In Science Class . . . Week of 4/9 and 4/16

Last week, students set up terrariums with soil, water, and seeds from various plants. Most of the seeds have since germinated and are looking great! The seedlings range from 1 to about 12 cm tall. We discussed the biotic and abiotic environmental factors that can influence plant growth, such as light, temperature, soil, water, insects, other plants, etc. We've also been focusing on measurement in the metric system, using our rulers to find the height of the seedlings in centimeters. This week, we continued our terrarium observations and also started to look at live beetles and isopods (aka "rolly pollies"). In the coming weeks, we'll be studying environmental preference and tolerance.

• What factors could influence plant growth?
• What is the difference between biotic and abiotic factors? (Biotic factors are living, while "abiotic" means nonliving)
• What do plants need to survive?
  
• What did you notice about your beetles and isopods?

In Science Class . . . Week of 3/19

This week in science, the 4th and 5th graders will be wrapping up their exploration of erosion and deposition (and our whole Earth Science unit, for that matter). Study guides will go home on Thursday, and students will have a quiz on Tuesday, March 27. Topics included will be erosion, deposition, and the rock cycle. Please see previous posts for information and review questions!

in Science Class . . . Weeks of 3/5 and 3/12

4th Grade: Last week, students learned about the process of weathering, where earth materials are broken down into tiny pieces. We weathered pieces of granite by shaking them in a jar, producing smoother rocks and some sand. We also discussed other weathering forces, such as wind, water, waves, tree roots, ice, etc.

This week, the students will learn about the process of erosion. We will discuss formation of valleys such as the Grand Canyon, and use containers of clay and sand to view erosion occurring with water. Later this week, we will focus on the process of deposition, where materials that have been eroded land elsewhere.

• How did you weather your granite? Was it what you expected? Where can this process be replicated in nature?
  
• What is erosion? Where can erosion be observed? (Erosion is the process of earth materials being moved elsewhere. It can be observed on a huge scale when looking at the Grand Canyon, and on a small scale after the rain washes away soil from a garden or yard.)
• What is deposition? (It is the process of earth materials landing elsewhere, such as in a delta).

5th Grade: Last week, 5th graders made models of atmospheric gas molecules using Dots candy and toothpicks (a huge hit!) This was part of our introduction to our atmosphere, as well as a review of key components of our physical science unit (atoms, molecules, chemical formulas). Students also experimented with syringes and tubing, showing that air takes up space, moves, and can be compressed or expanded with a lot of effort!

This week, we'll be discussing atmospheric conditions, aka weather.

in Science Class . . . Weeks of 3/5 and 3/14

Last week, students learned about the process of erosion. We discussed formation of valleys such as the Grand Canyon, and used containers of clay and sand to view erosion occurring with water. Students also reviewed the rock cycle. This week, we will focus on the process of deposition, where materials that have been eroded land elsewhere.

• What is erosion? Where can erosion be observed? (Erosion is the process of earth materials being moved elsewhere. It can be observed on a huge scale when looking at the Grand Canyon, and on a small scale after the rain washes away soil from a garden or yard.)
• What is deposition? (It is the process of earth materials landing elsewhere, such as in a delta).
  

In Science Class . . . Week of 2/27

This week, the students have been studying the structure of the earth and the types of rocks (and how they form). We took some notes, discussed and played a game to reinforce vocabulary. Next week, we'll be moving on to weathering and erosion.
Key questions to ask:

• What are they layers of the earth? (Core, mantle, crust)
• What are the three types of rocks and how are they formed? (Igneous rock is rocked formed from the cooling of the mantle. Sedimentary rock is rock formed when bits of other rock are pressed together. Metamorphic rock is rock formed from heat and pressure.)
• What processes are important in the rock cycle? (Weathering, melting, heat and pressure are important ways that rocks can, over a long time, be changed into a different type of rock.)

In Science Class . . . Week of 2/6

The science fair was great! So wonderful to see the 4/5s teaching the little kids during the day, and I was amazed by number of Emerson families present for the evening event. Thank you to all of you out there who spent a lot of time helping your students. I think will be the beginning of a really special Emerson tradition! Thanks to the 4/5 teacher team, Ms. Hodge, and the PTA for their support, too!

This week, students reviewed mineral properties with Ms Peggy on Tuesday. (I was in Big Basin with the BAM 5th graders that I also teach.) On Thursday, we examined pink granite and tried to identify the minerals present using our mineral property tables - feldspar, quartz, mica, hornblende.

Next week, students will be taking a quiz reviewing rocks, mineral properties, etc. A study guide will go home Tuesday. Students will be able to use their notebook, as with other previous quizzes. If you have questions, please let me know! Thanks!

In Science Class . . . Week of 1/23 and 1/31

This week and last, we've been exploring new mineral properties. We found that calcite, a mineral, reacts with acids to form a chemical reaction that results in bubbles. Last week, we tested several rocks for calcite by putting the rocks in vinegar. Two rock types - marble and limestone- bubbled. Last Thursday and Tuesday this week, we examined some new minerals and discussed the properties of magnetism, luster, cleavage, and streak color. We filled out a mineral property table and compared it to a table of known mineral properties.
Key Questions:

• What rocks contained calcite? How did you know?
• What knew properties did you learn about? (Magnetism. Luster = metallic or nonmetallic. Cleavage = mineral breaks apart with flat surfaces. Streak color - color of the streak of mineral pieces when a mineral is rubbed against a tile). Why did you study this? (It helps us understand how geologists identify a mineral and also helps with our table-reading skills.) FYI, the new minerals were hematite, pyrite or Fool's Gold, galena and magnetite.
  

Tomorrow, Thursday, Feb 2, we will be presenting our science fair projects to the little kids (K-3) during normal science times. Both 4/5th grade students and the little kids are SUPER excited about this! It's been an epic adventure for the 4/5s and me, and I'm thrilled about the enthusiasm for science and sharing our learning. Please make sure your students have their boards complete by the beginning of the day and send them with enough materials to do a couple demos if you are able. The science fair for all Emerson families will be tomorrow night at 6:30 pm at the Cafetorium. If you are able to help out at around 6 pm (moving projects, organizing kids and materials, setting up tables, etc) please contact me at caitlinjenkins@berkeley.net or leave a message with Sonia. I hope to see you all there! The kids are so proud of their projects, and they look great so far.