In the bottled cloud lab students learned how clouds are formed, and were able to create a foggy cloud in a bottle by using water, smoke, and pressure. Students compared the materials in the experiment to cloud formation in our sky. For this lesson, I asked students to take part in an after school lab activity. It was great to have students who were motivated to learn science beyond their school day. This showed a lot of dedication on their part. They worked in pairs for the experiment and joined in groups of four to discuss analysis questions. Their collaboration was fun to observe.
Teaching outside of the normal school day provided me with a more relaxed perspective. I was able to connect with my students in a more in-depth way. I also noticed some areas of deficiency in their understanding of the scientific method. The lab sheets students completed (pictured below) allowed me to see where I can guide my students in communicating more detailed writing. On a positive note, students were understanding the concepts of the lab well and connecting the lab with the real world concepts. One website I am requiring students to visit as a follow-up to this lab is http://www.nws.noaa.gov/om/osd/portal.shtml Students will track the atmospheric pressure, sky conditions, and make personal observations for one week. After recording this information, students will be asked to make a connection between pressure in our atmosphere and our weather.
This lab gave me an opportunity to practice structured inquiry, and encouraged me to let my students direct portions of their learning experience. I am looking forward to creating more inquiry labs in the future.
Andrea,
ReplyDeleteVery cool that some of your students were willing to stay after school for this! Also...quick question because I have a similar experiment. Did you light the match for them? I am always scared to allow them to do this and I run around like a crazy person trying to do it for them. What are your thoughts and/or experiences with this?
Hi Holly,
ReplyDeleteThanks for your comment. I walked to each lab table with a match, but allowed the students to light it as I supervised. The students who were waiting to light their match were instructed to work on a portion of the lab sheet. I tell them that if they are not working on the sheet, they will not be allowed to light their own match. This strategy has worked for me, I hope it is helpful for you!
Andrea,
ReplyDeleteWhat a great way to extend learning and the school day. I agree with Holly that it is cool that some of your students were willing to stay after school for a science lab. It definitely shows an interest in science. Your lab report/graphic organizer that the students filled in was great. I appreciate that you included the safety component, especially since the students would be lighting a match. Sounds and looks as though they enjoyed the experience as well as learned about cloud formation.
Andrea,
ReplyDeleteWhat a great lesson. I enjoy the weather unit, but agree that there are many challenges because weather is so abstract. There are so many variables in weather that it is difficult for students to understand how all the variables work together to create weather systems and how they affect one another.