Generation Genius continues...
On optional weekly activities, watch and review sound and light videos.
Watch the video Fossils and Extinction 3/30
Copy this in your address bar:
www.generationgenius.com/?share=559E7
If you want to check your learning, answer the questions with the paper quiz.
On optional weekly activities, watch and review sound and light videos.
Watch the video Fossils and Extinction 3/30
Copy this in your address bar:
www.generationgenius.com/?share=559E7
If you want to check your learning, answer the questions with the paper quiz.
Watch the video of Natural Disasters 3/20
Try cutting and pasting in your address bar:
www.generationgenius.com/?share=18662
Tectonic Plates
We used graham crackers and cool whip to model how the tectonic plates form mountains (converge), earthquakes (transform), and volcanoes (divergent).
Chemical and mechanical weathering/erosion
We’re watching a few Generation Genius videos and taking quizzes.
Homework reading articles are about tornadoes, wildfires, hurricanes, and blizzards effecting our Earth.
How do we effect animals and their environments?
Animals
We are continuing our study on animals.
Students are working on animal Power Points. They will begin presenting in class on Wed., Dec. 18 and finish in Jan.
Orange sheets were provided to do the research. Some students are using a flash drive to take their projects home to complete.
Orange sheets were provided to do the research. Some students are using a flash drive to take their projects home to complete.
Sound Waves
We are learning that energy is transferred from place to place with light waves and sound waves.
We know about the wave lengths and the amplitude of sound waves. Transverse waves (move up and down) are in water and longitudinal waves (move back and forth plus in all directions) are in sound. We used a slinky to model these.
Whales and dolphins use echolocation in the water to send messages. There would be no sound in space because their is no air/air particles to vibrate.
Salt particles moved on the speaker because of the vibrating sound waves and air particles.
We know about the wave lengths and the amplitude of sound waves. Transverse waves (move up and down) are in water and longitudinal waves (move back and forth plus in all directions) are in sound. We used a slinky to model these.
Whales and dolphins use echolocation in the water to send messages. There would be no sound in space because their is no air/air particles to vibrate.
Salt particles moved on the speaker because of the vibrating sound waves and air particles.
Light Waves
We are learning that light travels in straight waves until it hits an object. White light has all the color spectrum - ROY G BIV (red, orange, yellow, green, blue, indigo, violent). Light waves are different depending on the color and brightness.
We are learning through exploration with reflection (mirrors), refraction (water and prisms), and absorption. Using magnifying glasses we learned the difference in concave and convex lenses.
Concave lens curve inward and spread the light waves out - used to see far away.
Convex lens curve outward and light waves meet together - used to see close up.
When light doesn't pass through an object, the item is opaque. All light waves pass through an object, the item is transparent. When only some light waves go through an object, the item is translucent.
In the classroom, we have window film made by the company rabbitgoo that shows refraction and translucent.
We are learning through exploration with reflection (mirrors), refraction (water and prisms), and absorption. Using magnifying glasses we learned the difference in concave and convex lenses.
Concave lens curve inward and spread the light waves out - used to see far away.
Convex lens curve outward and light waves meet together - used to see close up.
When light doesn't pass through an object, the item is opaque. All light waves pass through an object, the item is transparent. When only some light waves go through an object, the item is translucent.
In the classroom, we have window film made by the company rabbitgoo that shows refraction and translucent.
Collision
Why do some balls bounce? We did an activity with tennis balls, golf balls, plastic balls, rubber balls, and others to measure the transfer of energy. We learned a lot about what happens in a collision.
It was so cool that Creek Critters came to Granbery!
S’mores
We'll watch Generation Genius and table groups will make a solar oven to learn about energy transferring from the Sun. It's going to be yummy...
The transfer of energy is the theme of 4th grade science. While watching Brain Pop, we learned about potential (stored) and kinetic (moving) energy. Depending on the position and condition determines how much energy transfers. The students held up their thin High Stakes Assessment booklet and/or their science notebook and let them drop to the floor. We know gravity pulled the book down. Then, we lifted our Go Math workbook and/or hardback library book and dropped them noticing a lot louder smack on the floor. Heavier book held above our heads had more potential energy to then fall to the floor.
The transfer of energy is the theme of 4th grade science. While watching Brain Pop, we learned about potential (stored) and kinetic (moving) energy. Depending on the position and condition determines how much energy transfers. The students held up their thin High Stakes Assessment booklet and/or their science notebook and let them drop to the floor. We know gravity pulled the book down. Then, we lifted our Go Math workbook and/or hardback library book and dropped them noticing a lot louder smack on the floor. Heavier book held above our heads had more potential energy to then fall to the floor.
This week we will wonder which paper towel is more absorbent as we learn the steps of the scientific process. "Mystery Doug" has some great videos and activities answering questions about science. We'll also watch "Generation Genius" for science lessons, experiments, and quizzes.
We're beginning the Scientific Process. What steps do scientists use? A scientist is someone who gathers and uses research and evidence to test and share results. Some different types of scientists: biologists (study living things), botanist (specializes in plants), astronomers (study stars, planets, and galaxies), paleontologists (specializes in fossils), seismologist (studies earthquakes), chemists (studies matter and its properties), geologists (study solid Earth), mathematicians (study numbers and patterns).
Scientists make observations, ask questions, state a hypothesis, plan an experiment, gather materials, complete the experiment, conclusion, and share results.
We're beginning the Scientific Process. What steps do scientists use? A scientist is someone who gathers and uses research and evidence to test and share results. Some different types of scientists: biologists (study living things), botanist (specializes in plants), astronomers (study stars, planets, and galaxies), paleontologists (specializes in fossils), seismologist (studies earthquakes), chemists (studies matter and its properties), geologists (study solid Earth), mathematicians (study numbers and patterns).
Scientists make observations, ask questions, state a hypothesis, plan an experiment, gather materials, complete the experiment, conclusion, and share results.
To teach the engineering method, students worked in teams to do the Marshmallow Challenge and a Bobby Dropper. Who could build the tallest structure to hold the marshmallow on top? Who could help Bobby land softer than the free fall?
Please, don't get too upset with all their questions.
Why? Why? Just correct their, “How come”.
Encourage them to research the answer.
My most important role as their science teacher this year is to encourage your child to wonder about things!