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!
Thursday, April 23, 2015
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!
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