How does Earth's surface change quickly? What is conservation of mass? What are the states of water? What are Newton's Laws?
The Spectacular Scientists can answer these questions!
Third Grade:
The third grade scientists studied quick changes to Earth's surface: earthquakes, volcanoes, floods, and mudslides. They explained how fires, landslides, and floods affect living things, described how volcanoes, earthquakes, floods, and landslides can affect Earth's surface, explained what causes earthquakes and volcanic eruptions, and created emergency/disaster relief lists and kits. They researched "superlative disasters": the worst floods, fires, earthquakes, and volcano eruptions on record and found that "worst disaster ever" can be determined by destruction to land and property or by human injuries and fatalities. The third grade scientists agree that any dramatic, catastrophic event is "the worst ever" as each event causes damage and loss. We discussed earthquake, volcano, landslide, and fire safety procedures and designed emergency lists and kits. The students completed the end-of-unit review and evaluations. Next week will be a very busy week! We will complete landform projects, conduct a plate tectonic investigation, and set up displays for our Spectacular Science 3-4-5 Museum.
Fourth Grade:
The fourth grade scientists used pan balances to illustrate the law of conservation of mass: Matter cannot be created or destroyed. Matter can be changed into a new form; the new form will have the same amount of mass as the old form. The students measured the mass of 4 Lego blocks, then separated the blocks into groups of 3 and 1, 2 and 2, and as individual blocks. The students compared the total mass of each new combination: 3 and 1, 2 and 2, and 4 individual blocks, to the mass of the 4 linked blocks. According to the law of conservation of mass, the 3 and 1, 2 and 2, and 4 individual block masses should be the same as the 4 linked blocks. Some groups had different findings. We discussed our results and discovered that discrepancies occurred due to errors made measuring mass and calculating total mass. The students also studied states of water and states of matter. They described the 3 states of water and 3 states of matter, explained how heating and cooling change the states of matter, and explained how matter isn't lost or gained as it changes states. The students completed their end-of-unit review and evaluations. Next week will be a very busy week! We will complete properties of matter projects, conduct a physical change vs. chemical change experiment, and set up displays for our Spectacular Science 3-4-5 Museum.
Fifth Grade:
The fifth grade scientists studied Newton's laws of motion. They explained the laws of motion, described and identified inertia, and related motion in space to the lack of gravity in orbit around Earth. Newton's first law of motion states that no acceleration can happen without an unbalanced force; this describes inertia. Inertia is the tendency of objects to resist a change in motion. Newton's second law states that an object's acceleration depends on two factors - the amount of force applied to the object, and the object's mass. Newton's third law states that forces always act in pairs. The students conducted scientific investigations to test and demonstrate each law. The students completed the end-of-unit review and evaluations. Next week will be a very busy week! We will complete forces and motion projects, conduct investigations to demonstrate and test laws of force and motion, and set up displays for our Spectacular Science 3-4-5 Museum.
A SPECTACULAR SCIENCE MUSEUM!
The Spectacular 3rd, 4th, and 5th grade scientists are creating an interactive science museum. The 3rd graders will display engineering and Earth science projects and demonstrate and instruct Earth science investigations. The 4th graders will display life science and engineering projects and demonstrate and instruct states of matter and conservation of mass investigations. The 5th graders will display life science and physical science projects and demonstrate and instruct force and motion investigations. The Spectacular Science 3-4-5 Museum will be open Thursday, May 28 from 12:10-1:00 (4th grade presentations) 1:10-1:45 (3rd grade presentations) and 3:15-3:55 (5th grade presentations. We would love to have you visit our museum! Please contact Mrs. Lerner -via email- to arrange a visit.
Friday, May 22, 2015
Thursday, May 7, 2015
Forces, Motion, and Things that Matter
We have had a SPECTACULAR science week! The 3rd, 4th, and 5th grade scientists were focused, industrious, and enthusiastic. We learned many new concepts, finished projects, conducted mini-investigations, wrote poetry, played a game, and had insightful discussions.
Third Grade:
The third graders are studying changes to Earth's surface. We identified and compared various landforms, including mountains, hills, valleys, canyons, plains, and plateaus. We described and made colorful diagrams of the main features of the Earth's core, mantle, and crust. The students created diamante poems about landforms. Our diamante poems followed this pattern: noun, 2 verbs, 3 adjectives, a 4 word phrase, and an antonym for the first noun. Some of the students extended this activity by writing a paragraph about a landform on which they'd like to live, and a landform that they would not choose to be their home. We've started to study how the Earth's surface slowly changes through weathering and erosion. We defined and explained the terms weathering and erosion, described and explained the effects of weathering and erosion, and discussed examples of weathering and erosion. Next week we will model erosion.
Fourth Grade:
The fourth graders are studying properties of matter. We explained how physical properties can be used to describe matter, defined matter, mass, density, and volume, and compared objects by their physical properties. We conducted 2 mini-investigations: Using a pan balance to find the mass of a pencil, eraser, scissors, and a marker and describing 5 other physical properties of each object, and using physical properties to sort a box filled with 3 different sizes of rubber bands, straws, pencils, beads, markers and crayons. Each group of students had the same materials to sort, and each group came up with different criteria for sorting the materials: by color, length, type, shape, and function. We discussed many other possibilities: by number, mass, density, and volume. We played a game: PROPERTIES. This game is a science version of "I Spy". One person describes an object by its physical properties; the others guess the name of the object. It is a fun game that you can play at home. We also put finishing touches on our 3-D food web projects. Next week we will conduct an investigation of how physical properties are observed, define conservation of mass, and explore the states of water.
Fifth Grade:
The fifth graders are studying forces and motion. We identified some common forces: gravity and friction, described how varying the strength of a force affects the motion of an object, described how objects of varying mass are each affected by a similar force, and compared and contrasted balanced and unbalanced forces. We will put this knowledge to the test next week as we conduct experiments to determine how forces affect motion, and create examples of balanced and unbalanced forces. We will also study Newton's Laws of Motion.
The 5th graders had a bonus science lesson: The How's and Whys of Personal Hygiene. We watched a power point presentation about the basics of good hygiene, how and why sweat stinks, how deodorant and antiperspirant can prevent smelly sweat, the importance of showering, washing face and hair, brushing teeth, and how bacteria and hormones work together to create body odor. Sometimes people stink...but you don't have to. If you would like a copy of this power point, please email me and I will send it to you.
NEWS:
We are nearing the end of our school year. We have many magnificent science lessons to learn. We will showcase our spectacular science projects at the Lower School Achievement Fair, Wednesday, May 20. Please stop by the Room 8 Spectacular Science Museum during the Achievement Fair!
Third Grade:
The third graders are studying changes to Earth's surface. We identified and compared various landforms, including mountains, hills, valleys, canyons, plains, and plateaus. We described and made colorful diagrams of the main features of the Earth's core, mantle, and crust. The students created diamante poems about landforms. Our diamante poems followed this pattern: noun, 2 verbs, 3 adjectives, a 4 word phrase, and an antonym for the first noun. Some of the students extended this activity by writing a paragraph about a landform on which they'd like to live, and a landform that they would not choose to be their home. We've started to study how the Earth's surface slowly changes through weathering and erosion. We defined and explained the terms weathering and erosion, described and explained the effects of weathering and erosion, and discussed examples of weathering and erosion. Next week we will model erosion.
Fourth Grade:
The fourth graders are studying properties of matter. We explained how physical properties can be used to describe matter, defined matter, mass, density, and volume, and compared objects by their physical properties. We conducted 2 mini-investigations: Using a pan balance to find the mass of a pencil, eraser, scissors, and a marker and describing 5 other physical properties of each object, and using physical properties to sort a box filled with 3 different sizes of rubber bands, straws, pencils, beads, markers and crayons. Each group of students had the same materials to sort, and each group came up with different criteria for sorting the materials: by color, length, type, shape, and function. We discussed many other possibilities: by number, mass, density, and volume. We played a game: PROPERTIES. This game is a science version of "I Spy". One person describes an object by its physical properties; the others guess the name of the object. It is a fun game that you can play at home. We also put finishing touches on our 3-D food web projects. Next week we will conduct an investigation of how physical properties are observed, define conservation of mass, and explore the states of water.
Fifth Grade:
The fifth graders are studying forces and motion. We identified some common forces: gravity and friction, described how varying the strength of a force affects the motion of an object, described how objects of varying mass are each affected by a similar force, and compared and contrasted balanced and unbalanced forces. We will put this knowledge to the test next week as we conduct experiments to determine how forces affect motion, and create examples of balanced and unbalanced forces. We will also study Newton's Laws of Motion.
The 5th graders had a bonus science lesson: The How's and Whys of Personal Hygiene. We watched a power point presentation about the basics of good hygiene, how and why sweat stinks, how deodorant and antiperspirant can prevent smelly sweat, the importance of showering, washing face and hair, brushing teeth, and how bacteria and hormones work together to create body odor. Sometimes people stink...but you don't have to. If you would like a copy of this power point, please email me and I will send it to you.
NEWS:
We are nearing the end of our school year. We have many magnificent science lessons to learn. We will showcase our spectacular science projects at the Lower School Achievement Fair, Wednesday, May 20. Please stop by the Room 8 Spectacular Science Museum during the Achievement Fair!
Friday, May 1, 2015
Changes, Forces, and Food Webs
We have had a spectacular and very busy week!
Third Grade:
We completed our study of simple machines, played review games and took the end-of-unit test. Our review lesson is on blendspace, an interactive teaching website. You can access the lesson by going to the Third Grade Google Chrome page and clicking on the link. The last frame of the lesson is the Bill Nye the Science Guy "Simple Machines" episode. We highly recommend this action-packed and entertaining show.
The third graders have started a new unit: Changes to the Earth's Surface. This unit focuses on the following "Big Idea" and "Essential Questions":
Big Idea: Processes on Earth can change Earth's landforms. Some of these changes happen slowly, while others happen quickly.
Essential Questions:
1. What are some landforms?
2. How does Earth's surface change slowly?
3. How can we model erosion?
4. How does Earth's surface change quickly?
This week we defined and identified the term "landform", identified and described the layers of the Earth: "crust", "mantle", "outer core", and "inner core", and discussed bit about plate tectonics.
Fourth Grade:
We completed our 3-D food web projects. The students chose different ecosystems: desert, rain forest, arctic/polar, savannah, or ocean, and created 3-D representations of the producers, consumers, and decomposers in their respective food webs. These are no ordinary 3-D food webs. We have herbivores devouring producers, predators attacking prey, decomposers decomposing organic matter, colorful creatures, and clever connections! We are eager to display our work.
Next week we will begin an new unit: Properties of Matter
Fifth Grade:
We completed our study of ecosystems, played a review game, and took the end-of-unit test. Our review lesson is on blendspace, an interactive teaching website. You can access the lesson by going to the 5th grade Google Chrome page and clicking on the link.
The fifth graders have started a new unit: Forces and Motion. This unit focuses on the following "Big Idea" and "Essential Questions":
Big Idea: Forces interact with objects to produce motion. Motion can be observed, measured, and described.
Essential Questions:
1. What are forces?
2. How do forces affect motion?
3. What are balanced and unbalanced forces?
4. What are Newton's Laws?
This week we defined and identified "force", "gravity" and "friction". We conducted some simple investigations of gravity and friction, and identified objects designed to increase or decrease friction. We explained why it is easier to walk on a smooth flat surface, like a side walk, than it is to walk on an uneven, flexible surface, like sand. The student have asked wonderful questions about gravity, friction, and force. We will research and seek the answers to these questions.
Third Grade:
We completed our study of simple machines, played review games and took the end-of-unit test. Our review lesson is on blendspace, an interactive teaching website. You can access the lesson by going to the Third Grade Google Chrome page and clicking on the link. The last frame of the lesson is the Bill Nye the Science Guy "Simple Machines" episode. We highly recommend this action-packed and entertaining show.
The third graders have started a new unit: Changes to the Earth's Surface. This unit focuses on the following "Big Idea" and "Essential Questions":
Big Idea: Processes on Earth can change Earth's landforms. Some of these changes happen slowly, while others happen quickly.
Essential Questions:
1. What are some landforms?
2. How does Earth's surface change slowly?
3. How can we model erosion?
4. How does Earth's surface change quickly?
This week we defined and identified the term "landform", identified and described the layers of the Earth: "crust", "mantle", "outer core", and "inner core", and discussed bit about plate tectonics.
Fourth Grade:
We completed our 3-D food web projects. The students chose different ecosystems: desert, rain forest, arctic/polar, savannah, or ocean, and created 3-D representations of the producers, consumers, and decomposers in their respective food webs. These are no ordinary 3-D food webs. We have herbivores devouring producers, predators attacking prey, decomposers decomposing organic matter, colorful creatures, and clever connections! We are eager to display our work.
Next week we will begin an new unit: Properties of Matter
Fifth Grade:
We completed our study of ecosystems, played a review game, and took the end-of-unit test. Our review lesson is on blendspace, an interactive teaching website. You can access the lesson by going to the 5th grade Google Chrome page and clicking on the link.
The fifth graders have started a new unit: Forces and Motion. This unit focuses on the following "Big Idea" and "Essential Questions":
Big Idea: Forces interact with objects to produce motion. Motion can be observed, measured, and described.
Essential Questions:
1. What are forces?
2. How do forces affect motion?
3. What are balanced and unbalanced forces?
4. What are Newton's Laws?
This week we defined and identified "force", "gravity" and "friction". We conducted some simple investigations of gravity and friction, and identified objects designed to increase or decrease friction. We explained why it is easier to walk on a smooth flat surface, like a side walk, than it is to walk on an uneven, flexible surface, like sand. The student have asked wonderful questions about gravity, friction, and force. We will research and seek the answers to these questions.
Thursday, April 23, 2015
So, what are the Spectacular Scientists up to this week?
We have been very busy! The third grade scientists have completed their study of simple machines and are preparing for a test and simple machines project. The fourth grade scientists are creating 3-D food webs and will complete their study of ecosystems, The fifth grade scientists have completed their study of ecosystems and are preparing for a test and an experiment on the effects of drought. We have read, researched, compared, contrasted, discussed, identified, explained, built, and shared. Here are a few more details:
Third Grade Science:
The third grade scientists explained how inclined planes, wedges, and screws are related, described uses of inclined planes, wedges, and screws, defined and explained the term compound machine, identified bicycles and scissors as compound machines, and recognized simple and compound machines found in the students' environment. That last objective, recognizing simple and compound machines found in the students' environment, was really fun! We had a simple and compound machines scavenger hunt in the science lab. We were amazed to recognize the number of simple and compound machines we use everyday - without even realizing it! We imagined what it would be like to live in a world without any simple or compound machines: no wheels, no forks or knives or spoons, no ramps or bicycles or scissors or staplers... One student said "Life would be boring and hard and terrible." While that wasn't the expected "textbook" answer, it really summed up the idea very well. We conducted a fun investigation: How Do Simple Machines Affect Work? In this investigation, the students created ramps of different lengths with a height of about 5 inches (4 or 5 stacked science books, depending on the number of students in the group). The students used a spring scale to measure the force needed to lift a toy car to the top of the stacked books without a ramp. Then, the students measured the amount of force needed to roll the car up 8 inch ramps, 10 inch ramps, and 12 inch ramps. We compared our data and shared our results. Ask your third grade scientist to explain which ramp used the least amount of force, and why.
We will have our Chapter 10: Simple Machines test on Tuesday, April 28. The students will be able to use their books and notes for this test. We will complete our final Simple Machines project next week.
Fourth Grade Science:
The fourth grade scientists demonstrated that a food chain shows how energy moves from producers to consumers, recognized that energy from most food chains begins with energy from the sun, distinguished between herbivores, carnivores, and omnivores, recognized that organisms higher on the food chain are affected by changes in the number of organisms lower in the food chain, and explained why all animals depend on producers such as plants. We modeled food webs for desert, rain forest, savannah, polar/arctic, and ocean ecosystems. From those models, the students chose an ecosystem and food web to research. They watched informational videos about their food webs and searched websites for additional information. The students listed the producers, herbivores, carnivores, omnivores, and decomposers found in their chosen ecosystem. They are using this research to create 3-D models of their food webs: sculpting, painting, gluing, and building various plants and animals. These are no ordinary 3-D food webs! We have action: predators attacking prey, producers being devoured by herbivores, butterflies hovering over flowers, birds of prey gliding through the air and illuminated deep-ocean creatures. We will complete these projects next week.
The fourth graders will have the Unit 4: Energy and Ecosystems test at the end of next week. This will be an open book test.
Fifth Grade Science:
The fifth grade scientists recognized succession as a change of the organisms living in an ecosystem, described how changing ecosystems affect the organisms living there, and explained how changes can cause extinction. We distinguished between primary and secondary succession and identified possible causes for each. Primary succession begins on bare rock, as no soil is left. Volcanic eruptions or nuclear explosions or accidents could cause primary succession. Secondary succession begins on soil where no organisms are present. Fires, floods, wars, and chemical disasters could cause secondary succession. We discussed how plants and animals can change their environments in good and bad ways, discussed the problems caused by invasive species and how humans change the environment. One student stated that humans must be the most invasive species of all, as we compete for resources and damage environments wherever we go. We discussed how we have an obligation to do things that are good for the Earth: reduce, reuse, recycle, replant, conserve, protect, to balance out all the bad: pollution, waste, deforestation.
The fifth graders will take the Chapter 5: Ecosystems test on Tuesday, April 28. This will be an open book test. We will complete our final Ecosystems project next week. We will investigate the effects of drought on plants.
Remember, SCIENCE IS EVERYWHERE!
Third Grade Science:
The third grade scientists explained how inclined planes, wedges, and screws are related, described uses of inclined planes, wedges, and screws, defined and explained the term compound machine, identified bicycles and scissors as compound machines, and recognized simple and compound machines found in the students' environment. That last objective, recognizing simple and compound machines found in the students' environment, was really fun! We had a simple and compound machines scavenger hunt in the science lab. We were amazed to recognize the number of simple and compound machines we use everyday - without even realizing it! We imagined what it would be like to live in a world without any simple or compound machines: no wheels, no forks or knives or spoons, no ramps or bicycles or scissors or staplers... One student said "Life would be boring and hard and terrible." While that wasn't the expected "textbook" answer, it really summed up the idea very well. We conducted a fun investigation: How Do Simple Machines Affect Work? In this investigation, the students created ramps of different lengths with a height of about 5 inches (4 or 5 stacked science books, depending on the number of students in the group). The students used a spring scale to measure the force needed to lift a toy car to the top of the stacked books without a ramp. Then, the students measured the amount of force needed to roll the car up 8 inch ramps, 10 inch ramps, and 12 inch ramps. We compared our data and shared our results. Ask your third grade scientist to explain which ramp used the least amount of force, and why.
We will have our Chapter 10: Simple Machines test on Tuesday, April 28. The students will be able to use their books and notes for this test. We will complete our final Simple Machines project next week.
Fourth Grade Science:
The fourth grade scientists demonstrated that a food chain shows how energy moves from producers to consumers, recognized that energy from most food chains begins with energy from the sun, distinguished between herbivores, carnivores, and omnivores, recognized that organisms higher on the food chain are affected by changes in the number of organisms lower in the food chain, and explained why all animals depend on producers such as plants. We modeled food webs for desert, rain forest, savannah, polar/arctic, and ocean ecosystems. From those models, the students chose an ecosystem and food web to research. They watched informational videos about their food webs and searched websites for additional information. The students listed the producers, herbivores, carnivores, omnivores, and decomposers found in their chosen ecosystem. They are using this research to create 3-D models of their food webs: sculpting, painting, gluing, and building various plants and animals. These are no ordinary 3-D food webs! We have action: predators attacking prey, producers being devoured by herbivores, butterflies hovering over flowers, birds of prey gliding through the air and illuminated deep-ocean creatures. We will complete these projects next week.
The fourth graders will have the Unit 4: Energy and Ecosystems test at the end of next week. This will be an open book test.
Fifth Grade Science:
The fifth grade scientists recognized succession as a change of the organisms living in an ecosystem, described how changing ecosystems affect the organisms living there, and explained how changes can cause extinction. We distinguished between primary and secondary succession and identified possible causes for each. Primary succession begins on bare rock, as no soil is left. Volcanic eruptions or nuclear explosions or accidents could cause primary succession. Secondary succession begins on soil where no organisms are present. Fires, floods, wars, and chemical disasters could cause secondary succession. We discussed how plants and animals can change their environments in good and bad ways, discussed the problems caused by invasive species and how humans change the environment. One student stated that humans must be the most invasive species of all, as we compete for resources and damage environments wherever we go. We discussed how we have an obligation to do things that are good for the Earth: reduce, reuse, recycle, replant, conserve, protect, to balance out all the bad: pollution, waste, deforestation.
The fifth graders will take the Chapter 5: Ecosystems test on Tuesday, April 28. This will be an open book test. We will complete our final Ecosystems project next week. We will investigate the effects of drought on plants.
Remember, SCIENCE IS EVERYWHERE!
Wednesday, April 15, 2015
"We are surrounded by Science. Science is in EVERYTHING!"
This week's blog title is the profound exclamation of a spectacular third grade scientist. Last week all of the students had a wonderful learning experience with Lihi. She led wonderful lessons about Israel being a "start-up nation." This refers to the amazing and magnificent amount of scientific and technological advancements that are and have been made in Israel. The students discussed how and why Israel has become a nation of science and technology, and how creating new technology and making scientific discoveries and advancements are part of tikkun olam. Science can also be silly and fun. We found some clever videos produced by Technion, Israel's Institute of Technology. Check out their amazing Rube Goldberg machines - one for Pesach and one for Chanukah - at www.youtube.com/user/Technion. We are inspired to create our own Rube Goldberg machines.
Third Grade:
The third graders are studying simple machines. We've defined and identified levers, pulleys, and wheel-and axles. We had a scavenger hunt to find examples of levers, pulleys, and wheel-and axles in the science lab. After Passover break, we will design, create, and test model elevators.
Fourth Grade:
The fourth graders are studying ecosystems and energy. We've defined and identified community, population, niche, consumer, producer, and decomposer. The students compared the scientific definitions of "community" and "population" to the commonly used definitions of those words. They discovered that all plants are producers, as plants produce their own food. All animals are consumers, as they must consume food. Decomposers are plants and animals that recycle or break down materials in ecosystems. We typically think of decomposers as being "gross": mold, bacteria, fungi. However, some types of bacteria are very important for our health and survival. Some bacteria, fungi, and molds are delicious: yogurt, cheese, and mushrooms.
Fifth Grade:
The fifth graders are studying ecosystems. We've compared the scientific definitions of "population" and community" to the commonly used definitions of those words. We calculated populations of given organisms in environments and calculated the area of land certain populations would need to survive. We defined and identified habitat, niche, and diversity. An organism's niche is its complete role or function in its ecosystem. Diversity is the variety of different organisms that live in an ecosystem. Diversity is important, because all organisms rely on other organisms. The greater the variety of living things, the more resources available in the ecosystem.
************EXTRA-SPECTACULAR SCIENCE: PESACH AND SCIENCE!************
The third, fourth, and fifth grade scientists are exploring the science of Pesach. Oh! There are so many possibilities! We are focusing a big, obvious thing: leavening and bread. How and why does bread rise? What is yeast, baking soda, and baking powder? Why do egg whites and whipping cream work as leavening agents? Each grade is investigating a different question. The third and fifth graders are investigating the properties of yeast, baking powder, and baking soda. They've studied a brief history of bread, and conducted experiments with the fermentation of yeast. The third graders will translate this knowledge by baking 2 different types of biscuits (one using baking powder and one using baking soda), and comparing the taste and texture of the biscuits. The fifth graders will translate their knowledge of leavening agents by baking 2 muffin recipes - one kosher for Pesach batch and one "chometz-regular" batch. They will compare taste and texture of the 2 recipes. The fourth graders are studying the properties of egg whites and whipping cream: why do egg whites and whipping cream form stiff peaks when beaten? They have discovered that some proteins that attract water, and some that repel water. When mixed with air (like when beaten) these proteins trap air and build around the air bubbles. This creates fluffy beaten egg whites. The proteins and fats in whipping cream work in a similar way. Stay tuned for the full results of our experiments!
Third Grade:
The third graders are studying simple machines. We've defined and identified levers, pulleys, and wheel-and axles. We had a scavenger hunt to find examples of levers, pulleys, and wheel-and axles in the science lab. After Passover break, we will design, create, and test model elevators.
Fourth Grade:
The fourth graders are studying ecosystems and energy. We've defined and identified community, population, niche, consumer, producer, and decomposer. The students compared the scientific definitions of "community" and "population" to the commonly used definitions of those words. They discovered that all plants are producers, as plants produce their own food. All animals are consumers, as they must consume food. Decomposers are plants and animals that recycle or break down materials in ecosystems. We typically think of decomposers as being "gross": mold, bacteria, fungi. However, some types of bacteria are very important for our health and survival. Some bacteria, fungi, and molds are delicious: yogurt, cheese, and mushrooms.
Fifth Grade:
The fifth graders are studying ecosystems. We've compared the scientific definitions of "population" and community" to the commonly used definitions of those words. We calculated populations of given organisms in environments and calculated the area of land certain populations would need to survive. We defined and identified habitat, niche, and diversity. An organism's niche is its complete role or function in its ecosystem. Diversity is the variety of different organisms that live in an ecosystem. Diversity is important, because all organisms rely on other organisms. The greater the variety of living things, the more resources available in the ecosystem.
************EXTRA-SPECTACULAR SCIENCE: PESACH AND SCIENCE!************
The third, fourth, and fifth grade scientists are exploring the science of Pesach. Oh! There are so many possibilities! We are focusing a big, obvious thing: leavening and bread. How and why does bread rise? What is yeast, baking soda, and baking powder? Why do egg whites and whipping cream work as leavening agents? Each grade is investigating a different question. The third and fifth graders are investigating the properties of yeast, baking powder, and baking soda. They've studied a brief history of bread, and conducted experiments with the fermentation of yeast. The third graders will translate this knowledge by baking 2 different types of biscuits (one using baking powder and one using baking soda), and comparing the taste and texture of the biscuits. The fifth graders will translate their knowledge of leavening agents by baking 2 muffin recipes - one kosher for Pesach batch and one "chometz-regular" batch. They will compare taste and texture of the 2 recipes. The fourth graders are studying the properties of egg whites and whipping cream: why do egg whites and whipping cream form stiff peaks when beaten? They have discovered that some proteins that attract water, and some that repel water. When mixed with air (like when beaten) these proteins trap air and build around the air bubbles. This creates fluffy beaten egg whites. The proteins and fats in whipping cream work in a similar way. Stay tuned for the full results of our experiments!
Friday, March 20, 2015
Equinox! And Ecosystems, and Simple Machines, and Body Systems
Hooray!! Today marks the first day of spring! Suddenly the weather is warmer, the trees and flowers are blooming, and no more snow will fall. Wait... today is cold and rainy and the flowers and trees look like they are still asleep. So, what does the first day of spring mean? Today is the vernal equinox. To find out amazing facts about the vernal equinox, autumnal equinox, summer and winter solstices, check out www.brainpop.com/science. Click on "Free Movies" and scroll to "Equinox and Solstice". There are a few other featured free science movies on Brain Pop - all excellent and worth viewing.
3rd Grade Science:
Which food preservation process is best for apple slices? The third grade scientists have concluded that freezing is the best way to preserve apple slices. The frozen slices did not dehydrate, maintained their color, and still looked appetizing. Check out our full explanation in this week's Dateline.
What is a simple machine? A simple machine has few or no moving parts, requires only one applied force, and makes work easier. The students defined, identified and tested levers, wheels-and axles, and wheels-on-axles. A lever is a bar that pivots on a fixed point. The fixed point on a lever is called a fulcrum. The load, what is to be moved, is on one end of the lever. Force is applied to the other end to move the object. The students built model seesaws from rulers, pencils, folded paper, and books. They tested different amounts of load and force to balance the lever. It was a tricky task! We learned that wheel-and-axle works differently from a wheel-on-axle. For example, the handlebars of a bicycle contain a wheel-and-axle that uses the force of your hands and arms to steer the bicycle. The bicycle's wheels spin around the axle, which acts as an axis on a spindle, while the handlebar turns with an axle that is fixed. We discussed what would happen if you couldn't use handlebars to turn your bike or a steering wheel to turn the wheels of your car. We giggled as we imagined having to get off the bike or out of the car to move each wheel in the direction you'd like to go.
Extra Credit Science Activity: Go on a simple machines scavenger hunt! Make a list of all of the levers, wheel-and-axle and wheel-on-axle simple machines you find in your environment.
4th Grade Science:
We have started a new science plan: SCIENCE STATIONS. The students are given a series of 4 science stations to complete within 2 class periods. These stations integrate reading, math, writing, and technology skills. The students work through each station and complete the tasks at their own pace. Bonus activities are available for those who complete all of the centers ahead of schedule. The students are really enjoying this new plan. They have produced excellent work, are developing stronger independent and small group working skills, and have expressed great satisfaction in being able to work at their own pace and take responsibility for their work.
Science station work this week included:
1. Identifying and interpreting the Big Idea and Essential Questions for Unit 4
2. New vocabulary: ecosystem, community, population, habitat, niche, producer, consumer, decomposer
3. Identifying and explaining parts of an ecosystem
4. Researching how walruses and giraffes meet their needs within their ecosystems
5. Identifying, comparing and contrasting communities and populations
6. Creating bar graphs to compare the populations of zebras, moles, and jackal berry trees before and after a fire
7. Identifying and describing the different human and non-human populations within our school
8. Researching the climate, populations, and communities in an African savanna
We discussed that the scientific definitions for population and community are different from the social studies definitions for population and community.
Extra Credit Science Activity: Create a travel brochure for the African savanna. Include a description of a community of organisms found in the savanna, find or draw pictures of the animals and plants that make up the different populations found in the community. Add descriptive captions that describe how each population interacts with the other populations in the community.
5th Grade Science:
How do our bodies digest food, remove wastes, and send messages? The fifth grade scientists studied the digestive, excretory, and endocrine systems. They defined and identified the major organs of the digestive and excretory system. We discussed how the body produced many different types of waste products: ammonia - which gets converted to urea and urine, solid waste, carbon dioxide, and sweat. Yes, there were "gross out" moments as we studied these systems. Science is sometimes gross. The students learned how the pituitary gland produces hormones to tell other glands what to do, the thyroid produces hormones to let the body use energy, and the adrenal glands produce hormones to prepare the body to "fight" or "flee". We conducted an experiment to determine how the body stays cool. We discussed that the ability to sweat is critical to maintaining a safe body temperature. The body can't function safely or well too much above or too far below 98.6 degrees F. We tested the affects of cool air on thermometers wrapped in dry paper towels, water soaked paper towels, and alcohol soaked paper towels. We have collected our data and will publish our amazing findings in next week's blog.
Extra Credit Science Activity: Research the functions of the liver, pancreas, and gall bladder. Why is it possible for someone to live without a gall bladder, but not without a liver? Research common diseases of the liver and pancreas - what causes these diseases and what cures/treatments are available? Research the kidneys: Humans have two, but are able to live with just one - how is that possible? Research common kidney diseases, treatments/cures. Research the foods people should consume to keep their bodies healthy. Explain why some foods are healthier than others.
Write a scary story about a person who experiences a severe fright. Include as much detail as possible about what happens inside the body when a person is extremely frightened. ( Don't make the story too scary, please. I'm a big 'fraidy-cat!)
3rd Grade Science:
Which food preservation process is best for apple slices? The third grade scientists have concluded that freezing is the best way to preserve apple slices. The frozen slices did not dehydrate, maintained their color, and still looked appetizing. Check out our full explanation in this week's Dateline.
What is a simple machine? A simple machine has few or no moving parts, requires only one applied force, and makes work easier. The students defined, identified and tested levers, wheels-and axles, and wheels-on-axles. A lever is a bar that pivots on a fixed point. The fixed point on a lever is called a fulcrum. The load, what is to be moved, is on one end of the lever. Force is applied to the other end to move the object. The students built model seesaws from rulers, pencils, folded paper, and books. They tested different amounts of load and force to balance the lever. It was a tricky task! We learned that wheel-and-axle works differently from a wheel-on-axle. For example, the handlebars of a bicycle contain a wheel-and-axle that uses the force of your hands and arms to steer the bicycle. The bicycle's wheels spin around the axle, which acts as an axis on a spindle, while the handlebar turns with an axle that is fixed. We discussed what would happen if you couldn't use handlebars to turn your bike or a steering wheel to turn the wheels of your car. We giggled as we imagined having to get off the bike or out of the car to move each wheel in the direction you'd like to go.
Extra Credit Science Activity: Go on a simple machines scavenger hunt! Make a list of all of the levers, wheel-and-axle and wheel-on-axle simple machines you find in your environment.
4th Grade Science:
We have started a new science plan: SCIENCE STATIONS. The students are given a series of 4 science stations to complete within 2 class periods. These stations integrate reading, math, writing, and technology skills. The students work through each station and complete the tasks at their own pace. Bonus activities are available for those who complete all of the centers ahead of schedule. The students are really enjoying this new plan. They have produced excellent work, are developing stronger independent and small group working skills, and have expressed great satisfaction in being able to work at their own pace and take responsibility for their work.
Science station work this week included:
1. Identifying and interpreting the Big Idea and Essential Questions for Unit 4
2. New vocabulary: ecosystem, community, population, habitat, niche, producer, consumer, decomposer
3. Identifying and explaining parts of an ecosystem
4. Researching how walruses and giraffes meet their needs within their ecosystems
5. Identifying, comparing and contrasting communities and populations
6. Creating bar graphs to compare the populations of zebras, moles, and jackal berry trees before and after a fire
7. Identifying and describing the different human and non-human populations within our school
8. Researching the climate, populations, and communities in an African savanna
We discussed that the scientific definitions for population and community are different from the social studies definitions for population and community.
Extra Credit Science Activity: Create a travel brochure for the African savanna. Include a description of a community of organisms found in the savanna, find or draw pictures of the animals and plants that make up the different populations found in the community. Add descriptive captions that describe how each population interacts with the other populations in the community.
5th Grade Science:
How do our bodies digest food, remove wastes, and send messages? The fifth grade scientists studied the digestive, excretory, and endocrine systems. They defined and identified the major organs of the digestive and excretory system. We discussed how the body produced many different types of waste products: ammonia - which gets converted to urea and urine, solid waste, carbon dioxide, and sweat. Yes, there were "gross out" moments as we studied these systems. Science is sometimes gross. The students learned how the pituitary gland produces hormones to tell other glands what to do, the thyroid produces hormones to let the body use energy, and the adrenal glands produce hormones to prepare the body to "fight" or "flee". We conducted an experiment to determine how the body stays cool. We discussed that the ability to sweat is critical to maintaining a safe body temperature. The body can't function safely or well too much above or too far below 98.6 degrees F. We tested the affects of cool air on thermometers wrapped in dry paper towels, water soaked paper towels, and alcohol soaked paper towels. We have collected our data and will publish our amazing findings in next week's blog.
Extra Credit Science Activity: Research the functions of the liver, pancreas, and gall bladder. Why is it possible for someone to live without a gall bladder, but not without a liver? Research common diseases of the liver and pancreas - what causes these diseases and what cures/treatments are available? Research the kidneys: Humans have two, but are able to live with just one - how is that possible? Research common kidney diseases, treatments/cures. Research the foods people should consume to keep their bodies healthy. Explain why some foods are healthier than others.
Write a scary story about a person who experiences a severe fright. Include as much detail as possible about what happens inside the body when a person is extremely frightened. ( Don't make the story too scary, please. I'm a big 'fraidy-cat!)
Thursday, March 12, 2015
Plants, Animals, and Food
It has been another busy week for the spectacular scientists! The 3rd and 4th grade scientists completed their study of plants and animals. The 5th grade scientists took the OAA science test, studied the digestive system, and learned how to read and interpret food labels. Lets' have a few more details about our science adventures...
Third Grade:
The 3rd grade scientists completed their study of plants and animals. We played several review games to study and prepare for the unit test. The students worked in small groups to construct answers to essay questions and then presented their answers to the class. This was a great way for the students to share ideas, review information, and practice essay writing skills.
Which food preservation process will best preserve apple slices: refrigeration, freezing, sugaring, salting, lemon juice, or corn syrup? We have made observations and recorded data for this experiment. The plain apples, apples in lemon juice, sugared apples, salted apples, apples in corn syrup, and refrigerated apples have all lost significant amounts of moisture - they have dehydrated. The frozen apples have not. Ask you child to explain why. We will make our final observations, data collection, and conclusions on Monday. Stay tuned for the amazing results.
What about the Lima beans? We have several little Lima bean sprouts! Some of the seeds still have not germinated. We will continue to monitor the growth of our little plants. We hope to have Lima beans by the end of the school year.
Fourth Grade:
The 4th grade scientists completed their study of plants and animals. To review for the test, the students worked in pairs to create posters of each of the key concepts we studied. We also created study guides and played review games. We are learning how to study and how to develop good study skills.
What happened to the Lima bean, pumpkin, and sunflower seeds? We have several little plants: some Lima bean, a few pumpkin, and a few sunflower plants. We hope to have Lima beans by the end of the school year. Pumpkins and sunflowers will take a bit longer to grow.
Do plants have feelings? The 4th grade scientists have been wondering if plants can feel pain and have emotions. We did a little research. We used the website www.howstuffworks.com and searched "Do plants have feelings?" According to a few different studies, plants emit sound waves and scents in times of distress. This sparked an interesting discussion about how we should treat all living things with respect and kindness. Check out the article. It is very interesting!
Fifth Grade:
The 5th grade scientists have been busy preparing for Tuesday's OAA science test. We reviewed many different science concepts and practiced test taking skills. We spent the rest of the week learning about the digestive system and nutrition. The students defined and identified the major organs in the digestive system: mouth, esophagus, stomach, small intestine, and large intestine. We discussed the functions of the liver, pancreas, and gall bladder. We learned that the digestive system is filled with bacteria - some "good" and some "bad" - and that the stomach contains very powerful acids.
Are you hungry? What should you eat? Our bodies need carbohydrates, proteins, fats, fiber, vitamins, and minerals. We learned how to read and interpret food labels, how to determine a serving size, and what amounts of macronutrients and micronutirents are recommended for children age 9-13. The students compared the nutritional information for different snack foods: Gatorade and Jones Soda, Pretzel Thins and Lays potato chips, Nature Valley granola bars and Oreo cookies, Fudge Stripe cookies and Mookie Cookies. The students collected data for serving size, calories carbohydrates, fats, protein, fiber, and sodium. They compared their data and determined which of the snack foods would be a "better" choice. We discussed what "better choice" can mean. A "better choice" isn't just based on calories, fat, carbs, or protein. A better choice is based on what your body needs. For example, the Gatorade is high in sodium, but if you have been exercising and sweating a lot you may need to replace sodium. The pretzels have no fat and are lower in calories, but if you are very hungry and you need a snack that will keep you full for awhile, the fats in the potato chips will keep you full longer. We talked about the importance of a balanced diet, healthy eating, and enjoying all types of foods. The following websites have god information about macronutrient and micronutrient RDAs for children ages 9-13:
www.mayoclinic.org search "nutrition for children ages 9-13" and www.howstuffworks.com search "nutrition", "nutrition for children"
Third Grade:
The 3rd grade scientists completed their study of plants and animals. We played several review games to study and prepare for the unit test. The students worked in small groups to construct answers to essay questions and then presented their answers to the class. This was a great way for the students to share ideas, review information, and practice essay writing skills.
Which food preservation process will best preserve apple slices: refrigeration, freezing, sugaring, salting, lemon juice, or corn syrup? We have made observations and recorded data for this experiment. The plain apples, apples in lemon juice, sugared apples, salted apples, apples in corn syrup, and refrigerated apples have all lost significant amounts of moisture - they have dehydrated. The frozen apples have not. Ask you child to explain why. We will make our final observations, data collection, and conclusions on Monday. Stay tuned for the amazing results.
What about the Lima beans? We have several little Lima bean sprouts! Some of the seeds still have not germinated. We will continue to monitor the growth of our little plants. We hope to have Lima beans by the end of the school year.
Fourth Grade:
The 4th grade scientists completed their study of plants and animals. To review for the test, the students worked in pairs to create posters of each of the key concepts we studied. We also created study guides and played review games. We are learning how to study and how to develop good study skills.
What happened to the Lima bean, pumpkin, and sunflower seeds? We have several little plants: some Lima bean, a few pumpkin, and a few sunflower plants. We hope to have Lima beans by the end of the school year. Pumpkins and sunflowers will take a bit longer to grow.
Do plants have feelings? The 4th grade scientists have been wondering if plants can feel pain and have emotions. We did a little research. We used the website www.howstuffworks.com and searched "Do plants have feelings?" According to a few different studies, plants emit sound waves and scents in times of distress. This sparked an interesting discussion about how we should treat all living things with respect and kindness. Check out the article. It is very interesting!
Fifth Grade:
The 5th grade scientists have been busy preparing for Tuesday's OAA science test. We reviewed many different science concepts and practiced test taking skills. We spent the rest of the week learning about the digestive system and nutrition. The students defined and identified the major organs in the digestive system: mouth, esophagus, stomach, small intestine, and large intestine. We discussed the functions of the liver, pancreas, and gall bladder. We learned that the digestive system is filled with bacteria - some "good" and some "bad" - and that the stomach contains very powerful acids.
Are you hungry? What should you eat? Our bodies need carbohydrates, proteins, fats, fiber, vitamins, and minerals. We learned how to read and interpret food labels, how to determine a serving size, and what amounts of macronutrients and micronutirents are recommended for children age 9-13. The students compared the nutritional information for different snack foods: Gatorade and Jones Soda, Pretzel Thins and Lays potato chips, Nature Valley granola bars and Oreo cookies, Fudge Stripe cookies and Mookie Cookies. The students collected data for serving size, calories carbohydrates, fats, protein, fiber, and sodium. They compared their data and determined which of the snack foods would be a "better" choice. We discussed what "better choice" can mean. A "better choice" isn't just based on calories, fat, carbs, or protein. A better choice is based on what your body needs. For example, the Gatorade is high in sodium, but if you have been exercising and sweating a lot you may need to replace sodium. The pretzels have no fat and are lower in calories, but if you are very hungry and you need a snack that will keep you full for awhile, the fats in the potato chips will keep you full longer. We talked about the importance of a balanced diet, healthy eating, and enjoying all types of foods. The following websites have god information about macronutrient and micronutrient RDAs for children ages 9-13:
www.mayoclinic.org search "nutrition for children ages 9-13" and www.howstuffworks.com search "nutrition", "nutrition for children"
Subscribe to:
Posts (Atom)