Today was the BIG DAY!!!
The kiddos seemed confident, used awesome strategies and took their time.
I'm so proud of the effort and work that they've put in these last few weeks. :)
And now............. it's time for Health.
Thursday, April 30, 2009
Wednesday, April 29, 2009
Wednesday, April 29th, 2009
Today, with their homeroom teachers, the students got their last of the Big Book of Vocab words. They were..........
Tools
Hypothesis
Variable
Model (we discussed this one yesterday as well)
WELL TOMORROW IS THE BIG DAY!!!!!!!!!!
THE DAY TO SHOW WHAT WE KNOW!!!!!
GET A GOOD NIGHT'S REST, EAT A GOOD BREAKFAST, SEE YOU TOMORROW. :)
Tools
Hypothesis
Variable
Model (we discussed this one yesterday as well)
WELL TOMORROW IS THE BIG DAY!!!!!!!!!!
THE DAY TO SHOW WHAT WE KNOW!!!!!
GET A GOOD NIGHT'S REST, EAT A GOOD BREAKFAST, SEE YOU TOMORROW. :)
Tuesday, April 28, 2009
Here are some new interesting links 4-28-09
Space Science link
International Space Station
To see the following two with pictures, e-mail me and I'll send you the whole powerpoint. It does not all upload.
Here's some cool info on Mars being visible in August
Here is some footage of preparation of the shuttle for launch
Here's the Earth/Moon chart that they added on 4-27
International Space Station
To see the following two with pictures, e-mail me and I'll send you the whole powerpoint. It does not all upload.
Here's some cool info on Mars being visible in August
Here is some footage of preparation of the shuttle for launch
Here's the Earth/Moon chart that they added on 4-27
Friday, April 24th - Tuesday, April 28th, 2009
Friday April 24th
Today we discussed WED and the forces that cause these to happen. Your student should have a series of hand movements to show you, that will help them remember.
Our Big Book of Vocab Words were:
Weathering
Erosion
Deposition
Gravity
Monday, April 27th
Today we Discussed the the Solar System, Outer Space and the Phases of the Moon. Students added a chart comparing the Earth and the Moon, as well as the Lunar Cycle into their books.
Our Big Book of Vocab Words were:
Characteristics of the Earth
Characteristics of the Moon
Solar System / Planets
Characteristics of the Sun
Tuesday, April 28th
Today we reviewed a few of the last key concepts to prepare for Thursday. We discussed what the word retain means, and how it could apply to soil and experiments; Tree Rings and how we count them, and what they stand for. The students should also be able to tell when the tree had a healthy year and a unhealthy year. Lastly, we reviewed Stalagmites and Stalactites as well as the ways to remember them!!! **** Stalagmites, stand up tall and mighty, Stalactites hold on tight to the ceiling. Also, have your student show you how a tree uses photosynthesis. They have movements to remember this too. :)
Their Big Book of Vocab words were:
Photosynthesis
Organism
Niche
Solid/Liquid/Gas
Today we discussed WED and the forces that cause these to happen. Your student should have a series of hand movements to show you, that will help them remember.
Our Big Book of Vocab Words were:
Weathering
Erosion
Deposition
Gravity
Monday, April 27th
Today we Discussed the the Solar System, Outer Space and the Phases of the Moon. Students added a chart comparing the Earth and the Moon, as well as the Lunar Cycle into their books.
Our Big Book of Vocab Words were:
Characteristics of the Earth
Characteristics of the Moon
Solar System / Planets
Characteristics of the Sun
Tuesday, April 28th
Today we reviewed a few of the last key concepts to prepare for Thursday. We discussed what the word retain means, and how it could apply to soil and experiments; Tree Rings and how we count them, and what they stand for. The students should also be able to tell when the tree had a healthy year and a unhealthy year. Lastly, we reviewed Stalagmites and Stalactites as well as the ways to remember them!!! **** Stalagmites, stand up tall and mighty, Stalactites hold on tight to the ceiling. Also, have your student show you how a tree uses photosynthesis. They have movements to remember this too. :)
Their Big Book of Vocab words were:
Photosynthesis
Organism
Niche
Solid/Liquid/Gas
Thursday, April 23, 2009
Thursday, April 22nd, 2009
Today we discussed Natural Resources. The students were given a set of twenty-four cards, and with a partner, they had to separate those cards into 6 groups of four. The six groups were Rocks, Soil, Water, Gases in the atmosphere, Oil and Sunlight. I came around to the groups when they were done to check for understanding.
Our Big Book of Vocab Words were:
Fossil Fuels
Renewable Resources
Non-renewable Resources
Inexhaustible Resources
There are important examples of each that they need to know.
Renewable Non-Renewable Inexhaustible
Animals Oil Sunlight
Plants Natural Gas Wind
Water Coal Ocean Tides
Air Minerals
Soil
*Minerals come from rocks
* Wind is caused by the uneven heating of the Earth's surface by the Sun
* Ocean Tides are caused by the moon's gravitational pull on the Earth; we have 4 a day, 2 high tides and 2 low tides
* All fossil fuels are Non-Renewable Resources
Our Big Book of Vocab Words were:
Fossil Fuels
Renewable Resources
Non-renewable Resources
Inexhaustible Resources
There are important examples of each that they need to know.
Renewable Non-Renewable Inexhaustible
Animals Oil Sunlight
Plants Natural Gas Wind
Water Coal Ocean Tides
Air Minerals
Soil
*Minerals come from rocks
* Wind is caused by the uneven heating of the Earth's surface by the Sun
* Ocean Tides are caused by the moon's gravitational pull on the Earth; we have 4 a day, 2 high tides and 2 low tides
* All fossil fuels are Non-Renewable Resources
Wednesday, April 22, 2009
Wednesday, April 22nd, 2009
I won't see the students for Science today, but with next Thursday right around the corner, I wanted to check in with them. While in the computer lab, the students will watch the following, informative Science videos.
The Water Cycle Song
Weathering and Erosion Game Show
Vocabulary Review Game
A Honda Commercial that would be good when discussing Simple/Compound Machines
A Lunar Eclipse that you can watch
Awesome Weathering and Erosion video that I will be using for sure.
Photosynthesis
HILARIOUS and informative Solids, Liquids and Gases video
The Water Cycle Song
Weathering and Erosion Game Show
Vocabulary Review Game
A Honda Commercial that would be good when discussing Simple/Compound Machines
A Lunar Eclipse that you can watch
Awesome Weathering and Erosion video that I will be using for sure.
Photosynthesis
HILARIOUS and informative Solids, Liquids and Gases video
Tuesday, April 21, 2009
Tuesday, April 21st, 2009
Today we reviewed reflection and refraction. This activity focused on TEKS 5.8B that says, the student will.... identify and demonstrate everyday examples of how light is reflected, such as from tinted windows, and refracted, such as in cameras, telescopes and eyeglasses. We did a few more examples of each: Reflection: mirrors and shiny, flat surfaces. Refraction: a pencil in a glass of water, microscopes, magnifying glasses, binoculars etc.
The students then sorted this page into two groups, one for objects that reflect and one for objects that refract.
Our Big Book of Vocab words were:
Reflect(ion)
Refract(ion)
Complete Circuit
Magnet/Magnetic
The students then sorted this page into two groups, one for objects that reflect and one for objects that refract.
Our Big Book of Vocab words were:
Reflect(ion)
Refract(ion)
Complete Circuit
Magnet/Magnetic
Monday, April 20th, 2009
Today our Big Book of Vocab Words were:
Boiling Point
Freezing Point
Rotate
Revolve
We did a group activity combining the three natural cycles that we've discussed and drew them onto one picture to show how they interacted together.
Boiling Point
Freezing Point
Rotate
Revolve
We did a group activity combining the three natural cycles that we've discussed and drew them onto one picture to show how they interacted together.
Thursday, April 16, 2009
Thursday, April 16th, 2009
Today in Science we reviewed the adaptations that are required for certain organisms to survive in specific environments. The students worked with a partner and had to figure out the characteristics of the environment that applied to their organism.
They had ten organisms, they found the habitat in which they lived, and then they described their environments. Here is what they should have come up with........ or something similar
Cactus-Desert Community- A, H, K, O, P, R
Moray Eel- Ocean Community- E, F or G, J, M, S
Polar Bear- Polar Community- A, I or J, L (winter), O, R, S (pregnant females)
Blue Whale- Ocean Community- E, F or G, J, L or M, R
Woodpecker-Deciduous Forest Community- C, I, M, N, can justify R and S
Squirrel- Deciduous Forest Community- C, I, M, N, S
Toad-Deciduous Forest Community- A and D, G, I and J, M, N, R and S
Mushroom- Deciduous Forest Community- A, I, K, M, N, R and S
Jack Rabbit- Desert Community- A, H, K, O, R
KEY:
A- land B- underground C- trees D- freshwater E- salt water F- moving water
G- calm water H- dry I- moist J- wet K- hot L- cold M- average temperature
N- shady O- sunny P- sand soil Q- rich soil R- open area S- enclosed area
Our Big Book of Vocab words were:
Habitat
Biomes
Climate
Ecosystem
They had ten organisms, they found the habitat in which they lived, and then they described their environments. Here is what they should have come up with........ or something similar
Cactus-Desert Community- A, H, K, O, P, R
Moray Eel- Ocean Community- E, F or G, J, M, S
Polar Bear- Polar Community- A, I or J, L (winter), O, R, S (pregnant females)
Blue Whale- Ocean Community- E, F or G, J, L or M, R
Woodpecker-Deciduous Forest Community- C, I, M, N, can justify R and S
Squirrel- Deciduous Forest Community- C, I, M, N, S
Toad-Deciduous Forest Community- A and D, G, I and J, M, N, R and S
Mushroom- Deciduous Forest Community- A, I, K, M, N, R and S
Jack Rabbit- Desert Community- A, H, K, O, R
KEY:
A- land B- underground C- trees D- freshwater E- salt water F- moving water
G- calm water H- dry I- moist J- wet K- hot L- cold M- average temperature
N- shady O- sunny P- sand soil Q- rich soil R- open area S- enclosed area
Our Big Book of Vocab words were:
Habitat
Biomes
Climate
Ecosystem
Wednesday, April 15, 2009
Wednesday, April 15th, 2009
We did not meet today.
Their Big Book of Vocab words were.............
Adaptation
Inherited Traits
Learned Behaviors
3 Types of Rocks (Igneous, Sedimentary, Metamorphic)
Their Big Book of Vocab words were.............
Adaptation
Inherited Traits
Learned Behaviors
3 Types of Rocks (Igneous, Sedimentary, Metamorphic)
Tuesday, April 14, 2009
Tuesday, April 14th, 2009
Our Big Book of Vocab words for today were:
• Herbivore
• Carnivore
• Omnivore
• Predator/Prey
After reviewing our words, the students broke up into pairs and answered twelve practice questions on Inherited Traits and Learned Behaviors. One of the things I really stressed with them today was to make sure that they are proving their answers right. That is just as important, if not more, than answering the question. :)
• Herbivore
• Carnivore
• Omnivore
• Predator/Prey
After reviewing our words, the students broke up into pairs and answered twelve practice questions on Inherited Traits and Learned Behaviors. One of the things I really stressed with them today was to make sure that they are proving their answers right. That is just as important, if not more, than answering the question. :)
Monday, April 13, 2009
Monday, April 13th, 2009
Our Big Book of Vocab Words were:
• Food Chain
• Food Web
• Producer
• Consumer
Today, we read #26 Food Chains and Food Webs to get a quick review of the facts. Food Chains and Webs should always start with the sun, the sun gives it's energy to a producer and then producers to consumers. Producers give their energy to a special type of consumer called a herbivore or an omnivore. Then, these consumers are eaten by other omnivores or carnivores. The students should remember that the arrows stand for energy being transferred from one organism to the next.
Finally, the students played a game with their table mates that focused on inherited traits!!!
• Food Chain
• Food Web
• Producer
• Consumer
Today, we read #26 Food Chains and Food Webs to get a quick review of the facts. Food Chains and Webs should always start with the sun, the sun gives it's energy to a producer and then producers to consumers. Producers give their energy to a special type of consumer called a herbivore or an omnivore. Then, these consumers are eaten by other omnivores or carnivores. The students should remember that the arrows stand for energy being transferred from one organism to the next.
Finally, the students played a game with their table mates that focused on inherited traits!!!
Thursday, April 9th, 2009
Today we started our new rotations. I loved having the opportunity to see our students in a different environment, with a new group of kiddos.
Wednesday in their homerooms, students created a Big Book of Vocabulary. They will get four words each morning in homeroom to write everything that they remember about that word. For the first ten minutes of each class we will review everything that they should know for those four words. After that we will review the key concepts and play a game or do an experiment etc, something that involves an understanding of the concepts.
Friday, the students finished their body systems foldables and turned them in.
Our Big Book of Vocab words were:
Metamorphosis
Water Cycle
Oxygen-Carbon Dioxide Cycle
Nitrogen Cycle
Wednesday in their homerooms, students created a Big Book of Vocabulary. They will get four words each morning in homeroom to write everything that they remember about that word. For the first ten minutes of each class we will review everything that they should know for those four words. After that we will review the key concepts and play a game or do an experiment etc, something that involves an understanding of the concepts.
Friday, the students finished their body systems foldables and turned them in.
Our Big Book of Vocab words were:
Metamorphosis
Water Cycle
Oxygen-Carbon Dioxide Cycle
Nitrogen Cycle
Tuesday, April 7, 2009
Friday April 3rd and Monday April 6th, 2009
Friday we discussed Plant and Animal Cells. We illustrated what each looks like, and discussed the main structures in each. We then constructed a Double Bubble Map comparing the two.
Plant and Animal Cells both have:
Cell membrane- let things in and out
Mitochondria- "power plants" of the cell
Vacuoles- store stuff for later use
Nucleus- tells everything else what to do
Cytoplasm- jelly-like substance that surrounds everything
Plant Cells Have:
Cell Wall- surround the cell membrane and give plants their rigid structure
Chloroplasts- aide in photosynthesis, hold chlorophyll, which gives plants their green color
Monday we started a foldable discussing all of our seven main body systems and are learning about their main organs and functions. See Thursday's post for more on this.
Plant and Animal Cells both have:
Cell membrane- let things in and out
Mitochondria- "power plants" of the cell
Vacuoles- store stuff for later use
Nucleus- tells everything else what to do
Cytoplasm- jelly-like substance that surrounds everything
Plant Cells Have:
Cell Wall- surround the cell membrane and give plants their rigid structure
Chloroplasts- aide in photosynthesis, hold chlorophyll, which gives plants their green color
Monday we started a foldable discussing all of our seven main body systems and are learning about their main organs and functions. See Thursday's post for more on this.
Wednesday, April 1, 2009
Wednesday, April 1st, 2009
Hello,
Since I don't get to see you today, please answer this question for me, make sure to put a name of some kind so that I can identify you. :) Initials, and teacher would be a great idea too!!!
Make sure to answer all THREE parts!!!
Questions:
What is the purpose of the digestive system?
What is the purpose of the circulatory system?
What is the purpose of the respiratory system?
See you tomorrow :D
Mrs. E
Since I don't get to see you today, please answer this question for me, make sure to put a name of some kind so that I can identify you. :) Initials, and teacher would be a great idea too!!!
Make sure to answer all THREE parts!!!
Questions:
What is the purpose of the digestive system?
What is the purpose of the circulatory system?
What is the purpose of the respiratory system?
See you tomorrow :D
Mrs. E
Tuesday, March 31st, 2009
In class we reviewed The essential tools and applied their uses to different scenarios. The students were given 16 pictures of tools they were: computer, net, ruler, metric ruler, compass, timer, camera, balance, tape recorder, hot plate, magnifying glass, microscope, calculator, goggles, thermometer, and a magnet.
I read about 35 scenarios to the students and they had to hold up the tools that they would use for that situation. For instance, if they needed to keep a daily log of the appearance of an object, they would use the camera. If they needed to track the temperature change of a plant on the North of a building, they would need a thermometer and a compass.
After we finished they had about ten minutes to flip their cards over and play memory/concentration with their neighbor.
I read about 35 scenarios to the students and they had to hold up the tools that they would use for that situation. For instance, if they needed to keep a daily log of the appearance of an object, they would use the camera. If they needed to track the temperature change of a plant on the North of a building, they would need a thermometer and a compass.
After we finished they had about ten minutes to flip their cards over and play memory/concentration with their neighbor.
Subscribe to:
Posts (Atom)
