In Science Class . . . Week of 9/13

This week, we wrapped up our solar system section by reviewing key concepts on the planets (see previous post) and watching a video. We have moved on to discussing evaporation as part of our focus on earth processes. The students observed a demonstration that involved putting two wet paper towels on a scale, with one side being covered by a lid. Key questions:

• Where do you see evaporation in daily life? (When things "dry up" like laundry, puddles on the sidewalk, hair after a shower, etc)
• What did you predict would happen with the scale and the wet paper towels? Would both paper towels dry?

Welcome to Science! Weeks of 8/31 and 9/6

Hello, everyone, and welcome to a new year of science at Emerson! I am very excited to back at Emerson, teaching a subject I love. On this blog, I'll update you on our lessons and topics and include questions you can ask your 4th and 5th grader to reinforce science concepts (and spark conversation)!  If you have questions about any of the following or anything related to science education at Emerson, please contact me at caitlin_jenkins@berkeley.k12.ca.us.

To start off the year, the students did a sensory/observation activity last week. I passed around brown paper bags with common household objects in them. Instead of looking in the bag, students had to use their sense of touch and smell to write descriptive words and make a guess as to what the object was. The learning goals were to work on our observation skills, scientific language and to introduce students to the scientific method. Questions to ask your student: What were the objects? How did you know? What words did you use to describe them?

This week, we started investigations in the solar system. Students worked with cards with each of the components of our solar system on them, including comets, planets, satellites, asteroids and the sun. On the back of each of these cards is important information about the object's mass, diameter, composition, distance from sun and temperatures. We worked on organizing them in order from the sun, and next week will work on other sorting skills. We also watched a video and discussed the sun's gravitational pull. Key questions to ask:

• What is the order of the planets? (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.  Pluto is now classified as a dwarf planet.)
• What is the difference between the inner and outer planets? (Inner planets are rocky and solid, while outer planets are made of gas.)
• What is the largest planet? (Jupiter) The smallest? (Mercury)
• What planets have very high surface temperatures? (Those closest to the sun, though Venus is hotter than Mercury because it has an atmosphere that helps it retain heat.)
• Why don't the earth and other objects fly off into outer space? (Because of the sun's gravitational pull) 
• Why do the moon and man-made satellites continue to orbit around the earth? (Because of gravitational pull of the earth.)

In Science Class . . . Week of 4/19

4th/5th Grade: In class this week, we have started observing living organisms! Our isopods ("rolly pollies") and beetles arrived, and we discussed, observed and contrasted their bodies and behaviors. Over the next few lessons we will be observing how they interact with their environments, and which conditions are preferable for them.  What did the beetles and isopods look like? How are they different? How are they similar? What sort of environmental conditions do you think are best for them?

We also worked on more terrarium observations. Our plants are big, and we'll be taking them home next week as there isn't a lot of space left in our terrariums. If you have a good container for a few plants, please send it it with your students.  A number of students have asked for the "directions" to set up a terrarium at home.  They should know - they did it already! Potting soil, seeds of choice, and a lettuce container are perfect to get you started. Water is needed to get soil moist, and then just place in a sunny location. A lid helps to keep the moisture level high until your plants reach the top of the container, and then you must keep an eye on the wetness of the soil.  Our plants germinated in just a few days and are now 30 cm high after just three weeks! You can insects and isopods from outdoors if you'd like. Voila, a terrarium!

In Science Class . . .Week of 4/12

4/5th Grade: This week, we continued with our terrarium observations, working on choosing the right tools to take measurements. The students learned a little about the metric system, and we practiced using centimeters. We did some test prep, and also watched a video about the ways that seeds naturally travel in various environments (marine, forest, stream, etc). Key questions: How did your terrarium change? What environmental factors influenced the growth of your plants? How? How do seeds travel in an ecosystem and what sort of adaptations do they have to help them?

In Science Class . . . Week of 4/5

This week, we will be setting up our terrariums, which will include soil, water and seeds of radishes, peas and corn. Hopefully we will be seeing sprouts by next week! Keep your fingers crossed! These terrariums are mini-ecosystems and will eventually include beetles and isopods. We will be making observations of changes over the next couple weeks. We also will be starting test prep this week. Our 5th graders will be taking the state test in science in early May, and we'll be looking at released test questions and discussing both content and strategy. Although the 4th graders won't take the test until next year, it's good practice for them as well! Key questions: What were the living and nonliving environmental factors in your terrarium? How did you plant them? What do you predict you will see occur over the next few weeks?

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!