Our Science Learning:
5/10/2016 - Today we observed how our animals responded to changes in their habitats. We shaded one side of each habitat and used a flashlight to light up the other side. We noticed that the light did not really change the behavior of the frogs, but the crabs tended to stay more in the shaded area. We also introduced a third crab into the crab habitats and we observed how territorial crabs can be. We dug holes to see what the crabs would do and we put a plastic fork in with the frogs to see how they would respond to it.
5/9/2016 - Today we studied our millipedes. We had not seen much of them since they stay under moss, grass, and leaves, so we were quite excited to finally get a good look at them. We learned about their exoskeleton, antennae, and stink glands. We also learned the millipedes DO NOT have a thousand legs! They have two pair per segment. We counted one millipede and it had about 45 segments. This calculates to about 180 legs. We also saw evidence that the millipedes had eaten a good bit of the apple and lettuce we left for them the night before.
5/6/2016 - Today we learned about the amazing world of fiddler crabs! Students observed the crab structures and behaviors closely. They learned to tell the difference between the male and female crabs. They were amazed that these crabs breathe with gills and still spend so much time on land. They were also intrigued by the fact that these crabs can get food and nutrients from the humus material mixed in with the sand. These animals have definitely been a favorite with our students!
5/5/16 - Today we observed and recorded characteristics of Dwarf African frogs. Students observed how they moved, what sense organs they could see, how the frogs ate food, and what features would aid in its protection. They also practiced scientific drawings as they sketched and labeled its parts. The classes were very excited to have these animals to study!
5/4/2016- The animals arrived! We had a bit of fun tracking our "package" as it made its way to us. We spent the day following directions for putting together each specific habitat. The students were very helpful in putting the habitats together. Just after lunch, our animals arrived and we were able to carefully place them in their habitats.
4/29/2016 - As we prepare to have some live animals "visit" our classroom next week, we spent some time studying Dwarf African frogs, fiddler crabs, and millipedes. After studying their needs and habitats, students worked in groups to prepare a Habitat Proposal for these animals. Each proposal had to state what kind of materials would be needed for each habitat and where we could obtain the supplies. Then the students drew pictures of how the habitats should look and be arranged for each animal. Be sure to check back for photos of our "visitors"!
4/21/2016 - Measurement and Line Plots - Today we practiced measuring objects to the nearest 1/4 inch. Students then used the measurements to make a line plot to show the range and frequencies of measurements. Measuring and line plot activities like these can be found on CommonCoreSheets.com.
4/20/2016 - Today we worked with perimeter and area. Students then used centimeter graph paper to make a drawing or design. Afterwards they calculated the perimeter and area of their designs.
4/18/2016 - Today we learned strategies to find starting times, end times, and elapsed time.
4/14/2016 - JA in a Day! Steve Steele from BBVA Compass Bank and JP Brinyark from Northside High School spent time with our students today. They helped our students understand the ideas of working with resources and producing goods and providing services.
4/11/2016 - US Customary Units for Volume - Today students explored how cups, pints, quarts, and gallons are related to one another. The also made a chart to help them remember the capacity conversions.
4/7/2016 - Today students measured some everyday food items in kilograms and grams.
4/6/16 - Students practiced with US Customary units for mass today. We learned that it takes 16 ounces to make a pound. They felt the difference between an ounce of rice and a pound of rice. Then groups measured different objects on a set of kitchen scales.
4/4/16 - Today students worked with US Customary units for measuring lengths. They learned ways to estimate lengths. They also searched the room for items that were an inch, foot, and a yard long. Then, they learned how to make a conversion chart so they can convert larger measures to smaller measures.
3/30/16 - Today, students that sit at Table 2 in each class collected weather data and presented a weather report to their class. We also studied about the composition of air and air pressure. Many students were rather surprised to learn that air is made up of 78% nitrogen and only 21% oxygen. We also explored the characteristics of air: air takes up space, air has weight, and air exerts pressure. We then learned about how air pressure affects weather with low and high pressure systems. We also put together a homemade barometer in each class. We will begin giving an air pressure report in our weather presentations.
3/29/16 - Today we added temperature to our weather forecasting. Students studied about Daniel Fahrenheit and Anders Celsius. They learned how each scientist developed their own particular scale for interpreting temperature. They also compared the Fahrenheit and Celsius scales side by side. Afterwards, we went outside to collect weather data. Students who sit at Table 1 in each class were responsible for collecting weather data and for giving a weather report to the class. We also conducted an experiment to compare the temperature of air above soil and water. We had studied about how land heats up more quickly than water and our results back that up. As a whole, our air temps above the soil were about a couple of degrees warmer than the air above water.
3/28/2016 - As we continued our study of weather, we learned about what causes air to move. Then we went outside and used some homemade weather tools to check wind speed and direction. Back in the classroom, we wrote our on weather report and then checked our results with a local Weather Bug Station. Our results were very close!
3/24/16 - Up, Up, and Away! Today our classes learned about the layers of the atmosphere. They used the information they found to complete an atmosphere sort. It was great to hear students discussing the facts and sharing information they had learned with each other. Several students said they knew about the atmosphere, but they did not realize it had layers and how the layers protect the earth.
3/21/16 - The Hydrologic (Water) Cycle! Today we made a working model of the water cycle. The students mounded up soil on one side of a tub and another student poured in warm water (to simulate water warmed by the sun). Then we added a plant and covered the tub with plastic sheeting. We then put a cold pack on top to represent the cool upper part of the troposphere. While we waited for changes to take place in our model, we made bracelets to show the stages of the hydrologic cycle.
Clear bead - evaporation of water from lakes, rivers, oceans
Green bead - evaporation of water from plants- known as transpiration
White bead - Condensation of water in clouds
Light blue bead - Precipitation
Brown Bead - Percolation - the filtering of water through the ground
Dark blue bead - Collection of water underground, in lakes, rivers, and oceans
After we finished our bracelets, we checked back to our model. We were able to see a great deal of condensation on the plastic sheeting. When we tapped the sheeting we simulated precipitation and noticed how the water is absorbed back into the soil or is collected back into our "pond." Be sure to look at the pictures of our models.
Clear bead - evaporation of water from lakes, rivers, oceans
Green bead - evaporation of water from plants- known as transpiration
White bead - Condensation of water in clouds
Light blue bead - Precipitation
Brown Bead - Percolation - the filtering of water through the ground
Dark blue bead - Collection of water underground, in lakes, rivers, and oceans
After we finished our bracelets, we checked back to our model. We were able to see a great deal of condensation on the plastic sheeting. When we tapped the sheeting we simulated precipitation and noticed how the water is absorbed back into the soil or is collected back into our "pond." Be sure to look at the pictures of our models.
3/9/16 - Today we investigated how distance from the epicenter of an earthquake affects objects. We put three spoonfuls of popcorn on the top of a box. Then we used a ruler to tap the side of the box to represent the focus of the earthquake. Students watched the way the popcorn kernels moved on top of the box. We observed that the kernels closest to the epicenter moved the most and the kernels farthest away moved the least. This helped us conclude that the farther away you move from the epicenter, the less effects you will observe caused by the earthquake.
3/8/16 - Today we continued working on Standard 17, which addresses designing buildings to withstand the effects of earth's processes. Friday we built earthquake resistant buildings. Last fall we studied about hurricanes, so we used some knowledge gained from our activity last Friday and our knowledge about hurricanes to build hurricane resistant buildings. Students worked with a variety of materials to build a structure that will withstand wind and water (storm surge). We tested our structures with a hair dryer and water poured into a tub holding our structures. We learned how important it was to build our structures up above ground level to avoid the storm surge and that round shaped buildings could withstand strong winds with little damage or strong shaking.
3/7/16 - Today Mrs. Kizzire led the students in a Jeopardy - style review game. The students worked together in groups and had a great time debating some of the answers!
3/4/2016 - Shakin' Earthquakes! Today was the day we put our knowledge about earthquakes and our research about earthquake resistant buildings to the test. Five groups in each class made structures out of different materials and then Mrs. Kizzire simulated an earthquake with each structure. We concluded that the structures made out of cardstock and marshmallows seem to hold up the best, followed closely by the popsicle stick structures. We believe that this is so because the cardstock structures had more complete walls and were able to bend with the shaking that they underwent. This was also true for the marshmallow and toothpick structures, but we think the many pieces made them less strong in the earthquake. Be sure to watch the slideshow to see all of the structures we built.
3/3/16 - Today our students researched information about how to build an earthquake resistant building. Then, they used this information to design a building that they think can withstand an earthquake. They will use these plans to build and test a structure tomorrow. Mrs. Kizzire also taught them the "Drop, Cover, and Hold On" safety drill that they used during a dramatic reading of an earthquake.
3/2/16 - Drop, Cover, and Hold On! Today our students helped Mrs. Kizzire lead a simulation of how plates move and effect the earth's surface. They also watched a video to learn several safety measures to use in the event of an earthquake. This knowledge and information will help them as they prepare to design and build an earthquake-resistant structure.
3/1/16 - Plate Tectonics! Today students learned about fast and slow changes on the earth through a study of plate tectonics. They used some everyday food items to model how plates move apart, move together, push against each other to form mountains, and slide past each other to cause earthquakes.
2/29/16 - Today the students investigated the effects of volcanoes on the surrounding area. Then they researched sites about volcanoes on the internet and saw how to plan a kit for a volcano evacuation and what people do to prevent damage to buildings from an erupting volcano.
2/26/16 - Today Mrs. Kizzire modeled how a volcano erupts using a chemical reaction. The students looked at pictures showing volcanic eruptions and learned how different kinds of volcanoes are formed.
2/25/16 - Today we learned about weathering by wind, water, and ice. The students shook containers filled with rocks to show how rocks are eroded when they bump against each other in water. Then they looked at a cup of water we froze to show how water can expand in cracks of rocks to cause rocks to break apart. In yet another station, students rubbed sandpaper on a rock to shoe how sand blowing against a rock can wear a rock away slowly.
2/23/16 - 2/24/16 - For two days we studied about erosion. Mrs. Kizzire led us an a walking field trip around campus to look at several places where erosion is taking place when it rains. Then we experimented with erosion in the classroom. First, we simulated erosion on an erosion table elevated at three inches. We measured the amount of soil eroded. Next, we simulated erosion on an erosion table elevated to six inches and measured the amount of soil eroded. The students recorded the measurements on a table and concluded that the amount of erosion increases as the angle of slope increases.
On the next day, we experimented with different objects that might help control erosion. The students hypothesized that the root structure of plants will work well to control erosion. Mrs. Kizzire also placed Monopoly houses on one erosion table to show the effects of erosion on houses in an area that is sloped and experiences heavy rainfall.
2/22/16 - Today our student intern, Mrs. Kizzire, taught about rocks and the rock cycle. We used Starburst to show the layers in sedimentary rock. Then we used heat and pressure from our hands to squeeze and change the sedimentary rock into metamorphic rock. We then put the metamorphic rock into a toaster oven and the metamorphic rock melted and changed into igneous rock.
2/16/16 - 2/18/16 - For three days we studied magnetism. We had already learned about how magnetism is needed to produce electricity, and our study also helped us see how electricity can also produce magnetism!
2/12/16 - As we concluded our study of different energy sources, students worked in groups to compare and contrast wind farms, fossil fueled power plants, and solar power. Students shared their Venn diagrams with the class.
2/11/16 - Today we explored wind energy. Students designed their own type of windmill, generated electricity with a hair dryer and a model windmill, conducted another community meeting about wind farms, watch a video about wind energy, and research the pros and cons of wind energy.
2/9/16 - The power of water!! Today we learned about the amazing power of water and how its power can be used to produce electricity. Students rotated around to several stations to research the pros and cons of hydroelectric power, interact with a simulation of a hydroelectric power plant, participate in a community meeting about the building of a power plant, study different types of dams, and see a working model of a hydroelectric power plant.
2/8/16 - Today we learned about renewable and nonrenewable resources. The students tried to group several energy sources into two major groups before they knew about the terms renewable and nonrenewable. There were several creative ways the students sorted the energy sources. Once they knew the keys terms, they had no trouble sorting the sources into thee correct groups.
2/4/16 - Curry Bennett from Alabama Power came to visit all of our classes today. He shared important safety rules about electricity and showed us a demonstration about electricity around our homes.
2/2/16 - FLASHLIGHTS! We culminated our Electrical Circuits unit by making our own flashlights. The classes had a great time using everyday objects to design and build a working flashlight.
2/1/16 - We explored series and parallel circuits today. It was very interesting to us how the bulbs in the parallel circuits had the same brightness with one or two batteries. We really liked the brightness of the series circuit with one bulb and two batteries!
1/28/16 - Today we made a switch and added it to our circuit to see how we can more easily control the flow of electricity.
1/27/16 - The classes had a challenge today to find wires hidden on the underside of a box lid. The students used their knowledge of how circuits work and a systematic testing strategy to find those wires.
1/26/16 - Today we built a working filament. This helped students see how electricity is changed into heat and light. The metal in a filament slows down the electrical current and causes the metal to get hot, which in turn causes the metal to glow.
1/21/16 - This week we worked on experimental procedures. We conducted several experiments centered around the bounce of balls. We bounced 5 different balls from 1 meter on our tile floor to see which ball had the best bounce. Students took multiple measurements and found the median bounce measurement. The next day we bounced a golf ball from 20 cm, 40 cm, 60 cm, 80 cm, and 100 com. We then charted the bounce heights on a graph and used the plot line to predict the bounce height from 120 cm. How surprised the students were when our prediction was correct! Our last experiment had us dropping a golf ball from 100 cm onto 5 different surfaces. We found which surfaces provided the best bounce for a golf ball. Students had already predicted the results and were excited to see how the results compared to their predictions. (Activities from AIMS Popping With Power)
1/14/16 - Conductors and Insulators!! Our students built their circuit testers and then used them to test different materials to see if they would allow electricity to pass and complete the circuit.
1/13/16 - After building circuits with just a battery, wire, and bulb....our students used battery holders, Fahnestock clips, and bulb sockets to set up circuits. The students did a great job!!
1/12/16 - Today we looked at battery and bulb diagrams to make predictions about which set-ups would light the bulb and which would not. Then students were able to test their predictions with their battery, bulb, and wire supplies. This helped students see how circuits are needed for electricity to flow.
1/11/16 - We began learning about electricity. The students listed facts they know about electricity and things they want to learn about electricity on a KWL chart. Then they used a battery and a piece of wire to light a bulb. Students had to make predictions and test different ways to place the bulb and wire.
We studied about energy transformation. We made solar mitts and then went outside to see how the reflective side and the black matte side reacted to the sunlight. Students noticed that the reflective side stayed cool, but the black matte side warmed up very quickly. They were able to see how solar energy is changed into heat energy.
11/18/15 - Today we learned about angles and reflection of light.
11/10/15 - On this day, Miss Daniel taught a lesson on heat conduction. The students placed several objects on a hot water bottle to see which materials will conduct heat better. They key terms were conductors and insulators.
10/28/15 - Today we made models of the rain forest and used a lamp to experiment on how the temperature is different in the layers of the rain forest.
10/27/15 - We are experimenting on how to grow mold quickly. We put a little mold from blue cheese on bread and poured a sweet mixture over all but one to see which mixture might help it grow best. This would have been a question Alexander Fleming might have worked on as he was developing penicillin.
10/26/15 - We tested the strength of three different shapes. We found that the cylinder shape could handle the most weight in most of our trials.
10/21/15 - We worked on ecosystem projects in class. The students set up the projects and mounted information for learning more about each one.
10/15/15 - Thanks to the family of one of our 4th graders, we were able to study a model of the spine today. This helped our students better understand the structure of the skeletal system.
10/13/15 - Today we researched information on the nervous system and made a model of a neuron.
10/7/15 - Today the students learned about the immune system. They tore paper to show how viruses multiply and they shook hands with washable paint to show how germs can be spread around with a few handshakes.
10/5/15 - Today we learned about the circulatory system!! The students did a great job using red and blue yarn to trace the flow of oxygen rich blood and oxygen poor blood through the body.
10/2/15 - Today, Miss Daniel, an education student from UWA, taught a lesson on line graphs. The classes made a graph together with Miss Daniel, and then they worked in groups to make their own line graphs. At the end of the lesson, the students did a great job sharing their graphs!
10/1/15 - Here are two pictures of our focus wall on living things. We worked this week on an expository essay about vertebrate animals.
9/28/15 - Today we practiced our scientific skill of interpreting data. The students studied various graphs, looking for what the graph was about and what information was included on the horizontal and vertical sides. They also recorded what information the graphs were showing.
9/24 - We studied about the life cycle of various animals. Look at the charts the classes were making to teach each other about different kinds of cycles.
9/22/15 - This week we have been learning about survival traits and behaviors of animals. Students have researched about 10 survival traits and behaviors. We sorted them into which ones were traits and which were behaviors. Then they picked one that was interesting to them and they wrote paragraphs explaining that survival trait or behavior. They are quite the experts now!
9/21/15 - Changes continue to take place in our potatoes! Also, not only have our carrot tops grown new stems and leaves, the plant is showing phototropism as the stems and leaves are bending toward the sunlight from the window.
9/11/15 - Look at the changes taking place in our potato and carrot cuttings:
9/9/15 - Today we made paper models of flowers to show how the process of pollination works.
9/8/15 - Today we learned how plants make more plants. We found that plants make more plants through seeds, stolons (runners), rhizomes (underground structures), tubers, spores, and bulbs. We also started some new plants in different ways using just cuttings of plants and water.
Student's cell projects are coming in and they are AWESOME! Take a look at our slideshow.
8/31/15 - Today we studied about how water, nutrients, and food move through a plant. Tubes called xylem help move water and nutrients upward from the roots to the leaves. Tubes called phloem move food made in the leaves out to the body of the plant to be used or stored.
Here is our celery experiment showing the process of transpiration.
Take a look at our leaf models of photosynthesis.
8/27/15 - 8/28/15 - We are studying about the process of photosynthesis. We read an article from photosynthesisforkids.com and we worked on a model of the process in a leaf.
8/25/15 - Today we had a special study on hurricanes to help with a writing project in Mrs. May's class. We watched video footage of ABC 33/40's coverage of Hurricane Ivan back in 2004. We discussed what to expect from a hurricane if we lived on the coast and we learned how we would need to prepare for a hurricane.
8/24/15 - Today we learned how the plant kingdom can be divided into smaller groups.
8/18/15 - 8/21/15 - We studied about animal and plant cells on these days. We learned about their parts and how they are alike and different.
8/17/15 - Today we learned about how scientists organize living things into organized groups. We sorted different types of cereal to get an understanding of how scientists use characteristics of living things to make these groups. We also discussed that ALL living things have cells. We then learned about the six kingdoms of living things: PLANT, ANIMAL, FUNGI, PROTIST, ANCIENT BACTERIA, AND TRUE BACTERIA.
8/14/15 - We learned about line plots. Line plots are tools to show how frequently data points appear in a set of information.
8/13/15 - On the first day of school we discussed "What is science?" We concluded that science is learning about the world around us and using that knowledge to learn more and solve problems.
Click on the link below to watch Mrs. McCown's wordless presentation on "What is science?"
Click on the link below to watch Mrs. McCown's wordless presentation on "What is science?"