refrigerator science

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By Debbie Dailey

What’s In Your Refrigerator? Easy Ways to Spark a Love

for Science at Home

ExpErimEnt 3:

rainingmeteorites

ExpErimEnt 1:

Hydrophobic

pepper

ExpErimEnt 2:

musical rulers

ExpErimEnt 4: Let it rain!

ExpErimEnt

ProblemProblemHypothesisMaterialsProcedure Conclusion

National Association for Gifted Children www.nagc.org

June/July 2014 5

The enthusiasm for science displayed by students in early elementary grades is unparalleled. They’re eager to learn, engage, and investigate. They’re moti-

vated by their insatiable curiosity. And the earlier children are engaged in

science, the better. Studies have shown that early interest in science needs to be ignited before middle school and is instru-mental in motivating students to pursue a career in science. If not nurtured in ele-mentary school, the spark for learning sci-ence diminishes (Maltese and Tai, 2010).

Unfortunately, the amount of time spent on science in Grades 1–4 has steadi-ly declined since the passage of the No Child Left Behind Act of 2001. Teachers are spending an average of 2.3 hours per week on science, compared with weekly es-

timates of 11.7 hours on English language arts and 5.6 hours on mathematics (Blank, 2012). However, the effects of quality sci-ence instruction in the elementary grades can be far reaching. In 2012, the National Research Council cautioned that omit-ting science at any grade level potentially impacts student conceptual learning and places additional demands on teachers in higher grades.

To address these concerns, I participat-ed in a Jacob K. Javits Gifted and Talented Students Education program project (Uni-versity of Arkansas at Little Rock: STEM Starters). STEM Starters was developed to target science learning in elementary grades (Cotabish, Dailey, Robinson, & Hughes, 2013; Robinson, Dailey, Hughes, & Cotabish, accepted).

Over a two-year period, STEM Starters provided 30 teachers with 120 hours of pro-fessional development focused on science content and inquiry-based instructional practices. Additionally, STEM Starters used a peer coach to assist teachers with imple-menting problem-based science curricula in both regular and gifted classrooms. After participation in STEM Starters, both teach-ers and students demonstrated improved science learning (Robinson, Dailey, Co-tabish, Hughes, & Hall, accepted).

As a member of the STEM Starters program, I served as a peer coach to 30 elementary teachers. During this time I often visited classrooms and provided instructional assistance to the teachers. Students eagerly awaited my arrival and would clap and cheer when I entered the

“Think Like Scientists” Gifted kids thrive when solving problems that are relevant to their own lives (Rogers, 2002). When kids are encouraged to “think like scientists” and engage in the practices of real science, they make some amazing connections.

For example, during my work with STEM Starters, I helped 2nd grade students investigate weather. Students set up an authentic weather station where they monitored the daily weather and made predictions about future weather conditions. As part of a culminating activity, students pretended to be weather forecasters and delivered the forecast to their peers.

A short time later, I received a follow-up text from one of the teachers. She said that students from her class approached her during recess and alerted her to the fact that the weather was changing. They explained that the air was very heavy so the humidity must be high. They predicted that a low front was approaching. The most exciting thing about this scenario was the fact that students were relating their science learning to real-life situations. They were able to take their knowledge out of the context of the classroom and put it in the real world.

As parents and caregivers of gifted children, it’s important to always be on the lookout for ways to provide authentic, real-life, real-world learning experiences to ignite the young gifted mind.

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refrigerator science

room. Once, I overheard a child say, “Yay! Our scientist is here!” They were excited about the opportunities to actually “do” science. We conducted experiments and even set up a working weather station (see sidebar “Think Like Scientists” on page 5).

However, programs such as STEM Start-ers are not options for most schools and many students don’t often have opportu-nities to cultivate their interest in science during their school day (Banilower, Smith, Pasley, & Weiss, 2006). Parents, too, can help foster a love for science by encouraging children to question, explore, and investi-gate. They can promote students’ curiosity and provide multiple learning opportunities by volunteering to lead simple experiments as a classroom guest speaker; enriching their

child’s science learning through after school programs or summer camps; or simply using household supplies to conduct experiments at home.

Science also doesn’t have to be expensive or be in the context of a costly kit. Heilbronner (2013) encourages parents to provide opportunities for children to conduct scientific investigations and to explore through “science safaris,” where students investigate things in their own surroundings, whether it be at local museums or the nearby woods.

STEM Starters also created a take-home activity booklet to assist parents in provid-ing science investigative opportunities for their children. The booklet contains famil-iar, easy-to-do activities that uses inexpen-

sive materials found in most households. By doing these activities, I hope students

are encouraged to question more and seek investigations beyond the prescribed activ-ity to spark their love of science.

Author’s NoteDebbie Dailey, Ed.D., is an Assistant Professor of Teaching and Learning at the University of Central Arkansas. Formerly, Debbie was the Associate Director for the Jodie Mahony Center for Gifted Educa-tion and Advanced Placement at the Uni-versity of Arkansas at Little Rock. Debbie also served as the Curriculum Coordinator and Peer Coach of a federally funded pro-gram, STEM Starters, which focused on improving science instruction in the ele-

Experiment 2Title: Musical Rulers

Problem: What causes sound to change?

Hypothesis: Increasing or decreasing the length of a ruler that hangs off a table affects the sound made.

Materials: plastic ruler

Procedure:1. Place the ruler on the edge of a table so that half of it hangs off of

the table.2. Hold the end of the ruler flat against the table with one hand. With

the other hand, lightly snap the end of the ruler that hangs off the table. Listen to the sound.

3. Push the ruler back, so that less of the ruler hangs off the table. Repeat step two and listen to the sound.

4. Push the ruler so that most of it hangs off the table. Repeat step 2 and listen to the sound.

Results:Length How sound changedShorter ____________________ ______________________Longer ____________________ ______________________

Conclusion: What caused the sound to change when the length of the ruler was altered?

Source: http://science-notebook.com/sound01.html

Experiment 1Title: Hydrophobic Pepper

Problem: How does soap act in the presence of pepper and water?

Hypothesis: Adding soap to a container of water and pepper causes the pepper to react.

Materials: cup, water, pepper, liquid soap, eyedropper

Procedure:1. Fill a cup half full of water.2. Sprinkle pepper on the water’s surface

and observe what the pepper does.3. Add a drop of soap to the middle of

the water and observe.

Conclusion: What happened to the pepper? Draw a picture of what the pepper looks like. Why do you think this happened?

Source: http://www.education.com/science-fair/article/pepper-and-soap-experiment/

Find these experiments and more in Science Fun for Everyone: STEM Starters (Jacob K. Javits Grant S206A080026). http://livebinders.com/edit/index/1098783. Key:pbl

June/July 2014 7

mentary grades. Prior to moving to higher education, Debbie was a high school sci-ence teacher and gifted education teacher for 20 years. 0

ReferencesBanilower, E. R., Smith, P. S., Pasley, J.

D., & Weiss, I. R. (2006). The status of K–12 science teaching in the United States: Results from a national observa-tion survey. In D. Sunal & E. Wright (Eds.), The impact of state and national standards on K–12 teaching (pp. 83-122). Greenwich, CT: Information Age Publishing.

Blank, R. K. (2012). What is the impact of decline in science instructional time in elementary school? Time for elemen-

tary instruction has declined, and less time for science is correlated with lower scores on NAEP. Paper prepared for the Noyce Foundation. Retrieved from www.csss-science.org/downloads/NAE-PElemScienceData.pdf

Cotabish, A., Dailey, D., Robinson, A., & Hughes, A. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226.

Heilbronner, N. H. (2013). Raising future scientists: Identifying and devel-oping a child’s science talent, a guide for parents and teachers. Gifted Child Today, 36(2), 114–123.

Maltese, A. V. & Tai, R. H. (2010).

Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32, 669–685.

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Concep-tual Framework for New K–12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Science and Education. Wash-ington, DC: The National Academies Press.

Robinson, A., Dailey, D., Cotabish, A., Hughes, G., & Hall, T. (accepted). STEM Starters: An effective model for elementary teachers and students. In Robert E. Yager (Ed.), Exemplary

Experiment 4Title: Let it Rain! (Wicker, 2014)

Problem: What are the processes of the water cycle?

Hypothesis: We can create the same water cycle found in nature using household items.

Materials: small disposable cup, quart or gallon sized plastic bag, tape, water

Procedure:1. Fill the paper cup half full.2. Put the cup in the bag (careful not to spill)

and seal shut.3. Tape the bag with the cup of water inside

to a window facing the sun or use place itnear a sun lamp.

Conclusion: Describe what formed inside the bag. Explain how evaporation, conden-sation, and precipitation were demonstrated by your experiment.

Source: http://www.weatherwizkids.com/ experiments-water-cycle.htm

Experiment 3Title: Raining Meteorites

Problem: Where can we find meteorites?

Hypothesis: Meteorites can be found in our own backyards.

Materials: paper cup, pencil, string, magnet

Procedure:1. Poke three holes into the cup just below the rim.2. Thread the string through each hole, leaving the string

long enough to reach from a child’s hand to the floor.3. Tie knots to hold the strings in the cup, then pull the

strings above the cup and tie.4. Place a magnet in the cup.5. Take the meteorite finder outside and walk on the side-

walk holding the meteorite finder just above the ground.6. Listen for small clinks.7. Pieces of rock that the magnet attracts might be meteorites.

These rocks contain iron and nickel just like meteorites.

Conclusion: Describe what you found. How do meteorites get in our yard?

Source: http://io9.com/5984951/how-to-collect-meteorites-in- your-backyard

refrigerator science

What is a Javits Grant?The Jacob Javits Gifted and Talented Students Education Act (Javits) was originally passed by

Congress in 1988 as part of the Elementary and Secondary Education Act to support the development

of talent in U.S. schools. The Jacob K. Javits Gifted and Talented Education program is the only

federal program that specifically addresses the needs of gifted and talented children, by offering

competitive and discretionary grant funds for those expanding research, strategies, and activities

for gifted and talented children. The Javits Act does not fund local gifted education programs. The

purpose of the program is to orchestrate a coordinated program of scientifically based research,

demonstration projects, innovative strategies, and similar activities that build and enhance the ability

of elementary and secondary schools to meet the special educational needs of gifted and talented

students, especially those who are traditionally underrepresented in gifted programs. Javits grants are

managed through the U.S. Department of Education.

From 2011 to 2013, the Javits Act was not funded. In 2013, however, the Javits Act received

$5 million for fiscal year 2014. Parents and educators should communicate with their senators and

representatives to encourage continued Javits funding. Go to www.nagc.org for more information.

Science Program Series, 10th ed. [Mono-graph: National Science Teachers Asso-ciation]. Arlington, VA: NSTA Press.

Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (accepted). The effects of a STEM intervention on gifted elemen-tary students’ science knowledge and skills. [STEM Special issue]. Journal of Advanced Academics.

Rogers, K. (2002). Re-forming gifted edu-cation. Scottsdale, AZ: Great Potential Press.

Science Fun for Everyone: STEM Starters. Retrieved from http://ualr.edu/gifted/files/2011/11/Science_Fun_for_Everyone1.pdf

Skrabanek, D. W. Science Projects, Grades 3–4. Orlando, Fl: Steck-Vaughn.

Wicker, C. (2014). Water cycle. Weather Wiz Kids. Retrieved from http://www.weatherwizkids.com/index.htm

More ExperimentsAll Charged Up: Static Electricity

http://www.sciencemadesimple.com/static.html

Balloon Blow Up: What Happens When a Chemical Reaction Occurs Between Two Substances http://www.education.com/science-fair/article/baking-soda-and-vinegar-balloon/

Marker Chromatography: What Color Pigments are Present in Your Markers? https://www.exploratorium.edu/sci-ence_explorer/black_magic.html

Moving and Grooving: How to Tell the Earth is Moving http://www.learnnc.org/lp/editions/earth-sun/6565

Polymer Putty: Can We Make Silly Putty with Household Ingredients? http://chemistry.about.com/od/everydaychemistry/a/sillyputty.htm http://people.howstuffworks.com/silly-putty4.htm

Sock-full of Seeds: What Can Grow Out of a Sock? http://pbskids.org/zoom/activities/sci/sockseeds.html

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SCATSSummer Camp for Academically Talented Middle School StudentsJune 8–20, 2014A two-week residential/nonresidential camp for risingseventh through ninth graders

VAMPYSummer Program for Verbally and Mathematically Precocious YouthJune 22 – July 12, 2014A three-week residential summer camp for rising eighth through eleventh graders

AdVAnCed PlACeMenT SuMMer InSTITuTeJune 23–27, 2014Summer Institute for Beginning and Advanced AP Teachers to hone their craft of teaching advanced students

TrAVelFall Break in SpainOctober 3–12, 2014Travel opportunities withThe Center are for eighth grade and high school honors students as well as interested adults.

The Center for Gifted Studies 1906 College Heights Blvd. #71031 Bowling Green, KY 42101-1031Phone: 270-745-6323email: gifted@wku.eduWeb: www.wku.edu/gifted

Providing Summer Programming for Advanced Students for More Than 30 Years

National Association for Gifted Children www.nagc.org