Mötespunkt för pedagoger att dela naturvetenskapliga idéer
Pour hot water into a glass jar. Close the lid and place a plate on the lid on which you put snow or ice.
See how the water forms clouds and how the cloud slowly flows down like rain.
Think with the kids how it works.
Where do the clouds come from? Where does the rain come from? Why is it raining down? And on…
I like challenges. Do you dare to try this I found from Buggy and Buddy?
The challenge is to create a container that will protect an egg from cracking or breaking from a high fall. You can make this as simple or complex as you want depending on the amount of time you have and the ages of kids you are working with.
Materials for the Egg Drop Challenge
Procedure
Questions to Spark More Curiosity & Critical Thinking
Describe your design.
Want to go even further?
Take a quarter of water and three quarters of oil in a bottle.
If you wish, you can also drop food color so that the water is colored.
Then drop a fizzy tablet of some kind, it pulls the water with it through the oil.
Prepare as many patches as students. Choose animals that the students know and write one animal on each note (you can of course also have a picture).
Each pupil is then given a clothespin and a patch with an animal on. The patch should not be displayed to anyone else. Everyone attaches a patch to the neck of someone else in the group so everyone has a patch in the neck, but no one knows what patch you have yourself.
Have students mingle around. When two people meet, they must ask a yes / no question to each other. The purpose of the question is to find out which animal you have in the neck, for example: “Does my animal have wings?” After asking your question you have to guess what animal you have in the neck.
If you make a mistake, you may continue to mingle and ask a new question to someone else. Once you’ve figured out what animal you have, you’re done. But you can still mingle, and answer questions from those who have not yet figured out their animal.
This game arose from a forest visit. One of the children found a branch on the ground that turned out to be blue inside. Then one of the children came on: “Yes! We play find the fault-game! ”
The game involves finding things that are ”wrong” and documenting them with a camera.
Then take the pictures home and reflect on the ”errors”. See what it raises for questions.
Thanks to lektionsbanken.se for the tip!
This exercise is a laboratory method of training how the numbers are built up, in this case number 5. Distribute one fence and five animals to each pair of children. Then have the children to think about how many different ways the animals can graze in Bosse the farmers’ two pastures.
If you want to extend the exercise you can have more pastures than two for the animals to graze in and have even more animals than five that are out grazing.
Material: Animals, fences (fences no need, two books can act as two different pastures)
Thank you Nina for the idea from the blog Räkna med mig.
Volcanoes are always fascinating. Here are two variants.
Form a volcano of clay. Pour a couple of spoons of baking soda into the crater. Drop in a few drops of caramel color. Take a spoon or pipette and drop in a few drops of vinegar in the baking soda. When the vinegar is dropped into the baking powder, it starts to mill and bubble. The mixture of vinegar and baking powder is poured over the edge of the crater and floats out over the sides of the volcano.
Explanation: The baking powder is a carbonate and consists of salts. All carbonates develop carbon dioxide if poured on an acid, such as vinegar. The carbonate reacts with the acid, which creates the bubbles.
Developments of the experiment
Pour baking soda into a bottle (preferably transparent). Place the bottle on a tray. Pour the vinegar into a glass, add some detergent and some caramel color. Stir the mixture. Put the funnel on the bottle and pour into the solution.
Explanation: The vinegar reacts with the baking powder to form carbon dioxide. The detergent will make huge bubbles of carbon dioxide. The bottle becomes full of foam, which eventually overflows!
There have been some experiments with floating here. I’ll give you one more. Then I have something else up my sleave.
Does everything flow in all kinds of fluids, or is it that some things can flow in water, but not in other liquids?
To try it, you can do the following experiment:
Measure out so it is equal amounts of water, oil and syrup, and pour them into the large jar, one liquid at a time. For the sake of effect, it may have a point to start with water, then oil and lastly the syrup. The liquids will layer.
Now it is time to choose an object and make a hypothesis: ”Will the chosen object float in the oil, in the water or in the syrup?”
MATERIAL
A large glass jar
Cooking oil
Water
Syrup
Various items: grapes, screws, rubber bands, erasers, piece of candle, plastic and metal clips, large sequins, cork, coins, thumbtacks, pearl, nails, magnets …
Peel a clementine or an orange. Light a candle and let it burn a little. Take a piece of the peel and squeeze the yellow on the peel against the flame of the heating light.
What can you see? Which fruit creates the most fireworks?
Explanation
It is not only air in an orange peel, but there are also oils in the peel that you use when, for example. makes perfume. When you squeeze the peel against the flame, you release the oils in the shell that are ignited by the flame.
The idea comes from Louise Alfredsson at Nätraby School in Nätraby via www.lektion.se
An experiment that contains both science and practical mathematics. Alex counted for 137 nails that stuck to the magnet and could certainly have counted longer if the nails in the box had not run out. Can all magnets hold the same number of things, or does it differ, and if so, why? Something to look into!
If you like, you can start by: