Pasta & Marshmellow Towers

Focus Question: 
How do engineers build strong towers? How do they make them safe?

Prediction/Hypothesis: 
We believe that using multiple pieces of marshmellows and pasta on the inside of the tower as well as base supports around the outside will maintain the strength of the structure as we build it taller.

Planning:

Materials- Pasta and marshmellows

Data:
19 marshmellows, 44 strips of pasta

Claims and Evidence:
We claimed that the structure would need support from the inside of the tower and along the outside of the base. We found this to be true because the tower began to collapse without the extra support. 

Conclusion: 
Our group learned that having support on the inside and around the base of the tower were important in maintaining the structure of our tower. We know this to be true because we tried to build it without the support and the tower began to twist and fall down. 

Questions:
Why do you think the extra support is necessary for the structure of this tower? 

Sensory Bag

Focus Question:
How do scientists use their senses to learn about the world around them?

Prediction/Hypothesis: Predict what is in the brown bag without looking, only using our senses, what you can touch and feel, through the outside of the bag.

Planning:
Brown paper sack, washer, paper clip, foam paintbrush, marble, plastic straw, toothpick
- Have students explain the sounds it makes when you shake the bag and what it feels like when you touch the bag, then have them predict when they think might be in it.

Data:

Claims and Evidence:
We discovered that using our senses helped us make good predictions abot the size, feel, and sound of the items in the bag.
- I think there will be a paper clips, marble, and a washer in the bag. Not sure what the other objects without looking in the bag.
My prediction about a paper clip and a washer came true after we looked into the bag. We also discovered a plastic straw, toothpick and foam paint brush.

Conclusion: How can we look closely at objects in our world to learn more about them?
In this investigation, I (we) learned that scientists use their senses to discover the world around them. How can we look closely

Questions:

What other situations can you think of you would need to use your senses to help you solve a problem?

What does a scientist look like?

Focus Question:

What does a scientist look like? 

Prediction/Hypothesis:

I think a scientist is someone who explores and investigates the world around them. This doesn't mean that they have to be in a laboratory or inside an office. Scientist can work outside with plants, animals, rocks, and many other specimens as well. 

- Get with a partner and make a prediction about what you think your partner's scientist will look like after they explain their predictions to you. 

Planning:

Paper, pencil

Students will get with a partner to share with one another what their idea of a scientist is. The students will then draw what their idea of a scientist is and explain what they are doing in the picture. 

Data: 

(Describing what a scientist looks like to them on their drawings) Details within each students drawing that makes their scientist unique. 

Claims and evidence:

Scientist can be anyone who is interested in learning more about the world around them. 

Conclusion:

In this investigation, I (we) learned that when most people think of a scientist, they think of an old man in a lab coat working in a laboratory but this is just a stereotype. My hypothesis was correct because a scientist can work with a number of different subjects not just one needing to be studied in a laboratory. 

Questions:

 Compare your scientist with your partners drawing. What about your drawings are alike? What makes them different?