Mrs. Moore's Class Blog

Adventures in Education

January 24, 2015
by Mrs. Moore

Melting ice cubes?

This week for Science Friday, we participated in an experiment found on Solve It Your Way! We set out to discover how long it takes for an ice cube to melt. Our first mission, independently brainstorm all the potential ways we could melt an ice cube! After we spent some time thinking on our own, we held a class discussion to share our thoughts. We came up with a list of 15 potential experiments that we then voted down to 9 we would conduct. This is our list:

  1. Use a Scentsy pot
  2. A hairdryer
  3. Place an ice cube outside in the sun
  4. Place an ice cube outside in the shade
  5. Hold an ice cube in a student’s hand
  6. Hold an ice cube in a student’s mouth
  7. Hold an ice cube in a student’s hand while running water over it
  8. Use hot water from the microwave
  9. Just let one sit in the classroom to melt

We then discussed the materials we would need, how we would measure the results, how we would track the results, and what challenges we might have during our experiments. Next, we individually predicted which experiment would melt the ice cube the fastest and which would take the longest.  The #1 pick for the fastest was the hairdryer at 47%, followed by the hot water from the microwave at 18% of the students. The #1 pick for the longest to melt was just sitting in our classroom with a vote of 41%, followed by the ice cube outside in the shade at 23%. Not many of us were correct with our prediction about the fastest time, but we were definitely surprised with the results! Watch our video to see a few of our results, and then continue reading to find out the fastest melting and slowest, but first make your own prediction on about the fastest and slowest melting ice cubes!

Ice Cube Experiment from Amber Moore on Vimeo.

Our results for how long to melt an ice cube were:

  1. Use a Scentsy pot  – 20 minutes and 47 seconds
  2. A hairdryer – 6 minutes and 37 seconds
  3. Place an ice cube outside in the sun – 56 minutes
  4. Place an ice cube outside in the shade – 1 hour and 8 minutes
  5. Hold an ice cube in a student’s hand – 20 minutes and 39 seconds
  6. Hold an ice cube in a student’s mouth – 4 minutes and 19 seconds
  7. Hold an ice cube in a student’s hand while running water over it – 34 seconds
  8. Use hot water from the microwave – 34 seconds
  9. Just let one sit in the classroom to melt – 1 hour and 33 minutes

The fastest melting tied at 34 seconds, both involving water!  The slowest was the one simply sitting in the classroom.

Were your predictions correct?

What other ways can you think of to melt an ice cube? 

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January 14, 2015
by Mrs. Moore

Lon Po Po and Ginkgo Nuts

We recently read Lon Po Po: A Red-Riding Hood Story from China by Ed Young. If you have not read it, we highly recommend you do! We thought it was a fantastic story, and think you will enjoy the twist in the plot. We don’t want to give it away, but we will tell you in this version, the children trick the wolf into climbing into a basket by telling him he must try the delicious Ginkgo nuts from the very tall Ginkgo tree. The children made the nuts sound so delicious, we decided to create our own posters advertising Ginkgo nuts. Watch the 30 Hands video below to see if we can persuade you into believing this is the most fantastic food you will ever taste!

Ginkgo Nuts from Amber Moore on Vimeo.

What fun facts do you know about Ginkgo trees?

Which story do you prefer, Lon Po Po or Little Red Riding Hood?

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January 13, 2015
by Mrs. Moore

Supercross 2015

post written by Logan

Supercross 2015

My dad and I went to Supercross on January 10, 2015. First, we went to the “Party in the Pits” for 4 hours and in the pits you can see the riders that are famous and get a good paycheck. The pits were packed, it was like a TSUNAMI was hitting me and my dad.  Finally we got to where the riders were.That is where you get autographs. We were picking which rider we were going to get autographs from, it  was either Ryan Dungey with team KTM or Justin Barcia with JGR Yamaha. We picked Justin, and I was in line and I saw a pit crew member from Yamaha walk out with a plastic piece from the dirtbike and he came over and asked if I was in line for the signing and I said, “yes!” I got a rear fender and had it signed by four of the Factory Yamaha riders. I then went over to team RCH Suzuki and Broc Tickle had just got back from practice.  I asked Broc if I could have his goggles and he signed them and gave them to me. Everybody that was around said how cool that was that he gave those to me.  I really enjoyed the race.  I also enjoyed spending time with my dad.

Have you ever rode a motorcycle or dirt bike?

Have you ever attended a Supercross event? 

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January 13, 2015
by Mrs. Moore

Cinderellas, Plural?

Did you know there are several versions of the story we know as Cinderella? We had the opportunity as a class to read and then compare and contrast five of these stories. It was very interesting to hear the different versions from around the world. We read Cinderella (the original version to us), Mufaro’s Beautiful Daughters: An African Tale, Cindy Ellen: A Wild Western Cinderella, Domitila: A Cinderella Tale from the Mexican Tradition, and Cendrillon: A Cajun Cinderella.

We created  a huge matrix on our wall to visually see the similarities and differences in each story. We found the endings all had something in common, they all ended happily with a marriage! They also shared the same lesson or moral. Although all the stories shared the same elements found in fairy tales, most specifics were different. For example, Domitila only had one stepsister, and the settings took place from deserts to forests. When we discussed which was our favorite version, it was between Domitila and Cindy Ellen! Here are some of our thoughts about these favorites:

  • “I like Domitila because he just liked her cooking, not because she was at the ball. I liked it because it was different.” -Christilyn
  • “I like Domitila the best because it was unique, and the setting and illustrations were nice. Also, some of the words taught me Spanish.” -Madison
  • “I liked Domitila best because it is a Mexican Cinderella.” -Isaiah
  • “I liked the Mexican version the best because I am Mexican, and Domitila made nopales.” -Leonardo
  • “Cindy Ellen because she is a cowgirl and the book is very cool. She does cool tricks.” -Evelyn
  • “The one I like best was Cindy Ellen because I like cowboys. It also had a gold pistol.” -Johnny
  • “I like Cindy Ellen because I like guns.” -Tegan
  • “I like Cindy Ellen because the pictures are very pretty.” -Aryana
  • “Cindy Ellen because she shot a pistol up in the air.” -Theo
  • “The version I like is Domitila because I am Mexican.” -Nicky


 Which version do you most enjoy reading? 

Can you suggest others we did not read? 

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January 8, 2015
by Mrs. Moore

Fractions with M&M’s

Our class has been working hard to learn all we can about fractions! With each of us using 2 small packages of M&M’s, we followed these directions to help practice fractions.

  1. Before opening the bag of M&M’s, guess the total number of M&M’s in the packages.
  2. Open your package and count the total number of M&M’s.
  3. What fraction represents the number of each color candy in your packs?
  4. Then we answered the following questions: Which color represents the largest fraction? Which color M&M represents the smallest fraction?
  5. Eat one of each color of M&M. What is the total number you have now?
  6. What fraction represents the number of each color candy in you pack?
  7. If you give 2 red M&M’s to your teacher, what fraction of your remaining M&M’s will be red?
  8. Write the fraction that represents the number of M&M’s that are not orange?
  9. Finally, EAT all your M&M’s!

To find a little extra data, we counted the total number of M&M’s in all the packs, we found a total of 678, which gave us an average of 31 M&M’s per student. We think using food to learn more about fractions is an excellent idea!

Do you have any suggestions about the best way to learn fractions? 

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January 4, 2015
by Mrs. Moore

Saving Sam!

written by Madison

Saving Sam

We found Sam outside of his boat, and had to get his lifesaver on him. Here are my steps to getting it on him.

  1. First, we had to get the lifesaver out of the cup.
  2. Then, we had to stretch the lifesaver out, and we had to stretch the paper clip out.
  3. We got the paper clips in the lifesaver, and had to get Sam in without using our hands.
  4. Next, we stretched out the lifesaver, and got the lifesaver on his head, but it fell off.
  5. Again, we had to do the same thing over and over again.
  6. Finally, we got the life saver on Sam and showed the teacher.

Then he was safe in his boat again.

written by Christilyn

We did a project and the project was called Saving Sam. We had to take a gummy worm, a lifesaver and a cup. The cup was Sam’s boat. The lifesaver was located in Sam’s boat! We had to use four paper clips to save Sam without touching the boat, Sam, or the lifesaver with our hands. We could touch the paper clips. First, you get on paper clip and stretch it out. Then, you stick the sharp part in the lifesaver, and get another one to stretch out and put it in the lifesaver. Stretch the lifesaver out using the paper clips, and put the gummy worm through the center. Last, put the gummy worm into the life saver.

written by Clare

Saving Sam

First, Steven and I bent the paper clips. Then, we put one paper clip on the gummy worm. Next, we put three paper clips on the life saving gummy and stretched the life saving gummy. Last, we stretched the life saving gummy around the gummy worm, and we did it! We saved Sam by doing teamwork.

Here are a few highlights from our efforts to save Sam!

Saving Sam from Amber Moore on Vimeo.

What techniques would you use to save Sam?

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