April 8, 2015
By: Donna Giachetti
A Lesson on Electricity… with Elmo
Even babies understand the difference between ON and OFF. After mastering peek-a-boo, turning a switch on and off is one of a toddler’s favorite games. What will happen if I press here? Where did that light come from? Who made that noise? Something nearly always happens when a button is pushed, and it leaves children wanting to know more. At least that’s how it went in my house. My son wasn’t satisfied squeezing Tickle Me Elmo’s belly to hear the little guy giggle. He soon figured out how to switch Elmo on-off-on-off so rapidly that the poor fuzzball appeared to have a bad case of the hiccups.
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College level, electricity, Elementary level, energy, experiments, High School level, Middle School level | Tagged: Educational Innovations, electricity, experiments, hands-on activity, homeschool, parent friendly, PBL, phenomenon based learning, phenomenon-based science, science, variables | 
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Posted by Donna Giachetti
December 29, 2014
By: Donna Giachetti
First Day of School Jitters
Heading to LaGuardia airport for my first science convention, I was reminded of my first day of kindergarten. Instead of a shiny new lunchbox, I toted a battered old suitcase but otherwise, it felt much the same. My first convention! Would I make friends? Would there be name tags? Bathroom breaks? Worst of all, would I get lost?
When I joined Educational Innovations in September 2014, my new colleagues tried to describe the magic and mayhem that occurs at science conventions. “You’ll see,” I heard more than once. They tossed around terms like “regionals” and “nationals” as if they were talking about March Madness.
I listened to their stories wondering when I would get my turn to become part of the larger-than-life Educational Innovations convention crew. And then, in mid-November, my moment arrived. CAST—the Conference for the Advancement of Science Teaching—would be my initiation into the world of science teachers.
Dallas, Here We Come!
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Posted by Donna Giachetti
October 9, 2014
by: Donna Giachetti
“In the spring
a young man’s fancy
lightly turns to thoughts of love.”
—Alfred, Lord Tennyson
Alfred may have a point, but these days our thoughts turn to darker, spookier things—zombies, ghouls, witches, monsters and ghosts (more about them later, scroll down to the end of the blog).
Why is autumn one of our favorite times of year?
Let us count the ways:
- A new school year…
- Cooler temperatures…
- Warm, cozy sweaters and boots…
- A procession of colorful fall foliage…
But best of all, there’s the anticipation of HALLOWEEN! What a wonderful time to be a mad scientist! Read the rest of this entry »
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Posted by Tami O'Connor
August 15, 2013
by: Janice VanCleave
Identify the Physical Properties of Mystery Artifacts
The mystery artifacts used for this investigation are special and can be purchased at Educational Innovations. The artifacts are called “Ice Melting Blocks,” but this name gives too much information. Prior to the investigation, I suggest that you introduce them as artifacts, objects that have been intentionally made or produced for a certain purpose.
Objective:
To investigate mystery artifacts and determine their possible purposes as well as the real or imaginary culture that might have made them. Set the stage by placing the mystery artifacts on a table and covering them with a cloth. If possible, screen off the investigating area so that only the “student science explorers” can view the blocks.
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4 Comments | Elementary level, energy, experiments, Middle School level | Tagged: conductors, Educational Innovations, experiments, ice melting blocks, insulators, Janice VanCleave, mystery, observation time, PBL, phenomenon based learning, phenomenon-based science, science, science explorer, science explorers, scientific method, student science | Permalink
Posted by Tami O'Connor
June 6, 2013
by: Jim Fiddes
I recently used this extension of the balloon-CD hovercraft plans in Norm Barstow’s blog for a middle school physical science lab, but it could be easily adapted for a high school IPS class. It works as inquiry for higher-achieving students, but just as well with more detailed direction, for regular classes.
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Posted by Tami O'Connor
