!
GEOLOGICAL & CHEMICAL SCIENCE
Overview:
This activity can be used to introduce students to the different aspects of volcanoes and geological science. It's
universally fun and an amazing way to demonstrate the inner workings of volcanoes.
Purpose:
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The students will learn the workings of a volcano.
The students will learn about the chemical reaction of an acid and a
base.
Materials:
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Old aluminum pie tin (or baking pan or paper plate)
Lots of old newspaper
Baking soda (about 3-4 tablespoons)
Vinegar (about 1/2 cup)
A few drops of liquid dishwashing detergent
Small plastic bottle (like a small pop bottle)
Modeling clay
Funnel
Measuring spoon and measuring cup
Red food coloring
Glitter (optional)
Teacher-made volcano
Motivate!
When students walk into the classroom, the teacher will have a giant, pre-constructed volcano set for eruption. She
will tell students the classroom has been rumbling and shaking for hours and she has a feeling the volcano is about
to erupt. She can put on a sound clip of a rumbling volcano and have the lights dimmed for effect. When everyone
is present, she will demonstrate the experiment. It will be messy so students will
be asked to stand back.
Activity:
The teacher will lead a discussion on the reactions of the chemicals and the
workings of volcanoes. Because this activity will be done in an extra-curricular
setting and across grade-levels, the students will not be assessed on their
attainment of this information, but instead on their abilities to work as teams to
create their own volcanoes. The enrichment will be inherent in the activity. The
teacher will group the students as appropriate for the population, and
demonstrate the steps they will take to construct their own volcanoes. Stations
will be set up prior to student arrival. The groups will work together to design
their volcanoes using the clay and decorating materials. When every group is
finished with their construction, the class will gather around one group at a time
while each group sets off their volcano. One student in each group will be chosen
at random (popsicle stick method) to make things fair.
Safety Tips: While working with chemicals, students should wear safety gear to avoid interaction with their skin or
eyes. Permission should be attained by all guardians prior to the activity.
Concept Discovery:
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Chemical reactions
Acids & bases
Geological processes
Measurement (liquid & solid)
Closure: The teacher will take pictures of each group's before, during, and after projects, as well as the groups
themselves. She will ask them to fill out an exit slip as a group with two sentences stating something they learned,
why they enjoyed the project, or what inspired them to make the volcano that they did. The teacher will collect
these quotes and pictures to put together a display board of student work in the school.
Resources:
http://www.enchantedlearning.com/crafts/nature/volcano/
http://teachinglittlekids.com/wp-content/uploads/2011/07/Ingredients1.jpg
Monarch Butterflies - Life Cycle
BIOLOGICAL SCIENCE: LIFE CYCLES
Overview:
This is a classic activity that can be implemented over a span of time in the
enrichment program. Students will visit my classroom on their own time to
change their caterpillar's food and clean their containers. Most caterpillars will
complete their life cycle in six weeks (monarch butterflies), but for some
"lucky" caterpillars, they will stay in their chrysalis for six months. Students
will keep a diary of their caterpillar's development.
Purpose:
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The students will learn responsibility in caring for their individual caterpillars.
The students will gain an understanding of the life cycle of butterflies and compare it to the life cycles of
other animals.
Materials:
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Caterpillars (http://www.monarchwatch.org/)
Clean, plastic soda bottles
Milkweed
Life-cycle diary
Presentation materials
Motivate!
Let students know you came into class this morning to find someone
played a trick on you. Tell them you turned on your light and there were
tons of caterpillars everywhere, and you can't possibly take care of them
all by yourself! You need your fellow scientists to help you care for these
caterpillars so they can grow into butterflies.
Activity:
Have students pledge to care for their individual caterpillars and sign a
contract promising to do their very best to raise them! Distribute
caterpillars to each student and have them name them. Ask students to fill in the first page of their life-cycle diary,
and discuss some of the observations student make about their caterpillars.
Note: This activity will not be a full club-meeting. Instead, it will be an ongoing activity where students will visit the
classroom often to make observations about their caterpillars and add to their diaries. When most of the caterpillars
have hatched, the club will release them outside together. If some caterpillars don't emerge, students will continue
making observations throughout the year. Most monarchs that don't hatch within 6 weeks are waiting out the
winter. These will be our clubs "lucky" butterflies. If they don't hatch by the end of the year, I will take the
remaining caterpillars home. I will send letters to children whose "lucky" butterflies hatched over the summer, with
pictures of their release.
Closure: We will discuss our observations as a class and compare the life-cycles of butterflies to the life-cycles of
ourselves and other animals.