This will be very exciting year as we prepare for your science career. The units that we will be covering this year are:
Becoming A Scientist 101
Fall Stream Watch
Adaptation and It’s Value to Life
· Plants and Beyond
· Animals and Beyond
· Survival and Beyond
Human Impact On The Environment
Maintaining a Dynamic Equilibrium
Traits R Us
Zooming From Sun To Earth
Why Does Matter Matter?
Energy and Matter Interactions
Getting Ready for Success (review for state exam)
Ashokan Field Trip
Spring Stream Watch
It is very important that you keep your MST checklist that I gave you the first week of school so that you can check off items as we cover them. This is a checklist of what NYS requires us to cover in 4th grade and we will be keeping track of our progress. Parents were also offered this sheet at open house.
I will be posting information that we cover daily in class on schoolnotes as well as homework assignments. Please check back daily to see our progress.
September 10-14
We learned skills that scientists use thru a powerpoint presentation. The skills students are responsible to know are:
1. Observing
2. Communicating
3. Classifying
4. Measuring/estimating
5. Inferring
6. Predicting
7. Operational definitions
8. Making models
9. Formulating Questions and Hypothesis
10. Collecting and Interpreting Data
11. Identify variables and controls
12. Experimenting
Students were given the explanations for each skill and are expected to know them. We do an activity called KISS. This means keep it simple stuff. We read the explanation, discuss it, process what it means then write it in our own words. By the time this process is complete, students already understand the concept instead of simply copying the notes without thinking.
We also started learning the Scientific Method and the 8 steps that are involved in the process. These are very important and the student’s must know them. These are the 8 steps.
B. 8-step Method
1. State the Problem: The problem is the question you want to answer. State your problem in the form of a question. Curiosity and inquiry have resulted in many scientific discoveries.
2. Research the problem: tell what the problem is and already-known facts. Collect information and make observations.
3. Formulate your Hypothesis: Your hypothesis is a possible answer to your problem. Your hypothesis should take the form of a statement. It is a prediction that can be tested by an experiment.
Ex. If a person’s normal heartbeat is approx. 70 beats per minute, then a person’s heartbeat will increase when they watch a scary movie.
4. Write out materials and procedure: List the materials you will need. Make sure the experiment fits the hypothesis. Write it out so other people can repeat it. For a fair test, you must select which variable to change and which to control. Choose one variable to change when you test your hypothesis. Control the other variables so they do not change.
5. Test your Hypothesis: Follow the written format to perform your experiment. You may need to repeat experiments to make sure your results remain the same. Sometimes you conduct a scientific survey to test a hypothesis.
6. Collect your Data: As you test your hypothesis, you will collect data about the problem you want to solve. You may need to record measurements. You might make drawings or diagrams. Or you may write lists or descriptions. Collect as much data as you can while testing your hypothesis. Keep it neat and organized. Don’t make the data fit your hypothesis; be honest!
7. Interpret your Data: Organize your data into charts, tables, diagrams, or graphs. That way you can see patterns in the data. Then you can decide what the information from your data means. Decide if hypothesis is rejected or accepted.
8. State your Conclusion: Your conclusion is a decision you make based on evidence. Write out your results and compare to each other and other facts (see step 2). Then communicate your results by stating if your hypothesis is correct or incorrect.
9. Inquire Further: Use what you learned to solve other problems or to answer other questions you might have. You may decide to repeat your experiment or to change it based on what you learned.
September 17-21
We continued work on the new vocabulary and the Scientific Method
September 24
We reviewed the test, and took it home to get it signed. I will ask that parents sign all tests--that way I know that you are aware of how your child is doing in class. Please look for tests and sign and return them to me.
September 25
We had our quiz on the vocabulary we must know in order to complete labs this year as well as in the future. We started our first Experimental Design Lab called The Penny Lab. We will review and continue working on this on Monday
September 26, 2007
We had Ben from the Catskill Center here to talk about water, the watershed and the water cycle. He will be here for the rest of the week and we will conclude with a stream study on Friday weather permitting. Please have your child bring in extra clothes and water shoes on Friday in case they get wet in the stream. Please sign and return the permission slip.
September 27
Today in class we prepared to go into the stream tomorrow. We looked at slides of the macroinvertebrates that we may encounter there so that we can identify them We learned how to tell the difference between mayflies and stoneflies. What gill look like on larvae and where to find them. We will be prepared to identify them tomorrow.
September 28
Students who had permission and extra clothes were among those chosen to go into the stream. Unfortunately because of time constraints, not everyone had the opportunity to go into the stream. Everyone who had permission, participated in the identification of the macroinvertebrates that we found by using the kick nets. They also participated in the chemical testing that we did on the Batavia Kill.
10/1/07
Today we reviewed what we had completed so far on our Experimental Design Lab part 1 The Penny Lab. I gave the students a study guide that has all of the vocabulary that they must know. The directions say to study nightly and use these notes to complete any missing in their notebooks from when I gave them in class. Notebooks should be complete for a future notebook check.. They are also to use the notes to correct the homework from last week that I returned to them. Students should be ready for a quiz on this vocabulary at any time. It is vital that they understand and know the words so that we can complete labs in a timely manner instead of getting stuck on the meaning of the words and not being able to fill in the boxes.
I have added a copy of the suudy guide that I gave the students to use with their homework:
Name ___________________________ Date __________________________
EDM vocabulary Grade _________________________
This is a study guide with the vocabulary terms for the Experimental Design Matrix that you will be using in science. Please study the words so that you know and understand the meanings. We will be using this vocabulary consistently in grades 4-7. If you know and understand the words, labs will make sense to you and you will be able to complete the Matrix easily and quickly.
This vocabulary list will supplement the notes that you have taken in class. If you are missing this information in your notes, please take the time to fill it in using this as a guide.
Please take this information and make the corrections to your homework and bring it back to class tomorrow.
Independent variable -- What are you testing or changing in your experiment? What are your units of measurement? This is where you write what you are changing (the variable) and the unit of measurement that you will be using.
Dependent Variable-- What results will you measure? What are your units of measurement? The variable that is measured as the result of the experiment and the units in which this variable is measured. This is the data that you want to collect by doing the experiment.
Number of Repeated Trials -- How many times you will repeat the very same experiment. You must be able to repeat the experiment and get the same results multiple times in order to accept your hypothesis.
Hypothesis-- What do you predict will happen during the experiment? “If you do this , then this will happen “.
A prediction about the relationship between the variables that can be tested. Your hypothesis should be expressed in the form of an “If…then” statement. This is not a guess.
Title of Experiment-- What are you trying to find out? “The Effect of (independent variable) on (dependent variable) in (organism studies)
A statement of what is being investigated that should include the independent variable, the dependent variable and the organism being studied.
Constant Factors—the factors in your experiment that you do not change. You will have to list at least 4 per experiment.
Control-- The group that is used as a standard for comparison in the experiment. Usually the group that received no treatment. What is the control in your experiment or why do you think that your experiment is a controlled experiment?
Experimental Design Matrix—This is the title of the report that we use to write out labs.
10/2
We reviewed the homework, I showed the students how to use the vocabulary sheet to find the correct answers and asked them to make the corrections as we went over them. We then reviewed the penny lab using our Experimental Design Matrix papers and actually did the lab. Each 4th grader had a penny and the materials that they listed in their materials list in their lab section of their notebooks. After completing the lab, they were to describe what they had done so that anyone could take their description and carry out the lab just as they did.
Students should be reviewing the new vocabulary nightly so that they know and understand the words.
10/3
Today we reviewed and listed on the board exactly how to write a materials list and a description of the lab. A description should be written so that anyone can read the description and successfully complete the lab. Two students were absent yesterday so we had them "test" our description for us and they were successful. We did notice a few details that we forgot and we learned how to add them. Students were told that they should practice this at home when they write a description--have someone read it and see if they could complete the lab.
10/3
Today we completed the penny lab part A The 4th graders spent some time writing a description of what they did in the lab and now understand the difference between the procedure (how to do the lab) and the description (what they did). Tomorrow will be a quiz on the vocabulary.
10/4
We had a quiz on the vocabulary today and we ended our labs by writing the conclusion part. We accepted or rejected the hypothesis and stated why, stated 1 error, 1 recommendation and a what's next step. We will start part B on Tuesday and then it is on to dissecting owl pellets.
10/9
We started part B of the Penny lab today. Many of the 4th graders are struggling because they do not know the vocabulary. Please study with your child at home so that they will be better able to complete the labs in school. If they understand and know the meaning of the words, they will have a much easier time completing the labs.
10/10
Mrs. DeBoyace's class had a visit from the firemen.
Mr. Hoyt's class took another quiz on the Experimental Design Matrix and associated vocabulary. I will be out tomorrow at the annual Fall Trout in the Classroom Conference.
10/15
We worked on our Trout in the Classroom binders today. We labeled our drawing of the tank--meeting standards for standard 5 Technology education. They students were given several papers to organize in the binders. The homework was to take home the outline for their trout project, read it with parents, get it signed and return to me tomorrow.
10/16
We had trout hatchlings today!!!!
We continued working on our Trout binders. We drew out first alevin hatchlings. We enjoyed reading letters from the 5th grade about Trout in the Classroom.
10/17
Today we had yet another quiz on the Experimental Design Matrix. I cannot emphasize enough how important it is to know those terms. We are trying to complete the matrix in class for our lab and students are struggling because they do not know the vocabulary. Please encourage your child to study NIGHTLY.
10/22
Today we were finally able to avoid fire drills and other distractions and complete the lab part of the penny lab part b! Students tested their hypothesis for dropping their liquid onto the pennies. For homework they have to write a materials list and an analysis in the lab section of their notebooks.
10/23
We nearly finished the conclusion of the penny lab today. We will complete the last few questions tomorrow then I will collect notebooks and grade them. We will also check off all of the MST requirements that we have met so far this year on the lists that I gave the students to keep in their folders.
10/24
The Penny Lab is complete and stapled into notebooks. I will be collecting notebooks to grade them after class on Thursday. We started the next unit: Plants and Beyond. We reviewed what it means to classify, why scientists use classification and how they classify organisms. Those were 3 questions that 4th graders were asked to respond to in their notebooks in class and to complete for homework if it was not done in class.
10/29
Today we talked about classification, why scientists use classification and how they classify. We started to classify bean seeds. They students were asked to draw and color all of the seeds in one box. They then had to pick a property that is not an opinion and classify the seeds into 2 groups. Those 2 groups will be classified into 2 more groups tomorrow.
10/30
We completed the bean classification lab today. Students were asked to be sure to complete the purpose for doing the lab, the materials list, the procedure and the conclusion before class tomorrow. They have all of the data that they need to complete this at home.
10/31
Today we worked on the pumpkin lab in class. Students had several predicting, observing and measuring questions that they ahd to answer about a pumpkin. Ask them about it!
11/5
I am presenting at the STANYS conference on both Monday and Tuesday and will not be in school. The following will be covered in class. The class will read Foliage Afire-an article from The Conservationist about the trees and why they are changing color. They will then complete a worksheet of questions about the article.
11/6
The class will watch a movie on the Lifecycle of Plants. They will then complete a 3-2-1 on the movie.
11/7
Today we worked on completing the bean seed lab using the rubric that I gave them. Many did not understand that they must use the rubric when doing the write-ups. It is like trying to drive to a new place without a map! Please remind your child to use the rubric that I gave them. I have attached on here also.
Rubric for Experimental Design Matrix
Title of Experiment ---statement explains what you want to find out
---includes dependent variable
---includes independent variable
---states organism being studied
Hypothesis ---includes “If…then” statement
---prediction includes the relationship between variables being tested
Independent variable ---included unit of measurement being used
---states what is being changed/tested in experiment
Number of repeated trials ---includes an appropriate amount of repeated trials for experiment to be successful/accurate
Dependent variable ---states unit of measurement
---states the results being measured
Constant factor ---lists at least 4 constants
Control/explanation ---states the control used in experiment
Data table ---title for data table
---necessary information included in table
Conclusion ---accept/reject hypothesis
---explanation of acceptance/rejection
---states 1 error
---states 1 recommendation to improve
---includes a “What’s next” statement
For homework tonight the 4th graders were asked to go outside, gather 10-16 samples of plants and classify them. They have to write a what's next which will include thumbnail sketches of the plants, their classification chart and directions of how to classify as they did.
11/8
We reviewed the classification of plants in your yard homework. We also talked about why all homework must be done in the notebooks to be accepted--they need to have the notebooks as a reference and if it is in school-they are missing that vital component. We compared our homework to the bean seed lab we did in school and how to complete the plant lab. Students who had incomplete, missing or incorrect lab then read their homework rubrics to see how much time they had to fix them.
11/13
Today in class we reviewed the homework assigment from last week on classifying plants in your backyard. They students understand the concept of classifying and using their observation skills to chose a property to classify. Those are all terms that we learned under skills that scientists use so that we will understand them when they arise and we need to use them. We then moved on to plants and the beginnings of understanding how scientists classify plants. We read pages A8-A9 in the textbook. For homework, they have to answer the following 3 questions, restating the question in the answer:
1. Are all plants that make seeds the same?
2. Do they all make seeds the same way?
3. What do you think is the largest group of plants that make seeds?
They also have to copy the words reproduce and classify from the text and write the definitions which can be found in the glossary on the side of the page.
11/14
Today we talked about the Trout project and the notes that are now due every Friday. I sent home a letter explaining what is expected. Please contact me if you have any questions or concerns.
We read about plants and how they reproduce. New vocabulary that students should know is: reproduce, conifers, classify and spore. They need to know that plants reproduce in one of 2 ways (how they are classified): plants that make seeds and plants that make spores. If students take the time to study the words for a few minutes each night, the amount of work does not pile up.
11/15
We have review the 2 ways that scientists classify all plants. They use the property of reproduction: they make seeds or they make spores. The students created a data table to classify all plants into 2 groups then each of the 2 groups into 2 more. They are responsible to know this information along with the highlighted vocabulary that can be found in the book. There will be a quiz on Friday.
11/16
Today we had a quiz on plants and how they reproduce and how that is used to classify them into groups. We drew the trout and wrote about what we have observed this week. The first Friday note was duew today for the trout project. This was addressed in a letter that was sent home earlier this week.
11/29
Today we dissected flowers in class. The students worked in groups of 2 and each one had a flower to dissect. They had to find the stamen, the pistil, the sepals, the pedals as well as count them. Some of the flowers had many and we estimated as closely as we could. The students had to first draw the flower before they started the dissection. The procedure is on page A24 of the textbook. They have to complete the lab for homework as well as follow the EDM rubric to write the conclusion. This is due tomorrow. All of the information that they need to complete this was gathered in class today.
12/3
We had a guest visit our classroom today-Julia Goren from the Catskill Center showed us how to make a topographical map. We will complete it on December 11.
12/4
Today we prepared the gel solution that we will plant seeds in tomorrow so that we can watch the germination process. We reviewed the following terms:
Pollination has to occur before the plant can make a fruit
Bees, wind, animals, etc all help pollination
Ovary is the bottom part of the pistil in which the egg forms
Ovules inner part of the ovary that contains the egg
Pollen has the sperm
Fertilization happens when sperm moves through the pollen tube to the ovary and reaches the ovule and combines with an egg.
We drew examples of monocot and dicot seeds in our notebooks and labeled the parts that we need to know. This information can be found on pages A22-23 in the textbook.
Embryo is the tiny part of the seed that will grow into a new plant
Seeds are covered by seed coats to protect them
Monocot seed is a seed that has 1 seed leaf and stored food outside the seed leaf--corn
Dicot seed is a seed that has 2 seed leaves that contain stored food—bean
Ovary grows larger and forms the fruit
The fruit covers and protects the seed
There will be a quiz tomorrow on the parts of a flower and how scientists classify plants.
12/5
Today we planted out seed in the gel. The students wrote the procedure, what seeds they were and a drawing in their notebooks in the lab section We will check them daily and draw and write about what we see. They also had a quiz on the parts of a flower and what they do and how plants are classified. We will be having a unit test next week. They had a crossword puzzle for homework.
12/6
Today in class we reviewed the homework, went over the quiz and made the corrections so that we have the correct answers to study for the unit test next week. We played the envelop game which reviews the parts of a plant and their jobs.
hOMEWORK:
Friday notes due tomorrow and study nightly for test next week.
12/6
Mrs. DeBoyace's class missed science today because of the concert rehersal.
Mr. Hoyt's class watched a movie from Trout Unlimited called The Way of the Trout. They took notes that can be used in their trout project. We collected Friday notes that will be added to their classroom binders.
12/11
Guest Julia Goren from the Catskill Center worked with
The 4th grade to complete their topographical maps that
They started last week. They are able to see the
Watershed that we live in and the water flows through it
To the Batavia Kill stream behind our school and where
it goes from there.
12/12
Mrs. DeBoyace’s class watched a movie from Trout Unlimited called The Way of the Trout. They took notes
that can be used in their trout project They must write a
3-2-1- for homework. That is 3 facts from the movie, 2 interesting things they learned, and 1 question that they
still have.
Mr. Hoyt’s class checked on their germinating seeds, drew them in their notebooks and wrote a description of what
they observed. They also observed and drew the trout.
Homework: work on Friday Notes
12/14
We have completed our notes on the plant lifecycle. We added our Friday notes to our trout binders and updated our seed planting labs
Homework:
lesson 4 assessment handout and study for a vocabulary quiz on Monday. 4th graders are responsible for all vocabulary in this unit.
12/17
Mrs DeBoyace
Go over lesson 4 assessment for homework
Quiz #3 pick 5 out of the 10 because of time
Mr Hoyt
Go over lesson 4 assessment for homework
Quiz #3
HOMEWORK: study guide for test on Wednesday
12/18
We reviewed the quiz fromn yesterday so students could make the corrections to study for the test tomorrow. We also went over the homework so that again we could make the corrections to have the to study for the unit test on plants tomorrow.
HOMEWORK: get quizzes signed from yesterday
study for unit test tomorrow
12/19
Fourth graders took their unit test on plants today. They tests will be returned tomorrow for parents to sign them and return them to me on Friday morning.
1/2/08
Today we started a new unit called Animals and Beyond. Students took notes on how animals are classified into groups: Vertebrates (animals with backbones) and Invertebrates (animals without backbones). We also learned that Most animals can move in some way, most animals find their own food and
they all produce young. About 97% of all animals do not have a backbone-they are invertebrates. We learned some interesting facts about jellyfish: vary in size
No head and only 1 body opening-the mouth, soft body with no hard covering
Stinging tentacles to protect and help get food. Tentacles bring food to mouth.
Homework: study notes
1/3
Continued notes on invertebrates. Students must know facts that were given about jellyfish, worms, snails and sponges. Fourth graders must know the parts of an insect and a spider and be able to label them. Important vocab words:
exoskeleton and molt.
Homework: questions on page A43, study for quiz tomorrow
1/4
Fourth graders completed their quiz today. We observed the trout, drew them and wrote our weekly observations of them in our classroom binders.
1/7
We watch 2 movies about owl in preparation for the owl pellet dissection lab which we will start tomorrow. The movies were All That Remains: Investigating Owls Through Owl Pellet Labs and Owls Up Close
1/8
Started dissection lab:
• Covered safety issue
• How to use tools
• How to reassemble vertebrate
• How to use poster as a reference
• How to use handout as a reference
1/9
Continued dissection and started to glue skeletons together.
1/10
Today we completed the dissection of the owl pellets. Students will begin to glue them on the black paper following the skeleton handout.
1/11
4th graders completed their owl pellet labs today. They placed them in display boxes to take home. We placed our Friday Trout Notes in the classroom binder and did our weekly observations and drawing of the trout and also placed them in the binder.
HOMEWORK: Get Friday Trout Notes update signed by parents.
1/14
No class today because of 2 hour delay.
1/15
Mrs. DeBoyace's class: Today we started our crayfish unit. We observed the crayfish and drew them in notebooks. The 4th graders must have a full page drawing of the anterior and posterior sides of the crayfish--each side needs to be a full page. We labeled the parts together in class.
Homework: color each part of the crayfish a different color.
Mr Hoyt's class: Today this class started to create their squares for the trout quilt project. This was accomplished by combining both science and art class.
1/16
Mrs. DeBoyace's class started to create their squares for the trout quilt project. This was accomplished by combining both science and art class.
Mr. Hoyt's class: Today we started our crayfish unit. We observed the crayfish and drew them in notebooks. The 4th graders must have a full page drawing of the anterior and posterior sides of the crayfish--each side needs to be a full page. We labeled the parts together in class.
1/17
Today we learned about cold-blooded animals. 4th graders must know what characteristics each of the following animals have: fish, amphibians and reptiles. We will be learning about the rest tomorrow.
Words to know: gills, cold blooded, scales, reptile, amphibian, fish
1/18
Mrs. DeBoyace's class did not have science today because of 2 hour delay.
Mr. Hoyt's class played BINGO to review parts and functions of plants.
1/23
Crayfish Respiration lab
Students added blue food coloring to the cray-
fish’s abdomen in order to view the respiration process.
1/24
Completed the characteristics of the 5 classifications of animals with backbones.
Homework: create a chart that will show the
characteristics of each of the 5 classifications of animals with backbones that we learned in class.
1/25
4th graders worked on Trout quilt project to be mailed away by Feb 1.
1/28
Worked on the final stages of trout quilt.
Sewed the trout onto the squares
1/29
Completed notes on animals and offspring: the traits
that they inherit, reflexes, behavior, stimulus instincts
and responses.
Homework: complete lessons assessments for lesson 2 and 3
Prepare for quiz tomorrow on 5 animal classifications
And notes from today.
1/30
Reviewed homework before taking quiz
Homework: study guide
Will review tomorrow and have test on Friday
1/31
go over study guide
Play game to review for test tomorrow
Homework: Test tomorrow review all notes and handouts
2/4
Chapter test on animals that was scheduled for Friday
2/5
Went over test, made corrections and began learning
About the 3 types of consumers.
1. herbivores
2. carnivores
3. omnivores
Homework:
make sure all definition found inless are in notes
questions on page A 81
study for quiz on Thursday
2/6
Drumming program with Jonathan Duda
2/11
2 hour delay no class
2/12
quiz
Darwin Day (today is his birthday) and survival
of the fittest, adaptations, natural selection
Create a Vertebrate Lab
make quiz corrections for homework and get it signed
2/13
snow day
2/14
complete vertebrate lab
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