Jump to content

Menu

Alte Veste Academy--can we talk inquiry based science?


woolybear
 Share

Recommended Posts

Or anyone else who wants to jump in, please do. (As if I have to add that on the WTM boards, lol.)

 

Alte Veste, I have been reading several of your older post on inquiry based science and it really resonates with me. I would like to shift our science study in that direction after the new year. Prior to this science has tended to go in different ways here. It's either no science at all, follow a program which never lasts, try interest based which also never lasts, just read some books and watch dvds and call it a day. None of these is consistent or satisfactory. I really do think science should be based on their curiosity and questioning and I want to work with that. I have just been bumbling about, trying or not, to figure out how.

 

So, I have some specific questions and then maybe just need a bit of hand holding. I know that may be a tall order, but if you have time can you answer some questions.

 

I see that you say you start with the rabbit trails. Then further down in this previous post http://www.welltrainedmind.com/forums/showthread.php?p=1947203#post1947203 you explain the 5E model. E1 says conduct demonstration or read a book to hook the kids. I'm a little confused how the rabbit trail aspect fits into that. Do you choose the demonstration or book based on a rabbit trail? Or do you start with a topic of your choosing, demonstrate or read, and then pick up on any rabbit trails that stem from there?

 

Also you mention a question board. Can you elaborate on this a bit more?

 

Ditto with discovery boxes. Photos appreciated.:)

 

I am planning to get some of the books you mentioned, but as I just discovered this yesterday I don't have my hands on anything just yet and I am eager to learn about this. I think I will have more questions, but this is just to get started. I'm a bit nervous as my previous record in science (and many parts of hsing) is not solid in the stick-to-it area. I am also concerned that this will take a lot of time both to understand and to implement. However, I am highly motivated at this point, as this just seems right.

 

Thank you for any help.

Link to comment
Share on other sites

Is this the same as interest-led science? That's basically what we've done from the beginning.

 

 

In part, yes. However, that is not the whole of it. If you follow the link in my first post and feel patient enough to read Alte Veste's long post, you will see what I mean.

 

Do you care to elaborate on how you do interest led science?

Link to comment
Share on other sites

Sorry. I just saw this today.

 

I see that you say you start with the rabbit trails. Then further down in this previous post http://www.welltrainedmind.com/forums/showthread.php?p=1947203#post1947203 you explain the 5E model. E1 says conduct demonstration or read a book to hook the kids. I'm a little confused how the rabbit trail aspect fits into that.

 

Do you choose the demonstration or book based on a rabbit trail?

 

Or do you start with a topic of your choosing, demonstrate or read, and then pick up on any rabbit trails that stem from there?

 

Yes. :D The real answer is both...all. We do it all different ways. The inquiry process is constantly evolving at our house. It started out more deliberate, with me needing the hand-holding of the 5E process after using BFSU/RSO for a while. I still use the 5E model (and also sometimes cherry pick parts of the model) but yes, the original inquiry can come from any source. It can start with an out-of-the-blue question from one of the kids, something from a nature walk, anything intriguing from our history studies, changing the oil with Dad, watching a baseball game, my introduction of a particular topic during our regularly scheduled time for science, etc., etc., etc. The longer we do it, the more science questions become part of life and the less it matters how and when they arise.

 

Rabbit trails and E1 can easily go hand in hand. We have a lot of "incidental E1" here. :tongue_smilie: When reading about a shaduf in ancient Egypt, you and/or your kids can easily decide to go down the rabbit trail of levers and how they help us in day to day activities. They will want to build one, experiment with the placement of the fulcrum, adjust the counterweight, etc. Starting out with an engaging reading from history is your E1, whether you thought about it beforehand or there was a spontaneous blossoming of interest after the reading. Building a shaduf may be your E2. Reading a science book on levers and simple machines will be your E3, which may cause more interest and encourage them to move on to E4, at which time they will design experiments with variables and controls (how much can I lift, how does fulcrum placement affect balance and ease of use, how much weight do I need, etc.). All of this leads neatly to E5...or not. You can skip steps or drop it altogether if interest fades. They are learning regardless. If they don't want to hit E4 hard, especially at young ages, it is not a big deal at all. A few words from you or a copywork/narration of the book from E3 can serve as the end of the process.

 

Also you mention a question board. Can you elaborate on this a bit more?

 

Ditto with discovery boxes. Photos appreciated.:)

 

The question board is the easiest thing in the world. It's just a big whiteboard on which I wrote "Science Questions." :lol: I write questions I have and I encourage the kids to write whatever questions they have at any time, about any subject. There is a good section on question boards in NI. Here are some quotes:

 

The Question Board

 

Helping children to think of themselves as being scientifically literate means trusting them as scientists. Scientists ask questions; they do not simply answer questions in a book.

 

...the children are invited to write, using overhead markers, any questions they may have. Class discussions, independent and assigned reading, and class activities can all elicit wonderful questions. When time is limited or I wish not to be the source of so many answers, or if I just don't know an answer, the student writes the question along with his or her name on the board.

 

...

 

Questions: The Heart of Inquiry

 

With inquiry science, questions spark the investigative process. Questions originate from many sources.

 

There are basically two types of questions: research (or read-to-find-out) questions and testable questions.

 

Research questions are the questions most often asked in school. They require students to use secondary sources of information such as books or computers. For example, a student could not readily answer the question "How hot is the surface of the Sun?" Sources other than the student would have to be relied upon to find an answer.

 

Testable questions are those questions students can answer on their own either through direct observation or by manipulating variables in an experimental setting. An example of a testable question would be, "Which evaporates faster, hot water or cold water?" A student could design an experiment and answer this question without referring to another source of information.

He goes on to discuss how to tell the difference and ways to encourage kids toward coming up with really good questions. He includes a "More Testable Questions" worksheet with suggestions for better wording of questions.

 

Regarding discovery boxes, I'm actually better at "reverse experimental materials display" :D, although the concept is the same. Say you're studying levers and you Google some info and experiments about them. You find several activities that lay out a how to. Nix the how to and just lay out the materials listed for the activity. If you found instructions for how to build a shaduf, ditch the instructions and just give the kids the materials--or different kinds of materials, and/or larger quantities or different sizes or textures or densities, weights, blah blah blah. Instead of following the instructions, you just say, "Build a shaduf." They will learn more.

 

I am woefully negligent with pictures. I'm already starting to regret this. I have considered (many times) starting a blog with a focus on inquiry but I go back and forth because I think I can either do school well or a blog well. I don't know if I can do both well, for now at least. Obviously school wins. So until I'm better organized... I have also given serious thought to coming up with a curriculum designed around inquiry. However, it would be a great deal of work and I don't have time for it right now. I sure wish Charles Pearce would get on that. :tongue_smilie:

 

I am planning to get some of the books you mentioned, but as I just discovered this yesterday I don't have my hands on anything just yet and I am eager to learn about this. I think I will have more questions, but this is just to get started. I'm a bit nervous as my previous record in science (and many parts of hsing) is not solid in the stick-to-it area. I am also concerned that this will take a lot of time both to understand and to implement. However, I am highly motivated at this point, as this just seems right.

 

Based on my own personal experience, I will be very honest here. Not being solid in the stick-to-it area is going to be a great potential challenge where inquiry science is concerned. If you need a curriculum that lays out a procedure for x, y, and z, it will be very easy to let inquiry slide. Also, if you feel you want/need a checklist of skills in order to feel like you're really accomplishing something, I highly encourage the purchase of a science encyclopedia or resource such as The Really Useful Science Book (quite pricey but much more detailed than a DK/Usborne book). As I have said before, NI will give you lots of warm fuzzies and inspiration but it will not give you an a, b, c type plan to follow.

 

Do feel free to ask more questions. I will warn you that DH just got home from Iraq a few days ago and is on leave AND my computer just got nearly obliterated by a virus, so I may not answer promptly. I will answer when I get a chance though. I always want to have more conversations about inquiry science on the board. :)

Edited by Alte Veste Academy
Link to comment
Share on other sites

Alte Veste--thank you so much for taking time to answer me and give me all that info. I'm going to have to go over it, s l o w l y again. So I may have more questions down the road. Just one quick one now. You said, "my introduction of a particular topic during our regularly scheduled time for science". What do you do during your "regularly scheduled time for science"?

Link to comment
Share on other sites

Alte Veste--thank you so much for taking time to answer me and give me all that info. I'm going to have to go over it, s l o w l y again. So I may have more questions down the road. Just one quick one now. You said, "my introduction of a particular topic during our regularly scheduled time for science". What do you do during your "regularly scheduled time for science"?

 

In our schedule, I block off official time for science every morning. During this time, we might address the questions from the question board, design and conduct experiments, research, read books, work on our science notebooks, watch documentaries, or do anything else science related. That is our time to "do" science and if it is not regularly scheduled, it is too easy to skip.

 

I'm happy to answer questions so feel free to ask them whenever they arise. I most definitely do not have all the answers though. :D I'm still stumbling along and learning myself. I will warn you that the path of inquiry science can be fraught with insecurity because so often I do not know the answer when the kids ask me a question. There is no TM for this way of teaching science and I frequently feel out of my depth. But that is ultimately OK, because we learn together. Inquiry is about us all asking questions and figuring out how to go about getting the answers, not me spoon feeding them knowledge.

 

That said, while I freely share my vision of inquiry science, it is significantly messier in real life than the lovely outline of the 5E model would have you believe. :tongue_smilie: It is simultaneously easier and harder than the model implies. When and if you start, you'll understand what I mean. :lol: It is not always perfect. It's a goal and I improve in baby steps, by keeping the goal in sight. What I will say is that my kids and I love science and we are learning a great deal. :)

Link to comment
Share on other sites

Can you tell me how this is different from the project based method. We tried that a little back and it started out strong but the kids seemed to lose interest.

 

It's similar. What I would say though is that if the kids seem to lose interest in a project, it's time to move on to another project or smaller projects or projects in another subject. Or maybe that's just not the way your kids learn best. I don't personally feel we could learn all we need to know using a project approach, regardless of how attractive it is to me (and it is very attractive to me :D). I need more structure in most other subjects.

 

For us, inquiry science has the potential to hold interest longer due to the fact that inquiries can be small, medium, or large. By contrast, most project approach examples I've seen are the type that seem to take over your whole life/day. I can see how that type of work and concentration on one area could easily overwhelm or grow tiresome. Science is one part of our day and we can work on quite a few inquiries at a time. We can drop them when we've reached our saturation point and just move on to something else that catches our interest. Or we can go through a period of just reading some science bios and watching documentaries until a spark ignites again. No harm, no foul. Especially in science, a discipline in which all knowledge is ultimately connected, I know we'll hit the same subject matter over and over again anyway. Also, I see inquiry as more teacher-scaffolded and project-based learning as more student-centered. Here anyway... :tongue_smilie:

Link to comment
Share on other sites

In part, yes. However, that is not the whole of it. If you follow the link in my first post and feel patient enough to read Alte Veste's long post, you will see what I mean.

 

Do you care to elaborate on how you do interest led science?

 

Sorry! Alte Veste Academy sounds alot more organized than we are! :lol:

 

My strategy is to ask my kids, "What exactly do you want to study?" The oldest two spent about two years going thru 4 of the Apologia textbooks, because that's what they wanted to do. They are asking to do the dissection kits from Home Science Tools, so that's on our plate for January/February.

 

After we finish up our dissections, we'll be following a physics theme. So, I'll talk to them again about what topics they're interested in studying.

Link to comment
Share on other sites

So if one were to use this approach coupled with BFSU for more hand-holding, how would that work? I really like your E5 framework and we already do a fair amount of it organically, but I'd like to apply it a bit more seriously.

 

Using the 5E process for Nebel's individual topics would be quite easy. His process for each topic is almost there, I think. The E1 experience can come from one of Nebel's topical book suggestions or the playing around with materials you can get with his experiences from the "methods and procedures" he describes for each topic. He also lists other related topics, so you can anticipate and read up on those to prepare for possible rabbit trails.

 

Here is a good description of the 5E process, for further reading. I feel seriously brain deficient tonight. Got up too early and then dealt with wired kids. Hope any of this makes sense and wasn't just rambling.

Link to comment
Share on other sites

Thank you for helping with getting started with inquiry based science. I looked at a website last year for this that has videos and extra resources, but didn't follow up with it. I now have a copy of the Nurturing Inquiry book, and am making plans for this upcoming semester.

 

One thing I do have a question about is the discovery boxes. The book lists several ideas for themes, but I'm a little lost on how to fill some of them or even ideas to get started with my own. Should I make up some themes of my own and go from there? How would I know what to fill the boxes with? I guess I'm a little confused on that.

 

Editing to add....

 

I mean specific things that would be needed. I'm just not getting that....

Edited by Poke Salad Annie
Link to comment
Share on other sites

Thank you for helping with getting started with inquiry based science. I looked at a website last year for this that has videos and extra resources, but didn't follow up with it. I now have a copy of the Nurturing Inquiry book, and am making plans for this upcoming semester.

 

One thing I do have a question about is the discovery boxes. The book lists several ideas for themes, but I'm a little lost on how to fill some of them or even ideas to get started with my own. Should I make up some themes of my own and go from there? How would I know what to fill the boxes with? I guess I'm a little confused on that.

 

Editing to add....

 

I mean specific things that would be needed. I'm just not getting that....

 

Here are the videos, for anyone else interested. :)

 

Yes, make some themes up on your own! It can be hard to get the creative juices flowing. I know it is with me and, frankly, I'm not the best with discovery boxes. Maybe we need a thread to assign topics and share discovery box supplies. Oooooh! Any takers? :D Another poster here, yllek has done a great job with those. Tomorrow I'll PM her to see if she'll share her list.

 

One thing that has worked well for me is to search for experiments on a topic and then gather the materials you would need for those experiments but then just present the supplies as a box of materials and ditch the instructions. Just let them mess around with the stuff and see what they come up with. I've also used the GEMS Kit Handbook and Delta's Science in a Nutshell kits for ideas. I can't find the proper link for the latter right now but I know I've seen a supply list for these boxes somewhere. :glare:

Link to comment
Share on other sites

Here are the videos, for anyone else interested. :)

 

Yes, make some themes up on your own! It can be hard to get the creative juices flowing. I know it is with me and, frankly, I'm not the best with discovery boxes. Maybe we need a thread to assign topics and share discovery box supplies. Oooooh! Any takers? :D Another poster here, yllek has done a great job with those. Tomorrow I'll PM her to see if she'll share her list.

 

One thing that has worked well for me is to search for experiments on a topic and then gather the materials you would need for those experiments but then just present the supplies as a box of materials and ditch the instructions. Just let them mess around with the stuff and see what they come up with. I've also used the GEMS Kit Handbook and Delta's Science in a Nutshell kits for ideas. I can't find the proper link for the latter right now but I know I've seen a supply list for these boxes somewhere. :glare:

 

Thank you! The GEMS Kit Handbook looks fantastic for culling ideas from, and will be a great place to start.

 

You've suggested a great idea for assigning topics and filling boxes as a thread. It's a little hard to let go of those instruction sheets, but what fun it must be to have the discovery all on your own!

 

Now, on to finish my first cup of coffee and get my squeeky thinking cap going....

Link to comment
Share on other sites

Here are the videos, for anyone else interested. :)

 

Yes, make some themes up on your own! It can be hard to get the creative juices flowing. I know it is with me and, frankly, I'm not the best with discovery boxes. Maybe we need a thread to assign topics and share discovery box supplies. Oooooh! Any takers? :D :glare:

 

:seeya: Oooooh. Me! Me! Also, the Gems Kit Handbook looks really helpful.

 

I have a tendency to not want to start anything new hs-wise until I have it really figured out and organized. In some cases, that takes a long time. I didn't want to wait months for this, so I decided to just jump in where I am at and go with it. It will get better as I learn more and right now it isn't remotely inquiry based science, BUT I have my question board.:D I was surprised how many questions there are now that I am paying attention to them. Finding answers is a whole other thing though. I'm also just trying to do some fun sciencey stuff to start bringing more science into our lives.

Link to comment
Share on other sites

You've suggested a great idea for assigning topics and filling boxes as a thread. It's a little hard to let go of those instruction sheets, but what fun it must be to have the discovery all on your own!

 

It was very hard for me to let go of orderly science!

 

:seeya: Oooooh. Me! Me! Also, the Gems Kit Handbook looks really helpful.

 

I have a tendency to not want to start anything new hs-wise until I have it really figured out and organized. In some cases, that takes a long time. I didn't want to wait months for this, so I decided to just jump in where I am at and go with it. It will get better as I learn more and right now it isn't remotely inquiry based science, BUT I have my question board.:D I was surprised how many questions there are now that I am paying attention to them. Finding answers is a whole other thing though. I'm also just trying to do some fun sciencey stuff to start bringing more science into our lives.

 

I can so relate to your struggle. Really, it's normal for the transition to be hard. I read this earlier and thought of your post. "Don't wait for perfection to get started." I need to have that tattooed to my hand. :lol:

 

I sent a pm to yllek. I'll give her some time and will start a discovery box thread on Friday if I don't hear back. :)

Link to comment
Share on other sites

Thanks for inviting me to the discussion. I love to chat about inquiry-based science, especially with Kristina. This is the list of discovery box themes that I have going, will eventually put together, or have borrowed.

 

Sorry if this is too much. I tend to ramble on and on about this stuff.

 

This is wonderful! I'm still trying to find time to sit down with the book and take some notes of my own to set all of this up for use soon.

 

You didn't ramble on at all. Thank you so much! If you don't mind another question, what size boxes or storage bins are you using for the discovery boxes?

 

Editing to add....

 

I have some 16 qt. Sterlite bins. Would this size be sufficient for now?

Edited by Poke Salad Annie
Link to comment
Share on other sites

While googling 5E science to get a better understanding of the process I found this on youtube.

 

Is this a good demonstration of how to do a lesson? Not sure if it is related, I wasn't thinking things were this guided. The link listed earlier isn't working for me. Any suggestion on something online I could take a look at to get a better idea. I understand what the 5E stands for just wanted a closer at how to actually carry this out.

Link to comment
Share on other sites

I'm now transitioning to 13x13x13 "learning baskets" that fit in my Expedit shelves. I can fit in several books, dvds, projects papers, a list of websites, a composition notebook, AND the smaller discovery boxes in them. :001_smile:

 

:drool5: Now THAT is a BRILLIANT idea! Green with envy, a wall of science, my DD would be over the moon!

Link to comment
Share on other sites

So do you put the discovery boxes together based on the questions the kids have come up with or do you do this ahead of time? If you put these together ahead of time do you propose a question to the kids as they get to the box or do you just let them explore the contents?

 

I am tired of all the science curriculum that we use for a week or two and then can't stand. I am liking this idea but need a little help to completely wrap my mind around it.

Link to comment
Share on other sites

While googling 5E science to get a better understanding of the process I found this on youtube.

 

Is this a good demonstration of how to do a lesson? Not sure if it is related, I wasn't thinking things were this guided. The link listed earlier isn't working for me. Any suggestion on something online I could take a look at to get a better idea. I understand what the 5E stands for just wanted a closer at how to actually carry this out.

 

Nooooooooooooooooooooo!

 

I don't have much time right now but IMNSHO that was a train wreck! :tongue_smilie: She talked too much and took total control of the situation, to the point that when the one boy pulled a cup out too soon for her she said not right now. DH and I were watching the video together and looked at each other like :001_huh:. Control freak, anyone?! Like, "not right NOW! Can't you see I'm trying to ENGAGE you?!" :lol::lol::lol:

 

Will come back and comment more on this thread later tonight. But no. Just no on that video being an example...at least of what we do here.

Edited by Alte Veste Academy
Link to comment
Share on other sites

So do you put the discovery boxes together based on the questions the kids have come up with or do you do this ahead of time? If you put these together ahead of time do you propose a question to the kids as they get to the box or do you just let them explore the contents?

 

I am tired of all the science curriculum that we use for a week or two and then can't stand. I am liking this idea but need a little help to completely wrap my mind around it.

 

It is really hard to wrap your mind around, so don't feel bad. You can do both or either. You can engage them about a certain topic initially with a discovery box or you can introduce a discovery box as the explore part after they've already asked a question. It is a seriously fluid process...or can be anyway.

 

I will come back...

Link to comment
Share on other sites

Nooooooooooooooooooooo!

 

I don't have much time right now but IMNSHO that was a train wreck! :tongue_smilie: She talked too much and took total control of the situation, to the point that when the one boy pulled a cup out too soon for her she said not right now. DH and I were watching the video together and looked at each other like :001_huh:. Control freak, anyone?! Like, "not right NOW! Can't you see I'm trying to ENGAGE you?!" :lol::lol::lol:

 

Will come back and comment more on this thread later tonight. But no. Just no on that video being an example...at least of what we do here.

 

 

Ok great! I was thinking this is the opposite of how we do things now. So I think I am getting a better picture of it.

Link to comment
Share on other sites

Thanks for inviting me to the discussion. I love to chat about inquiry-based science, especially with Kristina. This is the list of discovery box themes that I have going, will eventually put together, or have borrowed.

 

For a while, I was exchanging discovery boxes with a friend. We'd assemble a box, use it for a while, and make a list of some fun discoveries to slip in the box. When we exchanged boxes, we would try to add a new idea or supply to the other person's box. It was lots of fun, but life has become very busy. I should try to start that up again, because exchanging supplies certainly reduces the amount of work involved in assembling these boxes.

 

I also want to second the recommendation to look into GEMS and Science in a Nutshell. Many of our boxes were inspired with their supply lists as a starting point.

 

Also, I wanted to mention that we are transforming our discovery boxes into "learning baskets," a suggestion from the ever-brilliant one l michele. It simply expands on the idea of discovery boxes to include free exploration of E3 materials—documentary videos, magazine articles, books, outcome-driven project suggestions (or directions), journaling materials, etc.

 

As for what we use to fill our boxes, I'll use our magnet box as an example, as it is the most "complete" and has been the most popular with the kids. It started with a Science in a Nutshell magnet box, which is nice, but kind of skimpy. To that I added:

 

  • Several additional bar magnets

  • A couple of horseshoe magnets

  • A dozen or so magnet rocks

  • The "zinger" magnets (they are shaped like ovals and they buzz when they slam together)

  • Doughnut magnets and a pole so they can levitate

  • A steel nail, wire and battery for making electromagnets

  • A needle, piece of foam, and shallow bowl for making a compass

  • String (which the kids have also used to make a compass)

  • Steel balls, neodymium magnets and a ruler with a grooved track for making Gauss rifles (a magnetic accelerator) **just want to warn everyone that those neodymium magnets are scary, and I don't leave them in the box for free play. They only come out when I can supervise. I have youngish kids. YMMV.**

  • A dozen or so magnet balls

  • A magnetic field observer (basically iron filings suspended in some sort of liquid)

  • A collection of iron filings that we collected from our sandbox and other outings

  • A small box of paper clips (which we use to measure magnetic strength)

  • A few non-magnetic items, especially non-magnetic metals

 

 

We did a few of the Nutshell projects, and we found some others and threw the directions in the box. I meant to take pictures of some projects to throw in the box too.

 

One thing about these boxes is that the kids develop an intense interest in them for a few days, then it ebbs, and we move on, but they always come back to them for more. If we came across a project, my ds would often beg to see if we had the supplies in our boxes, or if we were out shopping and found a cool addition for one of our boxes, he would be so happy to add to our boxes. It would be really neat to see him make those connections when we are just out and about.

 

Having said that, using these discovery boxes has meant that I've had to work at getting comfortable with a free-flowing approach to science. My ds is intensely interested in all sorts of science topics, so I try to stand back and see where he goes. Lately, he's been interested in topics for which I don't have boxes — lasers, immunology, black holes, and evolution. :tongue_smilie:

 

Sorry if this is too much. I tend to ramble on and on about this stuff.

 

This is such an awesome post! Thanks for joining the discussion. I love the evolution of discovery boxes to learning baskets. I'm going to have to think on this.

 

Upthread somewhere, I mentioned maybe brainstorming discovery box ideas and contents. I will try hard to find time this weekend to go through some of my science reference books and come up with a list of topics. Maybe we can all help each other by claiming a few and making lists to share? Or we can scan the internet and the Delta/Carolina science sites to see what they've got that we can copy. I can go through some of my notes from what we've already done and write down some details to share.

Link to comment
Share on other sites

Any suggestion on something online I could take a look at to get a better idea. I understand what the 5E stands for just wanted a closer at how to actually carry this out.

 

Here is the link to the videos in case I got it wrong before. They're discussing inquiry...can't remember if they get into 5E though. Some people do inquiry without 5E and as the video you linked proves, some people do 5E without inquiry. :tongue_smilie:

is not a 5E video but it is more like what inquiry looks like at our house. It's messy and fun and most certainly does not involve anything as OCD as those precisely taped circle-guides for cups of potentially magnetic materials. :lol:

 

A great place to see the 5E process play out is in the Picture-Perfect Science books. You can read a great deal of one volume on Google Books. If possible, you should try to get these books through ILL. They are pricey but the intro info is a terrific summary of inquiry.

Link to comment
Share on other sites

Well, I fell asleep last night before I was able to read much in the NI book. :sad: I had great plans for some note-taking and brainstorming, but that didn't happen. Oh well.....

 

Again, I agree that it is a great idea to work together to put assemble lists for the discovery boxes. Are we including any books that we have on hand in the mix?

 

I have been brainstorming on where to find electrical parts--switches, buzzers, etc.--and haven't come up with a great option for them yet. No luck at the thrift shop, though I did consider just grabbing a few of the old phones, lamps, etc to take apart for this purpose.

 

Would an electric repair shop sell an assorted box of these type of parts?

Link to comment
Share on other sites

I was thinking that a place to start with discovery boxes (for beginners like me) might be to look at science kits online and copy what they have, just to start.

 

I was looking at this site. http://www.theyoungscientistsclub.com/

 

Yes, I think looking at science kits is a great start. :)

 

Well, I fell asleep last night before I was able to read much in the NI book. :sad: I had great plans for some note-taking and brainstorming, but that didn't happen. Oh well.....

 

Again, I agree that it is a great idea to work together to put assemble lists for the discovery boxes. Are we including any books that we have on hand in the mix?

 

I have been brainstorming on where to find electrical parts--switches, buzzers, etc.--and haven't come up with a great option for them yet. No luck at the thrift shop, though I did consider just grabbing a few of the old phones, lamps, etc to take apart for this purpose.

 

Would an electric repair shop sell an assorted box of these type of parts?

 

I feel your pain. I think I took 15 science books to bed with me but ended up with the start of a migraine so gave up entirely and just went to sleep. Today is a new day...

 

I'll ask my dad about electrical connectors this weekend when I call. He knows all that stuff and has catalogs too.

 

About our books, I think we should employ every resource at our disposal! :D

Link to comment
Share on other sites

Well, I fell asleep last night before I was able to read much in the NI book. :sad: I had great plans for some note-taking and brainstorming, but that didn't happen. Oh well.....

 

Again, I agree that it is a great idea to work together to put assemble lists for the discovery boxes. Are we including any books that we have on hand in the mix?

 

I have been brainstorming on where to find electrical parts--switches, buzzers, etc.--and haven't come up with a great option for them yet. No luck at the thrift shop, though I did consider just grabbing a few of the old phones, lamps, etc to take apart for this purpose.

 

Would an electric repair shop sell an assorted box of these type of parts?

 

Do you know any contractors, repair people, that sort? I would think there would be lots of old electrical parts that just get thrown out. Maybe check or post on Craigslist? I just found a Habitat for Humanity store in my town that sells items from home renovations. Maybe there is something like that near you?

Link to comment
Share on other sites

Just a note to check with your local science museums for discovery box programs. Our local nature park has nine boxes available to teachers and homeschoolers -- seven life science based and two history ones. We can leave a security deposit and check them out free for two weeks.

Link to comment
Share on other sites

Do you know any contractors, repair people, that sort? I would think there would be lots of old electrical parts that just get thrown out. Maybe check or post on Craigslist? I just found a Habitat for Humanity store in my town that sells items from home renovations. Maybe there is something like that near you?

 

Thanks for the reminder about the Habitat stores. I've been in a few which were like treasure troves! I'll also check out some of the local contractors.

 

I'm not sure how helpful this could be, but I remembered this morning that there are GEMS sites and centers around the country. They might be a resource for checking out kits, but there could be a pricey fee involved. The link is here.

Link to comment
Share on other sites

One thing I do have a question about is the discovery boxes. The book lists several ideas for themes, but I'm a little lost on how to fill some of them or even ideas to get started with my own. Should I make up some themes of my own and go from there? How would I know what to fill the boxes with? I guess I'm a little confused on that.

 

Editing to add....

 

I mean specific things that would be needed. I'm just not getting that....

 

Think of a discovery box as a theme specific tool kit. For example, a box for insects might have a magnifying glass, a variety of jars, an umbrella, photographs of insects, modeling clay, pipe cleaners, and an insect net (home-made from a wire coat hanger and a nylon stocking.) Of course, it could have lots of other things too, and I imagine that if you had 20 people prepare insect discovery boxes, all 20 would contain different things.

 

It could be fun to have the kids help. Ask them what should be in a discovery box on insects. You might be surprised at some of the things they come up with.

 

The discovery box is a starting place, with materials to help in exploration. Those materials can also stimulate thinking and ideas. For example, why would you put an umbrella in an insect box? Back in my museum days, we put together tons of discovery boxes for teachers and families to use, and we would always throw in a few random things, just to see what people would do with them. Some of the uses they found were amazing! Pipe cleaners in the minerals kit came back as crystal models, specimen holders for testing specific gravity, and even as specimen display stands. Those random things really added the "discovery" to the discovery boxes.

Link to comment
Share on other sites

Back in my museum days, we put together tons of discovery boxes for teachers and families to use...

 

Hi and welcome! :) Your entire post was fabulous but, just so you know, if you typed this list up, several of us would pay mucho dinero for it. Seriously, name your price.* :D

 

*keeping in mind we still have to buy the supplies...and language and math curricula... :tongue_smilie:

Link to comment
Share on other sites

Hi and welcome! :) Your entire post was fabulous but, just so you know, if you typed this list up, several of us would pay mucho dinero for it. Seriously, name your price.* :D

 

:iagree: And if you would correlate it to your videos for those of us who are members that would be fantastic too.

Link to comment
Share on other sites

Join the conversation

You can post now and register later. If you have an account, sign in now to post with your account.

Guest
Reply to this topic...

×   Pasted as rich text.   Paste as plain text instead

  Only 75 emoji are allowed.

×   Your link has been automatically embedded.   Display as a link instead

×   Your previous content has been restored.   Clear editor

×   You cannot paste images directly. Upload or insert images from URL.

 Share

×
×
  • Create New...