Journals—15 August—19 August 2016 Monday, 15 August 2016 It's science week! All week we have been doing different experiments eagerly waiting and guessing what might happen. On Monday we asked the children about sci- ence and asked them ‘what is science?’ It was evident from their responses that they have grasped a strong understanding of science from our previous discussions and our visit to the science laboratory last term. Taj: It's when you make explosions. Isobel: It's when you try something to see if it works. Henry: It's something with an animals. And you put someone on it and it changes to something else. Arabella: You get a bowl and you put a piece of paper in it. Then you get a plastic bottle with vinegar inside and then you put some colour inside and when it explodes it goes down the paper. Gigi: Science is when you make stuff and you think and you mix stuff and it might turn into a frog. Harper: You make something you've never made before. Aiden: Science is when you make experiments. What if an experiment? Milan: An experiment is when you make something and it turns into anything. Chloe: It's when you don't know what it will turn into. Taj: It's when you make big explosions. Sean: It's when you make experiment. They can make fireworks. Aiden: Experiment means you test something out. Isobel: Experiment is when you do something you’ve never done before. Milan: It's something you make and it can turn into a frog. Gigi: Science is about trying new things you’ve never done before. Thomas: I did one before with my Mummy. Olivia: Experiments are what you make that you've never made before. We put some milk on a plate with drops of food colour? We then used a cotton tip covered in detergent and watched what happened asking the children to predict what they might think will happen. Angus: It will change colour. Gigi: It will make a rainbow. Taj: It will make an explosion. “Science is when you make experiments. ” - Aiden Victorian Early Years Learning and Development Framework LEARNING – Outcome 4: Children are confident and involved learners. The children have developed a range of skills and processes such as problem solving, inquiry, experimentaon, hypothesising, researching and invesgang over the week. The children have enjoyed exploring different science experiments and watching what will happen. Science Week
Transcript
Journals—15 August—19 August 2016
Monday, 15 August 2016
It's science week! All week we have been doing different experiments eagerly waiting and guessing what might happen. On Monday we asked the children about sci-ence and asked them ‘what is science?’ It was evident from their responses that they have grasped a strong understanding of science from our previous discussions and our visit to the science laboratory last term.
Taj: It's when you make explosions.
Isobel: It's when you try something to see if it works.
Henry: It's something with an animals. And you put someone on it and it changes to something else.
Arabella: You get a bowl and you put a piece of paper in it. Then you get a plastic bottle with vinegar inside and then you put some colour inside and when it explodes it goes down the paper.
Gigi: Science is when you make stuff and you think and you mix stuff and it might turn into a frog.
Harper: You make something you've never made before.
Aiden: Science is when you make experiments.
What if an experiment?
Milan: An experiment is when you make something and it turns into anything.
Chloe: It's when you don't know what it will turn into.
Taj: It's when you make big explosions.
Sean: It's when you make experiment. They can make fireworks.
Aiden: Experiment means you test something out.
Isobel: Experiment is when you do something you’ve never done before.
Milan: It's something you make and it can turn into a frog.
Gigi: Science is about trying new things you’ve never done before.
Thomas: I did one before with my Mummy.
Olivia: Experiments are what you make that you've never made before.
We put some milk on a plate with drops of food colour? We then used a cotton tip covered in detergent and watched what happened asking the children to predict what they might think will happen.
Angus: It will change colour.
Gigi: It will make a rainbow.
Taj: It will make an explosion.
“Science is when you make experiments.” - Aiden
Victorian Early Years Learning and Development Framework
LEARNING – Outcome 4: Children are confident and involved learners.
The children have developed a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating over the week. The children have enjoyed exploring different science experiments and watching what will happen.
Science Week
Journals—15 August—19 August 2016
Who can tell us what sinking and floating mean?
Chloe: When you are sinking you don’t know how to swim.
Sean: When you are in a pirate ship sometimes it can sink.
Isobel: When something hard sinks. And something soft floats.
Taj: The only way you can float things is put something on your back.
Gigi: You have to see if something floats.
Aiden: Heavy means it can sink and not heavy means it can float.
Each child was given an object and asked to predict if they thought it would float or sink.
Gigi: Plastic spoon. Float.
Taj: Rock. Sink
Clara: Shell. Float.
Kyler: Leaf. Sink.
Henry: A pine cone. Sink. The spikes hold onto the water.
Olivia: Straw. Float.
Isobel: Paper things float.
Aiden: Paper clip. Float.
Henry: It sunk.
Gigi: Because it’s little.
Harper: Heavy things sink.
Do you think the paper clip is heavy?
Harper: No.
Isobel: Icy pole stick. Float.
William: Pig. Float.
Lexi: Button. Sink.
Angus: Feather. Float.
Henry: How does it do it?
Angus: The feathers keep it floating.
Lexi: When all the feathers get wet it doesn’t float.
We tested to see if the feather would float if all the feathers were wet. It stayed afloat.
Chloe: A cupcake tin. Float.
We tipped water in to the cupcake case and watched as it sunk to the bottom of the bowl.
Angus: Because the spikes. It wasn’t strong enough.
Aiden: Because there was no flat surface when she tipped it the other way.
Thomas: Texta. Fall down.
Harper: Spoon.
What is your spoon made out of?
Harper: Metal.
Gigi: Mine floated.
Harper: Floated.
Felix: Let’s see if your theory is right.
Gigi: Metal is so hard so it dips down.
Sean: A pom pom. Sink.
Ruby: Rubber band. Float.
Felix: Toy shark. Sink.
Arabella: Artificial leaf. Sink.
Gigi: Because it’s floating. Because they have a flat surface.
Milan: Bead. Sink.
Alexandra: Toy dragonfly. Sink.
We then put an orange into the bowl and guessed to see if they would float or sink. It floated. We then peeled the orange and predicted what would happen and it sank. The skin on the orange has air pockets that keep it floating.
Tuesday, 16 August 2016
To sink or to float? That is the question.
Journals—15 August—19 August 2016
On Wednesday during science week we undertook experiments with fire. The children were excited to learn about fire and were very aware of the safety precautions.
Experiment 1: Extinguishing flame
How is the flame burning?
Alexandra: The fire.
Henry: The coal.
William: The wood on the matches.
Alexandra: The fire is hot and when it’s on the candle it burns and goes black.
Taj: When you scratch it, the hotness makes fire.
Aiden: The fire makes it burn.
Henry: The coal makes the fire when you put the cup on.
What’s going to happen when we put the glass jar over the flame?
Angus: It won’t keep on lighting.
Isobel: The flame on the stick gets bigger and bigger.
The flame extinguished when we covered it with the glass jar...why?
Angus: Because there is no air!
Henry: Air makes the fire comeback.
Gigi: Cups are stronger than matches.
Isobel: It’s a trick candle.
Experiment 2– Which flame will last the longest
We then tried different sized jars to predict which flame would last the longest.
Gigi: The big one because it is longer than the other one.
Angus: The big one because it’s got more air in it—my prediction is right again!
Harper: Extinguish means it blows out the candle.
Aiden: Extinguish means it’s gone.
Henry: Water puts out fire.
Experiment 3—Candle and water
We then put the candle in some water and covered it with the jar. What is going to happen?
Olivia: The water will turn brown.
Sean: The cups will burn.
The candle lifted off the bottom surface and started floating. What happened?
William: The water made it go up.
Felix: The water got sucked up.
Experiment 4: Jar with fire and water balloon. ( https://www.youtube.com/watch?v=K4sZIKJLmzw )
Thomas: The fire, when it got lighted up, the flame got a little bit black. The balloon got sucked into the bottom.
Olivia: The fire sucked the balloon in through the hole.
“Children's increasing understanding of their environment forms the basis for their concept development. As they develop, they generate questions about situations and phenomena, and make predictions”
(Victorian Early Years Learning and Development Framework, 2009).
Smokin’ Hot Science
Journals—15 August—19 August 2016
Friday, 19 August 2016
The Explosion with the Moreton Bay Scientists. The children conducted their own experiment using food dye, a squirt of detergent, vinegar and bicarb soda.
They worked together to determine how many scoops of bicarb soda was needed to create a reaction with the
vinegar. Great discussions and excitement were heard as the vinegar and bicarb reacted together and overflowed,
