DESTINATION SCIENCE
Collaboration in the Community building Connections
Science Students Mentoring Science Students
“We know our students learn in many different ways: visual, auditory, tactile, kinesthetic, and social. It's a missed opportunity if we don't use the way that a student learns best to hook them and get them excited about science.”
Goals:
1. To collaborate and build connections between high schools and elementary schools.
2. To encourage student interest in science.
3. To ignite science excitement and share their knowledge with young minds.
4. To get elementary students prepare for secondary science classes.
5. To showcase your understanding of Scientific Method through Chemistry.
Science Student Preparation: Check the boxes when completed
You must demonstrate that all of the following have been completed.
o 1. To encourage student interest in science, it’s important to engage them in hands-on activities that provide ties to real-world applications. Activities should allow students to explore the vast array of scientific concepts.
o 2. Before working with students, make sure you fully understand the activity and make note of any additional safety precautions provided in the activity directions.
o 3. Prepare for informative learning experiences and safety aspects. If using chemicals, prior to the activity, you should be familiar with safety procedures and possible side effects of contact with the chemical as listed on the chemicals’ Material Safety Data Sheet.
o 4. Inspect the site to be sure it is free of potential hazards. There are well-ventilated areas for the use of vaporous materials such as chemicals. Flammable materials are kept in fireproof containers and in an area away from ignition sources.
o 5. Food or beverages are not consumed in an activity area. Hands are washed after.
o 6. Ensure safety of equipment and materials. The work area is ample and appropriate for the science activity.
o 7. When working with any chemical, plant, or animal, the following are observed: Hands do not touch the mouth or face during the activity. Facilities for washing hands and eyes are available at the site. Hands are washed thoroughly after the activity.
o 8. Equipment is thoroughly cleaned. Used materials are disposed of properly. Chemical substances are used only when the adult in charge specifically knows the outcome.
o 9. Goggles must be worn. Even the simplest experiment can be an eye hazard.
o 10. Ensure use of gloves when necessary.
o 11. Dress appropriately for the activity. Avoid wearing dangling earrings, bracelets, and necklaces that may become entangled in equipment. Make sure long hair is tied back.
o 12. Be prepared with a backup plan or alternate activity.
o 13. Write, review, and practice safety procedures and precautions with the students.
Chemistry 11 Assignment
___/5 1. Design an experiment to demonstrate a scientific principle. Provide an outline before Spring Break.
___/5 2. Demonstrate you understand the principle.
___/10 3. Design safety procedures and precautions for the students.
___/5 4. Ensure students are engaged in the activity, not just standing back and watching.
___/5 5. Design a method to ensure students know the proper use of lab equipment.
___/10 6. Design a formative assessment of what the students know before and during the experiment. (Use the scientific method approach!)
___/5 7. Design a summative assessment of what the students learned. Example may be designing an information sheet to show their knowledge.
___/5 8. Ensure clean up of the experiment as it is part of the lab experience.
___/5 9. Use of the steps in the scientific method to answer question proposed.
___/5 10. Practice session with other grades and class
___/40 10. Write a reflection the experience and application of the scientific method.
___/100 Total
Assessment: You will be assessed on the above criteria
Destination Science Reflection
You reflection should be organized with the following headings/bullets.
1. Describe your experience using the following:
___/2 What did you do (Explain your experiment)?
___/3 Who were you working with (What were their names, who were they)?
2. Examine your experience.
___/5 Explain your interactions with the students.
___/2 What was the goal you were trying to accomplish?
___/3 Were you able to effectively achieve your goal? Why or why not?
___/2 Was this an easy or a difficult task to undertake? Why?
___/3 What were the positives and negatives of the experience?
___/5 What scientific principle did this experience help you better understand?
3. Learning Experience
___/2 What did you learn from this experience?
___/3 What did your students learn? (From you assignment you gave them after you marked it)
___/3 How do you know whether or not your students learned.
___/2 Did your experiment work, why or why not?
4. Feedback
___/5 To help the Chemistry 11 students for next year what would you do different next year?
___/5 Is there anything you would add to make this a better learning experience?
An Example of the an experiment
Objective:
In this activity you will determine the number of licks to get to the center of a Tootsieâ Roll Pop and the mass of one lick. During this activity you are expected to focus on being a flexible and self-directed learner.
Specifically, you are expected to:
· To find out how many licks to get to the centre of the Tootsie Pop.
· Examine the sources of error that contribute to the results
· Calculate the mass/lick of Tootsie Pop
Hypothesis: ______
______
Equipment Needed:
• Tootsieâ Roll Popâ, Scale, Googles
Safety:
1. Put on googles. Any experiment can be an eye hazard.
2. Do not put the Tootsie Pop down once you have started.
3. When weighing the Tootsie Pop put the wrapper on the scale then weigh the Tootsie Pop.
Procedure:
1. Measure the starting mass of the Tootsie Pop.
2. Decide how you are going to lick the Tootsie Pop and take 20 licks. Measure the mass.
3. Repeat step 2 until you have reached the center of the Tootsie Pop.
4. Calculate the mass of a lick from Tootsie Pop.
à à Repeat!
20 Licks
Data Collection:
0
20
40
60
80
100
120
140
160
180
200
220
240
260
280
300
320
340
360
380
400
420
440
460
480
500
Calculations:
Calculate the mass of one lick (in grams)
In your conclusion you should demonstrate your ability to be an effective communicator:
· ALWAYS restate the results
· State sources of error
· Organize and Convey information and ideas accurately
· Accept or reject your hypothesis
Conclusion: ______
______
______
______
______
Accept or reject your hypothesis: ______
Questions
1. How many licks did it take to get to the center of the Tootsie Pop. ______
2. Check with other groups, did they get the same value as you did? ______
3. Why or why not? ______
______
4. If you performed this lab again would you expect to get the exact same results? ______
5. Why or why not? ______
______