ANIMALS AND CRITICAL THINKING IN GRADE 2

How can studying an animal help people build a proper habitat for it?

Learning goal:  To understand that animals have distinct characteristics.  Animals have needs that must be met in order to survive.  Animals adapt to their environment.

by Jeff Finn

This resource is part of the STAO Connex inquiry and innovative practices collection.

Click here to go see the entire resource including lesson plans. 

 

 

Observing Mitosis in Plant Cells

Introduction

One of the basic tenets of cell theory is that “all cells only arise from pre-existing cells.” In fact, new cells are formed by the process of cell division, which gives two genetically identical daughter cells.

This activity provides detailed instructions for students to observe mitosis in plant cells.

Click here to download the complete instructions 

Website:  https://www.flinnsci.ca/

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Building an Electric Car in Grade 9 Science – Student Activity

 

The Focus on Inquiry:

This guided inquiry project was designed to provide students with the challenge of creating a fully-electric car.  The students were provided with a motor, photographs of sample electric cars, an outline of the criteria their car was to meet, and a rubric as a marking scheme.

The Inquiry Project:

The project was discussed and proposed at the beginning of the physics unit of study in grade 9 applied science. 

Students were tasked with completing three main components:

I.       A Thought Book

This is where the students formulated questions, made hypotheses, and made predictions about their project prior to beginning construction of their electric car.  The Thought Book took the form of pre-formatted Google Slides that the students shared with the teacher and the rest of their peers.  The students completed different ‘pages’ of the Thought Book as they progressed through different stages of the inquiry project.  They also used the Though Book to gather, organize and record information during their ‘build days’.

II.     A schematic of their circuit

This is where the students communicated their understanding of how electricity moves through their circuit.  Students were asked to communicate their results in appropriate key terms (ie. source, load, conductor, insulator, switch).

III.    Reflection questions

These questions were designed to have students reflect on their learning, analyze their outcomes, describe their challenges and how they surmounted them.

This activity is part of STAO’s Connex series.  For more details about this activity, including all you need to use it in your classroom go to the STAO Connex page…

 

Bean Bag Isotopes

Introduction

Studies of radioactivity at the beginning of the 20th century made it possible to investigate the actual structure and mass of atoms. Gradually, evidence began to build that atoms of the same element could have different masses. These atoms were called isotopes. How are isotopes distinguished from one another? What is the average atomic mass of an element that has different isotopes?

The purpose of this activity is to investigate the mass properties and relative abundance of isotopes for the “bean bag” element (symbol, Bg) and to calculate the atomic mass of this element.

Click here to download the complete activity