5th - Physical & Chemical Change

We finished up before the spring break with a lab on physical and chemical change. The students effected physical change on a variety of substances (metal, paper, yarn & clay). They described the change and how it met the criteria for physical change to their group.

Physical changes are noted for not changing the molecular make-up of a substance. For example, freezing water is an example of a physical change

Ask you student which item they made a change to and why is qualified as a physical change.

The class outlined things that represent that chemical change took place. They took the temperature of 50 mL of water and then placed three "Alka-Seltzer" tablets in the water.

Ask your student what two signs indicated that a chemical change had taken place. (creation of gas observed as bubbles, change in temperature - it dropped).

Upon our return our final two labs of the year will take us back to science standards learned in grade four as the students prepare for a cumulative 2 year assessment of fourth & fifth grade science in their CST.

3rd - Building the Solar System

Mother Nature laid it on for us today as the 3rd grade ventured outside to build the solar system. We certainly know how to have a good time in the 3rd grade.

After modeling the orbits of the inner planets, we trekked to the field divided into 9 groups. Each group was responsible for sharing information about the sun or one of the eight planets.

We imagined a solar system where the sun was 1 inch in diameter and scaled the distance between the planets accordingly. Things started off easily with the first few planets being just a meter or so from each other.

However, once Mars was placed, things got a little busier. In placing Jupiter, we were able to see the space occupied by the asteroid belt.

Ask your student one hypothesis for the existence of the asteroid belt. {Scientists hypothesize that perhaps it is the remains of a planet that broke up}

The distances between planets grew larger and larger. In the end, our solar system ran from the back fence along Firefly to almost to the upper grade eating area.

Ask your child which planet or start they represented and one fact that they remember about their celestial body.

5th - Mixtures & Solutions

Our chemistry unit continues as the students applied their reading to a lab situation.

We investigated the make-up of various mixtures including some solutions.

Ask you student what are the main features of mixtures (not chemically combined, can be separated into its original parts).

The final test was for each table to devise a method to separate a mixture of iron filings, sand, and salt.

Ask your student how their table accomplished the task.

Next up we will look at chemical & physical change.

1st - Frogs (and toad and newt and salamader and caecillian)

It was an All-Amphibian Friday as the first grade had their first opportunity to use our microviewers.

Ask your first grader what is special about the amphibian family. (They undergo metamorphosis and spend their juvenile period in the water and their adult life on land).

The viewers allowed us a close up view of all the stages of frog development. We noticed stages such as egg, embryo, tadpole, froglet and frog.

The students drew the egg, tadpole and frog stages.

We built a giant "word wall" about amphibians and frogs and then the students selected two ideas to write about following our discussion.

Ribbit!

3rd - Our Changing Moon

I was dissatisfied with a lab I tried from our new textbook last year. The point of the lesson was to show the students the phases of the moon and why the moon changes its appearance in the night sky.

The problem with the proposed lab is that it did nothing more than what was seen in the sky...it didn't show the "WHY".

So I tried something different this year and turned our entire classroom into a moon viewing gallery. We hung a "moon" (very large styrofoam ball) in the center of the class.

The windows were covered and we turned out the lights. I turned on the sun (light at one side of the classroom) and we paraded around the room.

I'm not sure who was more excited, me or the kids. It was pretty cool watching the visible portion of the moon change as our positions changed.

Watch the moon over a period of days with your child. Compare what you see to what the calendar says about the moon's phase.

Very small (atoms & molecules) and very large (planets & stars) are pretty abstract concepts. Revisit the moon's phases regularly with your child to help them internalize the concept.

Are you a little foggy on the concept yourself? Check out the links on the right for a refresher on why the moon changes phase.

Happy Moon Gazing!

5th - Riddles of the Periodic Table

Confession time...I love musicals. And who does them better than Gilbert & Sullivan. Combine the music of "I am the very model of a modern major general" with the period table and you've got a makings of a hit.

Check out the links on the right for the introduction to this lesson.

The fifth graders then tackled some riddles to find their way around the periodic table and familiarize themselves with the information therein.

Ask your student what two particles are in an atom's nucleus (protons & neutrons).

There was lots of "on-task" chatter (my favorite kind) and the students discovered the chemical symbols for various items, elements named for famous scientists, etc.

They asked excellent questions and it was one of those days when I wished I had the luxury of spending a day just answering questions and talking about interesting stuff.

Ask them if they remember the symbol for Silver (Ag - "Almost Gold).

1st- Home Sweet Habitat

Our investigation into habitats is newly developed for this year.

We started our discussion considering our own habitat.

Ask your student things make up their habitat. (Home, school, streets, stores, parks, etc).

The first graders had the opportunity to pick an animal home from samples on their tables and draw the animal that would live in that home along with the habitat.

Ask your student which home they thought was most interesting.

The children did a wonderful job with their next task. In small groups, they were given a collection of animal photographs. They had to decide which animals would share a habitat. One student from each group presented the team's idea to the class.

Next up...FROGS!!