End of second trimester

This trimester went by really fast! We started and ended  the trimester studying specific standards (structure/function for 3-4 and intro to chemistry for 5-6), but we spent the majority of the trimester studying the process that scientists go through to answer questions. It took us weeks to discuss what scientists do and have kids plan their own studies. Unfortunately I didn't take pictures of the kids presenting at the science fair, but hopefully you were able to see it in person. : )

In order to prepare the kids for their science fair projects we first talked about what scientists in different fields do, and we also did a project as a class. Our class project was related to acidity and calcium carbonate. We talked about background information, research question, hypothesis, variables and experimental set up. After conducting this class research project, the kids had to brainstorm ideas for their science fair projects and turn in proposals to me. 3-4 students worked in groups and 5-6 students had to develop individual projects. 

The kids were engaged throughout the process - they learned and had fun designing, conducting and presenting their projects. Topics varied widely since I encouraged kids to choose something that they were really interested in. 

After a successful science fair, the kids and I had two more weeks to explore structure/function and chemistry. Third and fourth graders learned more about some of the structures/functions in their bodies - digestive system (kids did a hands on activity simulating what happens during each stage of digestion), kidney, heart and lungs. Fifth and sixth graders had a quick introduction to biochemistry - they learned the central dogma of biology and they were exposed to the chemical equation of photosynthesis and respiration. 

Decoding a DNA message. Kids learned how to read: DNA --> RNA --> protein

We had a guest speaker who works with amazon deforestation 

Trying to make a filter as efficient as kidneys

Lung model

Some more pictures

Discovering that pie is a number = the ratio between circumference and diameter of a circle. 

Hands on exploration of solutes and solvents 

filtering solutions of different vegetables  

paper chromatography of filtered solutions

squid dissection

chicken leg dissection

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First two weeks

Both classes started the trimester learning about different fields of science and talking about how scientists answer questions. I wanted to start the trimester with a fun experiment: we submerged eggs in different liquids and predicted what would happen. One of the liquids was pepsi, since we were interested in seeing how soda can affect our teeth, the other was vinegar and we used water as control.  The kids were very excited to see the results. 

Third and fourth graders started their structure/function unit by learning more about flowers. They learned that flowers are structures that help plants reproduce, and they had to find the ovary on a flower, open and find eggs. We looked at the eggs under the microscope and saw rows of them. : ) 

They also looked at the anthers and learned that pollen grains are structures that eventually lead to sperm development (they are microgametophytes). 

Fifth and sixth graders learned about atoms and molecules. They learned about atoms' structures and the fact that they can bond to form molecules. Kids used mini marshmallows to make models of different molecules

Quick welcome to Winter 2017 trimester

     I hope that everyone had a good winter break. I just wanted to give you a quick preview of what the kids will be doing in science and math this trimester. This should be a very exciting trimester as we have the science fair on March 11th.
     This trimester both classes will experience firsthand the process that scientists go through to answer questions. We will start the trimester answering a few questions together, as a class, and then students will do independent (5-6), and pair (3-4) research projects. In addition, 3-4 graders will study structure/function in living things and 5-6 will have an introduction to chemistry, with a focus on biochemistry.
      In math, 3-4 will start the trimester solving some real life math problems, practicing multi-step word problems and practicing multiplication tables (up to 10). Then each student will continue where they were on their books. With the older students (5-6), I am starting the trimester talking about skills that they will need as students from here on - taking notes, preparing study summaries and taking tests. Then, fifth graders will do some hands on exploration with fractions (multiplying and dividing), and sixth graders will have some time to study, make math study planners and take a test.
       Feel free to email me if you have any questions or comments. I also wanted to take this opportunity to let everyone know that we are currently working on finding (and training) a person to replace me, starting next trimester. As you know, I made the decision of following a lifelong dream of studying medicine, and I will be starting medical school in May. March will be my last month at Peregrine. This will be a very difficult transition for me since I am passionate about the work we do at Peregrine, and I will miss the entire community tremendously. But Lorie, the elementary staff and I are working hard to find the right person for this fun and rewarding job.

End of Fall trimester

During the last month of the Fall trimester, both groups (3-4 and 5-6) worked really hard on writing and illustrating a science book. I emailed parents a pdf version of the books. Please let me know if you haven't received it, and would like to see the book(s). I am really proud of their work.
In addition to creating science books, both classes engaged in their first independent research projects, especially fifth and sixth graders. In the next few paragraphs, I will summarize the processes that the kids went through during both projects.

The third and fourth grade group decided to write a book about Yosemite's micro biomes.  As you might recall from previous posts, this group was studying ecology this trimester, and they were excited about our trip to Yosemite, so they decided to write a fun and informative book about the micro biomes that we find in Yosemite. As a class, we decided that the book would have fun, fictional stories happening at each micro biome and informational pages with main characteristics of each place. We started this project by talking about writing in science - even though I did want the kids to use their imagination in their stories, I also wanted them to include accurate information. So you might notice that some of the characters, or details of the story include some of the flora and fauna found in Yosemite.
After agreeing on a general outline for the book, we had to assign jobs in order to get everything done before winter break. Students had to hand write drafts of their stories and then type them. They also had to make the illustrations and do some research to make sure that the facts section was accurate and complete. This process takes a long time with third and fourth graders since they need assistance - especially with editing and typing their sections - but it was fun and educational.
For the mini independent research project, the kids learned about symbiotic relationships. I brought a short video and some articles for them to get the background knowledge they needed for this project, and then I had each student choose one symbiotic relationship they were interested in learning a little more about. Their options were: mutualism, parasitism or commensalism. Students had to read and summarize to the class what they learned.
During the very last week of school, the kids made a short video summarizing what they learned this trimester. Each student was responsible for summarizing one thing - either what ecology is, or a subtopic of ecology that they studied  this trimester. You can see the video below.


Fifth and sixth graders wrote a book summarizing everything they learned this trimester. Students did everything for this book - researching additional information, summarizing what they learned, writing and illustrating sections. As a class, we decided that the book would have three parts: 1) Earth's structure, including a summary of plate tectonics and what happens in each boundary, 2) California's geological formation, and 3) Yosemite. We then divided the class into production groups.
Each group was responsible for one section of the book, and they had to turn in a a group plan for approval. In this plan, students had to tell me who was responsible for writing and illustration each subsection of the book. Once the plan was clear to everyone, the kids did an outstanding job in getting things done independently. I was impressed with how focus this group was when producing the book. I was there to guide them, and help with whatever they needed, but the kids really took responsibility for this project. It was such a joy to see their commitment - many kids wanted to spend their recess working on the book. : )

For the independent research project, 5th and 6th graders were asked to choose a science topic of their interest, and come up with one or two questions about that topic. Once the kids had at least one good question,  I helped them find sources. All students had articles to read, some had documentaries and books as well. Students were asked to take notes on what they were learning on a google doc (using an assignment that I created on google classroom). That way I could read things as they were writing, and give feedback.  Towards the very end of the trimester we decided to make a short video summarizing what each student learned during their independent research project. This project will be "published"/released in two separate videos. Only one of the videos is ready, but I will share the second ASAP.

                                                     

3-4 book cover.

5-6 book cover

Core sample of a sedimentary rock cupcake 

Making geology cupcakes

Rockyard field trip