Ice Fishing - Lesson #1

Topic - Solid, Liquid, Gas

Activity 1 - Solid vs. Liquid:

• fill clear bowl/cup/glass about 3/4 full of water
• have student drop 1-3 ice cubes into water
• investigate...
• What happens to the ice cubes?
• How would you describe what the ice cubes are doing?
• Do they sink or float?
• Which is a solid/liquid, the water or ice?

• What happens when you try to push the ice cubes to the bottom?

• What would happen if we left the ice cubes (solid) in the container for a long time?
• What would happen if we put this container in the freezer?
• investigate further... (Add other objects to bowl/cup/glass and see what happens. ex. rock, small twig, leaf)
• sort all items (physically or verbally) into categories based on "solid"/"liquid", "float"/"sink", etc.
• Note... Water is an exception due to the fact it becomes less dense when it turns to a solid.

Activity 2 - Solid to Liquid to Gas:

• Either start with just ice cubes, or ice cubes in water, and put into a pot on the stove top.
• With adult assistance for younger students, turn the stove top on and observe what happens as the contents of the pot heat up. (Bring to boil to show water turning into steam, "gas".)
• investigate...
• What changes do you see happening?
• When did you start to see steam (water vapor, gas)?
• How would you describe the movement of the water (liquid) as it heated up?
• How would you describe the movement of the steam (gas) as it moved out of the pot?
• What would happen if we shut the stove top off and let the liquid cool?
• What would happen if we put the pot of liquid in the freezer?

Web Resources:

• BrainPOP Jr., "Sink or Float" http://www.brainpopjr.com/science/forces/sinkorfloat/draganddrop/
• BrainPOP Jr. "Liquid to Solid Sequence Game" http://www.brainpopjr.com/science/matter/changingstatesofmatter/sequenceorder/
• BrainPOP Jr. "Solid, Liquid, Gas Matching Game" http://www.brainpopjr.com/science/matter/solidsliquidsandgases/matching/
• Solid, Liquid, Gas Particles (Note: water is an exception with a solid state that expands...) http://www.harcourtschool.com/activity/states_of_matter/
• Solid, Liquid, Gas Sorting Game http://www.sciencekids.co.nz/gamesactivities/gases.html
• Scholastic Study Jams: Solids, Liquids, and Gases http://teacher.scholastic.com/activities/studyjams/matter_states/

Extensions:

• Molecule Models - Make H20 models using Styrofoam balls (two hydrogen atoms to every one oxygen atom). Demonstrate how the atoms would spread apart as they get colder, therefore becoming less dense than liquid version of the same molecules. The molecules take up more space in their frozen (solid) version.
• Activity idea... Fill two plastic water bottles with water. Put the lid on one, but not on the other. Place both in the freezer for 24 hours. Remove and note differences of the two bottles.
• Big Idea: When water changes from a liquid to a solid, it expands, therefore becoming less dense than its liquid form.

• Cold vs. Warm Water - Fill two separate containers, one with warm/hot water and the other with cold. Using a dropper or small container, pour a small amount of colored cool water into each container. Observe/discuss what happens. Try this activity again with two containers of cold water and two different temperature colored water.

(The blue "cold" current sinks to the bottom, then gradually mixes into the body of water.)

• Big Idea: Cold water currents move slower than warm water currents.
• Further Big Idea: Pond/Lake turnover* doesn't happen quickly.

*"Turnover" and more freshwater ecology terms to follow soon...

Ice Fishing Extravaganza

Get your wool socks and long johns ready...

We're going ice fishing!

There are so many great topics to learn about, and meaningful activities to do, relating to the topic of ice fishing! Over the next couple weeks we will be posting ice fishing-related activities, lessons, and ideas of great things to do with learners of all ages. The culminating activity of ice fishing will take place fishing derby weekend.

*For anyone interested in learning even more about freshwater ecology, fishing how-to's, and fishing safety, feel free to contact NH Fish & Game. They run an outstanding program called "Let's Go Fishing": http://www.wildlife.state.nh.us/Fishing/lets_go_fishing.htm.

More Tracks!

The trails at Prescott Farm (www.prescottconservancy.org)

are a great place to check out tracks.

These deer tracks (lower left of photo) stop before the stonewall,

then continue on the other side. Evidence of jumping?

We noticed the "fingers" on these tracks.

It appears turkeys enjoy the trails at Prescott Farm as well!

After the last snowfall, we found evidence of animal activity all over our yard.

These tracks appear to have the hind feet up front. (A rabbit? A squirrel?)

These tiny bird tracks were found beneath our bird feeder.

May be hard to see, but where the bird tracks end, there are marks

made by the bird's wings when it took flight. (I'm pointing to one of the marks.)

We recently found lots of deer tracks in our yard. Some were big and...

...some were small.

Happy Tracking!

Tracks!

Using your hand, a ruler, or a piece of paper are some

suggestions of things to put near the track as evidence of size of track.

(This track is about 2.5" long, most likely hindfoot on top.)

Using a track card (http://www.wildlife.state.nh.us/Wildlife/Wildlife_PDFs/Track_Card.pdf), would you guess this to be part of the dog or cat family?

What clues lead you to that conclusion?

This track has the hind feet in front of the rear feet.

What animal(s) follow that track pattern?

What animal do you think these tracks came from?

While out on our many adventures recently we have not only seen tracks, but other evidence of animal activity as well! Here is a place where an animal was digging in the snow. What animal may have done this? What clues lead you to that animal? What do you think this animal was looking for?

If you have any pictures of tracks from your own adventures, please share! Let's see how diverse our animal evidence collection can be! 

Fallen Tree Mystery

On our many adventures in the woods, we always come across trees that have fallen. Many questions soon arise from seeing a tree laying on its side... What happened? Why is this tree laying down? Where did those holes come from? Why is part of the tree missing? What will happen to this tree? Will it keep growing? Is something living in that hole? (The list could go on and on, however it becomes the perfect discussion starter!)

Introduction/Motivator:
Expand upon the learning by having the questions turn a little deeper...

• Look around this tree. Can you see where it was growing? Can you see anything that helps you understand why it fell down?
• Is there bark on the log? If not, where did it go? Why would the bark fall off the tree?
• Is there anything growing on the fallen tree? Do you think anything is living inside it or even under it? What evidence tells you that?
• Has this tree been down a long time or not such a long time? What information helps you decide that?

(The answers to these questions could be discussed in conversation for the younger learners, drawn/described in journals, or even entered into a table for older learners. This portion of the activity could also be done in pairs or groups, with a group discussion after the initial investigation.)

Application:
To help the students see that the fallen tree is its own mini-environment (ecosystem), with both living and non-living components, have the students make a food web for the log. (You can use cutouts of the ecosystem components, or have the students draw/label their own.) Use arrows to show what components depend on other components. Through applying the information they have gather, and through discussion, it should become evident that all components are directly or indirectly dependent on one another.

Synthesis:
Pose these questions: Why is it important that other living things use up a fallen tree? Imagine what could happen if all fallen trees stayed on the forest floor. What could happen if humans cleaned up all the fallen trees?

Have the students explain and interpret (through words, pictures, model) a series of events that would happen for the following situation:

A strong Nor'easter has just passed your area. You venture out to enjoy the calm after the storm and notice one of the large trees you often pass on you journey into the woods has been blown over by the strong winds. Predict what this tree will look like in a year? Five years? Ten years? 30 years?

Additional Resources:
Trees (http://www.myubam.com/ecommerce/details.asp?sid=F3370&gid=106854064&hid=HOS209341&title=Trees+%2D+IR&sqlwhere=submit%3Dsearch%26search%3Dtree)

Food Chain Video, Activity, Quiz, etc. (http://www.brainpop.com/science/ecologyandbehavior/foodchains/)

(This activity was adapted from Project Learning Tree's "The Fallen Log" activity. For additional resources, visit PLT's website: http://www.plt.org/prek-8-activity-23---fallen-log)

Winter Wonderland

It only takes a little bit of snow to open up a world of wonder for children of all ages! Step outside and look down to see all the evidence of winter animal activity!

We received about an inch of snow late last week and the adventures have begun. From strolls down the street, to hikes in the woods, and even a meander across the ice, we have spotted animal tracks! Follow the tracks of any creature, big or small, and take a peek into the life on a local wild animal.

NH Fish & Game Track Card: http://www.wildlife.state.nh.us/Wildlife/Wildlife_PDFs/Track_Card.pdf

Questions to light the fire of curiosity:
- What size animal do you think made this track? Why do you think it's big/small?
- Does it look like this animal was moving quickly or slowly? What makes you think that?
- Can you compare the tracks to the track card to find out which animal made these tracks?
- Where do you think this animal was going?
- Did this animal stop or change speed along its journey? What clues show you that?
- Where was this animal going?
- Compare tracks from two different animals. What's the same? What's different?
- Why do you think some tracks are far apart, while others are close together?
- Can you make tracks in the snow by walking? Can you make tracks in the snow by running? What's same/different about the two sets of tracks?

For even more ideas of ways to learn outdoors during these cold winter months, take a peek at this website: http://www.wildnewengland.org/EvenYear_Jan/index.html

Here's a great book for all ages to learn about animal behavior in anticipation for winter:http://www.myubam.com/ecommerce/details.asp?sid=F3370&gid=106854064&hid=HOS209341&title=Waiting+for+Winter&sqlwhere

Here We Go!

It's a new year and time for new adventures! Here is a place to pick up ideas, leave some behind, and be inspired!

I'm always looking for more time to chat with fellow parents and teachers about what they are doing, and have done, with their children and students that sprung "wow" moments and meaningful memories. My hope for this blog is to have this be the perfect place to do so!

With that being said... Let's get started!