First Week- Feb 7, 9

Hello All!

This week was a get to know you experiment. Because I plan on doing so many hands on examples I really needed to learn about the students, their needs and strengths, and ensure that the class would run smoothly by doing an easy test run.
We discussed famous scientists and had a brief introduction to different science topics on Tuesday. The students found out about a few of the overarching themes of science (Earth, Natural, Life and other). Students voted on their highest interest and I've been developing week "themes" that we can focus on through the rest of our sessions. We then discussed the steps of the Scientific Process which we will be focusing on and using for each experiment.

Scientific Process:

1. State the Question

2. Collect information/ State what you know

3. Form a Hypothesis

4. Run your Experiment

5. Make observations and Record Data

6. Discuss and Make a Conclusion



On Thursday students had the chance to explore air travel. We ran an experiment to answer the question of what makes paper air planes fly with the hypothesis that either wing length or size had an impact on ability to fly well. Students recorded data from two test throws but since this was the first week I didn't send home the reports.

There were a lot of choices for paper planes so if your student wanted to try a different on click on the link listed below and you can choose the plane to print out (directions are also on the page on how to fold the planes)

http://www.funpaperairplanes.com/

model print outs

This link is animated directions of some of the same planes and others as well that we didn't get to in class:

http://www.10paperairplanes.com/

And here is a short video about how to make and fly paper air planes: 

http://www.activitytv.com/24-how-to-throw-a-paper-airplane

I'm very excited that the students are so interested in science and I can't wait to continue the sessions. I'm trying to figure out how to upload the presentation so when that gets figured out I will put it up here.

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