Science of Electricity

Every week, Madison (my 10-year old daughter) and I teach a 1.5-hour afterschool science club for K-2^nd graders.  Each week she helps plan the lesson and then write the blog about what we did. 

We have provided links to the books we used to sneak in some literacy.  We learned most of the science experiments and activities from Steve Spangler (awesome speaker and science guy extraordinaire).  We have included links to his science supplies, experiments, and videos.  We have also included links to our YouTube videos. These links take you away from the blog and to external websites.

Science of Electricity – see our YouTube Video Here! 

Science Standards Addressed:

• ·      Describe how energy produces changes.
• ·      Understands that light is a form of energy.
• ·      Know that energy and its changes can be measured.
• ·      Know that some forms of energy can do useful things (light up a light bulb).
• ·      Know how electricity flows through a simple circuit.
• ·      Know that materials are made of atoms and molecule (helium atom models)

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

As the children arrived we played the songs Electric Avenue, by Eddie Grant; Shock the Monkey, by Peter Gabriel; and the Electric Slide by the Hit Crew.

We had a very electric snack – we played with our food – against our Moms’ instructions – and made apple batteries and orange powered clocks!

Science of Density

Lesson 20

Science of Density

YouTube Video: Propensity for Density 

Science Standards Addressed:

• Describe the characteristics of the 3 states of matter (solid, liquid, gas).
• Describe how matter is ordered in solids, liquids, and gases and the changes that occur to them when heated.

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

As the children arrived, to go along with our density is like kids packed into a school bus analogy, we played the songs Don’t Stand So Close to Me, by the Police; The Wheels on the Bus, and My Name is Cheech the School Bus Driver, by Cheech Marin.

This is what we put out in the snack area. It was pretty much one of everything from the produce section of the grocery store plus diet and regular sodas. We pretended this was a normal snack. We let the kids be confused for a bit and then brought out a normal snack. 

All of this stuff was for some fun experiments on density (below).

Ashcraft Afterschool Training Montage

Check out our training montage video on YouTube. 


Chelsea Ashcraft and Mike Ashcraft custom design keynotes, workshops, full-day, and multi-day adult learning experiences for entry-level thru administrative-level staff. Our learning events are unique – living examples of “brain-compatible” teaching - a mix of research-based theory and real life practical applications. We know that when learners have fun, the learning sticks in their brains, so we intentionally and masterfully incorporate novelty, relevancy, movement, activities, humor, and music into every event!

8 Habits of Highly Effective Afterschool Leaders

Habit #3 has 3 Parts: The Great Afterschool Programming Triad – the ERE

See the YouTube video snippet of our 8 Habits workshop!

When intentionally designing an afterschool program, three basic programming tools to consider are the Environment, Relationships and Experiences (ERE). We have an influence on children through the Environment we create, the Relationships we develop, and the Experiences we provide for them. This theory reflects current brain research and afterschool quality research.

Environment

When you walk into a gymnasium, you behave differently than when you walk into a library. When you walk into a funeral home, you might behave the same as if you walked into a government building, but you might feel differently. You see, the environment says things to people about the way they should behave and feel. Similarly, the afterschool environment tells children some important things about the way they should behave and feel, so it is important that leaders provide an environment that encourages desirable behavior. The space should say "Play with me!" in a way that clearly defines how to play with it. The way you arrange your space tells children what types of behavior are expected in that space.



Dramatic Play Area



Highly-effective afterschool leaders initially provide an environment, which meets the basic biological needs of children, taking into consideration safety, nutrition, and water. They then add novelty and stimulation to the environment by creating a variety of areas in which children can be involved in diverse ways: art, construction, fine motor, manipulatives, quiet conversation, food, science, strategy games, and outdoor play. Afterschool leaders can provide novelty and enrich the environment through new colors, posters, child’s art, and music.

Science of Magnetism

Every week, Madison (my 10-year old daughter) and I teach a 1.5-hour afterschool science club for K-2^nd graders.  Each week she helps plan the lesson and then write the blog about what we did. 

We have provided links to the books we used to sneak in some literacy.  We learned most of the science experiments and activities from Steve Spangler (awesome speaker and science guy extraordinaire).  We have included links to his science supplies, experiments, and videos.  We have also included links to our YouTube videos. These links take you away from the blog and to external websites.

Lesson 18 & 19

Science of Magnetism

See our YouTube video – Mission Magnetism: Opposites Attract 

Science Standards Addressed: Students can describe the properties of magnets.

Plus we snuck in some speaking and listening standards like asking questions, expressing ideas, following multi-step directions, and participating in discussions.

5 minutes

As the children arrived we played the songs Stuck on You, by Elvis Presley; and Magnet and Steel, by Walter Egan.

Cow Magnets

We explained that when cows are grazing, they eat EVERYTHING! They eat hay, grass, dirt, staples, little bits of bailing wire, even nails – they call it “tramp iron.” Then we showed them a super strong cow magnet. Link to COW MAGNETS.


We explained that ranchers put these magnets down a cow’s throat, so that any iron that the cows eat gets stuck to the magnet.  If this iron goes through their digestive tract it can get lodged and cause irritation and Hardware Disease, which causes cows to loose their appetite, and not gain weight (meat).  Hardware Disease also reduces milk production in dairy cows. One magnet stays in the cow for it’s whole life. Before eating snack we showed them an iron nail. We asked if THEY would ever eat such a thing?  NO WAY JOSE!

Then… we gave them some iron to eat!

We snacked on some iron-enriched cereal with prunes and bananas, which both contain iron.