Interactive Science Activity 4th Grade
Interactive Science Activity 4th Grade
JakeFiedler
LukeWelch
JadenSpitznagle
CaseStudy2
InteractiveScienceActivity
4thgrade
Overviewof
Lesson
Teacherwilldoademonstrationofhowavolcaniceruptioncanchange
thelandaroundit.Thedemonstrationwillbedoneinasciencelabwith
coke,mentos,andacontainertoholdallmaterials.
Descriptionof Thestudentswhowillbedoingthislessonare4thgradersfromalocal
Learners,
elementaryschoolandareinvolvedintheCollegeMentorsforKids
Intended
Program.Thesestudentsareallinsomewayatriskstudents.
Learning
Goals,and
LessonContent
Learning
Objectives
Giventhedemonstration,studentswillbeabletoidentifywhyandhow
avolcaniceruptionchangesthelandarounditwith100%accuracy.
Standards
4.2.3Describehowearthquakes,volcanoes,andlandslidessuddenly
changetheshapeoftheland.
Required
Materials
SmallbottleofCoke
Mentos
Container
Procedures
1.
2.
3.
4.
5.
6.
Getalltherequiredmaterials.
Describevolcanoesanderuptions.
Explainhowvolcanicexplosionschangetheland.
Puttwomentosinthecokebottle.
Watchthevolcanicreaction.
Describehowthefakeeruptioniscomparabletothevolcanic
eruption.
Science
7. Discusswhathappenedduringdemonstrationwithclass.
8. Giveoutassessmentandhaveeachchildanswerbothquestions
ontheassessment.
Assessment
Studentswillbegivena2questionshortanswerquizafterthe
demonstrationtotestiftheyknowwhyandhowavolcaniceruption
changesthelandaroundit.Eachquestionwillbeworth5points,
makingtheassessmentatotalof10points.
Referencesand
Mann,E.,Mann,R.,Strutz,M.,Duncan,D.,&Yoon,S.(2011).
Reference
IntegratingEngineeringIntoK6Curriculum:DevelopingTalentinthe
Material
STEMDisciplines.
JournalofAdvancedAcademics,22
(4),639658.
Soldner,M.,RowanKenyon,H.,Inkelas,K.,Garvey,J.,&Robbins,C.
(2012).
SupportingStudents'IntentionstoPersistinSTEMDisciplines:
TheRoleofLivingLearningProgramsAmongOtherSocialCognitive
Factors.
TheJournalofHigherEducation,
83
(3),311336.
Linktovideo:
https://www.youtube.com/watch?v=VO1VwGGsEhA
FinalDescription:
Theideaforthislessonplancamefromwhenwewerebrainstormingwhatpartofthe
STEMlessonswewantedtodo.WedecidedtogowithasciencebasedlessonbecausePurdueis
agreatscientificuniversityandourlessonwouldhopefullyinspirestudentstofurthertheir
educationandmaybecometoPurdueandinvestinascienceorengineeringdegree.Thisidea
camefromourtwojournalarticleswhichtalkabouthownotmanystudentswereinterestedin
scienceandengineeringdegrees.
ThementosandcokeexperimentwasperformedinArmstrongHallofEngineeringand
wepickeditinhopesthatstudentswouldbeeasilyentertainedandinterestedinit.Weall
remembereddoingthisexperimentinelementaryschoolandalllovedit.Withthisexperiment
weknewthatstudentswouldbeentertainedandwouldloveseeingtheeruption.Itwasalsoeasy
toshowhowthiswascomparedtoavolcaniceruptionandteachthestudentsalittlebitabout
science.Thisexperimentismeanttobeafunandinteractivelessonthatkeepsthestudents
entertainedandalsoteachesthemaboutscienceandhowexcitingitcanbe.
Science
JournalArticles:
Mann,E.,Mann,R.,Strutz,M.,Duncan,D.,&Yoon,S.(2011).
IntegratingEngineeringInto
K6Curriculum:DevelopingTalentintheSTEMDisciplines.
JournalofAdvanced
Academics,22
(4),639658.
Thearticle
IntegratingEngineeringIntoK6Curriculum:DevelopingTalentinthe
STEMDisciplines
explainswhyitisveryimportanttoincludeengineeringbasedprogramsand
lessonsintotheschoolsystemsforelementarystudentsTheauthorstalkabouthowEngineering
representstheEinSTEMlearninganditisalmostalwaysovershadowedbythetechnology,
mathematicsandsciencethatistaughtinschool.Theauthorshavethoroughlyresearchedthis
issueandhavediscoveredthatoutofthefourpartsofSTEMlearningEngineeringistheonethat
ishardlyevertaught.Thisarticleisoneofthereasonsthatwedecidedtodooursciencelessonin
oneoftheengineeringbuildingsowecanintroducestudentstoengineeringtypebasedscience
lessonsandhopethattheybecomeinterestedinthistopic.Purdueisagreatuniversitytodoour
lessonsinceitissuchagreatscienceandengineeringschool.Thisarticlewasactuallywrittenby
PurdueUniversityprofessorswhoaretryingtoconvincethoseintheelementaryschoolsystems
totryandimplementmoreengineeringbasedlessonsintheclassroom.
Soldner,M.,RowanKenyon,H.,Inkelas,K.,Garvey,J.,&Robbins,C.(2012).
Supporting
Students'IntentionstoPersistinSTEMDisciplines:TheRoleofLivingLearningPrograms
AmongOtherSocialCognitiveFactors.
TheJournalofHigherEducation,
83
(3),311336.
Thissecondarticletitled
SupportingStudents'IntentionstoPersistinSTEM
Disciplines:TheRoleofLivingLearningProgramsAmongOtherSocialCognitiveFactors.
explainshowhardlyanystudentsobtaindegreesinmathematicsandsciencecomparedtohow
manystudentsdoinchina.Theauthorsdiscusshowstudentsneedtobeencouragedtopursue
theirinterestsinmathematicsandscienceinhighereducationsuchascollege.Itgoesontosay
thataconsiderableamountofstudentswhostartoutmajoringinaSTEMrelatedmajorendup
majoringinanonSTEMmajor.Thisarticleshowsustheimportanceofgettingstudents
interestedinSTEMrelatedfieldofstudiesduringelementaryandhighschoolsothentheycan
thenhopefullycontinuetheirSTEMrelatedinterestsduringtheircollegeyears.
Science
VolcanoQuiz
Directions:Answereachshortanswerquestion.
1. Whatdideachpartofourvolcanicdemonstrationrepresent?
a. Coke________________________________
b. Mentos______________________________
c. Container_____________________________
d. Fizz__________________________________
2.Howcanavolcaniceruptionchangethelandscapearoundthevolcano?
VolcanoQuizAnswerKey
Directions:Answereachshortanswerquestion.
2. Whatdideachpartofourvolcanicdemonstrationrepresent?
e. Coke____
Volcano
____________________
f.
Mentos__
TectonicShift
________________
g. Container__
Landscape
_________________
h. Fizz___
Lava
_________________________
2.Howcanavolcaniceruptionchangethelandscapearoundthevolcano?
Thelavaandthemagmacandestroytheplantlifeandvegetationaroundthe
volcanoandeventuallychangetheshapeoftheland.