This will be very exciting year as we prepare for your high school science career. The units that we will be covering this year are:
Becoming A Scientist 102
Fall Stream Watch
The Human Body¡P Digestion System¡P Respiratory System¡P Excretory System¡P Circulatory System¡P Locomotion¡P ¡P
Wellness: A Balance of Homeostasis
Disease: An Imbalance of Homeostasis
Science Fair: A Look At Our Natural World
The Many Sides of Energy 101
Spring Stream Watch
The Many Sides of Energy 102
The Beginning of a New Era: Test Prep for the Final Exam
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 completed our first Experimental Design Lab using a form called the Experimental Design Matrix. This is the same version that the students will be using in future science classes. The terms are extremely important to know so that the forms can be completed accurately. Please work with your child and make sure they know the terms. They have them in their notes on the paper with the title Experimental Design Matrix Guide Pulse Rate
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 24
Reviewed conclusion and what¡¦s next for the Pulse lab part A. Students were assigned the terms to learn for a quiz.
September 25
We had our first quiz on the term¡Xstudents really need to study them!!! We wrote our brainstorm list for part B of our Pulse Lab.
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 mactoinvertebrates that we found by using the kicknets. 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 2 Pulse Lab. We are working in groups and each group is responsible to test something different related to pulse. 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 guided notes that I gave the students to use when they complete 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¡Kthen¡¨ 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¡Xthe 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¡XThis is the title of the report that we use to write out labs.
10/2
We reviewed homework and made corrections. Students should be studying the terms nightly so they are very familiar with them and understand the meanings. We reviewed the Pulse lab part B that we designed using our Experimental Design Matrix and then completed the lab with our partners. The homework was to complete the materials list and write a description of the lab in the lab section of our notebooks. The description should be written so that anyone could read it and repeat the pulse lab. These will be collected and graded using the rubric that students received the first week of school.
10/3
We went over how to write the materials list and a complete description. The students copied it from the board so that they will know what is expected in the future. I will be collecting notebook this Friday to grade the labs. Students had to complete the Analyze and Conclusion sections of the lab for homework. They should also be reviewing the vocabulary every night.
10/3
Today students met with their groups and discussed and compared their descriptions of their labs. They stated an error, and recommendation and a what's next. We then took the vocabulary quiz. Our next unit will begin next week--Digestion
10/5
No class today because of DARE
10/9
We reviewed bar graphs and line graphs. A bar graph was the type we needed to graph our pulse labs. We each created one for our pulse labs. Students were then asked to order their papers in their folders according to the numbers that I asked them to put on the papers when I handed them out. I collected them and will grade them on a scale of 1-5 for a grade. Please refer to the grading policy that you were given at Open House if you have questions.
10/10
We began our new unit today Cell Structure and Function which will lead into Digestion. The students listed what they thought the 6 life processes are and then we started taking notes on them. The class will play BINGO tomorrow as I will be out. The BINGO game will review and reinforce the vocabulary they have learned.
10/15
Today we continued our notes on cells and how they work. We drew animal and plant cells and labeled the parts that we need to know for now.
10/16
We completed our work on cells, tissues, organs and organ systems today. The information from the notes can be reviewed in the textbook pages A8-A15. Homework for tonight is questions on page A15-to be done in homework section of notebooks.
All homework should be done in notebooks. If work is done on loose-leaf and notebooks are left in school, it is defeating the purpose of taking home the notebooks for nightly review.
10/17
Today we reviewed our homework. We took yet another experimental design matrix quiz. Some students have studied the vocabulary and others are struggling because they cannot complete the matrix with our labs if they do not know the vocabulary. Please encourage your child to study NIGHTLY. We also started the digestion unit. We have started the introduction with
guided notes. This will be an overview of the unit.
10/22
We completed our guided notes today. They should be kept and used as a reference throughout the digestion unit. They make a great overall summary of the digestion unit.
10/23
Today we finished the overview of the Digestion unit and started with the names and locations of the organs of the digestive system. Students should be studying them nightly so they know them.
10/24
Mrs. Mattice's class missed today because of an assembly. In Ms Kammerer's class today we reviewed names of the organs of the digestive system and their location. We studied our notes for 5 minutes and completed the diagram again. Everyone in the room went up at least 50%. See what can be done with only 5 minutes of studying!!!! For homework, students were asked to complete another diagram (no cheating, but do verify answers afterwards) and then to color each organ a different color.
10/29
Today we played the envelope game. It is a matching game to help the students learn the names of the digestive organs and their functions. Many of them have asked me for a copy to take home and use. I will give them to the students tomorrow. They should be studying the names and their functions nightly so they are prepared for the quiz on Wednesday.
10/30
We took some notes on how the body uses nutrients today and watched The Magic School Bus-Digestion. Students were asked to take notes during the movie and complete a 3-2-1 for homework.
10/31
Today we did an activity called "Chew the Cracker". This activity allowed us to experience digestion starting right in our mouths! After the activity, the students played ano9ther envelope game where they had to put the digestive organs in order as to how the cracker will pass through our bodies.
11/1
Today we watched a movie on digestion and completed a 3-2-1 after the movie. We talked about our Green Connections trip to Staten Island on November 19 and our Junior Science Club Community Service project that will go along with it. I have asked each students to bring in an item to take to that school for them to send to Liberia. A letter will come home explaining this.
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. We viewed a Bill Nye movie on digestion, completed a 3-2-1 and a crossword puzzle on digestion.
11/6
Today we will work on a packet on digestion.
11/7
Today we worked in groups to create a review of the digestive system to share with the class. We will complete them tomorrow, complete a hands on digestion lab, review and the test will be Tuesday or Wednesday of next week.
I have attached a copy of the rubric that students should be using to complete their experimental design sheets. Please remind them to use it!
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¡Kthen¡¨ 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
11/8
Today we completed the review preparation for the digestion exam. Since there is no school on Monday, we will review, complete a lab and then have the test most likely on Wednesday or Thursday.
11/13
The students presented their review projects today for the digestion unit. The test will be on Thursday. We have spent a lot of time on this system and I am sure that the students will not have to spend too much time reviewing. I am confidant that it will not interfere with the Social Studies exam or their preparation for that.
11/14
Today we had a demo about digestion that showed how a food particle moves through the body. We had a food particle that was filled with waste material and M&M's. They were the energy for the cells of the body. Each student has a role as part of the digestion from mouth to rectum and had to carry out their part. In the end we each had a packet of M&M's to eat and a better understanding of the digestive system. The unit test will be tomorrow and them we will start the respiratory system next week.
11/15
Students had a test on the digestive system today. I told them that we have reviewed the material in class and even though it was the last day of the Social Studies test, they should not have to put a lot of time into studying for the test that it would interfere with the testing. Some students had to leave for religious education. I told them before they left that they would have the opportunity to complete the test next week. I did not feel that we should put off taking the test any longer seeing that we also have the Staten Island trip on Monday.
11/29
Today we started the respiratory system. We wrote the definition of the respiratory system and the organs that are involved. The respiratory system is a group of organs that take oxygen from the air and remove carbon dioxide from the body. The organs that are involved are nose, mouth, pharynx, larynx, trachea, right bronchus, diaphragm, lungs, left bronchus, bronchiole, alveoli. The students then had to complete a digaram of the respiratory system to the best of their ability. They were then shown the correct labeling which they had to copy and study for Monday.
12/3
We have been learning about the respiration system. We played the envelope game which the children love. They have copies that they can use at home. You have to match the organ with it's job. They have to be able to label a diagram of the respiration system. For homework they were asked to color each organ a different color and study.
12/4
Today we learned some facts about the respiratory system and how air moves through it. We learned the following:
About 1/5 of air you breathe in is a gas called oxygen
Cells need oxygen to live and function
Without oxygen, cells will die in as little as 3-5 minutes (that is why you can only hold your breath for short period of time)
Your body forces you to breathe to keep your cells alive
Respiratory system brings in air containing oxygen to your body
As your cells work, they make carbon dioxide (gas). Gas leaves your body as waste when you breathe out.
Inhaled air is rich in oxygen, enters the air sacs (alveoli). The blood in the vessels around the air sacs contain a lot of carbon dioxide, which the blood picked up from the body cells. The blood contains little oxygen
Gas exchange takes place quickly. Oxygen passes from the air sacs into the blood vessels. The vessels now deliver the oxygen to the body cells. At the same time, carbon dioxide passes from the blood vessels into the air sacs. Carbon dioxide leaves your body when you exhale.
We learned how cells move oxygen and waste material through them Oxygen is carried by red blood cells
cells float in plasma (watery part of blood)and are bright red when carrying oxygen
carry O from your lungs„³ heart. Heart pumps blood into a large vessel called an artery. Artery divides into smaller arteries
Air moves like this:
Nose/mouth-throat-trachea-bronchial tubes-lungs
oxygen moves from the air sacs-red blood cells
carbon dioxide-bronchial tubes- trachea- throat- mouth/nose-leaves the body.
12/5
Today we continued our notes on the respiratory system.We learned that almost every body cell is near a capillary
capillaries are so narrow that red blood cells have to pass through them in single file!
Release oxygen to body cells outside the capillaries as they pass through the capillaries
After red blood cells give up oxygen they are dull, dark and purplish
Blood now flows from the capillaries to the veins
Veins carry blood to heart
Heart pumps blood to lungs
There the process starts all over again.
Almost all your blood goes through your lungs about once/minute
Nutrients pass from the digestive system into blood
Nutrients are carried by plasma
Nutrients get into cells the same way oxygen does
Many nutrients are simple kinds of sugar
Cells use oxygen to break down sugar into carbon dioxide and water
When cells break down sugar, they release energy from the sugar
the formula for respiration is Sugar+oxygen„³carbon dioxide+ water+ energy
12/6
Today was lab day. We completed the lab on page D14 of the textbook simulating how lungs work. The students had to complete the following in the lab section of their notebooks by Monday:
Title
Materials list
Partners names
Chart
Drawing of model
Summary of procedure
Interpret results
What¡¦s Next?
They should be using the rubric for guidance
12/10
snow day
12/11
Guest Julia Goren from the Catskill Center talked about
how we are connected to NY City through our water.
She had the students tell the capacity and land size of
each of the 6 reservoirs West of the Hudson and how
they would help the water to flow from us to New York
City for their drinking water. Students used a card
With the name of the reservoir along with the land size
And capacity, rope to represent the connected rivers, streamers to represent the tunnels and aqueducts and pitchers of water to represent the capacity. This was an excellent activity to demonstrate the relationships
between the land size and the water capacity of each of
the reservoirs.
12/12
Today we reviewed the respiratory system. Tomorrow
Will be our last day of review. The students will then create their own review again like the last unit. That review
Was very successful so we will try it again.
Homework: label the parts of the respiratory system on
the diagram
12/17
We worked on designing review games for the unit test on Thursday
HOMEWORK: study for unit test on Thursday
12/18
Worked on creating the games for presentation tomorrow.
HOMEWORK: study for unit test on respiration Thursday
12/19
5th grade today rotated groups and each had the opportunity to play each of the 3 games that were created by the class. They played a matching game, Outburst and Twister all reviewing the respiratory system.
HOMEWORK: study for unit test tomorrow
1/2/08
The students will retake the first section of their unit test tomorrow. Today we started the excretory system by creating a model of it. The model should be kept in their folder for reference while we complete the unit. We learned that the excretory system is It is the group of organs that gets rid of cell waste.
Cells constantly produce waste that must be removed. The waste is made up of carbon dioxide and some nitrogen. The cells make waste as they turn sugar into energy.
Homework: Review the parts of the respiratory system.
1/3
Retook the first section of the Respiratory Unit test.
Took notes on the Excretory system. Students must know
the names of the organs of the excretory system. They are responsible to know the wastes that are produced by cells
and how they are excreted from the body. All of these
notes were given in class.
If students are missing notes, they should see me to make
them up.
Homework: study notes on the excretory system
1/7
Went over test on Respiration System and made the corrections. We then went to the library to begin the surveys for the Science Fair. Students went to sciencebuddies.com and completed the survey to help them choose a topic for their project.
Homework: Get test signed by a parent.
1/8
Continued with surveys. Students must ok their topic with me so that no one repeats the same project. When the topics are chosen, students will begin the research.
1/9
Continued looking for topics today. Students should ok topic with me first and only begin the research. We will go over packets tomorrow and then they will be responsible to do all of the work at home.
1/10
Students received the packet for the Science Fair today. We started going over it in class. We will continue this on Monday. Students must bring the packet to class with them.
Contract is due February 1, 2008. It is the last page of the packet. Please notice that the packet is put together so that the bottom page is what is due first so that the packet can be left in tact.
1/14
We continued the Science Fair packet.
1/15 No class because of Ski Tuesday
1/16
We finished going over the Science Fair packet today. Anyone who does ot have a topic must make plans to stay with me after school to choose one before the contracts are due on 2/1/08
Important Dates to Remember:
2/1 Contract Due
2/8 Science Fair Proposal Due
2/15 Written Project Plan Due
1/17
Today we reviewed the notes we had on the excretory system and started some new notes on previously introducted material. Students are responsible to know the following:
Kidneys are the main organs of the excretory system that filter cell waste from blood, they are fiust-sized organs that remove nitrogen waste, blood with waste enters through arteries,blood flows until it reaches the capillaries, nitrogen, salt and water waste is removed in urine which is stored in the urinary bladder.
These notes were all given in class. If you are missing them, please see me to make them up on your time.
1/18
No class. DARE
1/22
5th grade continued work on the excretory system today. We covered
• How cleaned blood moved through the body
• Urine is produced in kidney
• Body is made of 2/3 water
• Cells need nutrients, oxygen and water
Homework: Prepare for lab tomorrow: complete the experimental design matrix, a materials list and the procedure. Must be done before come to class. Students were given a science article to read and complete the attached 3-2-1 by Friday. This will now be a weekly assignment
1/23
Prepared students completed lab. Those who were not prepared or absent will make up the lab after school on Tuesday January 29. There will be a late bus home.
1/24
Continued to reinforce notes on the excretory system.
1/25
No class DARE
1/28
Complete the notes for the excretory system. Fill in the blanks what does your urinary system do?
1/29
No class—ski Tuesday
1/29
Students started to write a minimum of 20 questions to
create a game board of review questions to review the Excretory system.
Homework:
Study for quiz tomorrow—those in religion will take the
Test at 1:00.
Finish game board questions and answers
Lab make up is rescheduled for February 5 due to ski Tuesday
1/30
Students started to write a minimum of 20 questions to
create a game board of review questions to review the Excretory system.
Homework:
Study for quiz tomorrow—those in religion will take the
Test at 1:00.
Finish game board questions and answers
1/31
worked on creating game board for review of unit
2/4
Completed work on game boards
2/5
Drumming program with Jonathan Duda
2/6
Begin Circulatory system
What are the part of blood,
How do you stop bleeding?
Kinds of blood vessels
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