Science Labs & Student Instruction

Playground Engineering

What causes an object to move?

Students will investigate how objects move by building and exploring with playground equipment.

• K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions or pushes and pulls on the motion of an object.
• K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
• K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2 | Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Kansas Weather

Why is it important to understand weather patterns?

In this lab, students will learn about patterns of weather over time, the types of weather we see in Kansas, and the sun’s role in producing weather. They will also explore severe weather and how to stay safe during weather events.

K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time.

K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object

K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Basic Needs of Living Things

What are the needs of living things?

In this hands-on lab, students will explore how plants and animals work together to meet each other’s needs to survive. They will investigate using the medium of live plants and animals

• K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans need to survive.
• K-ESS3-1 | Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Sound

How does sound travel?

Students will explore the role of vibrations in the creation of sound. What causes different sounds? What do these “sounds” look like?

• 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Light

How does light travel?

Students will explore the role of vibrations in the creation of light and illumination.

• • 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated.

  1-PS4-3 | Plan & conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Coding with Dash Robots

How does coding impact our lives?

In this lab, students will learn the basics of coding & its importance in how it is used in everyday life. They will collaborate & complete various engaging challenges.

• 1A-CS-02 | Use appropriate terminology in identifying & its importance in how it is used in everyday life. They will collaborate & complete various engaging challenges.

1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Plants and Animals

In this lab students will have the opportunity to compare the diversity of living things in various habitats. They will also investigate the structures of plants and animals closely to help them deduce how they work together. Finally, they will have the chance to explore their creativity by completing an engineering activity addressing pollination and seed dispersal

2-LS4-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats.

Coding with Dash Robots

How does coding impact our lives?

In this lab, students will learn the basics of coding & its importance in how it is used in everyday life. They will collaborate & complete various engaging challenges.

• 1A-CS-02 | Use appropriate terminology in identifying & its importance in how it is used in everyday life. They will collaborate & complete various engaging challenges.

1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

The Great Shake Up – 4 hours (Can’t Be Half Day!)

What shapes our Earth? Earth’s landscapes can change quickly or over a long period of time. Students will investigate these changes and complete an activity using the Engineering Design Process.

K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool

K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem

K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

2-ESS1-1 | Use information from several sources to provide evidence that earth events can occur quickly or slowly

Parachute Engineering Challenge

What design features make a parachute successful?

In this engineering design challenge, students will work in cooperative groups to purchase supplies to build a parachute. Teams will learn how to use the engineering design process to plan, create, test, & perfect a parachute that can safely carry cargo when dropped from the top of a high structure

3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specific criteria for success & constraints on materials, time, or cost.

3-5-ETS1-2 | Generate & compare multiple possible solutions to a problem based on how well each is likely to meet the criteria & constraints of the problem.

3-5-ETS1-3 | Plan & carry out fair tests in which variables are controlled & failure points are considered to identify aspects of a model or prototype that can be improved.

Mission Sphero – Brain Break (2 Hours)

How does coding impact our lives?

We’re going on a mission, start the countdown, 5…4…3…2…1! Students will learn the importance of coding & how it is used in everyday life. During Mission Sphero, students will learn Sphero basics by “driving” the Sphero, changing its colors & speed, & participating in activities that demonstrate how coding is used in the real world. After mastering the basics, they will have the opportunity to create their own codes to accomplish certain tasks & create a Brain Break.

• CSS 1B-CS-01 | Describe how internal & external parts of computing devices function to form a system.

CSS 1B-CS-02 | Model how computer hardware & software work together as a system to accomplish tasks.

CSS 1B-AP-10 | Create programs that include sequences, events, loops, & conditionals.

3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), & explain them using properties of operations.

Weather and Its Impacts

How is weather different around the world?

Storm struck? Why do we have tornadoes, but other areas of the world have hurricanes? How can it be snowing in Kansas, & 90 degrees in Mexico on the same day? Students will investigate & compare several different climates & weather conditions across the world & use their critical thinking to complete an engineering project.

• 3-ESS2-1 | Represent data in tables & graphical displays to describe typical weather conditions expected during a particular season.

3-ESS2-2 | Obtain & combine information to describe climates in different regions of the world.

3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success & constraints on materials, time, or cost.

3-5-ETS1-2 | Generate & compare multiple possible solutions to a problem based on how well each is likely to meet the criteria & constraints of the problem.

3-5-ETS1-3 | Plan & carry out fair tests in which variables are controlled & failure points are considered to identify aspects of a model or prototype that can be improved.

Plants and Animals: Structures and Functions

How do plants and animal structures help them survive?

Plants & animals have a variety of internal & external structures. In this lab, students will attempt to uncover the functions of both plant & animal structures through dissection & explore how those structures help living things survive.

• 4-LS1-1 |Construct an argument that plants & animals have internal & external structures that function to support survival, growth, behavior, & reproduction.

4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, & respond to the information in different ways.

Mission Sphero – Secret Message – 2 hours

How does coding impact our lives?

We’re going on a mission, start the countdown, 5…4…3…2…1! Students will learn the importance of coding & how it is used in everyday life. During Mission Sphero, students will learn Sphero basics by “driving” the Sphero, changing its colors & speed, & participating in activities that demonstrate how coding is used in the real world. After mastering the basics, they will have the opportunity to create their own codes to accomplish certain tasks.

• CSS 1B-CS-01 | Describe how internal & external parts of computing devices function to form a system.

CSS 1B-CS-02 | Model how computer hardware & software work together as a system to accomplish tasks.

CSS 1B-AP-10 | Create programs that include sequences, events, loops & conditionals.

4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object.

4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, & electric currents.

4-PS3-3 | Ask questions & predict outcomes about the changes in energy that occur when objects collide.

4-PS3-4 | Apply scientific ideas to design, test, & refine a device that converts energy from one form to another.

Sound

How does energy travel?

Using sound energy, students will learn how energy travels. What do these waves look like? How can we change the shapes and sizes of waves?

Light

How does energy travel?

Using light energy, students will learn how energy travels. What do these waves look like? Students will investigate reflectivity using a variety of hands-on experiments. 

Mission Sphero – The Road Home – 2 hours

How does coding impact our lives?

We’re going on a mission, start the countdown, 5…4…3…2…1! Students will learn the importance of coding & how it is used in everyday life. During Mission Sphero, students will learn Sphero basics by “driving” the Sphero, changing its colors & speed, & participating in activities that demonstrate how coding is used in the real world. After mastering the basics, they will have the opportunity to create their own codes to accomplish certain tasks.

• CSS 1B-CS-01 | Describe how internal & external parts of computing devices function to form a system.

CSS 1B-CS-02 | Model how computer hardware & software work together as a system to accomplish tasks.

CSS 1B-AP-10 | Create programs that include sequences, events, loops & conditionals.

• 3-5-ETS1-1 | Define a simple design problem reflecting a need or want that includes specified criteria for success & constraints on materials, time, or cost.

3-5-ETS1-2 | Generate & compare multiple possible solutions to a problem based on how well each is likely to meet the criteria & constraints of the problem.

3-5-ETS1-3 | Plan & carry out fair tests in which variables are controlled & failure points are considered to identify aspects of a model or prototype that can be improved

Waters of the Earth – 2 hours

How does water tie the Earth’s systems together? 

To investigate the role of water on Earth, students will explore the connections between the biosphere, geosphere, hydrosphere, & atmosphere. How much water is available on Earth & where is it located? How can pollution affect Earth’s water? What else affects Earth’s waters? What causes tides? Students will also analyze water to discover what “healthy” water looks like.

• 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-2 | Describe & graph the amounts & percentages of water & fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

5-ESS3-1 | Obtain & combine information about ways individual communities use science ideas to protect the Earth’s resources & environment.