Hi All,
Today (Wednesday), we will be headed to the ECC to work with the younger students on gardening projects - lots of different gardening projects.
A reminder about your........
HOMEWORK, DUE THURSDAY, 10/28
1. REFINE YOUR HYPOTHESIS TO BE AS SPECIFIC IN ITS LANGUAGE AS POSSIBLE (AS WE DID WITH ZOE AND SARAH'S IN CLASS ON TUESDAY)
2. DESIGN YOUR EXPERIMENT SO THAT IT BEST TESTS YOUR HYPOTHESIS (WHAT IS BEING MEASURED AND HOW FREQUENTLY?)
Please make sure that all of this scientific method work is being kept in your Projects/Quizzes section of your binder. Also, remember to put the work assessment sheet that you received back yesterday in that same section.
Have a great day!
Wednesday, October 27, 2010
Saturday, October 23, 2010
Update
Hi All,
For most of you, there is no homework. We have determined our working hypotheses, have begun gathering data, and we will continue this work in the next several weeks.
Have a great weekend!
For most of you, there is no homework. We have determined our working hypotheses, have begun gathering data, and we will continue this work in the next several weeks.
Have a great weekend!
Thursday, October 21, 2010
Fun times with the younger kids and data collection
Hi All,
Lots happening in science this week:
Yesterday, we split our time between making further garden observations in our pea research plots and gardening with the kindergarteners and 1st graders from Laurel Creek classroom.
We have developed hypotheses that we will be finalizing today. We will also be developing our experiment methodologies for testing our hypotheses in class today. Finally, we will make sure that our data sheets related to the pea research are complete through yesterday's visit.
Lots happening in science this week:
Yesterday, we split our time between making further garden observations in our pea research plots and gardening with the kindergarteners and 1st graders from Laurel Creek classroom.
We have developed hypotheses that we will be finalizing today. We will also be developing our experiment methodologies for testing our hypotheses in class today. Finally, we will make sure that our data sheets related to the pea research are complete through yesterday's visit.
Tuesday, October 19, 2010
The Lorax and Peas
Hi All,
I hope you are all having a great week! Sorry for the delayed update. I really enjoyed watching and listening to you compare your Lorax concept maps last week. Overall, effective causal connections were made in your systems.
Our efforts in the garden last week were vastly improved! We set up a research area that includes three 4' x 5' beds, one with plain soil, one amended with compost, and one that has had organic fertilizer added. Into each plot we planted 50 pea seeds. We began using the scientific method to observe the research area and to pose questions about what we saw. Today we worked on developing hypotheses related to soil conditions and our predictions related to how they may affect the growth of the peas.
Tomorrow we continue our field work.....
I hope you are all having a great week! Sorry for the delayed update. I really enjoyed watching and listening to you compare your Lorax concept maps last week. Overall, effective causal connections were made in your systems.
Our efforts in the garden last week were vastly improved! We set up a research area that includes three 4' x 5' beds, one with plain soil, one amended with compost, and one that has had organic fertilizer added. Into each plot we planted 50 pea seeds. We began using the scientific method to observe the research area and to pose questions about what we saw. Today we worked on developing hypotheses related to soil conditions and our predictions related to how they may affect the growth of the peas.
Tomorrow we continue our field work.....
Tuesday, October 12, 2010
The Story of Stuff and this week in science
Hi All,
We continue our study of systems this week in a number of ways:
Last week, we wrapped up The Lorax concept maps, and will share those this Thursday.
Today, we viewed the Story of Stuff (storyofstuff.org).
HOMEWORK FOR THURSDAY, 10/14, ANSWER THE FOLLOWING FOUR QUESTIONS RELATED TO THE STORY OF STUFF:
1. WHAT IS A SYSTEM?
2. WHAT ARE THE FIVE PARTS OF THE "MATERIALS ECONOMY?"
3. WHAT TYPE OF SYSTEM IS THE "MATERIALS ECONOMY?"
4. HOW DOES ANNIE LEONARD SUGGEST THAT WE CHANGE THE SYSTEM?
Tomorrow, we will continue our work developing habits and skills related to being a strong ecological field team. It is my hope that we will be able to venture out to plant an experimental pea plot in our Chaparral House garden.
Have a great week!
We continue our study of systems this week in a number of ways:
Last week, we wrapped up The Lorax concept maps, and will share those this Thursday.
Today, we viewed the Story of Stuff (storyofstuff.org).
HOMEWORK FOR THURSDAY, 10/14, ANSWER THE FOLLOWING FOUR QUESTIONS RELATED TO THE STORY OF STUFF:
1. WHAT IS A SYSTEM?
2. WHAT ARE THE FIVE PARTS OF THE "MATERIALS ECONOMY?"
3. WHAT TYPE OF SYSTEM IS THE "MATERIALS ECONOMY?"
4. HOW DOES ANNIE LEONARD SUGGEST THAT WE CHANGE THE SYSTEM?
Tomorrow, we will continue our work developing habits and skills related to being a strong ecological field team. It is my hope that we will be able to venture out to plant an experimental pea plot in our Chaparral House garden.
Have a great week!
Tuesday, October 5, 2010
Science Update
Hi All,
Sixth grade science has been focused on understanding connections in systems.
In the last few weeks, we have been working on a number of aspects:
Systems in the Garden: Students worked in field ecology teams to investigate garden research plots. We began by defining ecology as : "The study of living things and how they interact with their living and non-living environment." Within a square-meter of garden, they identified living elements, non-living components, and the living and non-living factors from outside of the plot that could affect the life within the plot. We debriefed as a class, sharing all of the things we noticed in our garden plots and the factors that can affect life in them.
Following up on the garden explorations, we have spent more time being the impact in the garden, tearing out the dead and dying vegetation from this year as we prepare the winter garden.
The Lorax by Dr. Seuss: Most students know this book, but we are taking it to the next level. Last week, we viewed the animated film. This week, students will be constructing concept maps that make the connections between the living and non-living elements in the story. Students will work in groups of three to construct these maps and articulate the effects various elements have on others. This encourages systems thinking, one of the main throughlines for the year.
Sixth grade science has been focused on understanding connections in systems.
In the last few weeks, we have been working on a number of aspects:
Systems in the Garden: Students worked in field ecology teams to investigate garden research plots. We began by defining ecology as : "The study of living things and how they interact with their living and non-living environment." Within a square-meter of garden, they identified living elements, non-living components, and the living and non-living factors from outside of the plot that could affect the life within the plot. We debriefed as a class, sharing all of the things we noticed in our garden plots and the factors that can affect life in them.
Following up on the garden explorations, we have spent more time being the impact in the garden, tearing out the dead and dying vegetation from this year as we prepare the winter garden.
The Lorax by Dr. Seuss: Most students know this book, but we are taking it to the next level. Last week, we viewed the animated film. This week, students will be constructing concept maps that make the connections between the living and non-living elements in the story. Students will work in groups of three to construct these maps and articulate the effects various elements have on others. This encourages systems thinking, one of the main throughlines for the year.
Subscribe to:
Posts (Atom)