Kindergarten Kit Manual - Alberta Science Network

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Kindergarten Kit Manual
Created by
Generously funded by
Contents
Introduction ................................................................................................................................................ 3
Kit Contents ................................................................................................................................................ 4
Activity A – Electricity: energy sticks ........................................................................................................... 5
Activity B – Electricity: the plasma globe and Lumin disc............................................................................ 6
Activity C – Discovering the micro-world: digital microscopy ..................................................................... 8
Activity D – Discovering the micro-world: using microscopes .................................................................... 9
Activity E – Paleontology: fossil find ......................................................................................................... 10
Activity F – Paleontology: dino dig ............................................................................................................ 12
Activity G – Astronomy: exploring the solar system ................................................................................. 13
Activity H – Astronomy: a race around the Sun; an introduction to the planet orbits .............................. 15
Activity I – Fun with polymers ................................................................................................................... 16
p.2
Copyright © 2014 Alberta Science Network. All rights reserved.
Introduction
Alberta Science Network’s mission is simple: we bring science to life for kids through
hands-on activities and provide educators with tools and resources to get kids excited about
science. These kindergarten kits have been funded through a generous contribution from the
TELUS Edmonton Community Board to provide full-day kindergarten students in Edmonton
Public Schools with resources they need to explore science in a hands-on way, led by their
natural curiosity. The contents of these kits have been hand-selected to provide a wide range of
repeatable science experiences for kindergarten students. We hope that you have hours of fun
with your students, exploring science and learning about the world!
p.3
Kit Contents
1) Electricity
a) Energy Sticks x2
b) Plasma ball
c) Lumin Disc
2) Microscopy
a) Electronic microscope
b) GeoSafari first scope x4
c) Peacock feather
d) Rocks/minerals x2
e) Sea shells
f) Rock info booklet
g) Insect cubes
3) Paleontology
a) Fossil rubbing plates
b) Dino resin cast for rubbing
c) Coprolites (real fossilized dinosaur poop)
4) Experiments
a) Diaper material/instant snow and other polymers
b) Colour tablets
5) Flight/birds
a) Flying bird model
b) Egg incubator set (1 incubator shared
between 2 kits/schools; use needs to
be coordinated with partner school)
p.4
Activity A – Electricity: energy sticks
Background:
Energy sticks are a great tool for teaching students about electricity and circuits. In
order for a circuit to “work” it needs to be closed. Energy sticks are constructed to send a small
(safe and unnoticeable) current through whatever touches its poles. It’s also very sensitive to
detecting even the slightest current. When you make a closed circuit with an energy stick its
LEDs (lights) start flashing, and it makes a silly noise. While the concept is simple, the energy
stick can be used to make human circuits! One
energy stick can detect the current with up to
~100 people making a circuit.
Materials:
 2 Energy sticks (in kit)
 Lots of students
Procedure:
Start by explaining to your students that
electricity can be very dangerous, and that they can never play with electricity or electrical
devices without their parents’ supervision or consent. However, when electricity is used safely
it can be extremely useful for people, and even fun! Explain that electricity can only work if
there is a circuit, which is a complete circle, loop, or closed chain. Show the energy stick, and
how you make it light up when you hold both ends. Explain that a very weak current runs
through your body, essentially completing the circuit. Your body is acting like a conductor!
Now, have your students form a circle and have them hold hands. Then, allow two
students to each hold on end of the energy stick to complete the human circuit. It should light
up. If not, someone is not holding hands. Occasionally (but very rarely), someone’s hand is too
dry to conduct the weak current. In that case, have students wash and towel-dry their hands,
and try again. Another option is to have them apply a very small amount of hand cream. Make
sure all interested students have a chance to hold the energy stick.
p.5
Optionally, show students that water conducts
electricity by using a bowl of water as a “link” between
two people. If you don’t get the water to conduct the
current, try adding a little salt (distilled water will not
conduct electricity because it lacks salts/ ions to transport
the electrons).
Activity B – Electricity: the plasma globe and Lumin disc
!!!WARNING!!!
Plasma balls and the Luminglass produce energy similar to the electrical charge of lightning, but
on a much smaller scale. At most you may experience a small shock.
Safety Guidelines:
1. Keep plasma globe and Luminglass away from liquids. Liquids are excellent conductors
of electrical energy and can pose as a shock hazard. Make sure everyone’s hands are dry
before touching either device.
2. Keep plasma ball and Luminglass away from metal objects and surfaces (other than
those approved for testing). Metal conducts and such surfaces can become potential
shock hazards. Do not place tin foil around the plasma ball as it can generate a shock
when touching the ball.
3. Remove all rings/jewelry. Since they are often made from metal, they too can pose as a
potential shock hazard.
4. Keep away from those with heart conditions/pacemakers. This avoids unwanted
energy from affecting those devices.
5. Plasma ball can potentially heat up over time. Thus, do NOT leave it in the hands of a
single child for too long without a break.
6. Never leave the plasma ball or Luminglass unattended. Turn off both devices when not
in use to prolong the life.
p.6
Background:
The plasma globe was invented by an MIT physics student, Bill Parker, using principles
from Nikola Tesla’s Inert Gas Discharge Tube. The glass globe is vacuumed out to remove all
gases, before filling it with the specific mixture of noble gases. Noble gases are used in plasma
globes and discs because of their chemical stability in mixtures which ensures the plasma globe
can be used for a very long time. Depending upon the gas and internal pressure, different
colours and effects can be created. At the center of each globe, there is a silver-coated
electrode to supply high voltage current to the gas, which ionizes it or electrically charges the
gas creating plasma. The whole globe becomes a conductor, thus other conductors will attract
the plasma whereas insulators will not. Additionally, since the plasma is electrically charged it is
highly susceptible to electromagnetic fields and can create a unique display.
Plasma is sometimes known as the fourth state of matter. It is interesting to note that
the Sun and other stars have lots of plasma and thus, the plasma globe can mirror some of the
activity present on the Sun.
The Luminglass or plasma disc works the same way, only with noble gases trapped
inside a disc instead of a globe. With both the Luminglass and plasma globe, the plasma will be
attracted to the path of least resistance that can easily connect to a ground. This mimics how
lightning strikes work.
Materials:
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Plasma globe (in kit)
Luminglass (plasma disc) (in kit)
Incandescent light bulb
CFL bulb (Compact Fluorescent Lightbulb)
Fluorescent Light Tube (if you can obtain one)
Graphite (pencil tip)
Penny or other coin
Rubber eraser
Music (optional)
Procedure:
1. Plug in plasma globe and Luminglass into AC power source.
Switch on the devices and turn off the lights. Keep plasma globe and Luminglass at least
3 feet apart when both are turned on, in order to maximize the visual effect of each
one.
p.7
2. Explain what each one is called and how lightning works. Can introduce the idea of
charges and attraction versus repulsion.
3. Ask students what they think will happen if they were to touch the plasma globe or
Luminglass. Call up a volunteer to test this hypothesis.
4. See what happens when the student touches the plasma ball with 1 finger versus a
hand.
5. See what happens when more than one hand/finger is placed on the plasma ball. Allow
all students the opportunity to touch both the plasma globe and the Luminglass.
6. Beginning with the plasma globe, test the various materials included in the kit along
with some of your own to see what attracts the lightning. Make a list on the board with
students to categorise materials on this basis.
7. Now, using the incandescent light bulb, have one student start from the opposite side of
the room (not more than 2 meters away from the plasma globe) holding the light bulb
at the glass or plastic base and slowly begin walking towards the plasma globe. Have the
student stop if/when the light bulb lights up. (Note: the incandescent light bulb will not
light up).
8. Repeat step 7 with the CFL light. Note that the position of the student’s hands on the
light tube will affect how much of the tube lights up, since the student acts as a ground
for the electrical energy. Sometimes you need to get really close(less than 5 cm) to the
plasma globe to see the CFL tube light up. You (the teacher) can demonstrate the same
with a fluorescent/neon light tube (if you can obtain one).
9. Repeat steps 5 – 7 with just the Luminglass.
10. Optional: Switch the setting on the plasma globe/Luminglass to the sound setting. Get
students to try making different noises at different locations from the plasma
globe/Luminglass to how the plasma reacts. Next, set a speaker nearby and play
different kinds of music to see how it affects the display.
Activity C – Discovering the micro-world: digital microscopy
Background:
There is a world around us hidden in plain view. Well, you do need a microscope to see
it! Many everyday things can look strange and interesting under magnification. In fact,
scientists use microscopes all the time to study things that are too small for the eye to normally
see.
p.8
Materials:
 Digital/electronic microscope (in kit)
 Miscellaneous items to look at (e.g. peacock feather, rocks, seashells, “insect cubes”,
printed materials, student fingers, etc.) (some items in kit)
Procedure:
Make sure the camera software (called “ehe” is
installed*. Plug the usb cable of the digital microscope into
your computer. Remember that there are two ways to focus,
and there is a light intensity adjustment dial on the cord.
Now you can get creative. Have students suggest
items to magnify. Have students bring an item from home to
explore under the microscope. Because the magnification is
strong, focussing requires some practice and skill. This is best
done as a demo for your students. Don’t let students handle
or operate the digital microscope.
*To install camera software, insert software CD, follow prompts. When software is installed, attach
digital microscope. Open the program (a pink icon with white letter saying “ehe”). Now, click on
“devices”, and select the “ehe camera”. You should now see what the microscope sees.
Activity D – Discovering the micro-world: using microscopes
Background:
Microscopes generally come in two forms, compound microscopes for high
magnification, and stereo- or dissecting microscopes for relatively low magnification. The
former is used to look at micro-organism sized objects, while the latter is more useful for
observing textures and structures just out of reach of the regular eye. When magnifying
anything, the “depth of field” becomes narrower/ shallower, making is hard to focus on an
object. The best way to learn how to use a microscope is to use one with lower magnification,
which makes it much easier to focus.
p.9
Materials:
 4x GeoSafari Jr. My First Microscope (in kit)
 Batteries for microscope lights (3x AAA per microscope)
 Miscellaneous items to look at (e.g. peacock feather, rocks, seashells, “insect cubes”,
printed materials, student fingers, etc.) (some items in kit)
Procedure:
Explain to students that learning to use microscopes allows them to explore a new
world, and also act like a real scientist. Ask around for ideas for items to magnify. Have students
come up with ideas of how a microscope can help scientists in real life. Some examples are
solving crimes, studying insects, constructing computer component, etc.
Activity E – Paleontology: fossil find
Background:
When most people think of fossils they think of dinosaur
skeletons and large bones, but there are many different types
of fossils to be found. Do you know what a fossil really is?
Basically, fossils are the remains of once living animals or plants.
People have been finding fossils in rocks for thousands of years,
but until quite recently they didn't understand what they were.
Today we recognise that the fossils we find in rocks represent the
ancestors of the animals and plants that are alive today.
Here are some YouTube videos that explain different aspects of fossils to students:
 How are fossils formed? Kids learning Animation Video https://www.youtube.com/watch?v=9nf6R-4ScjU
 Dinosaurs Facts & Fun Dinosaurs Cartoon Videos for Children (HooplaKidz TV) https://www.youtube.com/watch?v=_v4cofw39CE
 Magic School Bus: “The Busasaurus” episode - https://www.youtube.com/watch?v=084MQiZtEs
Fossil information for teachers:
 Bill Nye’s fossil episode - https://www.youtube.com/watch?v=vIbqduNp2pY
p.10
Materials:
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Fossil rubbing plates (in kit)
Trilobite fossil replica/ cast (in kit)
Coprolite (fossilized dinosaur poop)
Rubbing paper (any paper that’s not too thick will do)
Charcoal/ Crayons/ Graphite/ Ink sticks
Fun book on fossils/ dinosaurs (can be obtained from the library)
Fossil videos (see above for suggestions)
Procedure:
1. Gather the students to introduce fossils and how they can
tell us about the past. Talk about the kinds of fossils and
where to find them (i.e. People dig for fossils). Suggestion:
Read the kids a fun book on fossils/dinosaurs and/or watch
a video like the Magic School Bus “The Busasaurus”
episode to help introduce the topic.
2. Bring out the fossil rubbing plates. And the trilobite fossil
replica. Explain what it is called and how long ago it lived.
3. Allow students to come up and touch the fossil replica.
4. Pass out the charcoal and rubbing paper. Explain to
students that they are going to make a rubbing of the
fossil and that they can keep their own record of the
fossil.
5. Demonstrate how to make a rubbing using the bottom of
a sneaker and then the rubbing plates. Lay the rubbing
paper flat over top of the object and hold it secure with
one hand or use sticky tape. Take the charcoal and rub it
back and forth over the paper.
6. Have extra paper for students to take rubbings of other
rough surfaces (sneaker bottoms, coins, etc.) as practice
rubbings and while they are waiting for others to finish. Once they have completed a
couple of rubbings (at least one should be successful with no tears in paper and details
visible), let the students each make their own rubbing of the specimen. Alternatively,
can have them do a completely separate activity while waiting.
7. Finally, present the coprolite and explain what it is. This is a real fossil! This is a good
time to remind students that fossils are impressions of something that no longer exists.
p.11
There is no actual poop material left! Scientists can use coprolites to study what type of
food dinosaurs ate.
Activity F – Paleontology: dino dig
Background:
Paleontology is the study of organisms (plants and animals) from the past (thousands of
years ago), which includes digging up and studying fossils. Paleontologists are people
who dig up and study fossils. Also, see background for activity E.
Materials:
 Plastic tub filled with sand/whole wheat flour
 Plastic dinosaur bones, replica fossils, replica arrowheads, etc.
 Small plastic trowels and paint brushes
Procedure:
1. Talk to students about fossils again. Talk about dinosaurs including when they lived, that
they are cold blooded, lay eggs, etc. Tell students that we can learn a lot about
dinosaurs from their fossils.
2. Talk to kids about paleontology. Show kids the video: I Am a Paleontologist - They Might
Be Giants w/Danny Weinkauf - http://www.youtube.com/watch?v=B7zo2zY1Zqg
3. Can expand this dig to talk about archaeology and what archaeologists look for.
p.12
4. Get a large plastic tub and fill it with sand (or whole wheat flour). Put a fine layer on the
bottom and then randomly hide different objects (e.g. pebbles, plastic dinosaur bones,
replica fossils and arrowheads, etc.). Can alternatively print out pictures of different
fossils, cut them out and laminate them, and bury them in the sand. Allow students to
take small plastic trowels and tiny paint brushes so they can try out being
paleontologists too!
Activity G – Astronomy: exploring the solar system
Background:
Our world often seems very large. But our planet, Earth, is actually one of the smaller planets in
our solar system. All of our planets orbit the Sun, which is a fairly small star. Stars are not
planets as they produce energy by converting hydrogen into helium. There are two main types
of planets: rocky/terrestrial planets and gas giants. The smaller planets in our solar system
(Mercury, Venus, Earth, and Mars) are all terrestrial planets with hard, rocky surfaces and are
closer to the Sun. The outer planets (Jupiter, Saturn, Uranus, and Neptune) are extremely large
compared to the inner planets and are mostly composed of gas, with no real surface, thus
earning them the designation gas giants. Pluto and other small planets outside of the gas giants
are dwarf planets due to their strange orbital paths and size. These dwarf planets were likely
captured objects.
The order of the planets, starting with those closest to the Sun, is as follows (with points of
interest listed next to each planet:
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Mercury – smallest of the planets and covered with many craters
Venus – covered in thick clouds and volcanic activity on the surface, making it very hot.
Almost the same size as Earth.
Earth – largest of the rocky (inner planets). Only planet to have confirmed life
Mars – the Red Planet. Covered in iron oxide on the surface. Home to the highest
mountain in the solar system, Olympus Mons. Also where we send the rovers.
Jupiter – largest planet in the solar system. Has distinct stripes and the Great Red Spot.
Has a very faint, thin set of rings.
Saturn – second largest planet in the solar system. Known for its massive set of rings.
Least dense of all the planets, thus if you put Saturn in a gigantic bathtub, it would float.
p.13

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Uranus – pale blue in colour. Rotates on its side. Coldest planet in the solar system. Has
rings.
Neptune – dark blue in colour and also has rings. Officially the farthest planet in the
solar system.
Some other points of interest include that Mercury and Venus are the only two planets without
moons.
Materials:
 Computer or tablet connected to projector screen or SMART board
 “Solar System Scope” app (free at www.solarsystemscope.com)
 Laser pointer (optional)
Procedure:
1. Download Solar System Scope app for your PC at www.solarsystemscope.com or
download the app version suited to your tablet or smart device. Additionally, you can
access it for free at www.solarsystemscope.com but with ads.
2. Connect computer or smart device to projection system or SMART board.
3. Launch Solar System Scope app, or go to the website and click on the solar system to
begin the simulation. To enhance the experience, turn off the lights.
4. When you begin the simulation, it will have the planets in their current positions around
the Sun. You can change the angle that the solar system is viewed at by clicking and
dragging the mouse. To zoom, simply use the mouse wheel.
5. Start with the full solar system and take the kids through the order of the planets
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune). Explain that our
Sun is a star (a big ball of burning gas) while the rest are planets.
6. When talking about each planet, double click on the specific planet to zoom in. Can use
the menu on the left to show the inner structure and bring up information on the
planet. Be sure to mention that Mercury, Venus, Earth, and Mars are smaller, rocky
planets called Terrestrial or Rocky planets. Jupiter, Saturn, Uranus, and Neptune are
extremely large planets and are mostly gas. They are called Gas Giants. Can also talk
about Pluto; however it is a dwarf planet due to its size and highly irregular orbit.
7. Note, that the menu on the right lists any satellites (moons) that the planet may have.
You can click on those to bring up the virtual moon and use the left menu to obtain
further information.
p.14
8. Once all the planets have been introduced, you may try bringing up the picture of a
planet and seeing if students can identify it.
9. Optional: If you have the inflatable solar system, or laminated pictures, you can make a
game of students putting the planets in the correct order.
10. Optional: Also, you can have students draw/colour their favourite planet from our solar
system and then make a gallery of planets on the wall or ceiling.
Activity H – Astronomy: a race around the Sun; an introduction
to the planet orbits
Background:
The closer the planet is to the Sun, the shorter its orbit is or the less time it takes to go around
the Sun. The farther away from the Sun, the more distance each planet must travel and as such,
its orbit takes longer to complete.
Materials:
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Large empty space, i.e. gymnasium
Inflatable Solar System or laminated set of pictures of each of the planets and the Sun
Pylons
Hoola hoop
Stop watch
p.15
Procedure:
1. Place the hoola hoop in the centre of the gymnasium.
2. Place pylons roughly equally spaced, going outwards from the hoola hoop. Each of these
pylons will indicate the space/size of the orbit. Alternatively, you may try without the
pylons, or use string to mark out the orbits.
3. Pick a student to be the Sun (can pick more than one student if you want to
demonstrate the rough size of things as well). Have the student(s) stand in the hoola
hoop.
4. Pick other students to be the planets and give them their representation of the planet to
hold onto. You may have more than one student group together to form each of the
larger gas giants to remind the other students of the size difference. If so, make the
students link together by holding hands.
5. Have the students line up in the correct order, from inner to outer planets, and place
them in their correct orbit around the Sun.
6. Have all planets start from the same point or starting line. Instruct the students to walk
around the Sun in their orbital path.
7. Have the other students keep track of which planets complete a single orbit at the walk
first and so on.
8. Can alternatively set each planet to complete one loop/orbit of the Sun and time them
with a stopwatch.
9. Ask students which planets complete their orbit the fastest and which ones are slower.
Can link this concept in with the definition of a year.
Activity I – Fun with polymers
!!!Warning!!!
While Insta-Snow (and other super absorbent polymers are safe to use around children and
pets, adult supervision is always recommended. Even though the product is non-toxic (it's 99%
water), keep Insta-Snow away from the eyes and mouth. If ingested, be sure to flush with
water. Insta-Snow is very slippery when wet. Keep the snow off of all walking surfaces, and
clean up any spill immediately. For more information, visit
http://www.stevespanglerscience.com/blog/teaching-moments/most-commonly-asked-instasnow-questions/
p.16
Background:
One of the most common applications for super absorbent polymers is their use as the waterabsorbing ingredient in baby diapers. That's right... baby diapers! (from
www.stevespanglerscience.com/lab/experiments/water-absorbing-crystals) However, polymers
can be used for all kinds of exciting science experiments.
Materials:
 Polymers (in kit)
 Colour fizz tablets (in kit)
Procedure:
1. Your Steve Spangler polymer kit (bucket) comes with a number of different forms of
super absorbent polymers. They all contain instructions (inside the jars!) on what
activities are best done with them.
2. The polymers are great for testing a number of questions:
a. “what happens if we add something other than water?”
b. “what happens if we leave the engorged polymer dry after use?”
3. Generally, there are lots of simple experiments you
can do. Keep in mind to ask students beforehand to
predict what will happen. Then ask what you can
change in the procedure to alter the outcome if you
do the experiment a second time.
4. While the colour fizzers are great to use in
combination with the polymers, they can also be
used on their own. Colour fizzers come in the three
primary colours, but experiment with your students
what other colours you can make by combining the
colours! For more information on the colour fizzers,
go to http://www.stevespanglerscience.com/collections/best-sellers/color-fizzers-truecolor-tablets.html. Colour fizzers do not stain and are non-toxic.
p.17

Kindergarten Kit Manual - Alberta Science Network

Transcription

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