Students are done with their presentations in science.
Amazing work on integration personalized investigations with outside research. They were grouped by their choice of questions. They then designed and conducted their inquiries, making modifications as necessary.
They collected data in both qualitative and quantitative data and used this data to make a graph and discuss results.
Then, they did outside research that correlated to their findings.
Ideas addressed were plants' response to
1. salt and halophytes, use of road salt and pros/cons
2. light/dark and photosynthesis
3. soil types and ph and nutrient conditions needed for plant growth.
4. vinegar and acid rain's impact and human response that alleviated some of the issues
5. food coloring and plant's ability to transport materials
6. temperature and adaptations in extreme climates
7. fertilizer and its impact on plant growth
8. limited space and allelochemicals and potential use in cancer research
It was an amazing culmination of student thinking and ties to outside applications and research.
Please be sure to have your children share their presentations and/or learning from this rich work.
Tuesday, November 22, 2016
Wednesday, November 16, 2016
Ecosystems Tests and current work
Greetings families!
We have started the second quarter. Wow--time does fly!
Students all received their graded tests this week. If they didn't share with you, please ask them about energy flow in ecosystems.
Currently, we are wrapping up a 2 week investigation. Student groups choose their own investigation questions, designed tests, revised as necessary and collected data.
They have created graphs to share their findings and are also using qualitative data to support claims.
They are compiling slides to share findings and integrate outside research.
Ask them to show you their slides and explain their amazing experiments. Sometimes, the "accidents" led to new understandings too!
Here are just a few pictures to share from their work:
We have started the second quarter. Wow--time does fly!
Students all received their graded tests this week. If they didn't share with you, please ask them about energy flow in ecosystems.
Currently, we are wrapping up a 2 week investigation. Student groups choose their own investigation questions, designed tests, revised as necessary and collected data.
They have created graphs to share their findings and are also using qualitative data to support claims.
They are compiling slides to share findings and integrate outside research.
Ask them to show you their slides and explain their amazing experiments. Sometimes, the "accidents" led to new understandings too!
Here are just a few pictures to share from their work:
Thursday, November 10, 2016
Tuesday, November 8, 2016
Student materials and classroom prep
Greetings families!
I hope that everyone has a chance to vote today!
Have the students watch the results as they roll in this evening! It should be exciting.
Just a quick note to request help for class preparation.
Many students are forgetting to charge their chromebooks at night. Could you help by ensuring that your children have a routine and standard charging spot?
There is not usually a spot to plug in during class, as there are ongoing experiments set up everywhere.
(Ask them about these!)
In addition, now is a great time to restock pencils and other standard school supplies.
Thanks!
Ms. Tuttle
I hope that everyone has a chance to vote today!
Have the students watch the results as they roll in this evening! It should be exciting.
Just a quick note to request help for class preparation.
Many students are forgetting to charge their chromebooks at night. Could you help by ensuring that your children have a routine and standard charging spot?
There is not usually a spot to plug in during class, as there are ongoing experiments set up everywhere.
(Ask them about these!)
In addition, now is a great time to restock pencils and other standard school supplies.
Thanks!
Ms. Tuttle
Friday, November 4, 2016
Quiz on Wednesday: student message
Quiz on Ecosystems on Wednesday, 11/9
Students, don't forget to practice your vocab and review models this weekend. In addition, go outside and see how many pathways of energy you can discover in your environment.
Draw them out to practice models. Be sure to label the role of each organism in the model.
You have learned much! Read on.....
We have been looking at models that show how energy moves through an ecosystem.
We have studied: food chain, food web, energy pyramid.
Within these, we have learned about producers, consumers (at varying tropic levels), and decomposers.
You should be able to draw each model and explain how it models energy flow in an ecosystem. In this explanation, you must use scientific vocabulary.
In addition, you should be ready to identify the benefits and limitations of each model.
To prepare for this, we have modeled with cards, with drawings, discussions, and notes. We have also played online games, used SMART software, whole class Kahoot, and kinesthetic models.
This was supplemented with readings and a graphic organizer to pull out key vocab which they put in their "TIP" chart.
These words are also in the classroom in a pocket chart, which is frequently referred to and always on display.
This weeks homework and in-class discussion centered around these ideas.
You should have your "TIP" chart for vocab, which you should have been using this week for homework to ensure a solid understanding of the vocab.
Also check out:
Other sources include study jams under the Science center--Ecosystems and sheppard software.
Link back to biotic/abiotic components:
A follow up question on the quiz deals with identifying impacts of biotic and abiotic components on an ecosystem.
Students, don't forget to practice your vocab and review models this weekend. In addition, go outside and see how many pathways of energy you can discover in your environment.
Draw them out to practice models. Be sure to label the role of each organism in the model.
You have learned much! Read on.....
We have been looking at models that show how energy moves through an ecosystem.
We have studied: food chain, food web, energy pyramid.
Within these, we have learned about producers, consumers (at varying tropic levels), and decomposers.
You should be able to draw each model and explain how it models energy flow in an ecosystem. In this explanation, you must use scientific vocabulary.
In addition, you should be ready to identify the benefits and limitations of each model.
To prepare for this, we have modeled with cards, with drawings, discussions, and notes. We have also played online games, used SMART software, whole class Kahoot, and kinesthetic models.
This was supplemented with readings and a graphic organizer to pull out key vocab which they put in their "TIP" chart.
These words are also in the classroom in a pocket chart, which is frequently referred to and always on display.
This weeks homework and in-class discussion centered around these ideas.
You should have your "TIP" chart for vocab, which you should have been using this week for homework to ensure a solid understanding of the vocab.
Also check out:
Other sources include study jams under the Science center--Ecosystems and sheppard software.
Link back to biotic/abiotic components:
A follow up question on the quiz deals with identifying impacts of biotic and abiotic components on an ecosystem.
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