Plants make their own food using energy from the sun. The food plants make (and eat) is called glucose. What particles do you see in glucose? (carbon, hydrogen, oxygen) Knowing that matter can neither be created or destroyed, where might the particles in glucose have come from? As a seed grows, where does the plant's matter come from? Grade 5 students make a claim: Plant matter comes from A) soil, B) water, C) air, or D) sunlight. Students investigate photosynthesis and explain how plants make the air we breathe. It's why we plant a tree to help the earth!
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Students observe the sunflowers in our school garden. They wonder: Why do bees visit the sunflowers in our school garden? What are they looking for? Why do bees have pollen on their legs and wasps don't? Do wasps pollinate too? Which is a better pollinator, bees or wasps?
What happens when a flower gets pollinated? What would happen if a flower did not get pollinated? Could we engineer a solution? Grade 3 students learn about the importance of bees as pollinators, the decline in bee populations, and engage in the engineering design process to create hand pollinators. This is a photo of my family. People say that children look like their parents. How do we explain this phenomenon? Why do children look alike, but not exactly like, their parents?
Think about other living things in our world. Do baby animals look like their parents? What variations can we observe? Do seeds grow to look exactly like the parent plant, or is there some variation? Grade 1 students investigate. Looking at the traits of sunflowers in our garden, we note variations and choose one favorite flower to harvest seeds from. Students choose the tallest sunflower in the garden! We will plant its seeds next spring. We are curious if they will grow to be as tall as the parent plant, or if there will be some variation in the height of our sunflowers. Onward! These photos depict different habitats in Utah, including desert, forest, wetland, grassland, and tundra. What habitat is most common in Utah? least common? What kind of habitat do we live in here in Ogden City? What rules should we use to decide? What evidence do we have to support our claim?
Lots of grasshoppers are around when school opens in August. Students catch them and show them to me. Have you ever tried to catch a grasshopper? It's hard to do! Why is catching a grasshopper so hard to do? We looked closely at the grasshopper's body and observed its behaviors. We recorded observations in our science notebooks. We think grasshoppers are green so they blend into their environment. And, they have super strong back legs so they can jump away from predators. To test our ideas, grade 2 students investigated camouflage using colored toothpicks to represent grasshoppers. When teacher hid 300 colored toothpicks in the grass (50 of each color), we only found 18 of the 50 green toothpicks! Working in small groups, we graphed our data. Then put all the data together to make a class graph. We used this data as evidence to support our claim that camouflage really does help creatures hide from predators. How do other creatures defend themselves against predators? Students did some research to find out (see Ranger Rick magazines). They posted creature defenses on sticky notes on a class chart. We reflected on all the many different ways nature has solved the problem of defense. So many different creatures, so many ways to defend!
Students here are engaged in a study of the biodiversity in our own schoolyard, giving them a chance to develop their classification skills and better understand how life has adapted to certain environments. Engage: Life on our planet is diverse. Scientists are still finding new species that have never been seen before! Students view a photo slideshow (or photo slideshow) of ten interesting species discovered in the past year. Working in small groups, the students classify them (group them with other familiar species based on shared physical features). Students list things that are the same about the organism and its assigned group (fishes, amphibians, reptiles, birds, invertebrates, or mammals). Explore: Students explore two microhabitats near our school grounds, a wetland area near a detention pond and a forested area at a nearby park. They compare and contrast the plant and animal life observed, generating a species list for the two different locations. Which microhabitat has more diversity, the wetland or the forest? Which group of animals do we find the most of? (Invertebrates!) Thinking routine: Zoom In. Students are challenged to create a classification system for the invertebrates they discovered on their field study. As an example, students classify their own shoes and learn to create a dichotomous key. Then students classify the invertebrates, dividing them into smaller groups and creating a dichotomous key (e.g., insect vs. non-insect). Students observe the invertebrates closely, conducting research and recording observations in their science notebooks. Explain: Students research the invertebrates we found in the schoolyard then construct explanations based on evidence for why each has certain features and behaviors. What adaptations help each organism survive in its environment? Is the organism specially adapted for life in a wetland, forest, or desert? Students research the plants we found in the schoolyard then construct an explanation based on evidence for why pine cones close up when they get wet. They consider the relationship between structure and function in a pine cone. They also compare the leaves of deciduous and coniferous trees, thinking about structure and function. Elaborate: Students notice that animal diversity is low on our school grounds. They want to improve our school yard habitat and attract more wildlife, specifically birds. We decide to purchase bird feeders. What kind of food do birds like best and where is the best place to hang a feeder? During a whole-class discussion, students design two investigations to help us get answers. Students designed a favorite food investigation to test which seed birds prefer, or if they would instead prefer dried meal worms, nut cakes, or sugar water. We discovered that most birds in our schoolyard prefer black oil sunflower seeds. Next, students designed a place investigation to test whether birds prefer deciduous vs. coniferous trees, peaceful vs. noisy environments during feeding. We discovered that birds in our school yard prefer to feed in peace and a deciduous tree. Evaluate: Students record the results of their investigation in their science notebooks. Assessment Probe: Is It an Animal? (also related Adaptation and Is It Living?). More student questions posted on question board:
Do fish live in the Great Salt Lake? Extend: In the Great Salt Lake ecosystem, migrating birds interact with other species and depend on the wetland habitat. Standards: S5.O1. Describe the physical characteristics of Utah's wetlands, forests, and deserts. S5.O2. Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live. S5.O3. Use a simple scheme to classify Utah plants and animals. S5.O4. Observe and record the behavior of Utah animals. Science Benchmark Utah has diverse plant and animal life that is adapted to and interacts in areas that can be described as wetlands, forests, and deserts. The characteristics of the wetlands, forests, and deserts influence which plants and animals survive best there. Living and nonliving things in these areas are classified based on physical features. Engage: Fossils are the remains of organisms that used to be alive a long time ago. Students watch a video that describes the steps required for fossil formation. Using models, the teacher demonstrates three ways that fossils can form (i.e., preserved organisms, impressions or tracks, mineral replacement of organisms). Students generate questions about fossils and together we choose a driving question: Where do paleontologists go to find fossils? Explore: Students examine a collection of rocks, recording their observations in science notebooks. They discover that fossils usually form in only one kind of rock--sedimentary rock. Students learn to distinguish sedimentary rock from other kinds of rock (igneous and metamorphic). Explain: Students construct an explanation for why fossils are only found in sedimentary rock. In a whole group discussion, students suggest how different kinds of rock may have formed (igneous, sedimentary, metamorphic). Students then record an explanation in their science notebooks using the CER model (claim, evidence, reasoning). Early finishers hone their classification skills, identifying common rocks found in Utah. Elaborate: A local paleontologist is invited to speak with students about how they locate and identify fossils. Working in small groups, students research locations where fossils have been found in Utah and construct an (interactive?) class fossil map. Optional: Students create a product to show what they have learned about fossils. Products may include:
Evaluate: Student presentations are evaluated by peers and teacher. Science assessment probe: Mountaintop Fossil. Students celebrate their learning by making homemade crystals (snowflake ornaments to display on our holiday tree). Crystal Instructions: Borax Crystal Snowflakes: http://www.stevespanglerscience.com/lab/experiments/magic-crystal-snowflake You'll need 3 tablespoons (T) Borax detergent per cup of boiling water. Suspend a pipe cleaner shape, and keep submerged under water overnight. The largest crystals on Earth, discovered in a cave in Mexico in the year 2000. Learn more. Standards:
S3.O1.b,c,d
A student noticed an interesting weather phenomena and recorded this question on our question board: If heat rises then why are mountains cold? In Utah, it's common to see snow in the mountains but not in the valley. This intriguing observation inspired the following weather investigation. Utah's first snowfall this year came on Christmas morning. (How great is that?) Shortly after students returned from their holiday break, we kicked off our weather investigation by reading a story about a snow scientist named Wilson Bentley. I am always inspired by his perseverance, and his passion for science and photography. He captured images of over 2,000 snowflakes in his lifetime. His work was published in 1931 just two weeks before he died. It was his gift to the world. Engage: Working in small groups, students examine a couple illustrations (hand-colored woodcuts) from the book Snowflake Bentley. They first interpret the art then reveal the text, choosing a sentence, phrase, and word that capture the essence. Together students collaboratively tell and build an understanding of the story. Bentley's original publication of snow crystals is presented. Students silently draw the snowflakes as they reflect on the implications of Bentley's life and work. We wait for the next snow storm to capture some snowflakes of our own. We are curious: How do clouds make snow crystals? Thinking routines: See, Think, Wonder (illustrations) and Sentence, Phrase, Word (text). Engage: Students view a weather report listening for key words and phrases. We list the words and phrases on the board to see what big ideas surface. Together we generate questions for our weather investigation: Why does it snow more in the mountains than in the valley? How do meteorologists predict when a storm is coming? What is the relationship between air pressure and temperature? Explore: Students generate a list of basic weather elements they can observe and measure. Students go outside to observe the weather once a week for a month, using weather instruments to collect data for a chart (precipitation, air temperature, air pressure, cloud cover, wind speed and direction). Students also photograph and draw pictures of the clouds. They look for patterns that can be used to make predictions about the weather. Explore: Students discover that clouds can be used to predict the weather. Using our cloud photos, we identify at least three different kinds of clouds (see Types of Clouds). On a cloudless day, we try to make our own clouds by tracing puddles with chalk and watching the water evaporate. We compare the effect of temperature on evaporation rate (in sunshine and shadow). Explain: Students observe hot and cold balloons to think about the effect of temperature on air pressure. Students socially construct an explanation for why cold balloons shrink and warm balloons expand. Using the CER model, each student records their explanation in a science notebook. Students also compare what happens when food coloring is dropped into warm vs. cold water then act out the movement of molecules. In a whole group discussion, we consider how these findings inform our thinking about weather (see Weather Fronts and A Recipe for Wind) and answer our driving question about the effect of elevation on temperature and pressure. Thinking routine: Student Fishbowl. Elaborate: Students compare data for extreme weather on earth and other planets. They learn that NASA is collecting weather data on Mars (learn more), but the instrument designed to measure wind speed was damaged during the rover's landing (reference). Students are invited to do the work of engineers, designing and building an anemometer (hypothetically for the Mars rover). Working in small groups, students plan, build, test, and improve their design then present it to the class. Evaluate: Student groups present their anemometer designs to the class (using prompts on the white board). We reflect on the 21st century skills we are developing. We are becoming problem-solvers, innovators, and collaborators! Summative assessment probe: What Are Clouds Made Of? or Wet Jeans or Air Pressure or Hot and Cold Balloons. Fun Fact: Data from satellites orbiting Mars reveal an unexpected pattern of temperature variation on the red planet (reference) that NASA scientists are now trying to explain. Maybe a young scientist from grade 4 will be the one to explain this strange phenomena! Note: See NSTA journal article Wacky Weather for another great weather-related engineering project. Explore: Record-breaking heat in Utah and complete lack of snow this winter prompted a student to post this question on our question board: Is the world getting hotter so we have to find somewhere else to live? We conduct a big data analysis to look for patterns in weather data, comparing current winter temperatures (orange line) to the long-term average temperatures (blue line). Students graph the results in their science notebooks. Explain: Students read informational text to gather evidence that earth's climate is warming. They construct an explanation based on evidence for what is causing global warming. More student questions posted on question board:
Standards:
S2.O1. Observe, measure, and record the basic elements of weather.
S2.O2. Interpret recorded weather data for simple patterns.
Weather describes conditions in the atmosphere at a certain place and time. Water, energy from the sun, and wind create a cycle of changing weather. The sun's energy warms the oceans and lands at Earth's surface, creating changes in the atmosphere that cause the weather. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time. Weather affects many aspects of people's lives. The kids discovered three eggs in a scrape nest in the grass yesterday. They also thought they saw an injured mother bird, and were concerned for the bird. Until I told them that this mother bird is a killdeer. She protects her nest by pretending to be injured, luring the intruder away from her babies.
The eggs are so camouflaged in the grass that you can't see them even when they are right in front of your face. You have to really watch where you are stepping so you don't smash them. Each wood chip you see was brought over to the grass from the playground by the mother bird. That must have been a lot of work! We are all worried about the maintenance crew now. How can we make sure they don't mow them over when they come to cut the grass on Monday? We want to see these eggs hatch! Currents are like rivers in the ocean. What factors or forces move the large masses of water along the surface of the ocean to create the world's ocean currents? What patterns do you notice? In what ways are the currents important?
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