Hands-on learning provides learning by doing--helping a student to acquire knowledge and skills outside of books and lectures. Accomplished teachers include plenty of hands-on learning experiences, especially in science and math, to ensure student understanding of new and unfamiliar concepts. photos by Joyce Buchanan ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Sixth graders dissected starfish and observed the outside structure and internal organs. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _       Third Grade science students performed exciting experiments by simulating volcano eruptions. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fourth grade students constructed a complete circuit to light a typical household light bulb. Each student, using the scientific process, predicted how many D-cell batteries it would take to light the light bulb!     The magic amount = 16 batteries!! _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ The ABS Human Anatomy class dissected Dogfish Sharks. They examined the external structures and internal organs. Dogfish sharks swallow their food whole. One of the student groups found almost a whole fish when they dissected into the stomach.   Fish that was found inside the shark.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Tenth grade Biology class discovered the external organs and internal organs of pigs. They identified the lobes of the liver, the heart, stomach, spleen, small and large intestines, kidneys and brain. These organs are very similar to our own bodies in location and function. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ There are many types of bacteria that can infect the human body. Some of the most well known bacterial infections are strep throat and E. Coli (food poisoning). Common viruses are the common cold, flu and chicken pox. Sophomores used clay, string, and pipe cleaners to make models of these bacteria and viruses. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ How does friction or lack of it affect the motion of an object? In their study of Force and Motion, third graders used an athletic shoe with a rubber band attached to identify sources of friction--such as wood, sandpaper, asphalt, gravel, carpet, and aluminum foil. They used rulers to measure and compare the distance the shoe was moved on the various surfaces. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _   The Incredible Edible Cell Fourth graders used jello snack packs and various fruits and candies to construct a cell model with a nucleus and other components.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Mrs. Harris's sophomore class made edible models of DNA with twizzle sticks, marshmallows, and toothpicks. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fifth graders conducted a fun experiment calculating density of gummy bears before and after they had been soaked in water overnight. The gummy bears that were not used made a sweet snack for the students. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fourth graders created habitats for millipedes, and they are observing their characteristics and habits. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fourth graders, as part of their Animal Study Unit, created habitats for Fiddler Crabs and will be observing their habits. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  Fifth graders made golf balls float on top of water by changing the density of the water. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  Fifth graders constructed marshmallow models of various molecules, showing the proportion of atoms in each molecule. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ The Chemistry class is studying different types of chemical reactions and learning how to write balanced ionic equations that describe the reactions. This lab exercise demonstrated a double replacement reaction that resulted in the formation of a precipitate. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  The ninth grade physical science class learned about magnetic behavior when they made a compass. _   _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fifth grade students inspected owl pellets and located many different bones from the small animals the owl had eaten. Students then attempted to reconstruct the bones and identify which animals the owl had eaten.  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  The ABS Chemistry class celebrated National Mole Day, Friday, October 23. This day is noted because of its similarity to an important constant in Chemistry, Avogadro's Number, which is 6.02 X 10 to the 23rd power. This is the number of particles in one mol of a substance.   Consequently, Mole day is celebrated by chemists everywhere on October 23 between 6:02am and 6:02pm. Obviously, this day is observed with tongue-in-cheek as chemistry students swap mole jokes and eat mole-related party treats. (Who is Avogadro's favorite actor? Mole Gibson, of course!) The ABS class enjoyed a "Mole Cake" and "Mole Juice" as we traded mole one-liners and pledged allegience to the lowly mole who represents the greatest mathmatical constant in Chemistry. Hopefully this exercise will aid the students in remembering Avogadro's Number. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Sixth grade students build on the idea that vibrations caused by earthquakes can be recorded and their origin located. Students use a model seismograph to record vibrations. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  During their study of the earth sixth graders relate wave movement in a spring (Slinky) to earthquake waves. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fifth graders use red cabbage juice as an indicator to identify common acids and bases. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Clouds in a Bottle -- Sixth grade students modeled and described the air pressure conditions under which clouds form.     Students also learned to measure the relative humidity in the air.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _       Sixth Graders investigated how the temperature of the earth's surface affects the temperature of the air above it.           Sixth and eighth graders investigated the way warm air and cool air move and demonstrated what happens when a cold air mass meets with a hot, dry air mass.   _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Fourth graders used soap and a cup of ice with rocks and sand to model erosion caused by a glacier carrying sediments. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ What drives the weather? Students consider this question as it relates to uneven heating on the earth and storm formation. Sixth and eighth grade students observe and record the rates at which equal volumes of soil and water heat and cool. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ 9th Grade Physical Science Class "Centripetal Acceleration" Experiment: Spin a Penny on a Hanger  Discussion about velocity and acceleration in class was brought to life as students tried to balance a penny on a hanger and spin it without it falling off. If an object is spinning in a circle at at constant speed, the object is accelerating. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ The Chemistry class is studying physical and chemical properties and changes. One technique often used in forensics and other chemistry fields for separating components of mixtures is chromatography. The class conducted a lab exercise where chromatography was used to separate the different dyes in various color inks. The colors separate on the filter media due to different absorption rates of individual ink dyes. The class found it interesting to see how many colors of dye could be identified in the black ink samples. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _     Fifth graders had the opportunity to observe and dissect flowers to see and identify the various parts and learn the function of each.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Sixth graders connected two 2-liter soft drink bottles, one of which was filled 3/4 full with water and sparkly glitter to show the direction of the water as it passed from one bottle to the other. The bottles were twirled around to get the water moving to form a vortex. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _   Physical Science (9th grade): Students learn about how to calculate speed by conducting a toy car experiment. They were asked to push a car, then measure the distance and time until it stopped. With this information they could calculate the speed.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Anatomy Class: 11th & 12th graders - To help in learning the structure and function of the cell, students constructed thier own cell using Play Doh.      Each student was required to create and label the organelles found within the cell.     These are cell models in various stages of completion.                                _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  Magic Water! The sixth grade class witnesses a Magic Water experiment. It represents the density of different waters--hot and cold. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ The Chemistry class used scales and graduated cylinders to measure mass and volume of an irregular object. The density of the object was then calculated. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ 10th Grade Biology Class Learning the Scientific Method      Students conducted a simple experiment to learn how to use the scientific method. The experiment was to demonstrate how different water temperatures affect organisms. Sponge animals in capsules were used to simulate live animals. home XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Highlights from 2008-2009  Fifth graders constructed, observed, and discussed both land and water eco- systems. These lessons helped students understand the web of relationships that link organisms to their natural environment.     _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _    Fourth graders learned to care for three different animals from three diverse habitats: fiddler crabs, African dwarf frogs, and millipedes. They also developed skills in observing and describing the animals' physical characteristics and behaviors.   _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  The ABS Human Anatomy class dissected Dogfish Sharks. They examined the external structures and internal organs. Dogfish sharks swallow their food whole. The students found shrimp, fish bones and parts of fish when they dissected into the stomach. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ The sixth grade class participated in planting a vegetable garden on the new property recently! The students were in charge of deciding where to plant certain vegetables in relation to the sun and the wind, as well as staking off rows, and fertilizing the plants.  Some of the vegetables planted were corn, squash, gourds, tomatoes, cabbage, beans, okra, watermelon and cucumbers.    photography by Marqueta Cook  The students will work to help maintain the garden, and the food will be donated to some local families in need. Seeds and fertilizer were donated by the Limestone Farmers Co-op. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  This was not a planned science lesson; however, how appropriate it was this Spring that Mrs. Robin chose to build her nest just outside the window of the Elementary Science class. In that nest are four little blue eggs just waiting for the right time to hatch and be introduced to the big world outside. They're here; and are they ever HUNGRY!!!!! _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Tenth grade Biology class discovered the external organs and internal organs of pigs. They identified the lobes of the liver, the heart, stomach, spleen, small and large intestines, kidneys and brain. These organs are very similar to our own bodies in location and function. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _             Rhinovirus There are many types of bacteria that can infect the human body. Some of the most well known bacterial infections are strep throat and E. Coli (food poisoning).  Common viruses are the common cold, flu and chicken pox. Tenth graders used clay, string, and pipe cleaners to make models of these bacteria and viruses.         E. Coli bacteria      Strep Throat (streptococcus)  Bacteriophage Virus _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _    Sixth graders investigated the way warm air and cool air move.       Convection Currents Sixth graders demonstrated what happens when a cold air mass meets with a hot, dry air mass.             _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _     What drives the weather? Sixth grade students consider this question as it relates to uneven heating on the earth and storm formation. In a 2-day investigation students use thermometers, beakers of soil and water, and a lamp as a source of radiant energy to investigate, graph, and analyze the heating and cooling rates of equal volumes of soil and water. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  A Vortex in a Bottle  Sixth graders connected two 2-liter soft drink bottles, one of which was filled 3/4 full with water and sparkly glitter to show the direction of the water as it passes from one bottle to the other. The bottles are twirled around to get the water moving, and a vortex forms above the connection. _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _   Third Grade science students performed exciting experiments by simulating volcano eruptions.   _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _  _ Students in Mrs. Harris' science class learned much from their study of frogs. Some think frogs are more interesting than the starfish since they have more developed internal systems: nervous, digestive and respiratory.  Strong muscles and special fused bones help frogs be powerful swimmers and jumpers.  Frogs are classified as amphibians and "live a double life". Tadpoles are aquatic and herbivores. Adult frogs can live on land and in water and are carnivores. Frogs have loose, mucous-lined skin to help them escape from predators, and keep them wet which aids in cutaneous respiration (breathing through the skin). Tadpoles breathe through gills. Frogs breathe through underdeveloped lungs and their skin. The backs of frogs are dark, while their undersides are light to camouflage them on land and water. Frog brains are smaller and less developed than other vertebrates; and they have a 3-chambered heart. They are also the first dissection subject with a brain. home