Hi Families,
This week will be an amazing time as we return from Spring Break and have an opportunity to view the solar eclipse. These wonderful events of science in our everyday lives allow us to review past lessons and expand our current curriculum. We will end the week with a hands-on activity as we take glimpse of our science unit for this quarter.
Ah, the wonderful change of seasons allows for amazing science investigations. For the next two weeks, our Junior Scientists will learn about insects; who they are, their structure, and why we need them as a part of our ecosystem. This week we will begin recording our inspections in our insect journal and discuss the different insects we find in our lessons.
Our vocabulary will include
We will have an infestation of science fun this week!
Hi Families,
This week in science we are planning to play with our newly developed life science knowledge. We will review a few of the animals we studied and find ways to benefit from their strengths. Students will design their own science projects by mimicking nature.
This week's vocabulary includes:
We are off to a week of engineering fun!
Last week our Junior Scientists focused on their animal trait investigations and moving from a big idea to small details when researching our classroom animal. Students learned about the length, weight, and special features of an alligator. It was fun to see them team up and complete these adventures as a team. Great work Junior Scientists!
Due to our limited time at school when coming back from our long holiday weekend and having a field trip, this week we will conclude our study on structure and function. Our Junior Scientist will then discuss how these traits assist with survival and caring for offspring. Finally, we will look into cold vs. warm blooded animals and begin to consider insects. Oh, what a week of science fun... and lots of hints for our next project.
This week's vocabulary includes:
Students will complete their alligator science journals and dioramas. Our questions this week include: Why are different animal parts needed? How do parents teach offspring to survive? What are the differences between cold and warm-blooded animals?
Another week of science fun!
Hi Families,
Our Junior Scientists are showing their amazing research skills as they learn about animal qualities, and investigate to find answers for our animal journals.
This week we will look into habitats. For example, a biome is a very large area with one particular type of climate. It has animals and plants with features that allow them to live there. An ecosystem includes all the living and non-living things that work together in an environment. These types of habitats are specific places where an animal lives; and we will research where our classroom animal, the alligator, lives and why.
We are off to another week of science investigations!
Hi Families,
We have begun an interesting unit on Animal Life Science. Last week our classes voted to focus our investigations on Alligators as we consider the various aspects of Life Science.
This week we will begin to build from what we learned about the needs of the living (vs. non-living). Students will be challenged to consider how and why animals eat certain foods.
This week's vocabulary includes:
food
hunger
survive
pray
preditor
meat
needs
Students will begin their Animal Journals and collect research on alligators. Our questions this week include: Is an alligator prey or predator? What does an alligator do to survive? How are its needs met?
We are off to a full week of science investigation!
It's science time!!!
This week we will begin our Life Science unit for Quarter 3, which will focus on animals (warm-blooded, cold-blooded, leading to insects). Students will explore the idea of what life cycles include and begin to consider the process of biomimicry.
This week's vocabulary includes:
Students will be asked to consider the meaning of each term and to locate examples in our community.
We are off to a week of science fun!!!
Hi families,
This week we will complete our Earth Science unit and play with the moon growing like a 'D' and closing into a 'C' when it is moving from Full Moon to New Moon. We will also continue our lesson of patterns and investigate the planets in our solar system to see what they have in common and why they are different.
It is fun to play with science🙂
Hi families,
I hope everyone enjoyed hearing about the Earth's orbit around the sun, and the moon's orbit around Earth. Personally, I think our highlight last week was making our own telescope lens to see small stars.
Hopefully your Junior Scientists told you all about it.
This week we will watch the moon's orbit around Earth, make our own moon phase calendar, and play with moon phases to learn about a beautiful pattern in our sky. When the moon is growing like a 'D' it is moving from the New Moon to Full Moon. When the moon is closing into a 'C' it is moving from Full Moon to New Moon.
Science is fun! 🙂
Hi families,
I hope everyone enjoyed their Thanksgiving break and the wonderful examples of Earth's rotation and revolution in our weather. As we return to school we will begin with a small review of our previous discussions, and then move into our next focus - the moon.
This week we will discuss the moon's orbit of the Earth. Why do we see different shapes of the moon? How can we recognize a pattern? Why are there times when the moon blocks out the sun? Why are there times when the Earth blocks out the moon?
Ah, the beauty of science 🙂
Hi families,
Last week in Science our amazing students looked into Earth's rotation and revolution. Our Junior Scientist quickly connected to the concept of a day being one rotation and had fun investigating ways to prove the time of day.
This week we will look into the sun, as well as the revolution Earth travels, and ask: How is Earth heated from the sun? What changes on Earth as a revolution around the sun is made? How do we have a year? How do we have seasons?
We are having fun with science 🙂
Hi families,
We are excited to switch back from Social Studies and begin our studies on Earth Science. This unit will include a connection to our planet, moon, sun, and larger solar system. We will recognize why we have different times of day, month, and year. Our students will follow the pattern of the moon, and how the moon impacts ocean tides. We will even look at different planets, how planets are considered 'living', and end the unit with making our own living planet.
This week we will look at the connection our planet has to the sun and ask: How do we have a day? How do we have a month? How do we have a year?
We are blasting off to some science fun!