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Mrs. Greder's Science Class

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Due to the school closure, I gave each student two packets. (Note: If your child was not here on Friday, you can stop at the Westgate office and pick up your child's packets or email me and I can send a digital copy.) One packet has a green colored title page; this packet is in case school is closed longer than our Spring Break. The second packet has a white cover sheet; this packet is the work due for this week. The subject is Spring Equinox and asks students to write out answers. These answers can be written on these pages and returned or written online and shared with me. Students must restate the question and answer each question fully. 
 
If you have any questions, please email me at [email protected]

Week 3/9 - 3/13

This week,  students learn how to make predictions about the weather by observing clouds and their changes. In the activity, Storm Spotter's Guide, students create a small book to record their notes, identify different types of clouds, and think about wind direction to figure out if a storm is heading their way. Students will also be introduced to the concept of “climate” and explore the world’s five major climates. In the activity, Climate Decoder, students color one part of a world map to figure out the different climates of that region. Students then combine maps and search for global climate patterns.

Week 2/2 - 2/3

This week we will be wrapping up our animals through time unit. Students will be reviewing on Monday and taking their test on Tuesday. We will spend the rest of our week diving into our new unite, weather and climate. 

Week 2/24 - 2/

This week students will examine how physical traits can be influenced by the environment. In the activity, Astronaut-in-Training, students analyze how a NASA astronaut’s traits changed during his “year in space.” Then they measure some of their physical traits (arm strength, height, and balance) and predict how their own traits might change after living in space.

Week 10 -14

This week we will be wrapping up our Lizard Island experiment. Students will understand how natural selection can happen without humans. Students will also discover why dogs’ expressions, like tail wagging, are so useful when living in a pack. In the activity, Field Journal, students watch videos of different animals that live in groups to simulate observing them in their natural habitats. They discuss and record their observations, and construct an explanation of how living in groups helps these animals survive.

Week 2/3 - 2/7

This week students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. They study the physical traits of parent animals and match them with offspring that have matching traits.
Students will also  learn about an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Students will simulate how natural selection affects a group of tree-climbing green lizards when their island is invaded by hungry brown lizards.

Week 1/13 - 1/17

Welcome back, I hope you all had a wonderful break! This week we will be reviewing and warping up our animal groups unite. Students will choose an animal and investigate how living in a group with other animals helps it. 

Week 12/9 - 12/13

This week we will continue with division. Students will learn different methods of how to divide. Our main methods will be quantitative division and how to estimate with compatible numbers. Students will also learn about remainders. 

Week 12/2 - 12 /6

Welcome back! I hope you all had a wonderful break. This week we will start a unit on animal groups and behavior. Students will be exploring why animals live in groups. They will also see how the animals behavior effects the environment around them. 

Week 11/18 - 11/22

This week we will be wrapping up and presenting our traits project. Students will be able to define trait, inherited trait, and environmental trait. They will also be able to to tell the difference between inherited and environmental traits and provide accurate evidence on how they know. 

Week 11/12 - 11/15

This week we are continuing to work on our traits project. Students are working hard to identify different traits they have and grouping them into inherited and environmental traits. They will be organizing and providing evidence of who they categorized their traits.

Week 11/4 - 11/8

Due to the snow, we will continue to learn about  inherited and non inherited traits. Students will work on identifying the differences between the two. They will also investigate how an organism's environment affects non inherited traits.


On Wednesday, students will be identifying their own traits. They will identify traits they get from their parents and environmental traits. For this activity students will need a picture of the family. It will help the students if it was a portrait style picture. Please Have students bring the picture(s) by Wednesday, November 6th.

Week 10/28 - 11/2

This week, we are continuing to learn about  inherited and non inherited traits. Students will work on identifying the differences between the two. They will also investigate how an organism's environment affects non inherited traits.

Week 10/21 - 10/25

This week, we are looking at inherited and non inherited traits. Students will work on identifying the differences between the two. They will also investigate how an organism's environment affects non inherited traits.