MYTHconceptions 6-30: Own Your Own Myth

MYTHconceptions 6-30: Own Your Own Myth

This week, students worked in groups to test their own myth. They used steps from the traditional scientific method in order to refute or support a claim. Today, students finalized their conclusions and shared their observations and results with the class. They made posters of their results and gave small presentations to the class.

Ask your student: What claim did your group test? Was it a myth?

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Extreme Math & Science Friday: Foraging

Extreme Math & Science Friday: Foraging

Today in Extreme Math and Science, the students created a fitness modeling using excel, dice, and a dragonfly model. The students played a game simulating the life of a dragonfly and made decisions about foraging, mates and risk.  Based on their findings, the students them analyzed any errors they may have made and whether those errors were statistically significant.

Ask your student: What is foraging? (Foraging is searching for wild food resources. It affects an animal’s fitness because it plays an important role in an animal’s ability to survive and reproduce.)

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Chicago Engineering Explorations 6-30: Rube Goldberg Competition

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Chicago Engineering Explorations 6-30: Rube Goldberg Competition

Today students finished their Rube Goldberg machines, and took turns demonstrating them to the rest of the class! Using the Rube Rubric, each team was evaluated for the competition, and had the opportunity to observe all the different machines that were made.

Ask your student: How well did your Rube Goldberg machine perform?

Chicago STEMvironment 6/30: Air Pollution

Chicago STEMvironment 6/30: Air Pollution

Students today worked as scientists working for the environmental protection agency! As agents of the EPA, students collected their particle collectors, and observed the materials that were collected. By joining the data of the entire class, we were able to map the areas of greatest air pollution, and evaluate just where the most pollution occurred.

 Ask your student: What gas do we need to breathe to survive? (Oxygen) What is the best way to deal with air pollution? (Prevention) What is done to clean air we breathe indoors? (Air filtration)