Although we have just begun the year, the past two weeks in science and social studies have been hands-on, engaging, and filled with learning.
Last week, we began talking about the scientific method, focusing on writing a hypothesis, identifying variables, and recording data. So the kids could see the scientific method in action, I used "Mythbusters" clips. The first myth was "Do dimples improve a car's gas mileage?" and I was very impressed how easily the kids were able to identify the dependent and independent variable, then use that information to write a solid hypothesis. The kids were impressed when they learned that dimples do improve gas mileage. Then, we repeated the process with "Are elephants afraid of mice?" and "Will you slip if you step on a banana peel?" Once again, I was delighted that they understood the science while the kids were delighted that elephants are afraid of mice and that banana peels, in large quantities, are very slippery.
Next, we learned about data collection. We began with the difference between quantitative and qualitative data and then we explored different methods of collecting data. We created data tables, tally charts, and even drew and labeled a diagram.
We began this week with the students going through the entire scientific method with our first lab of the year. They were asked if the type of dishwashing liquid would impact the size of the bubble it produced. Students identified variables, wrote a hypothesis, collected data, analyzed that data and wrote a conclusion based on the bubbles that they blew. Below are pictures that I took of what the kids did in this lab. At the end of the activity, we reviewed the answers and discussed whether or not our investigation was a fair test. After some thought, it was determined that we had too many independent variables which invalidated our results. The lab was both an excellent learning experience and a huge hit with the kids.
On Wednesday we began our social studies unit - Conflict and Compromise. Students were given a charter and were graciously welcomed to their new colony by their good and kind queen, Queen Gleason. We discussed what rights and responsibilities colonists had to their Queen and what rights and responsibilities the Queen had to her colonists. Then, the kids were given a list of the rights I was promising based on the Magna Carta and the English Bill of Rights. As new members of a colony, we ended the day by looking at the groups that would typically populate the area. Students read and completed a document in which they identified facts that they believed were important, interesting, and unfair.
Thursday began with a review of the social classes of colonial America and the people found within them. Although we covered the information from the important column of our homework, the unfair column was the true driver for this discussion. We focused on how power, voting rights, and representation were withheld from multiple groups based on wealth, freedom, gender, and class. Then, we changed course and discussed the French and Indian War. We looked at the motivations of the groups involved, the events that led to war being declared, highlights from the battles of the French and Indian War, and the results of the peace treaty.
Finally, we ended the week with cries for revolution. Students began class with a baggie of 12 Hershey Kisses (graciously supplied by the Queen) and then read a Royal Proclamation. This document declared that due to rising costs from the French and Indian War, the Queen was imposing a series of taxes and acts (paid for by the Hershey Kisses). Students were required to pay for writing materials (only the Queen's were allowed) and all papers used in class had to have a royal stamp (for which students were taxed). Anyone using materials not proved by the Queen were arrested as smugglers. Students calling out or speaking against the Queen were taxed. If visitors came, students had to provide them with supplies, then purchase more to replace what was taken. If someone ran out of "money" they were sent to debtor's prison. Below are pictures from the day.
Throughout all of this, the class continued to read and discuss who was right and wrong (the British or the colonists) in their responses to the end of the French and Indian War. Conversation was good, though surprisingly, several students spoke out against the Queen's policies, saying that sometimes the colonists were correct in being upset or disagreeing with standing armies and paying war debt. With a one Hershey Kiss fee for speaking against the Queen, the opinions soon became very one sided. This will lead into excellent discussion next week when we begin exploring the colonists' reactions to actual British taxes.