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!)
Friday, March 20, 2015
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"
Tuesday, March 3, 2015
Science is EVERYWHERE!
What's the weather like today? We have had one of the coldest, snowiest, and seemingly longest winters on record. We have had so many snow days! I was delighted to see how many students used the snow days to conduct the scientific investigations from their snow day assignment packet. Yes, science is everywhere.
We have been busy! Last week the 3rd grade scientists defined, identified, compared and contrasted instinctive and learned behaviors. We discovered that many animals have instinctive behaviors to ensure survival. Compared to other animals, humans have few instinctive behaviors, but a much greater variety of learned behaviors. They also defined, compared and contrasted hibernation and migration. We learned that hibernation is very different from sleep. During hibernation, an animal's body systems slow down - REALLY slow down. For example, a bat's non-hibernation heartbeat is 450 beats per minute. Its hibernation heartbeat rate is 40 beats per minute! A woodchuck's non-hibernation heartbeat rate is 160 beats per minute. Its hibernation heartbeat rate is 4 beats per minute! WOW! Hibernation is instinctive. knowing when to migrate is instinctive, but knowing where to go - the path of migration - is learned. Would you rather hibernate or migrate? The students wrote clever writing responses about which adaptation they would prefer.
The 4th grade scientists spent last week identifying, comparing and contrasting physical and behavioral adaptations. We learned how different species of plants and animals adapt to live in high or low elevations, in extremely cold or warm environments, and in rapidly moving or still waters. Animals that live in very warm environments have physical adaptations that allow their bodies to release heat and retain moisture. For example, jackrabbits have long ears to release body heat; lizards have scaly skin to retain moisture. Animals in very cold climates develop a thick layer of body fat to protect their internal organs from the extreme cold. We are thankful for extra blankets and heat in the winter and fans and air-conditioning in the summer. We also defined, identified, compared and contrasted instinctive and learned behaviors. Some behavioral adaptations, like hibernation and migration, are instinctive. Other behavioral adaptations, like wearing gloves and hats, are learned.
The 5th grade scientists studied the muscular, respiratory and circulatory systems. We defined and identified the 3 types of muscle tissue: skeletal, smooth, and cardiac, and explained which types of muscles and muscle tissue have voluntary movement and which have involuntary movement. We learned that skeletal muscles work in pairs and are attached to bones by ligaments and tendons. Organs in the respiratory system bring in oxygen and release carbon dioxide. On average, a person breathes about 20 times per minute, and inhales about 1 liter of air with each breath. That's about 28,800 breaths and liters of air per day. Whew! We learned some important facts about asthma: causes, triggers, and treatments. We explained how the heart pumps blood through the body, defined and identified the parts that make up blood: plasma, platelets, red and white blood cells. We discussed the process of donating blood and plasma, and learned a little bit about blood types. Do you know your blood type?
THIS WEEK:
BUSY! WOW! We have been conducting investigations. The 3rd graders are completing a STEM activity about food preservation. We used the Chrome books to research food preservation. We used our research to create and conduct an experiment: Which will best preserve a slice of apple: salt, sugar, corn syrup, lemon juice, refrigeration, or freeze-drying. Stay tuned for our amazing discoveries. We also discussed the use of chemical additives/preservatives in foods. We watched a video about fast food hamburgers and decay. It was shocking.
The 4th graders discovered why bird beaks differ. We used clothespins, droppers, forceps, and banded spoons to pick up gravel, sand, colored water, and marbles. Each type of "beak" worked differently to pick up each type of "food". The students concluded that beak shape is an important structural adaptation, as it enables birds to eat, build nests, defend themselves, and communicate.
The 5th graders are preparing for the OAA science exam. We will take this standardized test on Tuesday, March 10. We have reviewed the scientific method, science safety procedures, Earth and space science concepts, states of matter, physical and chemical changes.
SPECTACULAR SCIENCE SITES:
We had so much fun watching Mr. Parr's science music videos! The lyrics are all science facts and concepts set to popular music. The ingratiating melodies and choruses are welcome "ear worms." We watched only the videos that relate to what we have studied. The 3rd and 4th graders watched "Adaptations", The Life Cycle Song", "Photosynthesis", and "Plants Rock". The 5th graders watched "Respiratory System Song", "Muscles Make You Stronger" and "Circulatory System Song". All of Mr. Parr's science songs are spectacular, as they provide facts and information in a creative and memorable way. However, please check out the videos and topics first to see if you feel they are right for your child. You can find Mr. Parr's videos on YouTube. Search "Mr. Parr All Science Songs." There are 122 to choose from!
The 3rd graders watched a video about fast food and decay. What do you think will happen to hamburger from Mc Donald's Wendy's, Burger King, Carl's Jr., Jack-In-The-Box, In-N-Out Burger, and Umami Burger when left in glass jars for 30 days? Go to www.iflscience.com/health-and-medicine/heres-why-mcdonalds-burgers-don-t-rot to find out. The video is shocking, but the explanation what is most important. It is all about the WHY, not just the what. As we say in the lab, "Magic is everywhere if you don't understand science."
We have been busy! Last week the 3rd grade scientists defined, identified, compared and contrasted instinctive and learned behaviors. We discovered that many animals have instinctive behaviors to ensure survival. Compared to other animals, humans have few instinctive behaviors, but a much greater variety of learned behaviors. They also defined, compared and contrasted hibernation and migration. We learned that hibernation is very different from sleep. During hibernation, an animal's body systems slow down - REALLY slow down. For example, a bat's non-hibernation heartbeat is 450 beats per minute. Its hibernation heartbeat rate is 40 beats per minute! A woodchuck's non-hibernation heartbeat rate is 160 beats per minute. Its hibernation heartbeat rate is 4 beats per minute! WOW! Hibernation is instinctive. knowing when to migrate is instinctive, but knowing where to go - the path of migration - is learned. Would you rather hibernate or migrate? The students wrote clever writing responses about which adaptation they would prefer.
The 4th grade scientists spent last week identifying, comparing and contrasting physical and behavioral adaptations. We learned how different species of plants and animals adapt to live in high or low elevations, in extremely cold or warm environments, and in rapidly moving or still waters. Animals that live in very warm environments have physical adaptations that allow their bodies to release heat and retain moisture. For example, jackrabbits have long ears to release body heat; lizards have scaly skin to retain moisture. Animals in very cold climates develop a thick layer of body fat to protect their internal organs from the extreme cold. We are thankful for extra blankets and heat in the winter and fans and air-conditioning in the summer. We also defined, identified, compared and contrasted instinctive and learned behaviors. Some behavioral adaptations, like hibernation and migration, are instinctive. Other behavioral adaptations, like wearing gloves and hats, are learned.
The 5th grade scientists studied the muscular, respiratory and circulatory systems. We defined and identified the 3 types of muscle tissue: skeletal, smooth, and cardiac, and explained which types of muscles and muscle tissue have voluntary movement and which have involuntary movement. We learned that skeletal muscles work in pairs and are attached to bones by ligaments and tendons. Organs in the respiratory system bring in oxygen and release carbon dioxide. On average, a person breathes about 20 times per minute, and inhales about 1 liter of air with each breath. That's about 28,800 breaths and liters of air per day. Whew! We learned some important facts about asthma: causes, triggers, and treatments. We explained how the heart pumps blood through the body, defined and identified the parts that make up blood: plasma, platelets, red and white blood cells. We discussed the process of donating blood and plasma, and learned a little bit about blood types. Do you know your blood type?
THIS WEEK:
BUSY! WOW! We have been conducting investigations. The 3rd graders are completing a STEM activity about food preservation. We used the Chrome books to research food preservation. We used our research to create and conduct an experiment: Which will best preserve a slice of apple: salt, sugar, corn syrup, lemon juice, refrigeration, or freeze-drying. Stay tuned for our amazing discoveries. We also discussed the use of chemical additives/preservatives in foods. We watched a video about fast food hamburgers and decay. It was shocking.
The 4th graders discovered why bird beaks differ. We used clothespins, droppers, forceps, and banded spoons to pick up gravel, sand, colored water, and marbles. Each type of "beak" worked differently to pick up each type of "food". The students concluded that beak shape is an important structural adaptation, as it enables birds to eat, build nests, defend themselves, and communicate.
The 5th graders are preparing for the OAA science exam. We will take this standardized test on Tuesday, March 10. We have reviewed the scientific method, science safety procedures, Earth and space science concepts, states of matter, physical and chemical changes.
SPECTACULAR SCIENCE SITES:
We had so much fun watching Mr. Parr's science music videos! The lyrics are all science facts and concepts set to popular music. The ingratiating melodies and choruses are welcome "ear worms." We watched only the videos that relate to what we have studied. The 3rd and 4th graders watched "Adaptations", The Life Cycle Song", "Photosynthesis", and "Plants Rock". The 5th graders watched "Respiratory System Song", "Muscles Make You Stronger" and "Circulatory System Song". All of Mr. Parr's science songs are spectacular, as they provide facts and information in a creative and memorable way. However, please check out the videos and topics first to see if you feel they are right for your child. You can find Mr. Parr's videos on YouTube. Search "Mr. Parr All Science Songs." There are 122 to choose from!
The 3rd graders watched a video about fast food and decay. What do you think will happen to hamburger from Mc Donald's Wendy's, Burger King, Carl's Jr., Jack-In-The-Box, In-N-Out Burger, and Umami Burger when left in glass jars for 30 days? Go to www.iflscience.com/health-and-medicine/heres-why-mcdonalds-burgers-don-t-rot to find out. The video is shocking, but the explanation what is most important. It is all about the WHY, not just the what. As we say in the lab, "Magic is everywhere if you don't understand science."
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