Ms. Jenkins' Science Blog

In Science Class . .. Weeks of 1/16 and 1/23

2012-01-24T08:25:00.001-08:00

5th Grade: Last week and this week, we've continued our study of evaporation. Students put the same amount of water in different sized containers (with different surface areas) and measured how much water evaporated over the weekend. We found that the containers with the most surface area (water spread out) had highest evaporation rates, while our tall, thin vials barely lost any water to evaporation. Next up, we'll be looking more closely at the atmosphere and water cycle.
Key questions:

What did your group find out about evaporation? (Evaporation happens more quickly in areas with higher temperature and in containers with larger surface area)
What process is the opposite of evaporation? (Evaporation is the process of a liquid changing phase to a gas. Condensation is the process of a gas turning to a liquid. Freezing is liquid to solid while melting is solid to liquid.)

4th Grade: Last week, we examined the mineral property of hardness. Student experimented and found that "harder" minerals can scratch softer ones. We scratched four minerals with our fingernail, an aluminum nail, and a paper clip. The hardest mineral, quartz, could not be scratched by any of the tools, while gypsum, the softest, could be scratched by all three tools. This week, we discussed the Mohs Hardness Scale, which ranks minerals on a scale of 1-10 based on their hardness. Gypsum was a "2" while quartz was a "7." Often times, gemstones like emeralds, rubies, etc are high up on the hardness scale. Diamonds are a "10."

What minerals were softer? How did you know? (Gypsum and calcite were softest and could be scratched by at least 2 of the tools. Fluorite and quartz were harder and couldn't be easily scratched.)
What mineral was the hardest? (Quartz was hardest and could not be scratched by anything. FYI, it's a "7" on the Mohs hardness scale.)
As we look at the hardness scale, can a "3" scratch a "5" mineral? What about the other way around? (A "3" mineral cannot scratch a "5" mineral because a "5" is harder, but a "5" mineral can make a mark on a "3" mineral.

In Science Class . . .. Weeks of 1/3 and 1/9

2012-01-10T10:30:00.001-08:00

5th Grade: This week, the students will be focusing more on evaporation and recording data. We will examine our paper towel experiment, and then design an experiment to investigate how different locations in the room affect evaporation. Key questions:

What happened to the scale with the paper towels? (The paper towel without the lid dried, meaning the water evaporated. The paper towel with the lid did not dry because the water was contained, though there was some condensation on the inside of the cup. The scale tipped toward the side with the lid because it still contained water, whereas the water on the other paper towel had escaped into the atmosphere.)
Where did your group place the cups with water? What predictions did you make? Which cups will have the highest evaporation rates?

4th Grade: Our new unit is on earth science. Last week, we examined some fake and real rocks and discussing what sort of information geologists collect. Students will be working with the measuring tape and balances to collect data on the circumference, mass and diameter of their rocks.

What sorts of information do geologists collect when they study rocks? (They look at the size, shape, texture, location, color, luster, etc. They also will weigh and measure the rocks)
What did your rock look like? What did you notice about your rock? (Most of the fake rocks are gray with green and blue "minerals.")
What tools did you use to collect information? (We used a measuring tape for circumference and diameter. The unit of measurement being centimeters. For the mass, we used a balance and took the mass in grams.)

This week in science, we acted like geologists and broke apart our fake rocks to see what "minerals" were inside. The students were able to identify several different ingredients, including red and green gravel, shells and some gray material. We then used water to see if we could separate the gray material. Key Questions:

What is the difference between a rock and a mineral? (Minerals are the ingredients of rocks and are just one type of substance, while rocks are made of many types of minerals.)
What types of "minerals" did you find in the "mock rock" Ms Jenkins made? (Most groups will find red and green gravel, shells, and gray material that we separated with water)
What do geologists do? (They study rocks and make observations about the shape, size, texture, color, shininess, mass.)
How are rocks and minerals used by humans? (We use them in various mixtures for roads, houses, jewelry, etc)

In Science Class . . . Week of 12/12

2011-12-12T16:19:00.000-08:00

4th Grade: Quizzes will be going home this week. The material was a struggle for some students, so if your student would like to retake the quiz, I am available before and after school and during lunch on Wednesday and Friday. (Unfortunately, I teach through morning recess so that's not an option). We went over the quiz, and correct answers are written down. If students are still confused, please have them come visit me and we can go over it!

We also will be continuing our explorations of wind energy and turbine design! See the previous post for more details. It's been a huge hit with the students, and many of them are working very well in pairs to design interesting and efficient turbine blades!

5th Grade: The students are finishing up their planet advertising campaigns. We've been imagining that there is now a booming space tourism industry and they were in charge of creating a brochure or poster to attract tourists to their planet. This has helped students understand how planets in our solar system are unique and similar, and has helped them envision what it would be like to have humans visit and stay on their planet. Many of the planets create challenges for life, including very hot or very cold temperatures, differences in or lack of atmosphere, radically different surface compositions and gravitational pull.

What planet did you study?
How is this planet similar to or different from Earth?
What sort of "attractions" did you create for your tourists?

In Science Class . . . Week of 12/5

2011-12-07T15:32:00.001-08:00

4th Grade: The fourth graders this week have been wrapping up our unit on magnetism and electricity. The students took (or will take) an open notebook assessment on circuits, magnetism, and electromagnets. For the fun stuff, we are spending the rest of our science time before break designing wind turbines and testing them for electrical output! As part of a teacher education program at Chabot Space and Science Center, I acquired supplies for building wind turbines. The students will be testing different sizes and shapes of blades, and using a multimeter to measure how much electricity is generated when the blades are tested using a fan. So far, it's been great!

How does motion generate electricity? (The motion can move a magnet in an electromagnet to generate electricity.)
What blade shape on your wind turbine worked the best?
Why is wind energy a renewable energy source? (Unlike fossil fuels, wind energy does not get depleted. It is also beneficial because it doesn't release pollution.)

5th Grade: We continue our work on understanding the solar system. We are creating advertising campaigns for each planet, envisioning that tourists may actually be able to visit other planets. Students are making posters and brochures that explain why each planet is unique.

In Science Class . . . Week of 11/28

2011-11-29T16:23:00.000-08:00

5th Grade: This week, we started investigations in the solar system. Students worked with cards with each of the components of our solar system on them, including comets, planets, satellites, asteroids and the sun. On the back of each of these cards is important information about the object's mass, diameter, composition, distance from sun and temperatures. We worked on organizing them in order from the sun, and next week will work on other sorting skills. Key questions to ask:

What is the order of the planets? (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Pluto is now classified as a dwarf planet.)
What is the difference between the inner and outer planets? (Inner planets are rocky and solid, while outer planets are made of gas.)
What is the largest planet? (Jupiter) The smallest? (Mercury)
What planets have very high surface temperatures? (Those closest to the sun, though Venus is hotter than Mercury because it has an atmosphere that helps it retain heat.)
Why don't the earth and other objects fly off into outer space? (Because of the sun's gravitational pull)
Why do the moon and man-made satellites continue to orbit around the earth? (Because of gravitational pull of the earth.)

4th Grade: This week, we will review series and parallel circuits and began some exploration of electromagnets. Later in the week, we'll look at how the number of winds of the wire of an electromagnet affects it's strength. We'll also discuss the uses of electromagnets in engineering many of the gadgets we use every day!

What are the differences between parallel and series circuits? (Parallel circuits allow for multiple pathways of electricity, which results in more electricity going towards the bulb or motor. Series circuits require that multiple bulbs/motors share a pathway, which means the bulbs are dimmer or the motors go slower. For reference, the bulbs in your house are on a parallel circuit - they can be bright at the same time, and if one goes out, they don't all go out! By comparison, those old Christmas lights are on a series circuit where if one bulb goes out, none of them work. )
What is an electromagnet? (One can induce magnetism in an iron object by wrapping a wire around it and hooking it up to a electricity source. We used a iron needle-like thing hooked to a battery to pick up washers.)
What is the advantage of an electromagnet? What are they used for in every day life? (Electromagnets can be turned on and off, unlike permanent magnets. They are used in everything from doorbells to junk yards to many electronics.)

In Science Class . . . . Week of 11/14

2011-11-16T11:19:00.000-08:00

4th Grade: This week, the 4th graders will be studying series and parallel circuits. They'll find that, in a series circuit, the light bulbs are dimmer because the two bulbs have to share one pathway of electricity. In a parallel circuit, the two lights are brighter because they each have their own pathway of electricity to the d-cell (battery). For example, in the older strings of Christmas lights, the bulbs are often on a series circuit. When one light bulb goes out, the whole string of lights does not work because the one pathway of electricity is not complete. By comparison, lights in your house are on a parallel circuit - there are many pathways of electricity that allow the lights to operate independently of each other.

How are parallel and series circuits similar and different? (Both are circuits that can carry electricity. A parallel circuit allows for multiple paths of electricity, while a series circuit just has one)

After Thanksgiving break, the 4th graders will be studying electromagnets. I hope to wrap up this unit on magnetism and electricity by mid Dec.

5th Grade: This week, the students will be taking a quiz on mixtures, solutions, chemical reactions, periodic table, etc on Friday. Today (Wed) we will complete a study guide that has all the required information. This will go home and students can study at home. The quiz will also be open-notebook so students can use their notebook as a resource, too.

After Thanksgiving break, we will be starting our 5th Grade Earth Science unit that includes the water cycle, solar system and weather.

In Science Class . . . Week of 11/7

2011-11-10T12:24:00.001-08:00

4th Grade: The 4th graders continued their exploration of electricity by finding out what materials conduct (carry) electricity and which do not. The students used a circuit board with a motor hooked up to a d-cell and put various objects between the wires. We also walked around the classroom to see which materials in the room would complete the circuit and turn the motor on.

Which materials conduct electricity? (All metals - copper, brass, steel, iron, aluminum)
How is this different from what materials are magnetic? (Only iron and steel objects can become magnets)
What materials did not carry electricity? (Cardboard, paper, plastic, wood, fabric)

5th Grade: We had an exciting week! On Monday, students investigated properties of materials. We found that, unlike plastic or wood, metals can conduct (or carry) heat and electricity. We used the materials to complete a circuit and found that all metals will allow the motor to go on. We also put strips of material in a container with shallow hot water. The tops of the strips had butter on them. We watched as the copper and aluminum strips had butter that melted FAST! Steel and brass were slower. Heat was not conducted with the plastic and wood strips.

On Wednesday, we had visiting graduate students from the Cal chemistry department teach a lesson about chemical reactions and glow in the dark science! Students watched as they mixed two chemicals together to produce gas and light in a reaction similar to that which happens in a glow stick. Next, students mixed water, Elmer's glue and Borax to make a putty material. The material also had a little glow-in-the-dark paint which made it fun! Families, this stuff is not toxic, but please don't let your kids eat it! It will last for quite a while. If it starts to dry out, just add a little water. For optimum glow, re-charge the putty by exposing it to light.

What properties make metals different than other types of elements on the periodic table? (Metals conduct heat and electricity much better than other elements. They also are mostly solid at room temperature and won't break when hammered into thin sheets. These properties make them extremely useful for building things)
In the two experiments with the grad students, how did you know a chemical reaction occurred? (In the first one, gas and light were produced. In the second reaction in our zip bags, the material turned from a liquid to a solid with the addition of the liquid Borax solution. This unexpected phase change is often indicative of a chemical reaction.)

PLEASE: If you have any old food or household packages or bags (that aren't gross) that have the ingredients listed on them, send them in with your student for class on Wednesday, 11/16. Anything would be great - chip bags, cereal boxes, bread bags, toothpaste boxes, soda cans, etc. We'll be looking for elements on the package. Cereals are especially fun since there are often minerals added for nutritional value like iron, zinc etc. Thanks!

In Science Class . . . Week of 10/31

2011-11-04T15:34:00.001-07:00

Happy Halloween! Here's what we've been up to in class:

4th Grade: The students this week continued their exploration of magnetism and electricity using some mini-investigations. Stations included

Hand crank generator that produced power for light bulbs (one energy efficient and one regular)
A energy ball (called a UFO ball) that lights up and makes noise when you make a complete circuit with your body and it's metal pieces
A basic electromagnet that can pick up small washers
A magnetic generator that produces electricity by sliding a magnet through a tube wrapped with wire
Review of poles using doughnut magnets
A basic circuit with d-cell and light bulb

It's been really fun! Ms. Sinai's class also investigated conductors and insulators by putting objects into a circuit hooked to a motor. If the object could carry the electricity, then the motor ran. If not, the object was an insulator and the motor would not go on. Conductors included all metal objects - nails, paper clips, chair leg, washers, etc. The rest of the 4th grades will do this next week!

5th Grade: Students this week completed their presentations on a group of the periodic table. Next week, we'll look closely at the properties of metals and do some other fun chemical reactions!

Bay Area Science Festival Starting Soon!

2011-10-28T08:50:00.001-07:00

Hi, everyone,

For the first time, there will be area-wide science festival that has a number of free programs for families and adults from Oct 29-November 5. This is a coordinated effort between a ton of organizations! I'm really excited about it, and I hope to see of you out there as well. Here's the link to the website:

http://www.bayareascience.org/

Go Science Education!
Ms. Jenkins

In Science Class . . . Week of 10/24

2011-10-24T08:48:00.000-07:00

5th grade: This week, we are continuing our research and preparation of a project on the periodic table of elements. Students are researching a particular group and preparing a poster or PowerPoint to share information.

What group are you studying?
What are the key properties of the group?
What are some examples of elements from this group?

4th Grade: This week, the 4th graders will learning that electricity can be converted into motion as well as light. We'll be putting together simple circuits with a switch, d-cell and motor. We also will be doing centers later in the week. One of these is a hand crank generator which powers two lights - one energy efficient and one traditional light bulb. Students will see that it takes a lot more energy to light a traditional bulb! We also will be looking at the way that electric currents can create magnetism (as in electromagnets).

How did you hook up the motor? What are other examples of where electricity is converted into motion?
What did you find out when you wrapped a coil around an iron rivet and hooked the wires to a d-cell?
What are electromagnets used for outside of science class?

In Science Class . . . Week of 10/17

2011-10-19T09:56:00.000-07:00

5th Grade: This week in science, we've been discussing the periodic table. The students have now started a research project. Each table group has been assigned one group of elements (ie. noble gasses, metals) and is working on researching key properties, examples, uses, and fun facts. We are using computers and books for our research. Students will either be presenting to the class using a poster or a PowerPoint presentation.

What group of elements is your table researching?
What have you found out so far?

4th Grade: The fourth graders are continuing their exploration of electricity. We made a simple circuit with a battery, bulb and wires early in the week, and then we will be moving onto a more complex circuit with a switch.

What can electricity be converted into? (Light, motion, heat)
When there is a break or opening in a circuit, what happens to the light? Why? (It won't go on because electricity travels in a circle.)

In Science Class . . . Week of 10/10

2011-10-14T14:20:00.000-07:00

5th Grade: Ok, things got held up a bit and we just started looking at the changes on a particle level in a chemical reaction. So, see last week for questions! We also spent time discussing examples and non-examples of chemical reactions, so you can ask your student about that!

4th Grade: This week, students were introduced to the concept of electricity. We wrote about our own experiences with electricity - gadgets that need it, where it comes from, how it feels to be shocked, etc. We looked at a battery as a source of electricity and attempted to get a light bulb to light up. (No worries if your student didn't get it to work as we'll work on it lots next week!)
Key questions:

Where does electricity come from?
What things need electricity to function?
Why do you get shocked when you go down the slide?
How did you try to get your light bulb hooked to the battery in a simple circuit?

In Science Class . . . Week of 10/3

2011-10-04T10:00:00.001-07:00

5th Grade: This week in science, we will be looking at chemical reactions! During a chemical reaction, a mixture of chemicals changes to produce new substances. We will do several chemical reactions on Friday and observe changes. The evidence we will see of a chemical reaction includes a color change, a temperature change and/or production of a gas (bubbles). (A common chemical reaction that produces a gas is mixing baking soda and vinegar. ) Next week, we'll dive into atoms and molecules and the periodic table.

Key questions:

What is an atom? (The smallest particle of matter)
What is a molecule? (Two or more atoms bonded together)
Why are there so many different substances on Earth when we only have about 90 naturally occurring elements? (The atoms can combine in infinite arrangements)
What happens in a chemical reaction? (The atoms rearrange to form something new).
What are common pieces of evidence for chemical reactions? (Change in color, change in temperature, bubbles)

4th Grade: This week the students detected magnetic fields using compasses, iron filings, and washers. We hid magnets in small boxes, and had other students try to find them using our tools. We also made our own compasses using straws, thread and a steel pin. By rubbing the magnet on the pin, we induced magnetism. Our pin then had poles and had it's north pole point north (as our Earth's north magnetic pole is actually a south magnetic pole.) Because of the field trip, Ms. Khare's class won't be able to make their own compasses. Sorry!

Key Questions:

Why did your tools work to find the magnet? (All are iron, and can be used to detect magnetic fields)
How did you make your compass?

In Science Class . . . Week of 9/26

2011-09-27T14:03:00.000-07:00

5th Grade: This week, we read about how solids dissolve, and what is happening on a particle level. We also will identify a substance based on how much can dissolve in water (also known as its solubility).

What happens when a solid dissolves? (The water molecules break up the solid molecules)
How did we identify the mystery substance? (We saw how much could dissolve, and compared it to a list of known substances and there saturation points.)

4th Grade: This week, we did a fun activity that showed that the force between magnets decreases the further they get apart. We used balances to see how many washers the force of two magnets could hold. The number of washers required to break the force between the magnets decreased as the space between the magnets increased. We also graphed our results, which was a great way to integrate math concepts in a practical way!

How many washers could the scale hold when the magnets where together? (Usually 15+)
What happened to this number as we added plastic chips between the magnets ? (The number decreased with each chip, usually getting as low as 3 washers with 6 chips.)

In Science Class . . . Week of 9/19

2011-09-19T08:32:00.000-07:00

5th Grade: This week, we'll be learning about saturation. For each solid that is mixed with water, there is a point in which the water cannot hold any more of the solid. This point differs based on what the solid is. On Wednesday, we'll be saturating a salt solution and then on Friday, we'll be working with Epsom salt. Both dissolve in water, but have different amounts before reaching saturation.
Key questions:

What is saturation? How did you know that your solution was saturated? (No more solid could dissolve no matter how hard we shook the bottle of water.)
How did Epsom salt's saturation point differ from regular salt? (About 14 grams of salt saturate 50 ml of water, but 48 grams of Epsom salt are needed to saturate the same amount of water. Therefore, Epsom salt has a higher solubility than regular salt.)

4th Grade: This week, we'll be examining the concept of poles and induced magnetism. Students will experiment with magnets to find out two key concepts:
1) Magnets either attract or repel based on how they are facing each other
2) A permanent magnet (like the one on your fridge) can make something iron a temporary magnet.

Key Questions:

What type of objects did your magnet stick to? (Any object with with a lot of iron, including stainless steel objects)
What happens when two magnets are pushed together? (If the opposite poles are facing each other, then the magnets will attract. If like poles are facing each other, such as north and north, or south and south, then the magnets will repel.)
Can the force of magnetism act through other materials? (Yes, unless the material is really thick! Magnets stick to each other through paper and other thin materials, but many of the tables in the science room were too thick for the magnets to attract each other.)
What happens when you stick a paper clip to an iron nail that is touching a magnet? (The iron nail becomes a temporary magnet and will act on the paper clip, making a fun chain of objects! FYI, magnets that stick to the fridge and are always magnets are called permanent magnets. )

Here is a diagram. We used "doughnut" magnets instead of bar magnets, but you get the idea! The iron nail and paper clips become temporary magnets.

In Science Class . . . Week of 9/12

2011-09-12T14:25:00.001-07:00

Yay! We are in the full swing of science class!

5th grade: This week, the 5th graders are working on putting together mixtures and then separating them using filters, screens and evaporation. Last week we mixed gravel and water, powder and water, and salt and water. The screen and filter were able to separate the gravel mixture and the powder mixture, but the salt dissolved in the water and passed through both. Over the weekend, we used evaporation to get rid of the water, leaving behind salt crystals. On Friday, we'll investigate how to determine the mass of salt in water without measuring the salt directly on a balance.
Key questions to ask your student:

What is a mixture and what are some examples? (Any two or more substances put together. Examples are infinite! )
What is a solution? (A special type of mixture where the solid dissolves, like salt in water.)
What tools can we use to separate mixtures and solutions? (Screen, filters, evaporation)
How did you find the mass of the salt on Friday?

4th grade: We are finally done setting up science notebooks and will have our first lesson on magnets this week. For starters, we made predictions about what objects would stick to a magnet, and then tested our prediction and recorded results. We also became iron detectors and walked around the classroom finding things made of iron and steel. Later in the week, we will investigate other magnetic properties (such as poles) and introduce the terms of "attract"and "repel."
Key questions to ask your student:

What types of objects stuck to the magnet? (Objects made of iron or steel.)
What objects in the room are made of iron or steel?
What happens when you put two objects together? (Sometimes they attract and sometimes they repel - it depends on which way the poles are facing. Like poles attract and opposite poles repel. Poles are either called "north" or "south.")
What surprised you most about our activities?

Welcome to 4th and 5th Grade Science!

2011-09-08T15:04:00.000-07:00

Yes, friends, it's that time of year again! Welcome to my blog about all of our fabulous explorations in science class. On this blog, I'll post our weekly topics and some key questions you can ask your student to review material and extend thinking. I'll also try to add some links to science -related community events.

A welcome letter from me went home with Thursday folders today, but feel free to contact me if you have questions or would like another copy. My new BUSD email is caitlinjenkins@berkeley.net.

Here's what we've been up to in class:

5th Grade: In the first week of class, we did a fun activity that tested our sense of smell. I put common items in containers covered with a paper towel. Students smelled and reported what they thought was in the cup. The idea was to have some fun on the first day, and to also introduce some key parts of the scientific method - focus question, data collection, conclusion.

Since then, we've been working on getting our science notebooks set up. I have a grand vision for them this year - they now are more organized, have sentence starters to help kids and a work habits self reflection section.

Our first activity for our physical science unit was yesterday. Students conducted observations of some solids (gravel, powder, salt) and then mixed them with water to create a mixture. We then attempted to separate these three mixtures using a screen and a coffee filter. We had success with two of the mixtures, but weren't able to separate the salt and water. We'll work on this on Friday and next week!

Key questions to ask your 5th grader:

What smells were the hardest for you to identify?
How did you separate the three mixtures?
What are some other mixtures you know?
How is your science group working? What grade did you give yourself on science work habits? (1-4, with 4 being excellent)

4th Grade: The 4th graders also practiced science notebook skills with the activity described above on the first day. Much of this week is going to be spent on organization of notebooks, and next week we'll start our physical science unit on magnetism and electricity.

Key questions to ask your 4th grader:

What smells were the hardest for you to identify?
What do you think magnets stick to?
How is your science group working? What grade did you give yourself on science work habits? (1-4, with 4 being excellent)

In Science Class . . . Week of 3/28

2011-04-01T09:45:00.000-07:00

5th Grade: This week in science, we have been looking at chemical reactions! During a chemical reaction, a mixture of chemicals changes to produce new substances. We did several chemical reactions on Monday and observed changes. The evidence we say of a chemical reaction included a color change, a temperature change and/or production of a gas (bubbles). (A common chemical reaction that produces a gas is mixing baking soda and vinegar. ) On Wednesday, we dived into atoms and molecules and looked briefly at the periodic table. Student should understand that, in a chemical reaction, the atoms of the reactants rearrange to form new molecules (and thus substances).

Key questions:

What is an atom? (The smallest particle of matter)
What is a molecule? (Two or more atoms bonded together)
Why are there so many different substances on Earth when we only have about 90 naturally occurring elements? (The atoms can combine in infinite arrangements)
What happens in a chemical reaction? (The atoms rearrange to form something new).
What are common pieces of evidence for chemical reactions? (Change in color, change in temperature, bubbles)

Why did your tools work to find the magnet? (All are iron, and can be used to detect magnetic fields)
How did you make your compass?

Have a great vacation, everyone!

In Science Class . . . Week of 3/21

2011-03-23T16:01:00.000-07:00

Fun Event: This Thursday, Berkeley Public Education Foundation will host a free Lawrence Hall of Science Night. It will be from 6-8:30 pm on Thursday, March 24. For more info, go to http://www.bpef-online.org

5th Grade: This week, we implementented our plans for separating a dry mixture of gravel, power and salt. Most groups realized that to separate the powder and salt, they needed to add water so the salt would dissolve and thus pass through a coffee filter (unlike the powder). Because it dissolves in water, salt and water together are an example of solution.

On Wednesday, students saturated two solutions - one of kosher salt and water, and one of Epsom salt and water. To saturate it means to dissolve as much salt in the water as possible. Students found that 50 ml of water could hold about 10-15 grams of salt, while the same amount of water could hold 40+ grams of Epsom salt. The idea behind this is that solubility is a property that distinguishes different chemicals.

On Friday, we'll be identifying a mystery substance based on it's solubility! In the week before spring break, we'll be looking at chemical reactions.

4th Grade: This week, the students performed an experiment to measure how magnetism decreases based on the distance between magnets. We also used a hanging magnet to detect the magnetic field of the earth! (All N poles of the magnets faced north, because our "North Pole" is actually a south magnetic pole and opposite poles attract!)

In Science Class . . . Week of 3/14

2011-03-18T09:43:00.000-07:00

Thanks for a great Family Science Night! So wonderful to see so many students and families there. Thanks for your support of science education!

5th Grade: The students have started a new unit entitled "Mixtures and Solutions." We've practiced and discussed different ways of separating mixtures (which are two or more things mixed together). This week, we are investigating solutions, which is a type of mixture where the solid dissolves. We made a salt water solution, then separated it by evaporation.
Key Questions:

What is a mixture? What are some examples?
What is a solution? What are some examples? How do you separate solutions?

4th Grade: The students have also started a new unit on magnetism and electricity. This week, we spent a lot of time investigating which objects will stick to a magnet (objects made of iron). We also will be investigating the property of poles and the concepts of "attract" and "repel."

Key Questions:

What objects stuck to your magnet? Which did not?
What happens when you bring two magnets together? What if you flip one the other way?

In Science Class . . . Week of 2/28

2011-02-27T16:34:00.000-08:00

Hi, everyone! So sorry for the delay in blog posts - I have been on the overnight outdoor science field trips with both schools, as well as being swamped with grading and report cards. But here's the update:

5th Grade: 5th graders wrapped up their Living Systems Unit last week and took a quiz. Those graded quizes will be coming home with your student this week. We started our new unit, called "Mixtures and Solutions." Our first experiment had us making mixtures of a liquid (water) and various solids (gravel, powder, salt). A mixture is any combination of substances (either liquid, solid or gas) that can be separated. In class, we separated the water/gravel mixture using a mesh screen. The powder/water mixture could be separated using a coffee filter. Because the salt dissolved in the water, it is a special type of mixture called a solution. We will be looking at this further over the next couple weeks.

Also, the 5th graders will be planning stations for Family Science Night, happening on March 9 at 6:30. We'll be putting these together over the next few classes, and hopefully at least a few students from each group will be able to attend in the evening and show off their experiment. I am also in need of a few more adult volunteers to help pull this off, so please contact me as soon as possible at caitlin_jenkins@berkeley.k12.ca.us if you are able to help! Thanks!

4th Grade: The 4th graders took a brief quiz last week on environmental preference, food webs, and biotic and abiotic factors. These have been graded and will be going home this week with your student. Most students did quite well! We are wrapping up our Environments unit this week with a study of brine shrimp. We'll be investigating the range of tolerance of salt concentrations for our brine shrimp to hatch!

In Science Class . . . Week of 1/24

2011-01-28T09:24:00.000-08:00

5th Grade: This week in science, we've continued our learning about how plants make energy (and gain mass) and how other organisms use that energy. We did an experiment with yeast. By giving the yeast sugar (in the form of crumbled up Chips Ahoy cookies), they became active and started cellular respiration. This process produces carbon dioxide as a waste product, which caused our bags of yeast and warm water to puff up! We used a tool to measure that gas produced as well as the amount of gas produced by the control experiment (no cookies), which was zero in most cases.
Key questions to ask your student:

What organisms make their own energy? How can we tell that they are making energy? (Gain mass, grow)
In the experiment with yeast, how did we know that the yeast were burning sugar? (They produced carbon dioxide as a waste product)
Can you think of other organisms that produce carbon dioxide as a waste product of cellular respiration? (Most animals, including humans!)

4th Grade: This week, we have focused entirely on designing experiments to determine what sort of environment our beetles and pill bugs prefer. We placed the animals in runways with two types of conditions and watched to see which condition they moved to. Early in the week, we examined sunlight versus darkness and later in the week, we had the animals choose between dry and moist soil.
Key questions:

What abiotic factors can influence the isopods and beetles? (amount of light, temperature, amount of moisture, soil quality, etc)
What environments did your isopods prefer? (They prefer dark, moist environments)
What environments did your beetles prefer? (They preferred dark environments, but didn't seem to have a preference about soil moisture.)
What other experiments could you set up to explore environmental preference? (Answers may vary, but we discussed in class exploring temperature, food, and soil type preferences)

In Science Class . . . Week of 1/17

2011-01-21T09:27:00.000-08:00

5th Grade: The 5th graders have been wrapping up our study of vascular plant systems. We've done some reading about vascular plants this week, and today, we'll be studying different vein patterns in leaves we find around the school yard. Here are some examples:

Palmate:

Pinnate:

Parallel:

Key Questions:

How do vascular plants get water and sugar to cells? (Xylem transports water up from the roots, while phloem transports it downward to other cells. Both xylem and phloem are part of "veins" that we see on leaves.)
What leaf patterns did you see in your leaves that you collected?

4th Grade: The fourth graders are starting to work with living organisms. Besides the class gecko, we now have a mini aquatic ecosystem. Our fish tank includes goldfish, pond snails and plants. The plants provide oxygen to the water and the snails are cleaning up after the goldfish, so it's a nice balance! We also have started our observations of live beetles and isopods. Here are some pictures for reference:

Darkling Beetle:

Isopod:

This week, our focus has been on simple observations on behavior and physical appearance. In the next few weeks, we'll use the critters to explore environmental preference.
Key Questions:

What did you notice about your isopods and beetles? How were they similar? How were they different?

In Science Class . . . Week of 1/10

2011-01-14T10:05:00.000-08:00

Hi, everyone! Happy New Year! Apologies for not getting this out to you last week. We had a major power outage during the time I normally update the blog! Anyway, here's what we have been working on:
4th Grade: The fourth graders have been reviewing food webs and studying the different types of elements that make up an ecosystem. We played a game called "Who am I?" where students had to guess what part of the ecosystem they were (written on a card on their backs) by asking others yes and no questions. Key questions:

What did you have on your card? Was it a consumer, producer, decomposer or abiotic factor?
What provides energy to most food webs? (Producers, usually plants or, in aquatic ecosystems, phytoplankton)

5th Grade: We've just wrapped up our human body systems and have started looking at the ways plants get energy, water and gas to their cells. This week, we've been experimenting on celery. We set up an experiment to see which type of celery uses more water - celery with leaves or celery without leaves. Students also got to put red food coloring in the water so that we could track the flow of water up the stem and into the leaves. Here are some key questions:

What do plant and animal cells have in common? (All need food, water, gas exchange and waste disposal)
How do vascular plants transport water? (There are tubes in vascular plants called xylem that bring water from the bottom up into the leaves. These tubes turned red in our celery experiment due to the red water we used.)
What would be analogous in the human body to xylem in plants? (Probably our circulatory system of veins and arteries, though we obviously have a heart that pumps it around, while plants depend on evaporation out of the leaves to draw water upwards.)
What did you find from your experiment? (Celery with leaves used more water. This is because the evaporation out of the leaves "pulls" water molecules from below. )

Here's a nice cross section photo of what we worked on. This photo also includes some celery where blue food coloring was used. We only used red, but using other colors would be a great at-home project!

In Science Class . . . Week of 12/6

2010-12-10T09:19:00.000-08:00

5th Grade: This week, the students have been studying digestion through reading, discussion and a video. Here's a diagram:

Of the structures shown above, students need to know the names and functions of the following:

Teeth: Used for grinding food into smaller bits
Saliva: Made in the mouth and used for wetting food and breaking it down.
Esophogus: Moves food from the mouth to the stomach
Stomach: Contains strong digestive acids for further breaking down food
Small intestine: Most nutrients are absorbed through the wall of the small intestine to the blood stream

For excretion, the students need to know the following structures:
Large intestine (colon): Condenses and dries solid waste
Rectum/anus: Used for excretion of solid waste
Kidneys: Clean blood in preparation for liquid waste excretion
Bladder: Stores liquid waste prior to urination
Lungs: Used to exhale carbon dioxide

4th Grade: Our students have been observing their terrariums. Our plants have germinated (sprouted) and are growing nicely in the science room. In particular, the barley has shot up and is now about 10-15 cm high. We have been working on measuring them, both inches and centimeters.

In addition, students were also introduced to the concept of abiotic (nonliving) and biotic (living) factors that can influence living things. For example, in our terrariums, abiotic factors such as temperature, light, and space are very important.

We also have been studying the different living organisms in a typical North American forest ecosystem. Students put together basic food chains using cards with pictures. Next week we will begin transitioning to food webs.

Key questions:

What plants are growing in your terrarium? About how high are they? What unit of measurement are you using? (ie inches or centimeters)
What abiotic factors could be influencing the growth of your plants?
What is a food chain and what does it show? (It shows the transfer of energy in living things in an ecosystem)

In Science Class . . . Week of 11/29

2010-12-03T09:55:00.000-08:00

5th Grade: This week, the 5th grade students have started a new unit on living systems. They learned about cells and circulation through reading, discussion and video. Here is a diagram of the circulatory system:

The students do not need to know all of the names of the various arteries and veins; it is more important that they understand the main ideas:

What are cells? (Small units found in all living organisms)
What do cells need to survive? (Water, food, gas exchange, waste disposal)
How do many animals, including mammals, get these requirements to the cells? (Through a circulatory system).
What are the key components of human circulatory system? (Blood, heart, arteries, veins and capillaries)
How does the body respond to increased cell needs during exercise? (By increasing breathing and heart rate, the circulatory and respiratory systems can get more oxygen to cells).
Why do your veins appear blue? (They contain blood that has already "given up" it's oxygen to the cells, so the blood itself is blue. When you cut yourself, the blood immediately gets oxygen from the air, so blood from all cuts is red.)
How many chambers does the human heart have? (4. The right two chambers are responsible for pumping deoxygenated blood to the lungs, while the left two chambers are responsible for receiving oxygenated blood from the lungs and pumping it to the body.

4th Grade: The fourth graders have also been starting our life science unit by setting up terrariums. The terrariums are made out of large lettuce containers, and early this week we planted seeds in soil in them. So far, we have some germination! Our radish plants are just beginning to poke out of the soil. During the next few weeks, we'll be monitoring these plants and using them as a basis for discussion on environmental factors (abiotic and biotic) and food webs.
Key questions to ask your child about this process:

What did you plant in your terrarium? (Any combo of barley, peas, corn, and radishes)
What do you think will influence how your plants grow? (Space, light, temperature, availability of water and nutrients)

Just for a visual, here's a sample terrarium. Ours are not quite as sophisticated but the concept is the same!

In Science Class . . . Week of 11/15

2010-11-19T09:16:00.000-08:00

5th Grade: We have been discussing local weather and water systems as we wrap up our earth science unit. The students will have a quiz on Monday, and will be bringing home a completed study guide today.
Key questions:

Where do our storms come from in CA? (Usually over the Pacific)
Where does our drinking water come from? (Much of CA depends on rain and snow that falls in the Sierra Nevada mountains. Various water transportation systems bring the water to the coastal areas.)

4th Grade: The students this week learned about fast versus slow geological changes, and we watched a video about volcanoes (which are relatively fast changes to the landscape). They will also have a quiz on Monday on erosion and weathering.
Key questions:

What are examples of "fast" geological changes? (Volcanoes, earthquakes, landslides)
What are examples of "slow" geological changes? (Many types of chemical and physical weathering, including freezing water, tree roots, etc)
What landforms did you learn about? (Meander, plateau, valley, canyon, delta, etc)

In Science Class . . . Week of 11/8

2010-11-12T10:23:00.000-08:00

Because of the early dismissal, our science schedule has been a bit erratic! But here at the updates:

5th Grade: We have been working learning about weather maps using the internet. Students have been examining maps on www.weather.com. If you have some time at home, have your student show you the website - there are a ton on great features, including videos, a variety of maps, and pictures of current weather events from around the world. A sample weather map is pictured to the right!

4th Grade: The 4th graders have been studying erosion and deposition over the last few lessons. We have been using trays of sand to study how water changes landscapes. Last week, we looked at the landforms that result from water erosion (canyons) and this week, we've been looking at the landforms that form from deposition (like deltas). See below for pictures.

Samples of landforms resulting from erosion:

The Grand Canyon is an amazing example of a landform resulting from erosion on a huge scale. The river, over many years, has washed away rock, leaving behind a deep canyon.

The ocean is a source of erosion as well. In this picture, you can see how the water has changed the rocks over many years.

Below is an example of deposition:

A delta forming where sediments are being "dropped" by the water.

Visual of the Water Cycle

2010-11-12T09:59:00.000-08:00

Above is a great diagram of the Water Cycle, which is what we've been studying with the 5th graders.

In Science Class . . . Week of 11/1

2010-11-02T18:51:00.000-07:00

5th Grade: This week in class, we'll be beginning of study of weather by studying weather maps, and then we'll be doing a reading about severe weather conditions. Key questions:

What symbols did you see on the weather maps, and what do they mean? ( H= high air pressure, L= low air pressure, etc)
Why does the California coast have more moderate temperatures than inland? (Because we are near the ocean, and the air over the ocean heats up much more slowly because the ocean itself does not heat up easily).
Where do our storms in Berkeley come from? (Primarily from out over the Pacific Ocean)

4th Grade: We will continue our study of weathering and erosion. The students studied physical weathering last week, and we continued with a review of biological and chemical weathering of rocks early this week. Later in the week, we'll be working with our stream table to observe how water erodes sand and clay. Key questions?

What do chemical and physical weathering have in common? (Both processes include the break down of rocks into smaller pieces. Physical weather can occur with water, wind, ice, other rocks, while chemical weathering includes a chemical reaction, like with acid rain.)
What is erosion? (When rocks get carried to new locations)

In Science Class . . .Week of 10/25

2010-10-25T17:08:00.000-07:00

Happy Halloween!

5th Grade: This week, we'll be learning about the water cycle. The students have already studied condensation and evaporation, so these concepts should be familiar. We will be reviewing vocabulary and playing a game. There will be no class on Friday due the Halloween celebration. Key questions:

What is the water cycle? (The global water-recycling system that includes water in all three states - gas, liquid, and solid)
Where is most of the earth's water? (In the ocean as salt water. Only 1% of the earth's water is fresh and available to us to drink.)
As a water molecule, where did you "go" in the water cycle game? (Answers were vary - may include ground water, glacier, animal, ocean, clouds, river, lake, etc)

4th Grade:
This week, we'll be reviewing the rock cycle (see previous weeks' blog) and learning about the process of weathering by shaking pieces of granite and breaking them down to sand. If we have time, we'll also explore chemical weathering by placing limestone in vinegar. Key questions:

What is weathering? (The process by which larger rocks are cracked and broken down into smaller pieces).
What happened to your granite when you shook the jar? (It broke into smaller pieces, so as small as sand.)
Where can we see weathering in action around us? (Answers may vary - examples include cracked pavement, broken rocks, sand at the beach, etc)

In Science Class . . . Week of 10/18

2010-10-25T16:54:00.000-07:00

Sorry for the delay! It was a super busy week, as I attended the CA Education Conference in Sacramento.

5th Grade: Last week, the 5th graders explored the properties of air pressure using syringes, tubing and clips. By pushing the air back and forth, we determined that air is made of matter and does take up space. The students also did a reading that explained how the pressure and density of air changes with elevation.
Key questions:

What happened when you put a clip on the end of the tube and why? (The plunger to the syringe couldn't go in far because the air was trapped.
Why did the plunger of one syringe go out when you pushed the other connecting syringe in? (The air pushed the plunger out when we pushed on the other end.)
Is air pressure higher or lower on the top of a mountain? Why? (The air pressure is lower because the air molecules are spread out more. This is also why it's harder to breathe at elevation.)

4th Grade: Last week, the 4th graders continued their study of the property of minerals, exploring cleavage, luster and color of the streak. We also introduced the rock cycle and the three types of rock - sedimentary, igneous and metamorphic. Key questions:

What are metamorphic rocks (Rocks formed from heat and pressure, ex marble)
What are igneous rocks? (Rocks from the mantle of the earth, either cooling just below the surface of the earth or coming out of a volcano and cooling on the surface. Examples we've looked at include granite, obsidian.)
What are sedimentary rocks? (Rocks formed from small bits and pieces of other rocks, like sandstone or limestone. Often formed at the bottom of bodies of water.)
What role do erosion and weathering play? (The are the processes by which rocks break down into smaller bits, becoming sand or, if compressed, a sedimentary rock.)

In Science Class . . . Week of 10/11

2010-10-15T09:23:00.000-07:00

5th Grade
This week, the students performed an experiment that compared how water and soil respond to the energy from the sun. We took cups of soil and water outside, and recorded temperatures of the materials in the sun every few minutes for 15 minutes, then moved them to the shade and recorded temperatures every few minutes there. This experiment will help students when we begin our study of weather and climate in a few weeks. On Monday, the students will create line graphs of their data, and we'll discuss independent vs. dependent variables. Key questions:

What did you discover about how soil and water heat? (Soil heats up and cools down much more quickly, while water is a "heat sink," meaning that it takes an ton of energy to warm it up.) * What was the dependent variable in the experiment? (Temperature, because it depends on the time the material was in the sun. )
What variables did we control? (Amount of materials used, time in the sun/shade, type of thermometer used, etc)

4th Grade
This week, the 4th graders looked more closely at the properties of minerals. We have already studied color and hardness in previous experiments. This week, we examined luster, cleavage and streak, and worked on using a mineral property chart to identify unknown minerals. Key questions:

What is luster? (It is the sheen on the mineral - ether metallic or nonmetallic)
What is cleavage? (Whether or not a mineral breaks with flat surfaces. Calcite is an example of a mineral with cleavage.)
What is streak and why is it important to geologists? (The color of the mark the mineral makes when you scratch it on a tile. It is useful because some minerals can be different colors, but the streak on the tile is always the same color.)

In Science Class . . . Week of 9/27

2010-09-27T09:28:00.000-07:00

5th Grade: In 5th grade science this week, we'll be wrapping up our evaporation experiments and graphing our results. Students will practice using syringes and graduated cylinders to measure water volume. Key questions:

How did you measure the volume of the water in the cups? (We used a syringe to put the water into a graduated cylinder.)
Where in the classroom did water evaporate most quickly? (Depends on group, but likely by 007's terrarium, because the air temperature was higher due to the heater.)
Where did it evaporate the slowest? (On the floor, in the cupboard, etc where air temperatures were lower)

4th Grade: This week, we'll be continuing our investigations into the properties of minerals. In particular, we will be looking at calcite, which reacts with acid to form CO2 gas (bubbles). We'll be testing which rocks contain calcite by putting them in vinegar. Key questions:

What makes calcite special? (It reacts with acid to form gas bubbles)
Which rocks contained calcite? How do you know? (Limestone and marble, because they bubbled. Sandstone had air bubbles come off of it because it is porous, but it didn't continue to bubble so it does not contain calcite.)

In Science Class . . . Week of 9/20

2010-09-20T09:08:00.000-07:00

What happened to the scale with the paper towels? (The paper towel with out the lid dried, meaning the water evaporated. The paper towel with the lid did not dry because the water was contained, though there was some condensation on the inside of the cup. The scale tipped toward the side with the lid because it still contained water, whereas the water on the other paper towel had escaped into the atmosphere.)
Where did your group place the cups with water? What predictions did you make? Which cups will have the highest evaporation rates?

4rh Grade: Students will begin to examine the mineral property of hardness by investigating which minerals can be scratched by certain tools. A mineral that can be scratched by a fingernail is "softer" and thus lower on the Mohs hardness scale, which goes from 1-10. (A diamond is a 10, talc is a 1.) Key questions:

What mineral was the hardest and how did you know? (Quartz, because it could not be scratched by any of the tools)
What mineral was the softest? (Gypsum, because it could be scratched by the nail, the paper clip and the fingernail, and you can see bits of it coming off in the form of a white powder.)
Why do geologists test for hardness? (It helps them identify minerals better. Color is not enough to identify minerals most of the time.)

In Science Class . . . Week of 9/13

2010-09-20T09:01:00.000-07:00

5th Grade: This week, we wrapped up our solar system section by reviewing key concepts on the planets (see previous post) and watching a video. We have moved on to discussing evaporation as part of our focus on earth processes. The students observed a demonstration that involved putting two wet paper towels on a scale, with one side being covered by a lid. Key questions

Where do you see evaporation in daily life? (When things "dry up" like laundry, puddles on the sidewalk, hair after a shower, etc)
What did you predict would happen with the scale and the wet paper towels? Would both paper towels dry?

4th Grade: This week, the students broke apart their fake rocks and separated based on "minerals." We then put the gray material in water to separate in further. The second class of the week, students observed real mineral samples and recorded observations.

What types of minerals did you find in the fake rocks? (Blue, red, white, and gray, the last of which we were able to separate further and appeared in layers in our vials filled with water.)
What were some of the words you used to describe the mineral samples? (Rough, smooth, shiny, dull, transparent, green, white, etc)

Welcome to Science! Weeks of 8/31 and 9/6

2010-09-10T08:34:00.000-07:00

Hello, everyone, and welcome to a new year of science at BAM! I am very excited to back at BAM, teaching a subject I love. On this blog, I'll update you on our lessons and topics and include questions you can ask your 4th and 5th grader to reinforce science concepts (and spark conversation)! If you have questions about any of the following or anything related to science education at BAM, please contact me at caitlin_jenkins@berkeley.k12.ca.us.

Both 4th and 5th graders did a sensory/observation activity last week. I passed around brown paper bags with common household objects in them. Instead of looking in the bag, students had to use their sense of touch and smell to write descriptive words and make a guess as to what the object was. The learning goals were to work on our observation skills, scientific language and to introduce students to the scientific method. Questions to ask your student: What were the objects? How did you know? What words did you use to describe them?

5th Grade: This week, the 5th graders started their investigations in the solar system. Students worked with cards with each of the components of our solar system on them, including comets, planets, satellites, asteroids and the sun. On the back of each of these cards is important information about the object's mass, diameter, composition, distance from sun and temperatures. Today, we will work on sorting and ordering them by distance from the sun, size, temperature, etc. Key questions to ask:

What is the order of the planets? (Mercury, Venus, Earth, Mars, Saturn, Jupiter, Uranus, Neptune).
What is the difference between the inner and outer planets? (Inner planets are rocky and solid, while outer planets are made of gas.)
What is the largest planet? (Jupiter) The smallest? (Mercury)
What planets have very high surface temperatures? (Those closest to the sun, though Venus is hotter than Mercury because it has an atmosphere that helps it retain heat.)

4th Grade: This week, the 4th graders have been practicing their measurement and observation skills on "mock rocks." These are fake rocks that I baked in my oven! We will be working with real rocks and minerals later in the unit, but are using these mock rocks at this time so that we can easily see "minerals" and separate them (which we will do next week). This week, students measured the diameter, circumference, depth and mass. We discussed choosing the appropriate tool for each task and including the correct unit of measurement. Key questions to ask students:

What did your rock look like? (Gray, with blue and red spots. Under the hand lens, you can see grains of something white and shiny.)
How did you measure mass? (We used a balance with cups on either side and gram pieces.)
What tool did you use to measure the diameter (how far across), circumference (around) and depth (thickness)? (We used a measuring tape that was a meter long.)
What are other tools you can name that measure the world around us? (Yard sticks, rulers, thermometers, measuring cups for baking, scales, etc)

I almost forgot . . . .

2010-04-22T14:36:00.001-07:00

Happy Earth Day!

In Science Class . . . Week of 4/19

2010-04-22T10:35:00.000-07:00

5th Grade: This week, we again are headed back in time to 4th grade. The students have been reviewing the 4th grade earth science unit. We've investigated the properties of minerals, including color, streak, cleavage, and hardness. On Friday, we'll bring out the stream tables that allow students to experiment with water and sand, observing erosion and land formations. Key questions: What is the difference between a rock and a mineral? What affects does water have on land? What are examples of "quick" geologic changes and "slow" geologic changes?

Ms. Klein's class also had the benefit of some visiting scientists through the Community in the Classroom program. We learned all about various energy types, including gasoline, batteries, and hydrogen technology. The scientists did several engaging demonstrations, and the presentation tied in quite well to our physical science unit from the fall. It was fun to see the students show and apply their knowledge to a new topic! I will continue to work to see if we can get other presenters to come to other classes at BAM to discuss current research and supplementary topics.

4th Grade: This week, we've got some live critters in room 205! We learned about the Monterey Bay food chain on Monday, and then on Wed, we had our initial observations of isopods ("rolly polly") and beetles (insect). We will be studying these animals over the next couple classes, investigating what environmental factors (light, moisture) are preferable for them. Our terrariums are still looking beautiful (and are a bit crowded) so we will be sending the plants home next week with students. If you would like some information about how to help them continue to grow in your house or garden, please let me know!
Key questions: What are the differences between isopods and beetles? How are they similar? How did they respond to being in the cup? Why do you think they did that?

In Science Class . . . Week of 4/12

2010-04-22T10:27:00.000-07:00

5th Grade: In preparation for the upcoming CST, we've taken the BAM time machine back to 4th grade, reviewing the principles of magnetism and electricity. We explored the way magnets attract and repel, and built several types of circuits (parallel and series). We also created an electromagnet to pick up washers. Key questions: What is the difference between a series and parallel circuit? What items do we need to build and electromagnet? What is the benefit of an electromagnet? What objects do permanent magnets stick to? What objects can become a temporary magnet?

4th Grade: The 4th graders have been been exploring various interactions between organisms and their environment! The corn, peas, and radishes in our terrariums are growing like crazy thanks to the warm and sunny conditions in the science room. We also have simultaneously been examining food chains, and the flow of energy throughout an ecosystem. Key questions: What tools have we been using to monitor our plants? What environmental factors can affect their growth? Describe a typical marine and forest food chain. What is a herbivore? Carnivore? Omnivore? Producer? Consumer?

In Science Class . . . Week of 4/5

2010-04-06T10:04:00.000-07:00

5th Grade: The fifth graders set up an experiment with celery, a vascular plant, on Monday. They designed their own experimental question and hypothesis related to water uptake. This is part of our unit on living systems, which up until this point, has focused on animal systems of digestion, circulation, excretion and respiration. Later this week, we will be starting test prep to review concepts and strategies in preparation for the state science test in early May. Key questions: What was your experiment? What variable are you investigating? What did you predict would occur and why?

4th Grade: This week, we will be setting up our terrariums, which will include soil, water and seeds of radishes, peas and corn. Hopefully we will be seeing sprouts by next week! Keep your fingers crossed! These terrariums are mini-ecosystems and will eventually include beetles and isopods.We will be making observations of changes over the next couple weeks. Later in the week, we will be discussing seeds and their role in plant reproduction. Key questions: What were the living and nonliving environmental factors in your terrarium? How did you plant them? What do you predict you will see occur over the next few weeks? Why are seeds important? How can they move to new locations?

In Science Class . . . Week of 3/22

2010-03-24T12:12:00.000-07:00

5th Grade: The students have been reviewing human systems content and vocabulary through some games and activities. We will be moving on to plant systems hopefully by the end of the week. If not, we will start on the Monday after Spring Break!

4th Grade: On Monday, the 4th graders read about fast landform changes that have happened recently, and saw some pretty incredible pictures! We then used our stream tables to see how a flood (excess water) affected erosion and deposition rates. We found the with a lot of water pouring over our sand and class, more material was picked up and washed away, thus having higher erosion and deposition rates. Key questions: How did the flood change erosion and deposition? How do you know? What did you see in your stream table? What are some other fast landform changes that you read about besides floods?

In Science Class . . . Week of 3/15

2010-03-24T12:06:00.000-07:00

5th Grade: This week, the students continued their study of human systems, including the circulatory, respiratory, digestive and excretory system through readings, video and discussion. Key questions: What is the purpose of the blood and heart? What do the lungs do? What do cells need? (gas exchange, food, water, waste disposal) How do the digestive and excretory systems work together? Why are they important?

4th Grade: This week the 4th graders continued their study of land formation. They discussed slow and quick geological changes, with a focus on erosion as an example of slow change, and volcanoes as a quick one. Key questions: Name three slow geologic changes and three quick ones. What landforms result from these changes?

Note: Please send in plastic lettuce containers if you have them so we can start our terrariums after break!

In Science Class . . . Week of 3/8

2010-03-12T17:19:00.000-08:00

5th Graders: The students are starting a new unit on living systems. Our first investigation has been exploring what all living cells need (food, water, waste disposal, gas exchange), and looking at the way the human body provides cells with those through the circulatory and respiratory systems. The students have been reading, asking questions, and watching a video about these concepts. We also have been having fun measuring our pulse, and experimenting with how exercise affects it! Key questions: What do living cells need? What is the purpose of the circulatory system and the respiratory system? What does the left side of the heart do? The right side? Why is your blood blue in some areas and red in others?

4th Graders: The fourth graders have been continuing their investigations of how water and other natural forces can shape the land. We spent Monday experimenting with sand, clay and water, and watching erosion take place. Later this week, the students read about and studied pictures of both erosion and deposition. Key questions: When rock is washed away, what is this process called? How can the rock in the mountains become sand on the beach? Why did the clay move further than the sand in our stream tables? What is the area of deposition at the mouth of the river called?

In Science Class . . . . Week of 2/8/10

2010-02-10T14:32:00.000-08:00

5th Grade: The fifth graders are moving on air pressure, atmosphere and resulting effects on weather. They have been experimenting with syringes, tubes and plastic bottles to investigate how air moves and different pressures are created. Key questions: What happened with your syringes and tubes? Why did the plastic bottle collapse? Where are earth is the highest atmospheric pressure? The lowest?

4th Graders: The 4th graders are continuing with mineral identification and practicing organizing their information into tables. They are testing known minerals for hardness, streak, luster, cleavage and magnetism.

In Science Class . . . Week of 2/1

2010-02-02T10:00:00.000-08:00

Sorry for the delay in getting posts up, everyone! It's been a busy couple weeks with field trips and such.

5th Grade: The 5th graders have been studying the water cycle and weather over the past couple weeks. We have observed and discussed water vapor, condensation, and evaporation. This past week, we worked on understanding weather maps using various websites. This week, we are moving on to atmospheric pressure. Key questions: What is high and low pressure? How does wind form? What is a cold front and what weather does it produce? What is a warm front and what weather does it produce? Where can you see examples of condensation of water vapor in the air?

4th Grade: We have been working on mineral identification for the past couple weeks, investigating mineral's streak, luster, magnetism, and hardness. This week, the students will be working on putting this information into a table to organize the information, and comparing it to the properties of known minerals to help with identification. Key questions: What is the difference between a rock and a mineral? How can you tell minerals apart? What happens when you put calcite in an acid, like vinegar?

In Science Class . . . Week of 1/4

2010-01-06T12:04:00.000-08:00

5th Grade: In preparation for our trip to the Marin Headlands, the 5th graders will be reviewing evaporation and it's role in the water cycle. We are examining water distribution on earth, and sources of fresh water for human consumption. Our classes this week will consist of some demonstrations, reading, and a water cycle game. Key questions: Where is most of water on earth found? What are some locations that fresh water is found? How does temperature affect weather?

4th Grade: The fourth graders will learn about calcite, a very common mineral. On Monday, they tested four rocks (limestone, basalt, marble, sandstone) for calcite by placing them in a weak acid, vinegar. When calcite comes in contact with acid, it reacts to form carbon dioxide bubbles. Later in the week, the students will learn about where calcite is formed, and how rocks (like marble) can be used in buildings. Key questions: How did you know limestone and marble contained calcite? Why can't we see the calcite itself in the rock? What other types of rock contain calcite? How do geologists test for calcite in the field?

In Science Class . . . Week of 12/14

2009-12-17T09:07:00.000-08:00

5th Grade: The 5th graders and I are moving forward with our study of the earth's key processes. This week, the students observed an experiment with evaporation (in a closed container vs. open) and then designed their own experiment that studied how different air temperatures in the classroom affect evaporation rates. We also did a special project that involved a supersaturated soluation of Borax and water. They'll be bringing home the finished project on Friday! Key questions: Where does evaporation happen? How do we see it on a daily basis? What cup of water did your group predict will have the highest evaporation rate? Why?

4th Grade: This week, the students are investigating the properties of various minerals. On Tuesday, we practiced our observation skills by describing minerals based on their color, size, texture, transparency, and mass. On Thursday, we will testing each of the four minerals for hardness, a key property in mineral identification. Our test will include attempting to scratch each mineral with a fingernail, a nail, and a paperclip, then recording results and interpreting data. Key questions to ask students: What were some observations you made about the minerals? Which one was the hardest? The softest? How could you tell?

Have a wonderful break, everyone!

In Science Class . . . Week of 12/7

2009-12-11T10:35:00.000-08:00

Sorry for the delay in getting this up!

5th Grade: This week, the 5th graders continued with their study of the solar system. They organized the bodies of our solar system by different properties, including size, temperature and composition. We will begin to focus on the natural systems of our own planet this week, beginning with weather and evaporation. Key questions: What did you learn about our solar system? Why does the earth stay in orbit around the sun? Why does the moon stay in orbit around the earth? What makes the sun different than the other bodies of our solar system? What were your predictions about the evaporation experiment with wet paper towels?

IMPORTANT NOTE to 5th grade families: Please have your student bring in a glass jar for a special project that we will do on Wednesday of next week! Thanks!

4th Grade: The fourth graders this week were introduced to the concepts of rocks and minerals. They measured and weighed rocks, practicing using tools and making observations. They then separated the components of rocks (minerals) using a geologist's "pick" and water, making observations about their findings. Key questions: What did you observe about your rock? What were the different "minerals" you found in your rock? How is this similar to what geologists do?

In Science Class . . . Week of 11/30

2009-12-01T17:00:00.001-08:00

5th Grade: Prior to starting our earth science unit, we are taking some time to do some fun experiments. On Wednesday, we will mix Diet Coke and Mentos, which will create a four foot plus fountain of soda on the yard. I initially thought this was a chemical reaction, but after some research, found that it is generally thought to be a physical reaction. The Mentos candy has tiny pits on it, which promotes the fast formation of gas bubbles on the surface of the candy when it is dropped in. The gas is already present in the soda in smaller formations. Who knew?? The students will record observations and come up with some scientific questions about how they could futher modify the experiment to understand the process more. Questions to ask your students: What happened when Ms. Jenkins dropped the Mentos in the soda bottle? What did you observe? Were there differences in the two bottles? How did that affect the size of the fountain?

4th Grade: This week, the 4th graders will be making and experimenting with "oobleck," a water-cornstarch mixture. Not only is this stuff really fun to play with, but it's an interesting example of a solid-liquid mixture that behaves in unpredictable ways. From what I understand, it also mirrors the way that quicksand behaves, making it somewhat relevant to our earth science unit! Questions to ask your students: How did the oobleck feel? What happened when you ran your fingers through it? What happened when you took a ball of it in your hand and squeezed it? What happened when you hit it really hard? Why are these observations so surprising? The students will also be taking home a little baggie of oobleck, so they can show it to you! Ms. Lee's class will be working on this on Wednesday, and Ms Govil's class on Thursday.

In Science Class . . . Week of 11/23

2009-11-23T09:35:00.000-08:00

5th Grade: This week we'll be completing our unit test on "Mixtures and Solutions." Good luck to everyone! After the break, we'll be starting our earth science unit, entitled "Water Planet."

4th Grade: This week, we'll be completing our unit test on "Magnetism and Electricity." Good luck, students! We'll also be watching a video about volcanoes in preparation for our next unit on earth science, entitled "Solid Earth." Key questions you can ask your students: What is a volcano? How does it work? What are the names of the three layers of the earth? Why do we find volcanoes in certain areas and not in others?

I also am adding a new website I found that has fun at-home science experiments. So, just in case you have some extra time over the break, enjoy with science! Students, check with your parents before working on anything : )

Here's the link. I am also adding it to the links on the left side of the page.
http://www.sciencekids.co.nz/experiments.html

In Science Class . . . . Week of 11/16

2009-11-17T08:13:00.000-08:00

5th grade: This week, the 5th graders will be finishing up their periodic table posters, and presenting them to the class. I've seen some very creative presentations in the works, and I look foward to the finished product! After wrapping up the periodic table, we will be working on a study guide for the unit test on Mixtures and Solutions. This test will be on Monday, November 23, just before Thanksgiving break. The study guide we will be working on in class will be very similar to the test, and will go home this week to allow students to review over the weekend if they would like.

4th grade: The 4th graders will be working on a study guide this week to help them prepare for the unit test on Magnetism and Electricity on Monday, November 23. The study guide is very similar to the test, so hopefully this will cause a little less anxiety for those students who have been stressed about science assessments in the past! The study guide will go home with students on Wednesday for Ms. Lee's class, and Friday for Ms. Govil's class. We also played a couple rounds of science Jeopardy on Monday, which was exciting!

If you have any questions about this, please don't hesitate to email me at caitlin_jenkins@berkeley.k12.ca.us.
I'd love any suggestions about the blog, and I am going to try to start posting science-related community events. If you know of any upcoming ones, please let me know. Thanks!

In Science Class . . . Week of 11/9

2009-11-06T10:29:00.000-08:00

5th Grade: The students took a quiz last week on chemical reactions, which we have been studying as part of our Mixtures and Solutions unit of the FOSS curriculum. This week, we will be working in class on studying the Periodic Table more in depth. The students will be working in groups to study one particular group on the Periodic Table and create a poster to share with their classmates. If you would like additional information, there are some great links regarding the Periodic Table posted on the left side of the page.

4th Grade: The students took a quiz last week on electromagnets and circuits as part of our Electricity and Magnetism FOSS unit. This coming week, we will be experimenting with conductors and insulators, as well as investigating the workings of the telegraph.