What’s in the Box?What’s in the Box?

You’ll lose your marbles to You’ll lose your marbles to find out!find out!

¿Que es en la caja? ¿Que es en la caja?

Grade level 6Grade level 6

Darrell ClarkDarrell Clark

Gail NebbenGail Nebben

Anticipatory setAnticipatory set

To begin this activity pass around a To begin this activity pass around a wrapped gift box that was sent from a wrapped gift box that was sent from a known prankster, like let’s say Zach. known prankster, like let’s say Zach. Having received rather “shocking” gifts Having received rather “shocking” gifts from Zach before, you’re a little leery from Zach before, you’re a little leery about just ripping off the wrapping about just ripping off the wrapping paper right away. It is time to call on paper right away. It is time to call on the expertise of your students on how the expertise of your students on how to approach this situation. What’s in the to approach this situation. What’s in the box!!!box!!!

BackgroundBackground

Teacher: The teacher should have

patience and a willingness to try something new.

Student:The students will need an

imagination and a willingness to have fun.

AbstractAbstract

This is a two part activity. In the first part of the This is a two part activity. In the first part of the activity students will try to figure out what is in activity students will try to figure out what is in several wrapped boxes with only one limitation, several wrapped boxes with only one limitation, they can’t open them. They should brainstorm they can’t open them. They should brainstorm on what observations they can make and then on what observations they can make and then record their findings. In the second part of the record their findings. In the second part of the activity they will need to try to figure out what activity they will need to try to figure out what things are hiding under several boxes using only things are hiding under several boxes using only their “marbles.” Several boxes will be placed on their “marbles.” Several boxes will be placed on the floor with small (marble size) gaps between the floor with small (marble size) gaps between the floor and the boxes. The students will be the floor and the boxes. The students will be given marbles and it is up to them on how to use given marbles and it is up to them on how to use these marbles to find out all they can about what these marbles to find out all they can about what is under each box. is under each box.

Lesson PlanLesson Plan

A. Goal:A. Goal:

The students will be given a The students will be given a problem problem and use the and use the scientific method and scientific method and imagination imagination to achieve logical results to achieve logical results to the to the problem.problem.

B. Content objectivesB. Content objectives

Students will utilize critical thinking to develop Students will utilize critical thinking to develop experiments to test their ideas.experiments to test their ideas.

Students will record and analyze their observations. Students will record and analyze their observations.

Students will further develop working in small Students will further develop working in small cohesive groups.cohesive groups.

Students will further develop communication skills Students will further develop communication skills by recording and presenting their findings.by recording and presenting their findings.

C. Materials C. Materials

1. Several different sized boxes and some marbles.1. Several different sized boxes and some marbles.

2. Items of various shapes and/or materials that 2. Items of various shapes and/or materials that will fit under the boxes. will fit under the boxes.

3. Something to provide a backstop around the boxes to keep 3. Something to provide a backstop around the boxes to keep marbles corralled (fun noodles taped to floor work marbles corralled (fun noodles taped to floor work excellent.)excellent.)

4. Rulers, scales, and protractors to make observations. 4. Rulers, scales, and protractors to make observations.

5. Tape, scissors, pencils and plenty of paper. 5. Tape, scissors, pencils and plenty of paper.

D. Estimated timeD. Estimated time

This activity should require at least This activity should require at least one one to two class periods depending on to two class periods depending on the the length of a class period. length of a class period.

E. Procedure E. Procedure It will be necessary and convenient to prepare everything the evening before the activity will take place. For the first It will be necessary and convenient to prepare everything the evening before the activity will take place. For the first

part of the experiment simply forage around for various items of different shapes, weights, scents, and textures. part of the experiment simply forage around for various items of different shapes, weights, scents, and textures. Wrap them in boxes of manageable sizes and tape them shut! Things are a little more complicated for the Wrap them in boxes of manageable sizes and tape them shut! Things are a little more complicated for the second part of the activity. Once more several different objects (five or six) will be needed. I would recommend second part of the activity. Once more several different objects (five or six) will be needed. I would recommend using at least a few that have simple shapes (a coffee can, square and triangular blocks of wood, etc.) Also use using at least a few that have simple shapes (a coffee can, square and triangular blocks of wood, etc.) Also use things that are soft and not so regular in shape to spice up the activity. Now that the objects are assembled it is things that are soft and not so regular in shape to spice up the activity. Now that the objects are assembled it is time to box them. Make sure the box that is used will completely enclose the object with a five or six inch space time to box them. Make sure the box that is used will completely enclose the object with a five or six inch space between the object and the walls of the box. Tape the object to the bottom of the box so that the end of the object between the object and the walls of the box. Tape the object to the bottom of the box so that the end of the object the students will be striking with marbles is facing the open side of the box. Trim the rim around the open end of the students will be striking with marbles is facing the open side of the box. Trim the rim around the open end of the box so that when the box is turned upside down there is only a gap between the box and floor big enough for the box so that when the box is turned upside down there is only a gap between the box and floor big enough for a marble to roll through. An alternate method would be to suspend the boxes above the objects using strings, a marble to roll through. An alternate method would be to suspend the boxes above the objects using strings, paper clips, and tape and fastening them to the ceiling. I would still recommend taping the object to the paper clips, and tape and fastening them to the ceiling. I would still recommend taping the object to the underside of the box to avoid stray bouncing marbles from uncovering what is hidden. Create a boundary around underside of the box to avoid stray bouncing marbles from uncovering what is hidden. Create a boundary around each box to keep students from getting each box to keep students from getting to close and rebounding marbles from going everywhere. Fun-noodles to close and rebounding marbles from going everywhere. Fun-noodles taped to the floor will work fine. Now that everything is assembled it is time to play! I would recommend using the taped to the floor will work fine. Now that everything is assembled it is time to play! I would recommend using the anticipatory set mentioned above to anticipatory set mentioned above to set the tone for the activity. For the first part of this activity ask the set the tone for the activity. For the first part of this activity ask the students for ideas on how to figure out what could be in the taped boxes without opening them, they may need a students for ideas on how to figure out what could be in the taped boxes without opening them, they may need a little guidance. Pass around the boxes. Have the students record their observations and make their predictions little guidance. Pass around the boxes. Have the students record their observations and make their predictions in their journals. Ask them to write down why they guessed what they did. Time to open the boxes and find out in their journals. Ask them to write down why they guessed what they did. Time to open the boxes and find out what is in them! Now it is time to work together. Direct the students’ attentions to the boxes hovering over the what is in them! Now it is time to work together. Direct the students’ attentions to the boxes hovering over the ground ask them how they would go about finding what is under them. Only now there is a new catch, they can’t ground ask them how they would go about finding what is under them. Only now there is a new catch, they can’t cross the boundaries of the fun noodles or disturb the boxes. Let them puzzle over this for awhile and hopefully cross the boundaries of the fun noodles or disturb the boxes. Let them puzzle over this for awhile and hopefully they will come up with throwing things at what is under the boxes and watching what happens. If they don’t they will come up with throwing things at what is under the boxes and watching what happens. If they don’t come to this conclusion right away add a bucket of marbles to the mix and have them think some more. After come to this conclusion right away add a bucket of marbles to the mix and have them think some more. After they arrive at this conclusion divide them into groups of three or four. Each group should get a turn to throw they arrive at this conclusion divide them into groups of three or four. Each group should get a turn to throw marbles at each box. I would recommend that they get at least five-ten minutes per station. They should record marbles at each box. I would recommend that they get at least five-ten minutes per station. They should record their observations on the data sheets, discuss them, and make a group decision as to what is under the box. The their observations on the data sheets, discuss them, and make a group decision as to what is under the box. The students may need assistance on their group dynamics. They will need someone to throw the marbles, someone students may need assistance on their group dynamics. They will need someone to throw the marbles, someone to collect the marbles, and a couple members to collect data. I would recommend that they alternate roles at to collect the marbles, and a couple members to collect data. I would recommend that they alternate roles at each station. After all the groups have cycled through the stations it is time for them to collaborate with the other each station. After all the groups have cycled through the stations it is time for them to collaborate with the other groups and decide collectively what is under each box. groups and decide collectively what is under each box.

F. Closure F. Closure

It is time to uncover the boxes and It is time to uncover the boxes and reveal what is under them. After reveal what is under them. After each is uncovered discuss why the each is uncovered discuss why the students were right or students were right or wrong and wrong and why they came up with what they why they came up with what they did. This would be an appropriate did. This would be an appropriate time to mention that this is how time to mention that this is how scientists acquire a lot of information scientists acquire a lot of information on really small particles.on really small particles.

G. Standards

PS.3.1 PS.3.3 PS.3.4 PS.1.3

H. Assessment H. Assessment

Collect the activity sheets and the Collect the activity sheets and the students’ journals. The students students’ journals. The students should be assessed on participation should be assessed on participation (50pts.), logical thinking (30pts.), (50pts.), logical thinking (30pts.), grammar (15pts.), and neatness grammar (15pts.), and neatness (5pts).(5pts).

V. Inquiry based activityV. Inquiry based activity

This is a level 2 activity. The teacher This is a level 2 activity. The teacher needs to review the procedures ahead of needs to review the procedures ahead of time and present the activity verbally to the time and present the activity verbally to the students. Blank sheets of paper will be students. Blank sheets of paper will be provided to make observations. provided to make observations. Conclusions will be made in the students’ Conclusions will be made in the students’ journals. Predictions and observations will journals. Predictions and observations will be discussed by the class. be discussed by the class.