In this Remarkable Idea, students simulate the insulation of a penguin and how they keep warm in the cold. They can then go on to make observations about the outcome and discuss the outcome they observed.
1. Create two-inch pictures/symbols of “cold” and “no.” Place the pictures/symbols on the iTalk2 with Levels and record “This feels cold” and “No, this does not feel cold” on the respective locations of the iTalk2 with Levels.
2. Record the science script on the Step-by-Step.
“Penguins can stay warm in places that are very cold.”
“We are going to do a science experiment to find out how penguins are able to stay warm in very cold temperatures.”
“First, we’re going to find out what it feels like when our skin touches ice.”
“Everybody, grab a plastic bag, but don’t fill it. Put it on your arm or on your hand.”
“Now take a plastic bag that’s filled with ice, and set it on top of the plastic bag on your hand. Does your hand feel cold? Each of you will have a turn to tell the class if your hand feels cold.”
“Now we’re going to find out what a penguin feels when it touches the ice.”
“Penguins have little straws under their feathers that hold air. We are going to put a bag of air on our hand. Everybody, grab a bag that has air inside, and put it on your skin. Now pick up a bag of ice and set it on the bag filled with air.”
“Does your skin feel cold? Everybody will get a turn to tell the class if their skin felt cold or not.”
“Our experiment is all done now. Who can remember why penguins stay warm on the ice and in very, very cold weather?”
3. Fill plastic bags with ice, one bag per student.
What to do:
1. Show students the pictures of a penguin and the penguin climate.
2. Explain that penguins are animals that live where it is very cold all the time.
3. Ask if anybody knows how penguins are able to keep from freezing in the cold weather.
4. Reads the science experiment script using the Step-by-Step or follow the instructions of the teacher.
5. Students place an empty plastic bag on their hand, then a bag of ice on top of that.
6. Each student uses the iTalk2 with Levels to say if their hand feels cold or not. Explain that this is how our skin feels when it touches ice - ice makes our skin feel cold.
7. Explain that now they are going to experience what a penguin feels when it touches ice.
8. Connect the hair dryer, PowerLink and Switch. Use these to blow air into the resealable plastic bag and seal them. Make one for each student.
9. Place the bag with air inside of it on the back of the students hand. Explains that penguins have little straws under their feathers that keep air inside them, just like the bag keeps air trapped inside of it.
10. Place a bag of ice on top of the air-filled plastic bag.
11. Uses the iTalk2 with Levels to say if their hand feels cold or not. Explain that this is how a penguin feels when it’s feathers touch ice.
12. Explain that the bag with the air in it keeps the cold ice away from our skin, so it does not make our skin feel cold. Remind students that penguins have little straws under their feathers that are like pockets of air that keep the cold away from their skin in the same way.
In this Remarkable Idea, students can take be part of the school talent show. Whether that be introducing the acts through a communication aid, or looking after the special effects. Here a Student can control the background pictures for the show as students perform.
1. Create symbol for switch showing Projector
2. Create symbol for Step-by-Step showing singing
3. Record script on Step-by-Step
The script really depends on the acts taking part, but examples could be:
“Let’s all welcome on stage _______ who’s going to perform for you a song called ________”
“Let’s all give a big hand in appreciation for a great song there by _______”
What to do:
1. Check the acts and scripts and design a PowerPoint slide show around this.
2. Connect the projector, computer, Step-by-Step and switch to the Hitch. It’s important at this time to connect the switch to the correct port on the Hitch and assign the Hitch to the correct function for changing the slides.
3. Record the introduction of acts on to the Step-by-Step.
4. The student can now use the Step-by-Step to introduce the acts and the switch to change the slide show at the appropriate time. These tasks could be split and done by two students if more appropriate.
In this Remarkable Idea, switch tops are used as a hiding place. It’s a game for at least three players. The game can be adapted to support a wide range of curriculum goals from object permanence to social skills.
1. In this game, the players work together to find a missing key which has been hidden under one of the switch tops.
2. Use the All-Turn-It Spinner and the Jelly Beamerto decide who hides the key first. While all the others look away this person hides the key under one of the switch tops. Then he calls to the other players: “I’ve lost my key. Where can it be?”
3. Use the All-Turn-It Spinner and the Jelly Beamer once more to decide who may guess first. The SuperTalker FT might be used by just one or all the players to do the guessing (e.g. “Look under the big yellow one!”). Each player has just one guess. And the player who finds the key is the next key hider.
4. Variation to simplify the game: The guessed switch tops can either remain in the game or are taken off the table.
5. Variation to support more complex goals: A different letter might be hidden under each switch top. So in the course of the game letters for a particular word must be collected in the correct order.