In Science Class . . . Week of 3/22

This week, the students reviewed the concepts of producers (plants), consumers (animals), decomposers (fungus, bacteria, invertebrates) and non-living environmental factors (rocks, soil, sun, air, water). They further discussed the Monterey Bay ecosystem, and played a game called "Oh, Deer" that emphasized the challenges of competition for resources in an ecosystem. Key questions: What is competition? How does it affect populations? What happened to a population of animals if the resources are decreased?

Reminder: Would love lettuce containers if you have them! We need about 20 to make terrariums to house our plants and insects starting right after Spring Break!

In Science Class . . . Week of 3/15

This week, the 4/5th graders will be expanding their knowledge of food webs by examining the Monterey Bay kelp forest ecosystem. They will be using 13 different organisms to construct a complex food web, and , for the first time, the concept of competition will be introduced. Key questions to ask your student: What was the base of the kelp forest ecosystem? What is competition? What species in this ecosystem compete against each other?

Also, a side note: We will be starting with building our own land ecosystems after Spring Break. If you have large lettuce containers at home that you are willing to donate, please send them in with your child! We need them to act as terrariums for our insects and plants! Many thanks!

Also, should you have any questions about your child's science grade, please feel free to contact me at caitlin_jenkins@berkeley.k12.ca.us. Thanks!

In Science Class . . . Week of 3/8

We are starting a new unit on life science! This week, the students were introduced to the concept of food webs and food chains. Using cards with pictures of plants and animals, the students created food chains and food webs common in a forest ecosystem. They also learned about carnivores, herbivores, omnivores, producers and consumers. Key questions: What is a food chain that you built? What is a food web? How is energy transferred? What is a producer? A consumer? What are the differences between omnivores, carnivores and herbivores? What are some examples of each?

In Science Class . . . . Week of 2/15 and 2/22

The fourth and fifth graders have been continuing their investigations of how water and other natural forces can shape the land. We have been experimenting with sand, clay and water, and watching erosion and deposition take place. The students read about and studied pictures of both erosion and deposition. Key questions: When rock is washed away, what is this process called? How can the rock in the mountains become sand on the beach? Why did the clay move further than the sand in our stream tables? When sand or clay settles to the bottom of a body of water, what is that process called?  What is the area of deposition at the mouth of the river called? How were erosion and deposition affected by the "flood" we created in our stream tables?