After a brief lesson about shadows, the compass rose, and the history and parts of a sundial, fourth grade scientists made a make and take sundial. Love the way this activity connects with angles. The toothpick is the gnomon. We investigated how a sundial works with a flashlight. The sundial must point to the North. Leave the sundial outside or in a sunny window to watch the passage of time. Click here to learn more.

Third graders continued their investigation of magnets. They explored how magnets repel and attract with floating magnets.

Then, we aligned electrons to magnetize a paperclip and created a temporary magnet.

Magnets attract iron which is the 26th element on the Periodic Table and an essential nutrient. We discovered that iron fortified cereal contains pieces of iron. We used a neodymium magnet to pull the iron out of the cereal. Click here for more information.

A compass is a lightweight magnet and the needle lines up with the earth’s magnetic field. Lab partners used these compasses to demonstrate the magnetic field of the magnet they encircled. When we switched the poles, the needles turned. Click here to learn more. Fascinating!

Kindergarten classes continued their study of polar regions. I explained to my kindergarten scientists that an iceberg is a large piece of floating ice. I placed consecutively larger pieces of ice in a tank of water. Before I did, the children drew a picture to hypothesize what they thought the ice would look like in the water. Would it sink or float? Following this investigation, we looked at photos of real icebergs and observed that while ice floats, most of the ice is under water. Does that mean that solid ice is less dense than liquid water? As the ice melted, we watched the food coloring fall into the water.

Then we drew a path for a drop of water and placed the path in a page protector. Using friction, cohesion, and adhesion, scientists guided their drops through the path. (See previous posts for more details on this activity.)

Kindergarten students continued their study of the polar regions. After making frost, we “traveled” to Antarctica to see the Northern Lights. Click here  and here to learn more about auroras. God created an invisible shield, that is also a thing of beauty, to protect us. We used flashlights and CDs to refract light. See previous posts to learn how we made frost with ice, rock salt, and water.

Third grade reviewed the skeletal system and labeled their pasta skeletons at the beginning of lab. Then, we continued our study of the earth with an investigation of magic sand. Of course it ‘s not magic, it’s science! We used the sand to explore the concept of hydrophobic (water fearing) and hydrophilic (water loving). Although you drop the sand in the water, it is completely dry when you take it out. How is that possible? So much fun watching them investigate its properties.

Third grade geologists randomly sampled a model Earth (an inflatable globe) to determine the percentage of Earth’s surface that is covered with water. We threw the globe ten times and each person caught the globe with ten fingers which totaled 100%. We added the amount of finger tips that were touching water when the globe was caught. Then we added those ten numbers together. The totals from the three classes  were 74, 76 and 73. According to the USGS, approximately 71% of the earth’s surface is covered with water. The accuracy of this activity always amazes me!

After an introduction to landforms, third grade geologists used kinetic sand to form them. Kinetic sand is 98% sand and 2% non-toxic polymer. As we worked, we discussed where these landforms are located in the world and characteristics of each. Click here to learn more about landforms. As you travel, identify the landforms you see.