Spectacular Sixth Showcase!!!

Announcing Grade 6 Student Showcase:

When: Wednesday, April 1^st 1:40-2:30

Families: please be sure to sign in at the front office then come down to the sixth grade wing.

Come and see what’s been happening in 6^th grade!

Projects you may expect to see include, but are not limited to,

**Analysis of gender stereotypes in the media

**Acid rain effects on plant growth and efforts and successes in changing this

**Studies on fish behavior

**Environmental stimuli and fish sense

**Variables that effect germination in plants

Inquiry Presentations

Next steps.

We have some fabulous research going on. Questions involve looking at fish behavior, the effects of acid rain on plants, fertilizer runoff's effect on algal blooms, etc. They are all amazing and we look forward to some scientific presentations later this week.

This is a guide for your presentation. You will work in class and at home. Please feel free to do more outside research. Be sure to pay extra attention to the "Discussion" section. This is the "so what" part.

Inquiry Presentation Parts:

 

1.     Question:  State what your investigation question was. This should easily be visible.

 

2.     Methodology: Briefly present how you set up your experiment, any changes that needed to be made in your plan. Use words and pictures.

 

 

3.     Discussion: Using your results, interpret your findings. This means making statements as clear as possible, referencing your data. 

This is where you should also discuss variables that couldn’t be controlled and present your opinions on if your results are valid or not. This is also where you may begin to link it to real world studies and applications. Bring in your outside reseach to support what you say.

 

4.     Final conclusion: These are summary statements wrapping it all together.

 

Hydroponics Project

Hi everyone

Here is the write up of what you need for your hydroponics project for Academic Enrichment. The due dates are different because some classes have been cancelled due to testing and other assorted events.

You will get a hard copy as well, but here it is for a reference:

Engineering  a hydroponics system for home use :  March 2015

3:

Written explanation of type and location:

Type: Explain, with detailed reasoning, why you chose the particular system that you did. Be sure to explain why it’s better than other options for your use.

Location: Explain where you will “build” it and why

Blueprint: labeled, clear blueprint with measurements

Drawing: Label with parts and purpose

 

4:

All of the above is done.

You have a model—either working or simulation that matches your design drawing.

Isopod Centers

Check out these sites and take notes on your "Isopod" page in your science notebook:

Online:

a. Video of isopod on the sea floor.

http://www.youtube.com/watch?v=Lr_zQ8pfcIE

Tells about giant deep sea isopod. About 2 minutes.

b. Online reading.

Mini write up of “backyard crustacean.”

http://news.discovery.com/animals/presentingisopod-woodlice.htm

Frayer Models: developing concepts and vocab

Frayer Model:

Fill out a model (or some version of it) for each of these terms:
producer, consumer, decomposer, food chain, and food web.

You can make more models, use the pages from school, or invent some other organizer to show understanding of concepts. Have fun with it!! The idea is that you understand what the concepts are and how they can be used in models to help explain our world.
Use the link from the previous post to help you remember and find the words if you need to!!

Bonus terms:
Try to use these in your Frayer models: autotroph(ic), heterotroph(ic), herbivore, omnivore, carnivore.

Have fun!!
Feel free to post and respond to each other here!!

Food web fun

Food Chain Experiences;

The goal  of all of these experiences is to understand the flow of energy in an ecosystem and the role of various organisms. Later, we will introduce new species into an ecosystem (“virtually”) to see how invasive species can effect an ecosystem.

To assess your understanding throughout your experiences, you will fill out a Frayer model for each role.

You will also post to the blog,  highlighting the learning experiences from each station.

 

1.    On line sites: Food Chain game.

Go to this site: http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

 

Play the food chain game. You can play as many times as you need to in order to understand the flow of energy in an ecosystem.

 

You can then click on more advanced “bigger chains,” then work to play the decomposers/scavengers as well.

 

2.       Card game: Follow the directions on the table to choose a biome and create a food web. Be sure to show flow of energy using arrows. What do you notice about the numbers of organisms that fill each role?

 

3.       SMART lesson: Use the Smart Board as a guide to discussion different relationships in an ecosystem.

 

Snow days!

I hope that everyone is warm and safe and have found some time to have fun in the snow.

Are the kids bored already? If so, here are some fun snow day activities:

1. NOTICE the snow. See where it behaves in surprising ways. Where does it pile up and where is the ground bare? Analyze the location of these spots and hypothesize a reason.
Observe the overhangs where the snow seems to defy gravity and there's a ledge of snow jutting out from the roof or other structure.

2. Observe changes in the drifts. You can record snow totals and watch as the wind changes.

3. What does wildlife do to meet its needs? What kind of activity do you see, or NOT see based on storm conditions. Compare the 2 snow days.

4. Look for tracks. What are these organisms doing? Where are they headed? What type of pattern do you seen in the tracks?

Take pictures, measurements, diagram what you see, research info on snow.

Bring in any extra research that you may do, whether it's your own or that of another scientist.


LIGHT:
Just for fun, take out the flashlights! (Hopefully you didn't need them during the storm.) Gather all the mirrors in the house and see if you can plan the path of a single light beam, changing its angle all around the room. Then, test it, revise your plan, and try again.
Be sure to record this in some way if you want to share it.

Get a clear container and fill it with snow. IF you shine the flashlight on it, what do you expect will happen, based on what you know about the nature of light? What does happen? What if you change the snow in some way? Explore!

I look forward to seeing everyone on Thursday!

Have fun and stay safe!