Thursday, March 30, 2017
Tuesday, March 28, 2017
Sunday, March 26, 2017
Chickens Hatching this Wednesday
Casey Farms came for a visit and delivered 24 eggs for incubation in the classroom. The hatch date is this Wednesday. It is an day of non-stop fascination!
This week we will also be reading about chickens and their unique body parts. Dissection of eggs (store bought, unfertilized) will take place as well, as we discover how the parts of a fertilized egg can develop into chickens.
Stay tuned for the excitement!
Here's the first day where "our" eggs were put into the incubator.
This week we will also be reading about chickens and their unique body parts. Dissection of eggs (store bought, unfertilized) will take place as well, as we discover how the parts of a fertilized egg can develop into chickens.
Stay tuned for the excitement!
Here's the first day where "our" eggs were put into the incubator.
Thursday, March 23, 2017
Sea Perch Updates
Here are a few shots from today's work in the MakerSpace. We are practicing soldering small electronic "insects." This is in preparation for our circuit board on the ROVs.
Thursday, March 16, 2017
Culminating Weather Slide Show
Greetings families,
The students are working on a culminating slide show for Weather and Water. The idea is that they are integrating concepts from our unit in order to help analyze their data (which they've been collecting for a couple of months) for their chosen city.
Yesterday, I reviewed a guide I made for them. They had the opportunity to ask questions and clarify their assignment. This is a slide show in Google Classroom, which they can all access.
Suggested order of steps:
1. Made graph from personal data.
2. Save in "Science," "Grade 6" folder
3. Start the slideshow with title and location.
4. Follow the first slides to show location of their city and latitude.
5. Insert personal graph and discuss how latitude impacts their location's climate. (Seasons? Daylight hours? etc.)
THEN,
move on to other climate modifiers that are variables in their city.
They may even say what is NOT a factor. (ie, lake effects, ocean currents)
They should be working on this each evening and we will be spending time in class.
We will do a gallery walk next Thursday so that students can observe each other's work.
Thanks for your support.
Ms. Tuttle
The students are working on a culminating slide show for Weather and Water. The idea is that they are integrating concepts from our unit in order to help analyze their data (which they've been collecting for a couple of months) for their chosen city.
Yesterday, I reviewed a guide I made for them. They had the opportunity to ask questions and clarify their assignment. This is a slide show in Google Classroom, which they can all access.
Suggested order of steps:
1. Made graph from personal data.
2. Save in "Science," "Grade 6" folder
3. Start the slideshow with title and location.
4. Follow the first slides to show location of their city and latitude.
5. Insert personal graph and discuss how latitude impacts their location's climate. (Seasons? Daylight hours? etc.)
THEN,
move on to other climate modifiers that are variables in their city.
They may even say what is NOT a factor. (ie, lake effects, ocean currents)
They should be working on this each evening and we will be spending time in class.
We will do a gallery walk next Thursday so that students can observe each other's work.
Thanks for your support.
Ms. Tuttle
Subscribe to:
Posts (Atom)