Black Boxes

Spontaneous Problem: Name things that go back and forth
Boundary Breaker:  Students watched a short video about predictions for technology in the future. They responded with any potential problems they saw for the devices or society as a whole adapting to the new developments.

We practiced the Habit of Mind Listening to Other with Understanding and Empathy by using the video to discuss the coolest/most important technology shown.  Groups took up roles as speaker, listener, and evaluator as they practice whole body listening and received feedback.

Next we reviewed our observations and inferences lesson from last week as students collected qualitative and quantitative data for our dancing raisin experiment.  Students then made inferences about the objects them selves and their interactions.  They used prior knowledge to conclude that the wrinkled brown objects were raisins being lifted by the bubbles in the carbonation until they popped and sunk again.

We also went back to our discussion of models as students looked at their actual black boxes and drew they conceptional models for what they thought was inside.

Models and Design

Spontaneous Problem: Write scientific observations about this object.
Boundary Breaker: Make an inference about what the object is and how it came to be in our classroom.

We used our Morphic Thinking this morning to lead us into some discussion and activities highlighting the difference between observations and inferences in science.  Students learned the observations are made with the five senses and simply describe.  We classified our observations as qualitative or quantitative and defined each term.  Then we looked at inferences as connections your brain makes when you mix your observations with prior knowledge.  Inferences are theories explaining the world around you.  We used several prompts and images to practice distinguishing between the two.




Next we started our investigation of the use of models in discovery.  We read the article, "Everyday Mysteries" highlighting black boxes as the term for systems that are hard to see and explain.  Models are tools used to show explanations of these mysterious inner workings. Students also read The Dinosaurs of Waterhouse Hawkins and learned how models develop over time and change with new information.  Students were then introduced to their own black boxes.  In future weeks, they will be working to observe these hidden systems and create their own models explaining what is happening inside the box. Just like scientists don't have a cheat sheet that can be checked at the end of the day, students will prove or disprove their hypothesis just from comparing models and never actually open the box! 

We talked about idioms and pulled out our brain stretcher packets to solve some plexer puzzles.


We finished with some final student presentations and had fun practicing the Habit of Mind, Persisting with the Penny Balance Challenge.

Simple Machines

Spontaneous Problem: Name things you have to break in order to use.
Boundary Breaker: What would you like to be famous for inventing?

Today we got to see all the amazing hard work of our peers as we presented our inventions projects! I know I learned a lot!  Thanks for all the effort that was put into those at home!

 

We were able to use a student paced Simple Machines Nearpod to brush up on our understanding, take some good notes, and play several online quizzes and activities reinforcing the concepts.  Your student can continue to explore at home with this game and this vocabulary review.  We then completed a fun break out activity.  Students loved solving puzzles and cracking codes to discover what simple machine had been taken from our classroom!

We also learned a little about the life and work of Albert Einstein to help us prepare for his birthday party later this month!