September 27, 2012

Today you have two tasks.

1.  Complete your summary (if you haven't already done so)
2.  Begin to write an ARGUMENT about why people should read the article that you chose.  If you have time to finish this, then finish it!

Please follow the directions below carefully to complete.  This will be checked in class tomorrow, and you are expected to have the summary completed, and the argument started.


SUMMARY:
Download the file called "Science Lesson Summary 9.27" here and follow the directions carefully.  You are adding this on to the summary that you have already started either on paper or on a Google Document.


ARGUMENT:

Download the file called "Argument Science Lesson" here and follow the directions carefully.  You can type the argument paragraph or write it by hand.


Extra time can be spent perfecting your blog on Blogger, or on the science links on the 5/6 website.

Week 5, September 20 and 21

In the near future, each student will be creating a science blog where they can post news about interesting science current events.

To get us started, I want every student to find a science article that you are interested in.  It will help us next week as we create our blogs and do our first blog entry.  I have posted great science websites for kids that are good resources to find these articles  (follow the link below).  If you have your own news source that you'd like to use, that is fine, as long as it is a CREDIBLE source.

List of News Sites

Take the time in class today to explore the websites and find an article of your liking.  You will be using it tomorrow in class!



SEPTEMBER 21


Next, fill out the Science News note-taking sheet...  You can take the notes either on  the computer, or written on the paper provided by the sub...  Your choice.  Here is the link to the sheet  LINK
Read the example that I did before you start  HERE


Any extra time can be spent on science links off the website, or reading more articles.

Week 5, September 19

Watch the "Water Bowls" demonstration with Miss Z.

When complete, respond to the following questions:

1.  What did you notice?

2.  Why did the food coloring swirl and mix differently in each bowl?

3.  .  How did the two activities demonstrate how particles move in matter?

View the video at this link:

http://conceptualchemistry.com/index.php?option=com_k2&view=item&layout=item&id=17&Itemid=71

Watch videos 2.6, 2.11, 2.12, and 2.13

Do final activity with Miss Z. as a human model.

Week 4, Day 2

View the slideshow on the Relationships: States of Matter homepage

Write ideas down for the following questions in your science binder as you explore:

What is everything made of?

Explore the following sites...  Chem4kids  and Interactive Periodic Table

Other favorites from people in class...   Type in the element name
    Videos of the Elements

What are the things around you made of?  What elements make up a person? People

Post one comment in response to this blog...  (you can do this in pairs if you are sharing a computer).   What is something new that you have learned today?

Week 4, Day 1

Watch the demonstration by Miss Zimmerman.  What happened?  Why?


In your notebook, define the following words:
phase change
evaporate
condense
freeze
heat/thermal energy
kinetic energy



Begin to work on your Phase Change assessment.  The rubric and directions are linked on the 5/6 science website.  This will be due on THURSDAY at the beginning of class.

Link to science site

Week 3, Day 2

Complete your graph from yesterday's experiment.

Write your conclusions/interpretations into your science binder.  (What happened to the temperature of the ice?  What happened to the temperature of the water?  WHY????)

Write new questions.


AFTER:

Log on to Discovery Education.  With a PARTNER watch the Magic School Bus video for some review about heat.  What new things did you learn? 

Week 3, Day 1

Complete the Freezing Water inquiry found in the Heat and Change workbook on pages 59- 63.

You need to write up a COMPLETE scientific inquiry in your science binder with all of the following components:

1.  Question
2.  Hypothesis
3.  Plan (materials and steps)
4.  Results (data table and graph)
5.  Conclusions and Interpretations  (what happened and WHY?)
6.  New Questions (related to the inquiry we just completed)

Work with one another to come up with a solid inquiry with well thought-out conclusions.  Tomorrow we will talk about what you did on your own.