Category Archives: Science Mini Spark

#34: A Dog’s Nose

Science Mini Spark, Uncategorized

You may have heard the expression that dogs ‘see with their noses.’ But these creature’s amazing nasal architecture actually reveals a whole world beyond what we can see. Learn about how a dog’s nose can smell the past, the future and even things that can’t be seen at all.

Spark your thinking!

1. Set up your science mini spark recording page: #34: A Dog’s Nose

2.  Watch this video and record 5-10 details about dog noses on your recording sheet.

3. Choose 2 of these questions to answer with 2 sentences. Write your answer from the point of view of a dog.  Remind your teacher that the answer key can be found in the Science Mini Spark folder.

  1. What are the main features of a dog’s nose that allow it to smell so effectively?
  2. How does a dog’s ability to smell differ from that of humans?
  3. Describe the role of the vomeronasal organ in a dog’s sense of smell.
  4. In what ways can dogs use their sense of smell to understand their environment?
  5. How can dogs be trained to respond to various scents, and what are some examples of their abilities?

4. Read an article about a dog detective.  Record number facts from the article. Example: Their sense of smell is 10,000 times more sensitive than a human’s.

5. Look over this  animal nose information page from the San Diego Zoo.  Record 2 details about each of the animals listed in the article.

6.  Share your science mini spark recording page with your teacher/EY coordinator.

#33: Baby Animal Names

Science Mini Spark

The official names for adult animals usually come from Latin, which is a language that scientists use to name different species. However, the names we use for baby animals are not scientific. Instead, these names have changed over time and come from many different places, including hunting and the ways we have raised animals.

Spark your thinking!

1. Set up your science mini spark recording page: #33: Baby Animal Names

2.  Watch a video that gives an overview on how adult animals are given their official scientific names.

After watching the video, record this information on your recording page

  • The genus is always written first.
  • The genus is always capitalized.
  • The species is always written second.
  • The genus and species must be italicized (underlined if hand-written).

3. Read a wonderopolis article that explains why baby deer are called fawns.  Record 3 new facts that you learned from the article.

4. Read an article about baby animal names.  Make a chart on your recording page. Put the animal name in the first column and the baby name in the second column. Include at least 10 animal/baby animal name pairs on your page.

5. Look over this ABC list of baby animal names. Find 5-10 animal baby names that you did not know. Record the animal name and the baby name on your recording page.

6. Take this baby animal quiz.  If you score less than 15/20, take the quiz again. Record your score.

7.  Share your science mini spark recording page with your teacher/EY coordinator.

#31: Insect Adaptations

Science Mini Spark

How do insects use their special adaptations to survive? Insects are the most diverse animals, and even in tough environments like hot volcanoes, dry deserts, and icy glaciers, they show amazing adaptations to live in these challenging conditions.

Spark your thinking!

1. Set up your science mini spark recording page: #31: Insect Adaptations

2. Are there any places on Earth with no bugs? State “yes” or “no” and give two reasons for your choice.

3. Watch this video. Record 8-10 details about how insects are able to live in harsh conditions.

4.  Choose 3 of these questions to answer using 2 sentences. Use details from the video in your responses. Remind your teacher that the answer key can be found in the Science Mini Spark Folder.

  1. Describe how Sahara silver ants adapt to the heat of the desert.
  2. What unique feature helps Sahara silver ants maintain their speed and stay cool?
  3. Explain how the longhorn beetle’s hair structure assists it in hot environments.
  4. What specific adaptations do ice crawlers have to survive in cold temperatures?
  5. How do alkali flies manage to stay submerged in California’s Mono Lake?
  6. What challenges do alkali flies face when trying to overcome the water’s surface tension?
  7. Discuss how parasitic lice survive in deep-sea environments.
  8. What role do spiracles play in the oxygen intake of insects, and how do lice differ in this regard?
  9. How do certain lice manage to survive long periods underwater?

5.  Share your science mini spark recording page with your teacher/EY coordinator.

#30: Sea Lion Study

Science Mini Spark

Dive into the depths of the Pacific Ocean to observe the hunting skills of sea lions and discover how climate change is impacting their habitat.

Spark your thinking!

1. Set up your science mini spark recording page: #30: Sea Lion Study

2. Watch this TED ED video. Record all of the number facts that are in the video.

3.  Number your recording sheet from 1-5. Answer each question

1. What is the average speed at which sea lions can swim?
a. 2 to 10 miles an hour
b. 4 to 18 miles an hour
c. 15 to 25 miles an hour
d. 20 to 30 miles an hour

2. How deep can some species of sea lions dive?
a. 100 meters
b. 200 meters
c. 300 meters
d. Nearly 400 meters

3. What special adaptation do sea lions have in their eyes?
a. They have two lenses
b. Their pupils can expand to let in more light
c. They can see in complete darkness
d. Their eyes can change color

4. What is the main danger to sea lions mentioned in the video?
a. Overfishing
b. Climate change and toxic algae
c. Habitat destruction
d. Pollution

5. How do sea lions use their whiskers to hunt?
a. They can sense vibrations in the water
b. They help them swim faster
c. They allow sea lions to camouflage
d. They enable sea lions to see in the dark

4. Scroll to the bottom of this post to check your answers. Write your score on your recording sheet.

5.  Write 5 of your own multiple choice questions and make an answer key.

6.  Share your science mini spark recording page with your teacher/EY coordinator.

 

 

 

 

 

  1. b (0:29)
  2. d (0:53)
  3. b (1:56)
  4. b (3:35)
  5. a (2:40)

#29: Calming the Waves

Science Mini Spark

If you like being out on water but aren’t keen on waves, you might want to consider bringing some olive oil with you.  In this mini spark you will see that just one tablespoon of olive oil poured over water can spread out within minutes, calming the waves around you.

Spark your thinking!

1. Set up your science mini spark recording page: #29: Calming the Waves

2. Watch this teaching video. Record all of the vocab words from the video on your recording page. Add a short definition.

3. Read these questions to get prepared for the next video.

  • Why does the olive oil spread into a layer one-molecule thick?
  • Why does oil calm the waves on the surface of the lake?
  • How does Dr. Greg Kestin use the lake experiment to calculate the size of one molecule of olive oil?
  • What is invisible glass? What are its practical applications?

4. Watch this PBS video.  As you watch the video, you will hear the answers. Record each of the answers on to your recording sheet.

5. Share your STEAM mini spark recording page with your teacher/EY coordinator.

 

#27: Explore Elements

Learning Opportunities, Science Mini Spark

The periodic table has been on quite the adventure for over 150 years, like a superhero collecting elements! Now, with 118 different elements, it’s like the ultimate science party where every element has its own dance move. Who knew chemistry could be this much fun?

1. Set up your science mini spark recording page: #15: Explore Elements

2. Watch this video and record at least 5 details from the video on your recording page.

3. TED Ed joined forces with the people at Periodic Videos to bring us the what-is-what on each element of the periodic table. Watch this video about hydrogen. Record 5-10 details about hydrogen on your recording page.

4. Choose a new element from this playlist. Watch the video, and on your recording page make a fact page about the element with at least 10 pieces of information.

5. Share your science mini spark recording page with your teacher/EY coordinator.

 

#57: Gingerbread history and art

Science Mini Spark

Spark your thinking!

1. Set up your social studies mini spark recording page: #57: Gingerbread history and art

2. Read this article about the history of gingerbread. On your recording page, record 5-10 facts about gingerbread that you did not already know.

3. Gingerbread comes in many creative forms! Read this blog post from Young Chefs Academy. Record 5 interesting gingerbread details on your recording sheet.

4. Gingerbread houses can help get kids interested in the architecture. Watch this video and take notes on your recording sheet.

5. Choose 5 of these questions to answer. Remind your teacher that the key can be found in the Social Studies mini spark folder.

  1. Describe the main theme of this year’s Gingerbread City exhibition and explain how architects are using this theme to showcase future urban design.
  2. What unique architectural features did you notice in the gingerbread models that represent sustainable or innovative design concepts?
  3. The video mentions “Crystal Towers” – explain how the architects used sugar crystals as inspiration for their design and what makes their concept futuristic.
  4. How do the gingerbread models demonstrate the importance of green spaces and environmental considerations in modern architecture? 
  5. Compare the different architectural approaches shown in the video. How do the various models represent different visions of future cities? 
  6. Explain the significance of the hexagon-shaped design in the university project and how it relates to the Kew Gardens hive installation. 
  7. Discuss how this Gingerbread City exhibition might help children become more interested in architecture and design. 
  8. Analyze the creative process described by the architects. How do they use research and experimentation in their design approach?
  9. Describe the role of technology in the gingerbread city models, including elements like solar panels and air purifiers.
  10. Reflect on why architects might use a creative medium like gingerbread to explore serious architectural concepts.

6. Share your social studies mini spark recording page with your teacher/EY coordinator.

Check out Gingerbread Architect and Gingerbread Architect II badges at the EY Website.

 

 

 

 

#26: Geckos Defying Gravity

Science Mini Spark

Geckos are a type of lizard as you know, but did you know that they differ from other lizards by laying eggs in pairs, vocalizing with chirps and barks, lacking eyelids, and having sticky toes for climbing walls? Learn more about our world while studying geckos!

Spark your thinking!

1. Set up your science mini spark recording page: #26: Geckos Defying Gravity

2. Read the following writing prompts before you watch the video.

    • What are spatula?  If the spatulae weren’t shaped like spatulas, would it be better for them to be shaped like spheres or cubes? Why?
    • Explain the process that makes the geckos feet “stick” to surfaces.
    • Talk about how the geckos sticky feet can help humans create new materials. How could this help humankind?
    • Optional: There is a section in the video about electrons and charges.  You do not need to understand this 100%, just watch and listen to the narrator explain the process. If you want to explain this in your final project you are welcome to do so.

3. Watch this TED Talk. Pause the video to take notes that will help answer the prompts above.  You may need to watch the video more than once.

4. Choose one of the prompts listed above and create a 3-4 sentence response on your recording sheet. 

5. Read this fact page and National Geographic Kids. Record 5-10 facts on your recording page that are new to you. If you read the page and did not find any new facts, do some outside research so you can add 5-10 new learnings to your recording page.

6. Share your science mini spark recording page with your teacher/EY coordinator.

Keep learning about Geckos. Your work on this mini spark can count one the first project  on the Great Geckos Badge at the EY website. 

 

 

 

 

#25: How Do Lungs Work?

Science Mini Spark

Breathing. How do we accomplish this crucial and complex task without even thinking about it?  Let’s learn about these hard working organs.

Spark your thinking!

1. Set up your science mini spark recording page: #25: How Do Lungs Work?

2. Watch this TED-Ed lesson which takes us into the lungs to investigate how they help keep us alive. Record at least 5 details from the video on your recording sheet.

 

3. Your lungs make up one of the largest organs in your body, and they work with your respiratory system to allow you to take in fresh air, get rid of stale air, and even talk. Take a tour of the lungs by reading this article. Record 5 vocabulary words with definitions.

4. Choose one of these prompts and respond with 3-5 sentences

  • Why do you think the body’s cells need oxygen?
  • Why is it better that the lungs are spongy rather than empty like a balloon?
  • How do you think your breathing and lungs adapt when you’re exercising?

5. OPTIONAL: Lungs are important for breathing, but also for talking. Do research to find out how your lungs allow you to talk. Create a visual explaining how this process works. Include as many details as possible.

6. Share your science mini spark recording page with your teacher/EY coordinator.