In Science Class . . . Week of 10/18

Sorry for the delay! It was a super busy week, as I attended the CA Education Conference in Sacramento.

Last week, the 4th and 5th graders explored the properties of air using syringes, tubing and clips. By pushing the air back and forth, we determined that air is made of matter and does take up space. The students also did a reading that explained how the pressure and density of air changes with elevation.
Key questions:

• What happened when you put a clip on the end of the tube and why? (The plunger to the syringe couldn't go in far because the air was trapped.
• Why did the plunger of one syringe go out when you pushed the other connecting syringe in? (The air pushed the plunger out when we pushed on the other end.)
• Is air pressure higher or lower on the top of a mountain? Why? (The air pressure is lower because the air molecules are spread out more. This is also why it's harder to breathe at elevation.)

In Science Class . . . Week of 10/11

This week, the students performed an experiment that compared how water and soil respond to the energy from the sun. We took cups of soil and water outside, and recorded temperatures of the materials in the sun every few minutes for 15 minutes, then moved them to the shade and recorded temperatures every few minutes there. This experiment will help students when we begin our study of weather and climate in a few weeks.  On Thursday, the students created line graphs of their data, and we discussed independent vs. dependent variables. Key questions:

• What did you discover about how soil and water heat? (Soil heats up and cools down much more quickly, while water is a "heat sink," meaning that it takes an ton of energy to warm it up.)
• What was the dependent variable in the experiment? (Temperature, because it depends on the time the material was in the sun. )
• What variables did we control? (Amount of materials used, time in the sun/shade, type of thermometer used, etc)

In Science Class . . . Week of 9/27

In 4/5th grade science this week, we'll be wrapping up our evaporation experiments and graphing our results. Students will practice using syringes and graduated cylinders to measure water volume.  Key questions:

• How did you measure the volume of the water in the cups? (We used a syringe to put the water into a graduated cylinder.)
• Where in the classroom did water evaporate most quickly? (By the window, because the air temperature was higher due to the heater and lots of sunlight.)
• Where did it evaporate the slowest? (On the floor, in the cupboard, etc where air temperatures were lower)

In Science Class . . . Week of 9/20

This week, the students will be focusing more on evaporation and recording data. We will examine our paper towel experiment, and then design an experiment to investigate how different locations in the room affect evaporation. Key questions:

• What happened to the scale with the paper towels? (The paper towel with out the lid dried, meaning the water evaporated. The paper towel with the lid did not dry because the water was contained, though there was some condensation on the inside of the cup. The scale tipped toward the side with the lid because it still contained water, whereas the water on the other paper towel had escaped into the atmosphere.)
• Where did your group place the cups with water? What predictions did you make? Which cups will have the highest evaporation rates?

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!