WOODBURY SCHOOL TEAM WOLVES *GRADE 6*

 
Tuesday, November 24, 2009

Volume was the topic once again.  Students that needed more time to figure out the displacment method of volume were given that time.  Other students worked on a practice worksheet to reinforce the skills already learned.  Students were asked to write a procedure for figuring out the volume of an irregular shaped object. 

Next we watched a short video clip: (http://www.learnalberta.ca/content/mesg/html/math6web/lessonLauncher.html?lesson=m6lessonshell15.swf)   which helped wrap up the three methods of measuring volume that we learned. 

The homework assignment can be found on the link above.  Choose "Activity"

Students then practiced displacement and were also presented with their next problem solving inquiry activity. 

"How do we find the volume of an object that is not a cube, not a liquid, and does not fit into the graduated cylinder?" 

Students were given a tin cup with a spout on it and asked to "think" about how this could be done.  Tomorrow's class will be dedicated to figuring out this method.

Homework tonight is to complete a review sheet of the skills learned on volume and will be due tomorrow.

_____________________________________________________________________
Monday, November 23, 2009

Today we reviewed two methods of finding the volume of matter.  We practiced using graduated cylinders to find the volume of liquids.  We filled a 25 mL cylinder and then rotated around our tables taking turns reading other students cylinders.  This activity was meant to reinforce skills we learned earlier in the year.

We also reviewed how to find the volume of a cube.  We used our math skills in this activity inputting measurements into the formula L x w x h.  The unit of measurement is centimeters cubed and we showed that their is a 1:1 conversion to milliliters. 

Finally we did a problem solving activity trying to figure out the volume of an irregular shaped object. Students were givin a graduated cylinder, water, cup, and crayon and needed to figure out the volume of the crayon.  After much trial and error groups of students were able to figure out the procedure and in turn learned a third method of finding volume.
_________________________________________________________________
Friday, November 20, 2009

 

We reviewed how to measure volume.  When a substance in a liquid we can use a graduated cylinder to measure how much space it takes up, when an object is a solid in the form of a rectangular cube we can use the formula L x w x h to find the amount of space it takes up in centimeters cubed.  Students made both of these volume measurements by using graduated cylinders and rulers. 

 

On Monday, students will be challenged to figure out how to find the volume of an irregular shaped object.

 

All 3 of the methods students hav learned will be useful in our future studies of density.

____________________________________________________________________

Thursday, November 19, 2009

 

We began class by going over a Tulip Bulb Growth Cycle worksheet.  The purpose of this worksheet was to help students to understand the process their bulbs are going through at this point in the study.  It will also help them to understand the processes the bulbs are going through during the winter.

 

We continued with reading in science by looking at an article on purification of water and different mosquito borne diseases.  Both topics are a change of pace and just added to the knowledge base of students.

_____________________________________________________________________

Wednesday, November 18, 2009

 

Students were assigned for homework a "comparing cubes" worksheet.  This homwork assignement is meant to uncover student ideas on the properties of matter.  We will use the information gained from this assignment to guide our study of the different properties of matter including mass, volume, and density.

 

We then completed a quiz on the Scientific Method and Experiment Design.  Students have been working for weeks on a Tulip Investigation which helped us understand the process of experiment design as we followed the problem solving guidelines of the scientific method.

 

Once the quiz was completed students worked on a Reading and Answer paper having tom do with the growth cycle of our tulip bulbs.

_______________________________________________________________

Tuesday, November 17, 2009

 

We began class by reading over Weekly Science #9 (WeekNine.doc).  This weekly science will be due on Friday.

 

Students were handed back weekly sciences 7 and 8, we reviewed the answers and students corrected their papers.

 

Students were given the last 15 minutes of class to compare answers from the quiz review sheet with a partner.  Tomorrow we will be having a quiz on the scientific method and experiment design.

_____________________________________________________________

Monday, November 16, 2009

 

Our last day in the computer lab.  Most students finshed typing up their Tulip Investigations.  Students that did not finish will have access to a laptop tomorrow in class.  We will access our experiments once the temperatures get a little warmer.  In the mean time we will still check in on our bulbs throughout the winter recording data in our journals.

 

Students were given a practice quiz as an additional study guide for the quiz on Wednesday.  This practice quiz is due tommorrow as a homework assignement.

_____________________________________________________________

Friday, November 13, 2009

 

We worked in the computer lab on our Tulip Experiments.  Students finished typing them up on Microsoft Word and then had 2 students edit their work 

 

Weekly Science #8 was handed in.

 

Students were given a study guide for a quiz we will be having on Wednesday of next week on The Scientific Method and Experiment Design.

 

________________________________________________________

Wednesday & Thursday, November 11,12, 2009

 

No School for Students

__________________________________________________________

Tuesday, November 10, 2009

 

We continued typing our tulip investiagtions into the Microsoft Word.  Students that finished typing were asked to find a partner and get some feedback on their procedure. Students were given guidelines to assist with that process.  We hope to have investiagtions typed up and edited by week's end.

 

Weekly Science #8 (Week_Eight.doc) was given out and will be due on Friday.

________________________________________________________

Monday, November 9, 2009

 

Students got into their investigation groups and worked on their rough drafts of their tulip investigations.  After completing their rough drafts students checked in with Mr. Whittaker to see if the rough draft was complete enough to begin typing a draft on the computer.  Most groups were able to start typing and the groups that did not finish will continue tomorrow. 

 

What we are looking for in a rough draft is to see if students have a good outline of the scientific method in their design.  They need to include A. Question / Problem  B. Hypothesis C.  Procedure for Experiment  D. Data Table to Record Data in the Spring.  We will complete revisions after students have that rough draft typed up.  The idea is that it will be easier to make revisions on the computer once students get feedback.

 

Tomorrow we will continue with this process.

_______________________________________________________________________

Friday, November 6, 2009

 

Students will be typing up their tulip experiments using the laptops in our classroom.  The reason we are typing up our experiments is to ensure when we communicate our results (final step of the scientific method) in the spring anyone that wants to look at our experiments will be able to reveiw them is a final draft format.  Plus we will create graphs once we collect data that will help to better communicate those results in a form that is understandable.  Graphs will be created using Microsoft Excel.

 

Today we downloaded the Experimental Investigation Template and placed in our science folder on the computer to be used once we finish rough drafts of our experiments.  The wriitng process will be used to create a final draft including revisions, editing and peer reveiw.

 

________________________________________________________________________

Thursday, November 5, 2009

 

The Woodbury School's tulip planting data has officially been added to the Journey North website.  To follow spring's progress across the world check us out at http://www.learner.org/jnorth/maps/tulip_fall2009.html

 

We will use this site to learn more about spring's arrival as active participants in this international investiagtion.

 

We started class by reviewing the Weekly Science that is due tomorrow.  Students then got into their tulip investigation groups to finish writing their experiments.  The next step is to type a final draft on the computer which some students started while others will begin tomorrow.

___________________________________________________________

Wednesday, November 4, 2009

 

We planted 130 Red Emperor Tulip Bulbs today.  Investigation groups changed a variable in 1 bulb and will wait to spring to see the results.  We are following the scientific method to guide us in the study.  Pictures will be posted later tonight.

 

Friendly Reminder:  Weely Science #7 is due Friday.

_______________________________________________________________

Tuesday, November 3, 2009

 

We measured the circumference and mass of each bulb being planted tomorrow.  This data will be used to investigate whether or not circumference and / or mass affects tulip growth. 

 

Next students used the Independent Investigation Form to create their own experiments which will be carried out tomorrow when we plant.  Some experiments for tomorrow include "Will food coloring affect plant color in the spring?"  and "Does Red Bull affect the growith of a tulip?"   Along with learning whether or not these variables affect tulip growth students are also learning the procedure for designing their own experiment. 

 

Tomorrow we will be going outside to plant our bulbs.  All students should dress appropriately for the weather.

 

Weeklt Science #7 (WeekSeven.doc) was assigned and is due Friday.

 

__________________________________________________________________________

Monday, November 2, 2009

 

Student's were handed back a graded quiz we took Friday. 

Student's were handed back a graded weekly science #6.

 

Both were reviewed and checked for accuracy. 

 

Student's were able to choose a tulip bulb today from  the bin of bulbs.  This bulb will be the bulb they plant and experiment with beginning Wednesday.  In following the scientific method an independent investigation template (indinvest.pdf)  was handed out  today for students to use to create their own experiement.  The goal was to brainstorm possible variables that could be part of an investiagtion.  Ideas included position of bulb, depth of bulb, adding certain liquids or materials to the bulb.  On Tuesday students will use the template to design an experiment with 3 other students.  One bulb will be the experimental bulb and the other three will be the control bulbs.  The format we are using has students actively going through the steps of the scientific method so that they experience it, not just hear and read about it. 

 

Ideas will be shared tomorrow and experiments will be designed.

_______________________________________________________________________

Friday, October 30, 2009

 

Today was quiz day.  We took the 1st Weekly Science Quiz on weekly science's #1-5. 

 

After the quiz students worked on examing several experiments.  They were required to pick out the independent and dependent variables as well as the control and examine the conclusion.  The goal is by learnign the parts of a good experiment students will also learn how to design their own.

 

We ended class by going over Weekly Science #6.  Monday students will be handed back a graded quiz as well as a graded weekly science.

_____________________________________________________________________

Thursday, October 29, 2009

 

Today we measured the circumference and weight of our tulip bulbs.  The objective of today was to collect data and make predictions related to the question "Does circumference and/or weight have an affect on tulip emergence and growth"  So this activity allowed us to collect the data necessary to answer that question. 

 

After students collected data on their own we then shared data as a class.  Students shared by inputting the data into a spreadsheet in the computer and the results were then projected to the class.  Predictions and thoughts on the question were then shared in journals.

 

Homework was collected and will be reviewed tomorrow.

______________________________________________________________________

Wednesday, October 28, 2009

 

We copied into our Tulip Study Journals the Tulip Planting Protocol.  This is the way in which we need to plant our bulbs to insure we confrom to the protocol of the investigation: 

 

 1.Depth & Spacing:

 2.Placement of Bulb:

•Do not cover the bulbs before the ground freezes. The wet mulch could cause the bulbs to rot, and the mulch could also delay the freezing of the ground

Next we watched a 7 minute BrainPop Video Clip on the Scientific Method.  These video clips give a clear, understandable, and entertaining summary of the topic.  We then reveiwed questions that went with the clip.  The goal is for students to see the scientific method in action as much and in as many ways as possible and this contributed to that goal.

 

Students were assigned a Scientific Method Flow Chart homework which will be due Thursday.

 

A friendly reminder:  Weekly Science #6 is due Friday & the Weekly Science Quiz wil be Friday.

______________________________________________________

 

Students were handed back The Scientific Method Quiz and Weekly Science #5 and both were reveiwed. 

 

Observations were then made of the "inside" of the tulip to go along with yesterday's observation of the outside.  Students were first asked to predict what they thought the inside looked like and why.  They were reminded to use prior knowledge from the day before including the discussions we had and the observations they made.  After a pair share discussion and whole class discussion students they were able to see what it looks like from the inside.  A sketch was made and the discussion will continue tomorrow.

 

Weekly Science #6 (Week_Six.doc) was assigned today and will be due Friday

A Weekly Science Quiz was assigned today for Friday.  Students were asked to pay close attention to Weekly #3 and the H1N1 article.

________________________________________________________________

Monday, October 26, 2009

 

We took out our journals and observed the outside of our tulip bulbs.  Each group of students was given a tulip bulb and was asked to make qualitative observations of them.  Some journal questions we explored today included "What are the needs of a tulip bulb when it comes to survival"  and "What does the tulip bulb remind you of..." and "What do I wonder..."  

 

Students were also asked to formulate questions they have about tulips and about the investigation.  Overall it was agood day on investigating, observing, and questioning.

_______________________________________________________________________

Friday, October 23, 2009

 

We took a quiz on the "Steps of the Scientific Method"  Students were asked to show they knew the steps of the scientific method and there order.  Next week we will be quizzed again on what each step is all about.  The goal is for students to learn that there is an organized and logical way scientists go about solving  problems and for our students to be able to show that they can follow that way.  We also discussed that the process we are learning is not the only scientific method and in some sciences the steps are either shortened or extended to fit the type of problem or question being investigated.

 

After the quiz we logged into the laptops and installed printers for future use. 

 

___________________________________________________________________________

Thursday, October 22, 2009

 

Students matched steps of a real science experiment with the steps of the scientific method.  They were required to read each step, then depending on the information supplied match it with the correct step of the scientific method.  The goal is that by thinking about the characterisitics of each step they will better understand the Scientific Method.   Their results were then glued to their Study Cards for future use.

 

We then worked on an experiement worksheet that highlighted .4 different science experiements.  Students were asked to identify some key parts of the experiments including the control, independent variable, dependent variable, and conclusion.

 

Friendly Reminder to study for the quiz tomorrow.

__________________________________________________________________________

Wednesday, October 21, 2009

 

We reviewed our homework assignment (Scientific Method Puzzle), students were asked to keep this assignment in their folders as a future reference.

 

We created Scientific Method Study Cards today.  Students should use these to prepare for the quiz on Friday.  We will use these cards for further understanding of the scientific method.  Students were also given an example experiment that they were asked to match each scenario with the correct step of the scientific method.  Tomorrow we will reveiw the example experiment as a class and glue each oval to our study cards.  These cards can be kept as a reference for the Scientific Method as we will be using it as a guide throughout the year to engage in scientific investigations.

 

_______________________________________________________________

Tuesday, October 20, 2009

 

To get us thinking we starter with a Science Starter:  "List the variables from yesterday's Penny Drop Activty that could affect the total number of drops that each student was able to fit on a penny."

 

We created a list of variables including

Students were then given the task to create an independent investigation of one of the variables.  They used the procedure from yesterday and attempted to control all the other variables to be sure they were testing for their variable only.  Data was collected and will be shared tomorrow.

_______________________________________________________________________

Monday, October 19, 2009

 

The Scientific Method was reveiwed with students today.  We took notes on the Scientific Method (SCIENTIFICMETHODNOTES.ppt) which included an easy to read flow chart.  Students were given an outline and needed to fill in the blanks to complete the notes.  We waited to introduce the method of "Doing Science" until now because students are now beginning to design and implement the Tulip Study.  This will help students make a connection bewteeen the words that are associated with the Scientific Method and an actual experiment. 

 

For the second part of class we started a two-day investigation named the Penny Drop Experiment (penny.doc) which will help us to explore the parts of scientific method and aspects of designing an experiement.  Students are being asked to figure out how many drops of water from an eye dropper can fit on a penny.  We will discuss how to control variables which can affect the outcome of the experiment.

 

Students were also given a Scientific Method Puzzle (ScientificMethodPuzzle.doc) as a homework assignment which will be due Wednesday.

Students were assigned a quiz for Friday on the "steps of the Scientific Method" (SCIENTIFICMETHODNOTES.ppt)

 

_______________________________________________________________________

Friday, October 16, 2009

 

We started class by discussing the importance of collecting and sharing valid data.  A  scientist would rather have no data at all than to have inaccurate or made-up data.  So we shared our data again on the big screen to make sure everyone had the correct data from the investigation completed on Thursday. 

 

Students were then asked to analyze the data by looking at the numbers and determine which site is most ideal to plant and grow tulips.  They recorded their conlcusion in their journals. Students then had an opportunity to discuss their conclusion with a partner and finally we shared our thoughts as a whole class.   We wrapped up this intitial Journey North activity with this journal question:

 

"If a garden is planted in a warmer or colder microclimate how might that affect plant growth?"

_______________________________________________________________________

Thursday, October, 15, 2009

 

Today we went outside to collect data (JourneyNorthPlantingRubric.doc) which will help us to determine the ideal site for our Tulip Investigation. The following investigations were conducted at 5 random sites in the front of the building.  Students were in groups of 3-5 and completed the investigation in approximately 20 minutes.

 

15/15 rule:  Students measured into the ground with  a soil corer to a depth of 15 cm.  They then measured the soil temeprature.  The target temeprature for planting tulips is 15 degrees Celsius or colder.

 

Sun Exposure:  Students made a qualitative assessment of the sun exposure at their site.  Tulips like full sun to part sun, so students needed to determine the level of sunlight their site receives on average.

 

Site Distance:  Students used a meter stick to determine how close buildings and pavement where to their site.  To avoid unnatural heating and cooling tulips should be planted at least 4 meters from these two structures.

 

Soil Moisture:  Students used Soil Moisture Meters to determine the moisture of the soil.  Tulips cannot be planted in wet soil, they will inturn rot.  To avoid this we were looking for a 6 or below reading on our meters.

 

Unnatural affects:  We determined if the tulips would be subject to foot traffic and/or road salt.  Both of these affects would inhibit the grow of the tulips so we needed to conclude if either would be a problem.

 

Tomorrow we will share data from each group and determine the "ideal" site to plant and study our tulips.

 

Friendly Reminder:  Experimenting WS and Weekly #5 due tomorrow.

______________________________________________________________________

Wednesday, October 14, 2009

 

We started class by answering our first Journal Entry question for the Tulip Study:

 

 

We talked about wanting to have valid results at the end and if everyone planted using the same guidelines we would achieve that.  We could also rely on the results when the study was finished.

 

After that we listed the "Site Requirements" for our study, they include:

 

 

__________________________________________________________________________

Tuesday, October 13, 2009

 

Journey North was introduced to students today.  (http://www.learner.org/jnorth/tulip/)

 

Journey North is a Global Study of Season Change which will begin in October and be completed in April.  Students from all across North America plant tulip gardens in the fall.  All of the students plant their gardens in exactly the same way.  This lets them measure spring's arrival in a scientific way. 

 

Students created a journal specifically for this study which will be used to make predictions, record data, and analyze results.  Tomorrow we plan to go over the scientific protocol for the study and then on Thursday students will participate in an activity to find the ideal spot outside the school to plant their bulbs.  Each student will get 1 bulb to plant, track, and measure throughtout the study.

 

Finally, Weekly Science #5 (WeekFive.doc) was handed out and will be due on Friday.

__________________________________________________________________________

Friday, October 9, 2009

 

Adventure Based Education (ABE) in the place of Science today.

__________________________________________________________________

Thursday, October 8, 2009

 

What is the most common foot size in the class?  We collected data to answer that question and in order to coomunicate our data we used Microsoft Excel to graph the data.  Students learned how to create a pictograph.  Throughout the year we will attempt to communicate data in graph form and when we do that we will use this same method.  Communicating results is an important Process Skill to have in science and our goal is that students will have this method of communicationwhen they leave grade 6.

___________________________________________________________________

 

Wednesday, October 7, 2009

 

We had 30 minutes classes today because of NECAP testing.  Mr. Whittaker demonstrated how to make a pictograph using Microsoft Excel.  Students will be creating their own pictographs tomorrow in class using the laptops.  The data collected from Graph-feete will be used.  Graph-feete is a data collection activity in which students attempt to figure out "What the most common foot size exists in the class"

___________________________________________________________________

 Tuesday, October 6, 2009

 

No class today because of NECAP testing, although we did have Team Time and during this time students that were unable to establish accounts on the remote desktop yesterday were able to do so today.  So the Wolves are ready to use the districts technology and will do so beginning tomorrow in Social Studies and Thursday in Science.

_____________________________________________________________________

Monday, October 5, 2009

 

We had 30 minute classes today because of NECAP testing.  We used the laptops in class today to creat usernames and passwords for all students.  All students now have accounts on the district's server which means students can save work completed here at school in a secure folder.

 

_______________________________________________________________________

Friday, October 2, 2009

 

Chemical Reaction Day!  We made both quantitative and qualitative observations BEFORE, DURING, and AFTER the chemical reaction.  We are going to use the data to come up with characteristics of a chemical reaction.  Students did a great job following safety procedures and were able to observe fizzing, bubbling, and temperature change.  Students also used their newly learned measuring skills including measurement using a graduated cylinder and triple beam balance. 

 

We found out at the end of the activity that our mystery chemicals included vinegar and baking soda. After putting them together we watched the bag inflate due to the CO2 being produced as well as our end products of water and salt.

_____________________________________________________________

Thursday, October 1, 2009

 

The quiz from yesterday was graded and handed back to students.  We reviewed the answers to make sure students understood where they may have gone wrong.  Students that had a hard time with a particular section of the quiz need to see Mr. Whittaker to review where they went wrong and how they can move their understanding forward.   For some students that means an alternative assignment that will show Mr. Whittaker that they understand each concept.  Weekly Science #3 was also returned and students are expected to keep that in their folder as a study resource for a future quiz. 

 

We then spent time discussing the Color Lab we completed on Tuesday, we reviewed the importance of making precise measurements and some tips on limiting the amount of cross contamination between chemicals when using measuring tools like the graduated cylinder, eye dropper, and beakers.

 

Finally we got up from our chairs and participated in a Metric Measurement Scavenger Hunt.  This activity reinforced making accurate length measurements when using a ruler.  Friendly Reminder:  Weekly Science #4 is due tomorrow.

 

____________________________________________________________________________________

Wednesday, September 30, 2009

 

Today we had a  Unit 1 Quiz on Observation, Measurement, and Scientific Tools.  We checked to see how students understanding was progressing as it relates to these concepts.  Do you know the difference between qualitative and quantitative?  Which tool is used to measure the volume of a liquid?  If an object is 6.3 centimeters how many millimeters would that be?  When the top rider is 50, the middle rider is 100, the bottom rider is 3.3 what is the mass of the object?  All concepts covered in this quiz.  Students will get their results tomorrow as we go over the quiz and see what we need to continue working on and what we seem to understand.

 

Weekly Science #4 was handed out today and will be due on Friday.

______________________________________________________________________________

Tuesday, September 29, 2009

 

Today we completed the Color Lab (ColorLab.doc).  This lab develops skills measuring chemicals with a graduated cylinder, we also practice using the metric system, as well as practice following directions and students show their ability to measure accurately and precisely.  All lab safety procedures were also followed. 

 

We start with the primary colors of RED, YELLOW, and BLUE and end up with evenly distributed colors of RED, ORANGE, YELLOW, GREEN, BLUE, and PURPLE better known as a rainbow.  Results and analysis will be discussed tomorrow after the quiz. 

_________________________________________________________________

Monday, September 28, 2009

 

We had a substitute today in science.  Students were asked to review Process Skills in Science as well as the scientific method, safety, and measurement.  Students are expected to continue preparing and studying for the quiz on Wednesday.

 

_________________________________________________________________

Friday, September 25, 2009

 

We continued going over the study guide for our quiz on Tuesday.  All students have identified the labs, classwork, and homework that will help prepare for the quiz.

 

Weekly Science #3 was reviewed and will be returned graded on Monday.  This weekly science was on the H1N1 flu (swine flu).  Students were given a map on flu distribution throughou the United States.  We used the map as a discussion starter and to see updated information on the flu.

 

Wash you hands and have a great weekend!

_________________________________________________________________

Thursday, September 24, 2009

 

Today was an information day.  We started class by taking notes on Matter, Mass, & Volume.  We always take notes after we have explored a topic to ensure that the vocabulary and concepts are familiar to students. 

 

Next students were handed a study guide for the first quiz for Unit 1(quiz1studyguide.doc).  This is our first study guide in science so we went over it in detail and started reviewing the resources available to students to help them prepare.  "I can statements" were from thier unit pla were also introduced and students were shown how these I can statements can help them to monitor their own learning.  I can statements will be a work in progress as they are a new concept for students and will take some time to get used to. 

 

Tomorrow we will finish going over the study guide and review Weekly Science #3 on the swine flu.

 

_________________________________________________________________________

Wednesday, September 23, 2009

 

We could not resist going outside on this beautful autumn day.  Going along with collecting data and making quantitative and qualitative data we headed to the edge of the deciduous forest.  Students collected  abioitc data (non-living) (ObservingAbioticFactorsinNHEcosystems3.doc) that will help create a picture of the types of organisms that exist behind the Woodbury School.  We plan to evaluate the data and store it for future use.  Later in the year this data will be helpful in our ecology investigations.

 

Students were asked to bring their data sheets to class tomorrow along with their science folders.

________________________________________________________________________

Tuesday, September 22, 2009

 

Homework was collected and will be reviewed tomorrow.  We continued learning how to use a graduated cylinder.  Our investigation question for today was "How many drops of water does it take to equal 1 milliliter?" (Graduated_Cylinder_Lab.doc) This activity reinforces the use of a graduated cylinder and eye dropper which includes making quantitative measurements.  We learned that using an eye dropper vertically helps produce a more uniform drop.  Tomorrow we will look at the data and come up with an average.

 

Finally, students were given Weekly Science #3 (Week_Three.doc) and the topic in H1N1 (swine flu).  We hope it will be both informational and interesting.  We included a website to the CDC which is full of factual and helpful information.

__________________________________________________________________________

Monday, September 21, 2009

 

Our science starter was a review of the triple beam balance.  We are now ready to use one to collect real science data. 

 

Graded papers were handed back including Weekly Science #2 and the Triple Beam Balance Quiz.  Students were asked to hold onto their Weekly Science until the Weekly Science Quiz which will be a week after Weekly Science #5 in 4 weeks.

 

Students were introduced to a Graduated Cylinder by participating in a short activity.  We measured a mystery liquid in a 25 ml and 100 ml graduated cylinder zeroing in on being precise with our measurements.  In order to help students with being more precise they were also given an eye dropper and as always safety glasses were worn.

 

A measurement homework (measuringHW.doc) was assigned and will be due tomorrow.

_______________________________________________________________________

Friday, September 18, 2009

 

Quiz on the parts of the Triple Beam Balance.  Students will get the quiz back graded on Monday.  We then read through and corrected Weekly Science #2 together.  Weekly Science #2 will be returned graded on Monday as well.  This Weekly Science was about measurement, so we took our time discussing the different question as the topics will come up again throughout the year. 

 

We ended class by working on our graph for the Graph-feete actvity, this activity will finish up on Monday.

_______________________________________________________________________

Thursday, September 17, 2009

 

Today was another lab activity day.  Two classes worked on the Starburst Candy Activity (Starburst.doc) and three classes worked on Graph - Feete.  Both are helping students learn about important science skills that need to be fine tuned before actual scientific investigations get underway.  Skills gained from both activities include predicting, interpretating data, graphing, making observations, just to name a few.

 

Tomorrow's class includes our first quiz of the year on the parts of the triple beam balance, weekly science #2 and we will attempt to wrap up our lab activity days before the weekend.

_________________________________________________________________________

Wednesday, September 16, 2009

 

Today was a lab activity day.  Our task was to make quantitative and qualitative observations of a Starburst Candy.  After learning how to make both observations seperately this lab activity brought the two observations together and students were asked to organize and record their data on a data table.

 

We reviewed some important steps in following a lab procedure and students were given helpful hints as to how to be successful when working on a lab.

 

Tomorrow we will review the data and go over some positives from our experience today.

_______________________________________________________________________

Tuesday, September 15, 2009

 

We started class by describing a "Quantitative Observation" .  Students were also asked to give an example and most used a measurement made with a triple beam balance.  Speaking of Triple Beam Balances we checked for understanding by filing out a learning ticket on the use of tbe trible beam balance, a science tool we will use often this year to find the mass of different objects.  Students were asked to mass either a domino or glass bottle and record their data on the data sheet provided.  This will be used by me to chart the progress of learning. 

 

We then went over the parts of the TBB and students were given a picture of one and labeled the parts.  This picture is to be used to study for our first quiz on the parts of the TBB which will be Friday.

 

We ended class by handing out and reveiwing  Weekly Science #2 (WeekTwo.doc) which will be due on Friday.

 

Tomorrow we plan to make both qualitative and quantitative observations of a starburst candy.

 

__________________________________________________________________________

Monday, September 14, 2009

 

Our word for the day was "Quantitative Observation".  We figured out that there are 2 types of observations made in science; Qualitative and Quantitative.  We spent all of last week making and learning about observations that were qualitative and this week we are going to make and learn about observations that are Quantitative.   We used the Triple Beam Balance to introduce this type of observation.  We discovered that quantitative observations are those that are made using scientific tools, numbers, and units.  They appear to be much more precise than the qualitative variety, but we still plan to compare the two as our unit continues. 

 

We started the activity part of class with a little contest, the first group to figure out how to use a Triple Beam Balance without any instruction received a little prize.  After our contest Mr. Whittaker went over the steps students should take to use a Triple Beam Balance Properly.  Student were introduced to the parts and alerted that a quiz on the parts and use of the triple beam balance will come soon.  We used the following activity sheet to make our measurements and record data  (TBB.doc).  This document also had information on mass, matter, and the International System of Units (SI) sometimes known as the metric system, the chosen system of measurement of scientists.

 

We finished class by revisiting our unit plan (Unit1.doc) and took a look at the "Learning Target" section.  These "I can" statements were introduced to students and an explanation of how they will be beneficial to both students and teacher in plotting progress.  More on our "I can" statements later. 

 

____________________________________________________________________________

Friday, September 11, 2009

 

We started class with Science Starter #5 asking students to describe what a Qualitative Observation is and give an example.  Students are now ready to make qualitative observations in upcoming labs and investigations.

 

Next we reveiwed Weekly Science #1.  We reread the article and discussed the important points and topics including the Scienctific Method, variables, and hypothesis.  We then reviewed answers and discussed tips on how to answer a weekly science question.  This weekly science will be graded but not counted in my rank book.  Students are given an opportunity to see how I grade and what to expect before Weekly Science #2 is assigned next Tuesday.

 

We completed class by handing out and reviewing the Science Grading Policy (GRADING_POLICY.doc) for 2009-10.  Parents are asked to sign the policy and students are asked to keep this document in their science folder as a reference.

 

Enjoy the Weekend!

____________________________________________________________________________

Thursday, September 10, 2009

 

We started class with an option of what we wanted to do today.  Option #1 was to go outside to make some observations and Option #2 was to stay inside to listen to the boring teacher talk.  All 5 classes chose Option #1.  We went out by the little league field and made 10  observations using our 5 senses.  (Actually we did not use our sense of taste) 

 

When we returned to class we categorized our observations according to which sense we used.  Students then tallied their results.  We noticed that most students relied on one sense more than others and we talked about why it is important to use all your senses if possible to make good observations.

 

Finally we attached the science word "qualitative" to the type of observations we have been making over the past few days.   Tomorrow we will learn about the second type of observation called a Quantitative Observation.  Students also put the word QUALITATIVE in their notebooks.

 

___________________________________________________________________________

Wednesday, September 9, 2009

 

Science Starter #4 was to fill out a diagram of the 5 key ways we observe.  Student successfully filled in the diagram with their 5 senses.  Next we looked at the data from our candy observation activity by listing some of our observations on the board.  We then went through the list critiquing each one trying to figure out characteristics that make up an acceptable observation compared to one that needed work. 

 

Students were then given UNIT PLAN #1(Unit1.doc) which outlines our first major unit in science.  We reviewed our goal for this unit and important vocabulary.  We stopped at our learing targets which we will go over tomorrow.

 

_______________________________________________________________________________

Tuesday, September 8, 2009

 

We started class with Science Starter #3 on different types of scientists.  Observation was introduced as a basic and very important process skill  used in science.  (observationsintro.doc) Students were given an object and asked to record 5 observations describing that object.  The object was a jolly rancher which made the activity that much more enjoyable.  Then students were given a magnifier and asked to extend their sense of sight by recording 4 more observations using this useful scientific observation tool.  We plan to review and discuss the data we collected tomorrow.

 

Finally, Weekly Science #1 (WEEKONE.doc) was handed out,  we read through it and went over important aspects of weekly science.  Students were also given a parent letter (weeklyoverview.doc) that needs to be returned Friday with a parent signature that explained the goal of Weekly Science.

 

Tomorrow we will continue with OBSERVATION.

__________________________________________________________________________

Friday, September 4, 2009

 

We started class with Science Starter #2 on Safety.  Safety was introduced this week and will be reinforced throughout the year.  Students handed in their 1st homework assignement "Exploring the Wolves Website" and we familiarized all students with the features and usefullness of the site. 

 

The Safety Contract was reviewed and class procedures were discussed.  We all now know what to do in the case of a fire drill or lockdown and if we are absent as well as other important procedures that helps our class run smoothly.

 

Enjoy the long weekend!

___________________________________________________________________________

Thursday, September 3, 2009

 

Safety Safety Safety!  That was our theme for today.  Students started class with their first Science Starter on Safety.  Science Starters take approximately 10 minutes and students are expected to complete them when they first enter the room.

 

Students participated in a Chemistry Demonstration with Mr. Whittaker.  Students were asked to point out safety precautions that should be taken as well as any safety precautions that were broken.  Hydrogen Peroxide and a yeast solution were mixed to form a fizzy mess which was a sure sign of a chemical reaction.  But because of our safety precautions the unexpected fizz was suprising but not dangerous.  We were able to contain the spill in a drip pan and avoid any splash to our eyes thanks to our goggles.

 

All students were given a Safety Contract  (safety_contract.doc) that needs to be signed by both parent and student.  Due by Wednesday, September 9

 

______________________________________________________________________________

Wednesday, September 2, 2009

 

Welcome to the Woodbury School!

 

Today we were introduced to the Wolves Webpage.  We discussed the usefulness of the HOMEWORK section and helpfulness of the NEWSFLASH section for parents.