Thursday, April 22, 2010
In Science Class . . . Week of 4/19
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?
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
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?
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?
Tuesday, April 6, 2010
In Science Class . . . Week of 4/5
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?
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?
Wednesday, March 24, 2010
In Science Class . . . Week of 3/22
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?
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
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!
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!
Friday, March 12, 2010
In Science Class . . . Week of 3/8
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?
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?
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