3rd-6th Science

SCIENCE: Week 26 Post--4/7/20  Let's Regroup!

 

PLEASE READ CAREFULLY IN ITS ENTIRETY!!

 

How is everyone surviving so far?  You would think that since we all homeschool that the transition to schooling under “quarantine” would be easier, but this is so much more complicated with many outside stresses and worries added in with the schedule changes.  I know after talking with several parents that many of you are struggling to find a new rhythm in this unusual circumstance and are feeling a little overwhelmed.  I want you to know that I am too!  I counted it up last night as I was trying to schedule out the week’s schoolwork, that out of my five kids we are sifting through instructions for nineteen different classes (both college and tutorial) moving to varying online formats.  That’s not including changing my SHARE lesson plans to all online.  NINETEEN!  YIKES!  I felt a little better after counting it up only because I suddenly felt more justified in feeling like I was going to lose my mind!

 

So, here is what I want to do….  My next planned lesson is on light energy.  This is such a fascinating subject that gives so much glory to God that I do not want the message to get lost in the chaos.  I would like to postpone the lesson until next week and give everyone a little more breathing room this week to catch up and figure out their new routines.  Even though I stressed in last week’s post that I would not be sticking to strict weekly deadlines for turning in work and that you can work at the pace that best fits your individual household, I feel that posting another lesson and checklist this week will add to your “mental pile” of things to do and feeling buried.   Many of you have been turning in work with apologies for being late.  You are not late.  While there are many others that I have not heard from at all.  We are all trying to navigate the upheaval from our normals, so please do not stress out about weekly science work under these circumstances.  As long as I have what I need by April 28th to assign a final grade, I am flexible.  I think giving a week off from new science work will help everyone get a better handle on things and catch up with what has already been assigned which will help mentally.  Plus you’ll have a little extra time to enjoy Easter weekend with your family!  

 

Soooooo…..

 

  • No new work this week.  Catch up, breathe, find your temporary normal, and enjoy Easter weekend.

  • See the list below of the assignments that are to be turned in thus far.  Remember that you have until April 28th to turn them in for a final science grade given on the 30th.  Two more checklists, two more weekly assignments, the final project, and quiz will be added to this before the official end of the SHARE semester.

  • Next week will be our official light energy lesson with reading lesson, homework checklist, the videos, and activities.  There will also be a video from me to the kids with a “special guest.”

  • For the following week, I will revise my lessons on thermal and sound energy and shorten them into one lesson since we are skipping a week.  This will be the final teaching lesson.

  • The final project of a wacky race vehicle will go forward as described in the revised guidelines posted last week.  Send me your videos if you have your vehicle project completed.  

  • IF I can figure out the technology I may try to set up a zoom meeting per grade to let them interact with their classmates and share their wacky vehicles, BUT it would be optional and not a part of their project grade.  That is IF I can figure out how to do it.

  • At this time I will still be giving some kind of final quiz, but it is nothing to stress over.  I will figure out the easiest way to do this and give details next week.

  • For those of you that are rockin’ it out and are all caught up with science work, use this week to work on your wacky race vehicles for your final project. 

  • I will be sending the kids an Easter Card via email this week so look for that in your inbox.  It will come from Jacquie Lawson e-cards just so you have a heads up that it is not spam.

  • I am available by email or text to answer any questions or to discuss any flexibilities that need to be given under the circumstances.  Remember, you are your child’s main teacher and this is an unprecedented situation that we are all trying to navigate in finishing up our school years.  It will not be the same for everyone.  

 

 

****At this time the following has been assigned to turn in by text or email:

  1. Week 23 homework checklist (I forgot to mention this last week)

  2. Picture of Rube Goldberg lab notebook page

  3. Week 24 homework checklist

  4. Picture of Benjamin Franklin lab notebook page

  5. Week 25 homework checklist

  6. Picture of Nikolas Tesla lab notebook page

  7. Final project videos IF they have been completed.  They are due on the 28th.

 

Here is a rundown of the remaining science lessons:

    April 7th:        Week off to catch up and work on final projects

    April 14th:       Light Energy Lesson

    April 21st:       Sound Energy & Thermal Energy combined lesson/Short Quarter Quiz assigned

    April 28th:       Final Date to Turn in Final Project & Work to Receive Final Grade in Science by April 30th

Hang in there!  I miss your kids and have you all in my prayers!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

SCIENCE: Week 25 Summary--3/31/20  Magnetism & Electricity

 

Oh how I miss seeing the smiling faces of your children and all their sweet hugs!  I pray that your families are healthy and making the best of a strange and stressful situation.

 

Now that we at least have clarity on what is happening with our remaining SHARE days, I have come up with a plan on how to proceed with the 3rd-6th grades to complete their year of science and receive a final grade.  It will be up to you, as their home teacher, to oversee the completion of the checklists and activities, but I will continue to give graded assignments that can be turned into me by text or email. 

 

 I will follow this basic set up for each remaining weekly homework checklist:

 

  1. Lesson Introduction: a weekly reading lesson

  2. Reinforcement: videos to reinforce learning 

  3. Note Taking/Recording their Learning: assigned note taking from the reading lesson, videos, or record what they’ve learned from their activities in their lab notebook…  These are their notes so there is no right or wrong as to how this is done, except to not try.  In the process of having to write down notes or sketch diagrams they are learning how to pick out main ideas and are making deeper connections to what they are learning.  This will differ by individual child and grade level.

  4. Application: suggested and open activities to go with the lesson (not knowing what materials you have at home makes this part flexible to find what works best for you).  Doing at least one hands-on activity is suggested.  

  5. Graded Assignment: one graded assignment per week to be turned in by email or text  

 

Quarter Science Grade will be based on:

    • Quarter Homework Checklist Points 

        —Send a text or email with picture of checklist as they are completed and signed

    • The Weekly Graded Assignments 

        —Send a text or email with picture of assignment that is marked on the homework checklist as a graded assignment.  I do not need to see all of their lab notebook note-taking pages, just the graded assignment.

    • Final Project (modified requirements with video presentation; see note below)

    • Quarter Quiz (This will be a short quarter test covering the very basic concepts.  I will have this available to take on April 21st.)

 

Deadlines: In this time of trying to find some normalcy and a schedule, I understand that this means different things for different households.  Personally, the change to online classes for my high school students and college student has dominated the wi-fi and schedule in my home and we have not found our groove yet.  Therefore, I understand the need to adjust things to maintain sanity, so I will not adhere to strict per-week deadlines with SHARE work to allow you to schedule things as you need to. However, in order to give a final grade, I will need all items for grading sent to me by the 28thI will complete grades and email them to you by April 30th. 

 

Here is a rundown of the remaining science lessons:

    March 31st:     Week 25—Magnetism & Electricity

    April 7th:         Week 26—Light Energy

    April 14th:       Week 27—Thermal Energy

    April 21st:       Week 28—Sound Energy/Short Quarter Quiz

    April 28th:       Final Date to Turn in Work to Receive Final Grade in Science by April 30th

 

****For this week please turn in the following by text or email:

    • picture of signed homework checklist Week 24

    • picture of Ben Franklin lab notebook page from Week 24 assignments 

 

Modified Final Project Guidelines:

Continue to follow the original project guidelines in designing your vehicle, using what you have learned in science class.  Refer to the original guidelines for the engineering process and things to consider in your design.  Guidelines and weblink ideas were posted on the Week 23 summary.

    When completed send me a short presentation video and a video of your vehicle in motion (a minute or less is the easiest to send) with these revised requirements:

        1.  Send me a video titled “Presentation” with your name and grade in the subject line or as a text.  Introduce your wacky vehicle name and back story, if you created a character or back story to go with it.

        2.  Explain its features, telling me the reasoning for your design choices based on what you have learned in physics.  Refer to the original guidelines section titled “Be an Engineer and Use the Engineering Design Process” for help with this.

        3rd grade needs to include 3 things they learned in physics and how it influenced their vehicle design.

        4th grade needs to include 4 things they learned in physics and how it influenced their vehicle design.

        5th grade needs to include 5 things they learned in physics and how it influenced their vehicle design.

        6th grade needs to include 6 things they learned in physics and how it influenced their vehicle design.

 

    3.  After presenting your vehicle, send a second video (titled “In Motion” with your name and grade) demonstrating your vehicle in motion with the distance traveled of at least five feet.  You may still dress up if you like! 

    4.  The design sketch on graph paper and completed project form are no longer required.  You may send me a picture of your graph paper design sketch for extra credit if you have already made one OR would like to.  This is optional.

    5.  Final Project Videos are due by April 28th to receive a final science grade.

 

I know I have given you a lot of information, but hopefully I have covered everything you need to know in how to proceed to finish up a year of SHARE science.  Let me know if you have any questions.  I will make myself available to help any student that has questions or needs further explanations to understand a concept.  

 

Hope to see you at the end of May for a field day!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

VIDEO LINKS for Homework :

Homework Checklist Videos: 

    

3rd/4th

    Fun with Magnets: https://www.youtube.com/watch?v=s236Q1nuWXg&t=1s

    Bill Nye Magnetism Part 1: https://www.youtube.com/watch?v=8PyqL9y7VZo

    Bill Nye Magnetism Part 2: https://www.youtube.com/watch?v=_VwvIfmm1OE

    How Do Motors Work: https://www.youtube.com/watch?v=NvQSEU0CDSo

    Magnetism & Electromagnetism Tutorial: https://www.youtube.com/watch?v=V-Gus-qIT74

    

    Nikola Tesla (Brain Pop): https://www.youtube.com/watch?v=g1DqaqBiVRY

    Nikola Tesla for Kids: https://www.youtube.com/watch?v=Q6vpSyvONSk

5th/6th

    Bill Nye Magnetism Part 1: https://www.youtube.com/watch?v=8PyqL9y7VZo

    Bill Nye Magnetism Part 2: https://www.youtube.com/watch?v=_VwvIfmm1OE

    Electromagnetism: https://www.youtube.com/watch?time_continue=1&v=HQdLFEiVeCA&feature=emb_logo

    Magnetism & Electromagnetism Tutorial: https://www.youtube.com/watch?v=V-Gus-qIT74

    How DC Motors Work: https://www.youtube.com/watch?v=wxG3cwugXgs

    Nikola Tesla: https://www.youtube.com/watch?v=xP76q3quHb0

    Nikola Tesla (Brain Pop): https://www.youtube.com/watch?v=g1DqaqBiVRY

    Nikola Tesla for Kids: https://www.youtube.com/watch?v=Q6vpSyvONSk

Activity Suggestions Web Links: (Please find a magnet or electromagnetic activity that works best for you and the sources you have at home without going out or spending money.  Pinterest is a great source for finding science activities.  Just type in magnet activities or electromagnetic activities.)

How to Make an Electromagnetic Experiment: https://www.youtube.com/watch?v=wX9QBwJBI_Y

4 Simple Magnet Motors You Can Make At Home: https://www.youtube.com/watch?v=Lvcsl20GsRA

Magnet Track Craft: https://www.youtube.com/watch?v=f5Ow2ILfrGU

Making Toys from Magnets: https://www.youtube.com/watch?v=x-_epmB0dAU

    (the magnet levitation is a cool activity shown in this link)

Magnetic Pipe Cleaner Sensory Bottle: https://capturingparenthood.com/magnetic-pipe-cleaners-sensory-bottle/

Magnet Maze: https://www.youtube.com/watch?v=ES1svQwUrYk

Magnet Hockey Game: https://www.youtube.com/watch?v=Z9HA1rmEd4Q

Week 25 PDFs...Lesson and Homework Checklists:  Please ignore the blank fourth page of the reading lesson.  I didn't want to take the time trying to figure out how to get rid of it before posting.

SCIENCE: Week 24 Summary--3/24/20  Electrical Energy

This is certainly not how I planned to teach the last weeks in our study of physics, but these are weird times and all we can do is go with the flow and take it day by day.  With the uncertainty of how the next several weeks will play out, it is hard to project a master plan, so for this week I will give you a reading lesson, homework checklist, and video links as normal.  I had planned to cover five main forms of energy this quarter using the acronym MELTS.  We covered mechanical energy before the break, so we will continue with electrical energy, then light, thermal, and sound.  At this time I do not know what I will do about our final project, planned classroom activities, a quarter test, and other graded items.  For now, follow the homework checklist and keep them in your binder.  I will reassess weekly how we will proceed to wrap up the semester. 

 

I know there are a few of you that do not have your lab notebooks since you were absent the week before break.  I plan to mail those out to you this week.  I will contact you for a mailing address.

Also, I have only received one Rube Goldberg machine extra credit video.  If you planned on taking advantage of the extra credit opportunity, I will accept it through the end of the week.  Details are on your homework checklist for week 23.

 

Stay in and stay healthy and hopefully I will see you in April!  Miss you all!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

VIDEO LINKS for Homework :

Homework Checklist Videos:  

    

3rd/4th

    The Power of  Circuits: https://www.youtube.com/watch?reload=9&v=HOFp8bHTN30    

    Conductors and Insulators: https://www.youtube.com/watch?v=vfx8rVbWwmw

    Electrical Circuits-Series and Parallel: https://www.youtube.com/watch?v=js7Q-r7G9ug

    Electricity (Bill Nye): https://www.youtube.com/watch?v=gixkpsrxk4Y

    Static Electricity (STOP at 8:23): https://www.youtube.com/watch?v=sD1nyTG40bo

   Benjamin Franklin Kite Experiment: https://www.youtube.com/watch?v=rriVOlbw8Tg

 

5th/6th

    Electricity (Bill Nye): https://www.youtube.com/watch?v=gixkpsrxk4Y    

    Study Jams Circuits: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm (be sure to take the included quiz after watching the video)

    Electrical Circuits-Series and Parallel: https://www.youtube.com/watch?v=js7Q-r7G9ug (NOTE: This is not the best video BUT it has good information on the advantages and disadvantages of the different circuits AND how to draw the circuits using symbols.  To keep you interested, watch for the girl’s nose to disappear at some point! HA!)

    How Electricity Works: https://www.youtube.com/watch?v=mc979OhitAg

    Static Electricity (STOP at 8:23): https://www.youtube.com/watch?v=sD1nyTG40bo

    Ben Franklin and His Kite: https://www.youtube.com/watch?v=g5mzFb2hhHY

   

Week 24 Handouts:  Sorry for the delay.  We had an internet traffic jam today with my older kids being online with their tutorial classes.  This is an adjustment for us all!

SCIENCE: Week 23 Summary--3/3/20  Simple Machine Fun

What tasty fun we had today exploring the many ways that simple machines make our work easier!  I brought in everything from garden tools to kitchen gadgets to show how we use simple machines everyday.  We moved heavy rocks, discussed how spiral staircases are screws, and identified the simple machines in common items found in our homes. 

 

The highlight of the day was making “simple machine fruit salad!”   We started with a challenge of having the kids figure out how to use manual can openers (a compound machine with levers, wedges, wheel & axle) to open cans of peaches, mandarin oranges, and pineapple.  Talk about hilarious!!  It was all in good fun watching them try, fail, laugh, instruct each other, and cheer each other on. I posted videos below.  Next, we added banana slices using another simple machine…a knife (wedge).  Don’t worry…the kids did not handle the knife!  Lastly, we added apple slices in a very big way.  They were so impressed last week with the manual apple peeler/corer/slicer that I decided to bring in my kitchen aid mixer with an apple peeler/slicer attachment, so they could see how work is even easier when you add electrical energy to a machine!  We had those apples peeled, cored, and sliced in a matter of minutes!  They were impressed with the gadgetry and I was impressed with how much fruit these kids can put away!  They are a fruit-lovin’ bunch!

 

When we return we will have lots of hands-on fun learning about electricity and circuits!  

 

I pray everyone has a safe, restful, and fun spring break!  See you in a few weeks!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

Important Notes:

 

HOMEWORK: There is homework to finish out this school week, but no reading lesson. It would be a good idea to have them re-watch at least one of the videos on electricity the Monday before returning so they are ready to discuss electricity in class.

 

FINAL PROJECT NOTE: Final project guidelines are now posted in the pdf section for our Star Wars Wacky Races event on April 14th. Please make sure you read all three pages of the final project guidelines. You can get started in gathering recyclables and brainstorming.  The remaining five weeks of classes will go by very fast so get a head start on planning out what you are going to do.  Video and web links to use as reference are listed below.

Video and Web Links for Final Project:

 

Never seen a Wacky race?  Here's a cartoon clip: https://www.youtube.com/watch?v=em2jMFhp9mM 

To learn more about the engineering design process, watch these videos:

3rd/4th Grade:

Solve Problems-Be an Engineer: https://www.youtube.com/watch?v=D9I35Rqo04E

Thinking Like an Engineer-Part 1: https://www.youtube.com/watch?v=RM04n0-QtNo

Thinking Like an Engineer-Part 2: https://www.youtube.com/watch?v=zrAl6JQ3sb4    

5th/6th Grade:

What’s an Engineer: https://www.youtube.com/watch?v=owHF9iLyxic

The Engineering Process: https://www.youtube.com/watch?v=fxJWin195kU

Web links for different types of kinetic cars to use as reference & inspiration: 

NOTE--You do NOT need to watch all of these videos!  These are listed to give you design ideas.  More will be added as I come across other design ideas.

Mousetrap Car 1: https://www.youtube.com/watch?v=d19AIpl8ef8&feature=emb_rel_end

Mousetrap Car 2: https://www.youtube.com/watch?v=kPAyIXwryaI

Battery-Powered: https://www.makerspaces.com/make-a-battery-powered-diy-car/

Rubber Band Car 1: https://www.youtube.com/watch?v=0H1YwG19-0M

Rubber Band Car 2: https://www.youtube.com/watch?v=JVUaU-NXLSA

Rubber Band Car 3https://www.youtube.com/watch?v=9xhEXDrMML

Potential Energy Carhttps://www.youtube.com/watch?v=YERjkGMSv8c

Rubber Band Air Car 1https://www.youtube.com/watch?v=Bc1GsKv2fIc

Rubber Band Air Car 2https://www.youtube.com/watch?v=tykmKY4kY4I

Balloon/Plastic Bottle Car: https://www.youtube.com/watch?v=dR2C1GGJ-9o

(easy) 4-Wheel Balloon Carhttps://www.youtube.com/watch?v=K8hu5Y-9AZ8

(advanced) DC Motor Carhttps://www.youtube.com/watch?v=24YllTU3__Y

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

3rd/4th

   What is Electricity?: https://www.youtube.com/watch?v=jpbD0VEN0UE    

    Study Jams Electricity: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm

    All About Rube Goldberg: https://www.youtube.com/watch?v=BZh93OrKssw

    Sesame Street Rube Goldberg Machines: https://www.youtube.com/watch?v=pMpmit5YMcg

 

5th/6th

    Introduction to Electricity: https://www.youtube.com/watch?v=Uf76pThNXZc    

    Study Jams Electricity: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm (be sure to take the online quiz after watching the video)

    All About Rube Goldberg: https://www.youtube.com/watch?v=BZh93OrKssw

    Rube Goldberg: https://www.youtube.com/watch?v=40AO2RdEixs

Extra Credit Reference Videos:

    The Dresser: https://www.youtube.com/watch?v=UFSn8IwgQfw

    The Lunch Feeder: https://www.youtube.com/watch?v=4jruLdkHhi4

    World’s Largest: https://www.youtube.com/watch?v=mTjJzF_Oaow

Week 23 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):  FINAL PROJECT GUIDELINES ARE POSTED BELOW

SCIENCE: Week 22 Summary--2/25/20  Mechanical Energy & Simple Machines

It was sad to have so many students out again because of fevers and the flu, especially since they missed out on a really fun day playing with physics.  For the remainder of this semester we will explore five forms of energy (mechanical, electricity, light, thermal, and sound).  Today we learned about mechanical energy.  The students made cup rockets which demonstrate potential energy, kinetic energy, and mechanical energy.  Then we discussed 6 simple machines and how they make work easier, especially when combined into more complex machinery.  I then brought out a compound machine and had them look for the different simple machines that make it up and try to identify what the machine is used for.  There were a few students that recognized it, but most were surprised when I brought out a bag of apples and was able to peel, core, and slice an apple in under a minute.  We discussed how the same job could be done with just a knife (otherwise known as a wedge), but it would have taken a lot longer.  They were fascinated and many asked where they could buy one! We enjoyed a snack of apple slices, so hopefully our apple today will keep the doctor away and everyone will be back next week!

Pictures and video clips from class are posted below! (4th grade video is coming...)

 

Next week we will have a simple machines STEM lab day and introduce electrical energy.  It will be a lot of fun so everyone needs to get better and not miss!

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

Important Notes:

 

QUARTER 3 GRADING: Lab notebooks and tests were collected in class today.  I cannot complete your quarter 3 grade if I do not have these two items, so if you were absent I will need you to email or text me a picture of your test and I will try and figure out what to do about lab notebooks in the next few days.  There are several assignments to grade that were put added to the lab notebook.

Simple Machines Homework Items:  There is a lot of repetition about simple machines on the homework checklist with the videos and assignments this week but this is on purpose.  I want them to be very familiar with the material so they are able to get more out of our STEM lab next week.

 

FINAL PROJECT NOTE: Final project guidelines will be posted by March 7th for our Star Wars Wacky Races event on April 14th.  Students will design a vehicle using things they have learned in science this school year.  There will be specific things that will need to be included for grading, but a lot of leeway will be given for their imagination!  

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

3rd/4th

   Simple Machines (Free School): https://www.youtube.com/watch?v=fvOmaf2GfCY

    Let’s Get Rolling: https://www.youtube.com/watch?v=YIV9IUHqW3A

    Need a Lift? Try a Pulley!: https://www.youtube.com/watch?v=Nj4J7QNeBNk

    Super Simple Machines:—Levers: https://www.youtube.com/watch?v=lueqE0lxLyc

 

5th/6th

    Simple Machines (Free School): https://www.youtube.com/watch?v=fvOmaf2GfCY

    Simple Machines for Kids: https://www.youtube.com/watch?v=LSfNYpCprw4

    Pulley, Wheel, Lever and More: https://www.youtube.com/watch?v=jtk2V0M6k3M

Reference for Archimedes Research:

    Archimedes Facts for Kids: https://kids.kiddle.co/Archimedes

Week 22 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 21 Summary--2/18/20  Energy & Work

It was good to have the majority of the students back in class again!  Today we spent the first half of class introducing energy and the scientific definition of work. They also learned about potential and kinetic energy using several examples, including roller coasters.  The remainder of the semester will be spent learning about five main forms of energy: mechanical, electrical, light, thermal, and sound.

 

The last half of class was spent reviewing for their test and clearing up any confusion they may have had with the three laws of motion.  They did awesome asking questions AND answering them!  3rd & 4th grade classes had time to review with a little team quiz bowl competition and I must say, they are fierce competitors!

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

Important Notes:

 

LESSON 21 READING LESSON: The reading Lesson 21 was not handed out in class, but will be posted by Thursday morning.  It’s posted this week because of the extra time in creating and printing of the tests.  NOW POSTED BELOW

Sum It Up Worksheet Grading Note: 4th-6th grade classes were given this worksheet 2 weeks ago as a review for the 3 laws of motion.  These were graded but we went over them together in class as a review for the test since most everyone missed at least two questions.  With so many absences over the past several weeks and missing class discussions when these laws were covered, I decided to make this a credit grade rather than a percentage grade. Everyone will receive credit for turning in the assignment.

Quarter 3 Test:  Please follow instructions on the homework checklist for proctoring your child's test.  It needs to be brought back to class next week (25th).

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

3rd/4th

    Simple Machines Song: https://www.youtube.com/watch?v=iQu3GY509ZM

    Force, Work, and Energy Relationship: https://www.youtube.com/watch?v=PD7a1EWjsTc (This is not my favorite video, but it does a good job of summarizing the main points of the lesson. Sometimes things that are annoying, like the parrot, help you remember!)    

    Energy and Different Forms of Energy With Examples: https://www.youtube.com/watch?v=1JdvH_8cz-I    

    Roadrunner Reviews Energy and Work: https://www.youtube.com/watch?v=zx0747fBKWQ

 

5th/6th

    Simple Machines Song: https://www.youtube.com/watch?v=iQu3GY509ZM

    Energy and Matter:  http://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm (take the quiz after watching the video)

    Energy and Different Forms of Energy With Examples: https://www.youtube.com/watch?v=1JdvH_8cz-I    

    Roadrunner Reviews Energy and Work: https://www.youtube.com/watch?v=zx0747fBKWQ

    Potential Energy with Wile E. Coyote: https://www.youtube.com/watch?v=Jnj8mc04r9E

Week 21 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 20 Summary--2/11/20  Contact/NonContact Forces

First, thanks for all the sweet treats and happy smiles for Valentines Day!  It is a warm feeling to have so many precious Valentines to teach every week!

 

Today we focused on details about contact and non-contact forces with class discussions and several demonstrations.  The favorite demonstration was the floating paperclips demo showing how magnetism is a non-contact force.  (We will have lots more fun with magnets later in the semester, but their reaction today confirms to me the fun they will have in weeks to come!)  We also “played a game” of what drops first to show how all things fall at the same rate due to gravity, unless the contact force of air resistance (or drag) affects its fall.  Then I showed my age by demonstrating electrostatic force using a record, a wool sweater, and rice crispy cereal.  The reactions to pulling out the record were priceless…”Wow! Can you still buy those?”  You would have thought I was Indiana Jones uncovering an ancient relic!

 

With a good base understanding of forces and motion, we will now focus our remaining lessons on energy and work.

Here's a picture of the floating paperclips!

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

Important Dates, Reminders, and Notes:

 

Reading Lesson 20 will be posted on Thursday.  I had to rework my lessons and needed a little more time to rewrite lesson 20.  I know there are two reading lessons this week but it is to make up for missing last week and stay on track with grading and report cards before spring break.  

Quarter 3 Test: The test will be given in class next week to take home.  It will cover everything this semester through week 20.  This test will be more about applying what they have learned rather than just knowing facts.  It is nothing to stress over and will be grade appropriate, but wanted to make sure that the students knew to study the concepts for understanding.  I will post the study guide Friday morning.  I have decided not to require the flashcards since it does not work for everyone to study that way, BUT the blank flashcards are available to anyone who would like to use them.  I asked them to write down how they have studied this week so I have some insight on what works best for them and to get them thinking about how they study.

 

Lab Notebooks will be collected for grading on February 25th and returned in class on March 3rd.  Report cards will go out on March 3rd so it is important that I have their tests returned on February 25th and am able to collect their lab notebooks in class the same day.  Everyone has done a super job of bringing their lab notebooks to class.  I don’t like docking points for not bringing their notebooks to class, BUT not one person has forgotten since then!

 

Correction from class discussion: In sharing the facts they learned about the three fathers of physics I told the class that I had read somewhere that Galileo died the same day that Newton was born.  In fact-checking myself, it was actually the same year, not the same day (almost one year to the day that he died which is probably how I mixed it up).  Sources for Newton’s birth year will vary between 1642 and 1643, depending on which calendar was followed.  I didn’t want to leave the kids misinformed.

 

Speed, Velocity, and Acceleration Worksheet for 5th/6th grades: 

The answer for question #8 was velocity on the answer key, but after many wrote down acceleration, I decided to allow either answer as I can see the point of there being a change from sitting to swooping down.  I want them to understand the difference between these three terms so I gave a make up sheet to a few students to redo their worksheet to improve their grade, but mostly to make sure they understand before the test.

 

Final Projects for the Semester:  Details for the final project will be coming soon (before spring break), but I wanted to give you a heads up.  On April 14th we will hold a Star Wars themed Wacky Race (or Great Race).  The students will have certain guidelines to follow in using what they have learned this semester to design their own Star Wars vehicle made from materials of their choice.  I do not want them making anything yet because they will have guidelines, but they can start collecting materials (recyclables) and brainstorming.

 

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

3rd/4th

    Defining Gravity (4.1): https://www.youtube.com/watch?v=ljRlB6TuMOU    

    Fun With Magnets: https://www.youtube.com/watch?v=s236Q1nuWXg

    The Sticky Balloon Trick (Static Electricity): https://www.youtube.com/watch?v=5TAIUCYMlIQ

    Playtime with Parachutes (Drag): https://www.youtube.com/watch?v=Ab_g5sLoXoY

 

5th/6th

    Falling 101:  https://www.youtube.com/watch?v=ly9T46UouGk

    Aristotle VS. Galileo (free fall): https://www.youtube.com/watch?v=2HR5UmG0q0s

    Astronaut Experiment-Air Resistance (32.2): https://www.youtube.com/watch?v=RrJ1-YofCaA

Week 20 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

LESSON 20 IS POSTED NOW.  5TH/6TH GRADE WILL NOTICE THAT THERE IS NO MENTION OF MAGNETIC AND ELECTROSTATIC FORCES.  I KEPT IT OUT FOR NOW AND WILL COVER IT WHEN WE STUDY ELECTRICITY IN A FEW WEEKS. THEY WILL NOT NEED TO ADD TO THOSE NOTES IN THEIR LAB NOTEBOOKS.  JUST THE CONTACT FORCES AND GRAVITY.

 

STUDY GUIDE is now posted.  Each grade has one full page with a partial second page.  We will review for the test in class next week so please come prepared with questions on anything that you are having trouble understanding.  You will also have lighter homework next week as well to allow extra time to study, but do not wait until the last minute! 

SCIENCE: Week 19 Summary--2/4/20  "Snow Day"/Sick Day

I pray that those of you that are sick are on the mend and those of you that are well, stay that way! Hopefully this week off will give us all the break we need to get rid of these nasty germs and ALL be together next week!

 

We would have talked about gravity in class today.  Since we are not technically losing a school day for the semester in taking our built-in snow day, I will move today’s scheduled plans to next week.  This week’s homework will concentrate on learning more about the “fathers of physics”: Galileo Galilei, Sir Isaac Newton, and Albert Einstein.  The focus for this assignment is to have the students learn a little more about the men themselves, relate the names with their contributions, and to see how their curiosity and observations of the universe led to their discoveries.  See the pdf attachments below for the homework checklist. They will also watch a few videos on gravity to prep for next week's discussion.  

Have a wonderful week and hope to see you on Tuesday!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

3rd/4th

Galileo Galilei: https://www.youtube.com/watch?v=buL3h-ofloA

Happy Birthday, Sir Isaac Newton!: https://www.youtube.com/watch?v=l_HnEZf7BB4

Albert Einstein for Kids: https://www.youtube.com/watch?v=GjoYbsvUoO4

Danger! Falling Objects (32.1 Crash Course Kids): https://www.youtube.com/watch?v=dxcx35x5L9Y

Why Roller Coasters Are Awesome: https://www.youtube.com/watch?v=VcRFh-dCxWE

 

5th/6th

Galileo Galilei for Kids: https://www.youtube.com/watch?v=3UyV6yg9hqM

Isaac Newton (Illustrating History): https://www.youtube.com/watch?v=psMy-F8Llpg (REVISED VIDEO)

Albert Einstein for Kids: https://www.youtube.com/watch?v=GjoYbsvUoO4

Danger! Falling Objects (32.1 Crash Course Kids): https://www.youtube.com/watch?v=dxcx35x5L9Y

Gravity & Inertia: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/fgravity-and-inertia.htm

Week 19 Homework Checklists:

SCIENCE: Week 18 Summary--1/28/20  Newton's Third Law

It was another busy day in the SHARE science lab learning all about Newton’s third law of motion.  This is one of the more difficult motion laws to fully understand and is often misunderstood so we focused on four main ideas to give them a better understanding of just how well-Designed and interconnected our universe is.  They practiced taking notes in their lab notebooks as we went over the four points.  Most of our class time was spent going through many hands-on examples and demonstrations of the third law so its safe to say that even if they didn’t fully grasp the law’s concepts, they certainly had fun trying!  

 

I have spent a lot of time on Newton’s three laws of motion but this is intentional as it is the foundation for so many other scientific concepts that will lead them to a deeper understanding in future studies, as well as draw their attention to how it applies to their everyday lives. 

 

As a reminder to parents of third and fourth graders: The third through sixth grade all have the same weekly science lesson which is written geared toward the older grades.  I teach the same main concepts to all of the grades but my expectations for each grade level is different.  The main goal for third grade is exposure to the concepts, getting them thinking about what they observe, and fostering a sense of wonder and excitement about God’s Creation.  Please read the lessons in their entirety so they are hearing the terms, but understand that I am not expecting them to recall the definitions of acceleration and vectors!  I think they are picking up more than you would think!  I know they surprise me every week!

 

Homework Notes:

 

  • For some reason I did not have enough copies of the homework checklist for the fifth graders during class.  I made copies after class and passed them out reminding them to put them in their backpacks right away so they would not get lost.  I found several of the checklists on the floor at the end of the day, so for those students that did not get their checklists put in their backpack, please print one out from the pdf below.

  • The lab notebook assignment in finding examples of the laws of motion in their play is open-ended.  Their homework is to PLAY.  The goal is for them to observe and apply what they have learned about laws of motion in finding examples through their outdoor play or with their toys. It does not have to be anything fancy…just THEIR ideas.  They can set up their toys with an experiment and explain it or they can simply tell/show an example of how something moves when they play.  If they play a certain sport, have them tell about a motion law they can observe when they play it.  Have them record their ideas in the noted lab notebook pages in a way that fits their style.  I never grade their work in looking for perfection or fancy artwork.  I am looking for their ideas and them learning how to apply what they know to the world around them.

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

VIDEO LINKS for Homework :

Homework Checklist Videos:

    

    Newton’s Third Law Action/Reaction: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm  

     

    Newton’s Three Laws (FreeSchool): https://www.youtube.com/watch?v=aA_mqSzbkM0

    Newton’s Three Laws (MooMoo Math): https://www.youtube.com/watch?v=PIQlPTkcKvk

    Real World Examples of Three Laws (MooMoo Math): https://www.youtube.com/watch?v=ztt1mVYH6x4

Week 18 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 17 Summary--1/21/20  Newton's Second Law

Today was all about Newton’s second law of motion, acceleration, and the effects of friction.  To demonstrate Newton’s second law a few students helped out with my “Jedi Speedy Delivery Service” and delivered some letters for me in the classroom in a makeshift “land speeder.”   They quickly learned that the greater the mass of the land speeder, the greater of a force is required to accelerate it.  We also discussed the force of friction and how it made the work harder to accomplish and what improvements we could make to reduce it.  They had a blast!  Two videos are posted below to give you a glimpse into our day. (Working on this!)  We added quite a bit to our lab notebooks today and reviewed the concepts we have learned so far.  The older grades went a little deeper into discussing what exactly acceleration is in physics (not just increasing speed), as well as velocity, vector quantities, and calculating force.  I am not expecting them to absorb all of this information in one semester, but I do want them to hear the words and at least be exposed to the concepts.  Hopefully it will give them something to build on in the years to come.

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

VIDEO LINKS for Homework :

3rd & 4th Grade Homework Checklist Videos:

Force, Work and Energy: https://www.youtube.com/watch?v=WSY4HzWZIlo    

Newton’s Second Law-Acceleration: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/acceleration.htm

Friction (Bill Nye): https://www.youtube.com/watch?v=MAqrWvkBoHk

Slipping, Sliding Science! (Friction): https://www.youtube.com/watch?v=Ps90zArJEJY

5rd & 6th Grade Homework Checklist Videos:

Newton’s Second Law-Acceleration: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/acceleration.htm (Be sure to take the quiz after watching video)

Friction (Bill Nye): https://www.youtube.com/watch?v=MAqrWvkBoHk

Speed, velocity, and acceleration: https://www.youtube.com/watch?v=Jyiw6KkedDY

Week 17 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 16 Summary--1/14/20  Newton's First Law

We had a great day exploring classical mechanics with motion, force, and inertia!  We began class with a quick review of what physics is and then introduced the oldest branch of physics, classical mechanics.  We discussed and demonstrated: force being a push or pull on an object, balanced and unbalanced forces, and Newton’s First Law of Motion: inertia.  We spent the last half of class with a lab activity on inertia.  Students were given a plastic box with a variety of objects that were used to demonstrate how an object at rest will stay at rest unless acted upon by a force.  I demonstrated 3-4 activities using the objects and then let them try it for themselves, as well as come up with other ways.  Sixth grade did an especially good job with putting their own spin on demonstrating inertia.  I have a few videos from class that I will try and post later.

Everyone that came to class today had their lab notebook!  Great job!

 

To those out with the flu, you were missed!  Prayers for returned health and continued health are definitely being prayed for all during this nasty cold and flu season.  Homework checklists and the lesson sheet are posted.  Those absent in third and forth grade do not need to worry about the hexagon foldable assignment; I will have it for you next week.

 

HOMEWORK NOTES: 

  • The lesson is longer this week so it is a good idea to break the reading up into two reading sessions so the information has time to sink in.  The basic concepts introduced in this lesson will be built upon over the next several weeks so it is important that they have a good understanding. 

  • Regarding the mind mapping assignment for 5th and 6th grade: please do not stress about this assignment.  It will be graded, but based on completion and effort, not perfection and artwork.  The only way to bomb it is to either not do it or give very little effort.  The purpose of this assignment is to introduce a note taking and study skill.  It will help them learn to pull out key concepts from a lecture or their reading and then practice making connections.  The physical act of them writing down key words or sketching an idea will help them to remember what they are learning.  The goal is not to be artistic or spend a lot of time on the creativity.  Sometimes the worse the drawing is, the better they will remember the idea!  This is only one of many ways to take notes or study and it may not ultimately be what works best for them, but they won’t know until they try!  And it needs to be THEIR work and path of discovery for this assignment because it is helping them put the information into their memory.  If they really put forth effort into it they might be surprised how much they will remember from Lesson 16.  Trying out different ways now on how to take notes and study and discovering what works best for them individually will be valuable for the years to come. 

Have a wonderful week!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

 

VIDEO LINKS for Homework :

 

All Grades: 

Newton’s Laws of Motion Song: https://www.youtube.com/watch?v=yUp4W9htmuY

What’s Newton’s Laws Say? (fox song): https://www.youtube.com/watch?v=okCCGxWs_L8

3rd & 4th Grade Homework Checklist Videos:

Swings, Slides, and Science: https://www.youtube.com/watch?v=JvSClZ3vHOI

Force and Motion: https://www.youtube.com/watch?v=rfeVlNL7d9U

5rd & 6th Grade Homework Checklist Videos:

Study Jams-Force & Motion: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm  (Be sure to take the quiz after watching video)

Study Jams-Newton’s First Law-Inertia: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/inertia.htm (Be sure to take the quiz after watching video)

Mind Map Reference Videos:

How to Use Mind Maps for Studying: https://www.youtube.com/watch?v=PxwYcW3E5Mw

How to Mind Map Tutorial: https://www.youtube.com/watch?v=4wZ5wV5dPZc (this explains how to use a mind mapping program, but you can apply the tutorial to mapping by hand)

 

Week 16 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 15 Summary--1/7/20  Intro to Physics!

Well folks, strap on your seatbelt for the crazy, fast ride known as the second semester!  After a five week break, us teachers did not have high expectations for getting much accomplished today, but apart from the third graders sleepily stumbling into class this morning asking for a reminder of where to sit, the students did really quite well.  

 

Today began our introduction to physics which is the science of how the universe works.  After spending a little time prepping our lab notebooks, the students learned a note-taking technique called mind-mapping using key words and drawings.  We started with a key word in physics, such as “motion,” and brainstormed examples of physics they experience in their everyday lives through work and play.  I really have to give a shout-out to the fourth grade class on this.  They did an exceptional job and by the end of class they had filled the white board with most of the key concepts we will be learning, as well as adding other lines connecting the sub-concepts together.  I think we were all surprised at what they accomplished in illustrating the point that physics shows how the universe is orderly, Designed, and functions like a machine with many interconnecting parts.  I am now mad that I did not take a picture of the board!  All classes ended with a little physics fun of playing with Angry Bird toys…balls, birds, and pigs were flying all over the place!  A good way to ease into the semester!

 

HOMEWORK:  I did not print out a homework checklist for this week (only).  I did not want to give a lot of homework the first week back and couldn't justify using the paper and ink to print it out.  So, for this week only, here are the homework instructions for all grades:

    1.  Read Lesson 15 sheet, “What is Physics?”  Older grades, please remember to underline or highlight key passages as you read.  I numbered this lesson with a “15” to correspond with the numbered weeks that will be on their homework checklists…having the numbers match will cut down on confusion.  Add the sheet to your binder in the lesson section.

    2.  Using the new, blank flashcards given to you in class, make 3 flashcards.  Label the cards “Q3” in the bottom right-hand corner of the unlined side.  Keep the on the ring in your binder and go over the cards weekly.  Remember, if you know your flashcards, you will ace your quarter test!  You may take off the chemistry flashcards from last semester.  

    Blank side: Physics            Lined side: the science of how the universe works

    Blank side: Energy            Lined side: what enables matter to move or change

    Blank side: Law of Conservation of Energy    

        Lined side: energy cannot be created nor destroyed, but it can change form

    3.  Number your lab notebook.  Most notebooks stopped at #51.  Please continue to number the pages in the bottom right-hand corner to #100.  Lightly in pen or using pencil works best.

    4.  Add pictures to lab notebook.  I gave the students copies of pictures from first semester.  If not already done, they are to put their “mad scientist” picture on the front, inside cover.  In some cases there were additional pictures printed from the semester.  They can add these pictures to the blank pages at the end of the chemistry section (page numbers 47-49).  I had to do a double take when handing out several of them because it is amazing how much they have grown in 4-5 months!

 

 

OTHER IMPORTANT NOTES: 

 • A large number of students did not come prepared for class today with their lab notebooks.  We use the lab notebooks most every class.  If they do not have it, then they are unable to participate in what the class is doing and it really hinders the learning.  This had started to become a bad habit at the end of last semester.  I have decided to start docking two points off their homework checklist point totals starting next week for every time they do not bring it to class.  Here’s why… Apart from not being able to participate in class activities, the number one excuse I receive is to blame mom or dad for them not having it.  Special circumstances aside, they are ultimately responsible for having their materials for class.  I am hoping that by losing points they will start to take more personal responsibility in making sure they are prepared to come to class.  Homework checklist points are counted twice for each grading period.  It can add up so be careful!

 

• My Christmas break was not much of a “break” and I am behind on some correspondence, as well as thank you notes for the lovely Christmas gifts.  If you have not received a response to an email sent at the end beginning of December, I  will catch up on my emails this week, as well as send out electronic thank you notes to the kids (please don’t think it is spam).

 

• I will post a list of names by Friday that sent me a picture over break of their crystal candy canes for extra credit.  If you did the project and do not see your name, please contact me.  I don’t want to have overlooked anyone.  The ornaments looked beautiful and I was so happy to hear how much fun you had making them!  POSTED BELOW IN PDF SECTION

Have a wonderful week getting back into the swing of a schedule!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

Week 15 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some weeks there are handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 14 Summary--12/3/19  CHRISTMAS PARTY!!

 

What a festive day we had!  Thank you so much for all the thoughtful gifts and sweet hugs and smiles.  It was not the “getting” that the kids were so excited about, it was their GIVING to the teachers and to their classmates that made them smiley and excited! It truly warmed our hearts watching them with each other during the gift exchange.  That is such a blessing and a true testament to how you are raising them.  Great job parents!  They are sweet, sweet kids that us teachers love as our own while they are with us.  I don't say that lightly.

 

CANDY CANE ORNAMENT NOTE: My gift to the students was a crystal candy cane ornament kit that involves chemistry!  On the label it says to refer to their lab notebook for instructions, but I was having computer problems and was unable to get it printed out and in their lab notebooks before giving it to them.  Below is a pdf of what would have been in their notebooks as well as a weblink that I referred to in making their kits.  Be sure to supervise when making the solution since it involves boiling water and Borax.  Borax is perfectly safe if handled properly.  I hope they enjoy watching the crystals form on the candy cane.  I thought this project would serve as a good reminder for the fun semester we’ve had learning that chemistry is cool, but more so, that we serve an awesome God that created it all.  I would love to see how they turn out.  *****Text or email me a picture of you with your completed ornament for five extra credit points to start off the next quarter’s grading period!*****

Web link for picture instructions and the science behind the crystals: https://littlebinsforlittlehands.com/christmas-crystal-candy-canes-science-activity/

 

Important Paperwork Note: Every student received a manilla envelope with their lab notebook, graded papers, and report card on the way out the door yesterday.  Please make sure these things are put in their backpacks ready to go for next semester and are not lost in the shuffle of their gift bags.  Overall the test scores, project grades, and quarter grades were absolutely awesome!  I am so proud of the students for learning the fundamentals of a science subject that often overwhelms students.  I was actually surprised at how enthusiastic the kids were when learning about the elements.  I pray that seeds of knowledge were planted this semester that they can build on for not only future science classes, but also for a deeper understanding of just how complex the world is around us and that it can only mean that is was Designed.  It’s just TOO perfect and complex!   If that is the only thing that they got out of this quarter in science, then I consider that a great success that will serve them well in their lives.  But I think they learned a great deal more than that.

 

Unfortunately I got sick over the Thanksgiving break and did not get done what I wanted to with their lab notebooks to prepare for the next semester.  I did get their pictures printed and they turned out super cute.  We will add them next semester and prepare the books in class for our next science adventure…Physics!  

 

Have a wonderful Christmas break making memories and spending time with family.  

 

Much love to you all!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

SCIENCE: Week 13 Summary--11/19/19

 

It was element presentation day!  Part of a scientist’s job is to communicate and share their research and the kids did a wonderful job telling their classmates what they learned about their element.  It can be scary to get up in front of the class and speak, but the more they are exposed to this skill, the less scary it becomes.  We learned a lot of interesting facts, several of which I took notes on so I could find out more later.  Great job on research!

 

At recess I was able to do one demonstration that I had wanted to do last week for mad scientist week, but it needed to be outside.  I think most of the kids were as impressed as I was with watching the reactions taking place with a carbon sugar snake.  I made a mixture of powdered sugar and baking soda.  Rubbing alcohol was poured into a tray of sand and the sugar mixture mounded on top.  When I lit the rubbing alcohol it heated the baking soda to a temperature that created carbon dioxide gas.  The carbon dioxide gas releases pressure causing the sugar snake to grow.  The “snake” is black due to the heating and caramelizing of the sugar.  Many asked how they could do this at home and they were told VERY CLEARLY that since it involves rubbing alcohol and a flame, that the experiment may only be performed by an adult who is following the proper safety precautions.  I will email instructions to any parent that wishes to try this at home.

 

Great news!  No homework this week for two reasons.  First, since our next SHARE day is the Christmas party and they will not be bringing binders and backpacks, I did not want the kids trying to hand in checklists next week.  Second, they worked so hard studying for and taking their test, as well as worked hard preparing their element projects that they (and you!) deserve a break.  I will be finishing up all grading over the break, so if your child was absent and did not turn in their quarter test or element report, please contact me.  I will be giving the students  a bag or large envelope at the end of Christmas party day (as they leave) with their graded tests, lab notebook, any other graded homework, report cards, and a homework checklist that will be due on our first returning class day in January.  Please make sure that these items are checked and put up for safe keeping when they get home so that nothing is missing for the second semester when we return.

 

It has been a real joy teaching the fundamentals of chemistry this semester!  I hope your children have enjoyed it just as much and that it has deepened their understanding of just how awesome of a Creator God is!  I know it has for me!

 

Have a safe and blessed Thanksgiving holiday with your family!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

Pictures from Carbon Sugar Snake Demo:

SCIENCE: Week 12 Summary--11/12/19

 

The extreme cold ruined my original plans for “Mad Scientist Day,” but it didn't stop all of our fun in wrapping up our study of chemistry!  Today we discussed mixtures.  The students learned two main characteristics of mixtures (not chemically combined AND can be separated).  They were shown several examples of both heterogenous mixtures (suspensions, colloids) and homogenous mixtures (solutions), and the different ways that they can be separated (by hand, evaporation, distillation, filtration, centrifugally, magnetically, etc.)  They learned that chemists spend a lot of time in their field making and separating mixtures into pure substances.  They enjoyed two heterogenous mixture snacks of Chex mix and chocolate milk.

 

I had a couple of show-stopping science demos planned to wrap up our chemistry fun, but the cold weather foiled my plans of needing to be outdoors, so we enjoyed an indoor-friendly activity of making a polymer.  They learned that polymers are long molecules of repeating units that stretch out like a chain.  They may not remember that part of it but they will remember “making slime!”  With the snacks, the slime, and the dressing up, it was a great day in the SHARE science lab. I will find a time at some point to fit in at least one of the demos that I originally had planned because it is just that cool!

 

IMPORTANT NOTES AND REMINDERS….PLEASE READ ALL INFORMATION!!!

 

  • HOMEWORK: At the last minute I decided to revise the homework for the week so I did not hand out a checklist in class. Their homework is basically to study, take their test, and complete their project to present next week.  The checklist is posted below in the PDF section.  I also did not hand out a reading lesson on mixtures this week since they have a quarter test and their element project.  I will hand this out next week.

 

  • FLASHCARDS: First, there will not be any additional flashcards added this week before taking their test.  I decided not to add any information on mixtures so the list that was posted last week is all the information that will be included on their test.  Second, there is a HUGE typo mistake on the flashcard list.  I mistakenly typed electron instead of neutron as being a part of the nucleus, then copied and pasted the info for each grade level.  So, the two subatomic particles that make up the nucleus are protons and neutrons (NOT electrons).  Please make sure this is corrected on their flashcards if they didn't catch my mistake when making them. A revised PDF is listed below.

 

  • QUARTER 2 TEST: Each student was given an envelope with their quarter 2 test.  These are to be returned next week.  Please proctor and sign the test and have them return them in the same envelope. Many tests were not signed by a parent on the last test.  The signature lets me know that instructions for proctoring and taking the test were followed.  The test, for the most part, is very straight forward from the flashcard list, but there is a section of having to apply their knowledge of the periodic table to answer a section of questions.  Make sure they review what the periods, groups, and atomic numbers mean on the chart and where to find them. The quarter tests next semester will increase in difficulty somewhat with a little more application of knowledge rather than just word-for-word questions from the flashcards, but we are taking it in steps as this is the first exposure to test-taking and study skills for many.  If your child was absent today, please contact me when they are ready to take the test and I will email it directly to you.

 

  • ELEMENT PROJECT: The students were given a copy of the Element Profile Report that is to be neatly filled out as a part of their semester project.  A PDF is listed below just in case, as well as a reposting of the project guidelines for what to include in their report and their presentations.  The visual for their presentation does not have to be anything grand or labor-intensive and their presentation time is to be short.  The idea is for the students to learn how to share information about what they learned and to learn more about the elements from each other.  This project will count for 20% of their semester grade so make sure they are following the given guidelines.

 

  • LAB NOTEBOOKS: I will once again collect lab notebooks next week.  Over Thanksgiving break I will be adding a picture and a few printouts, as well as check over their lab work/notes.  These will be returned on December 3rd along with their graded tests and report cards.  Since they are not to bring their backpacks on that day (Christmas Party), I will make sure it is all in a bag or envelope for safe transfer.

If you have any questions or concerns about the test or project, please email me or text.

Stay Warm!

Mrs. Sonya

morrissonya@comcast.net or text only at 615-473-2330

WEB LINKS for Project Research:

Videos for Element Profile Project-- 

http://www.periodicvideos.com

https://www.ptable.com

https://www.ducksters.com/science/elements.php

 

 

Week 12 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 11 Summary--11/5/19

Today we learned about two ways that atoms bond together.  Using the example of a water molecule, they learned about covalent bonds where atoms connect by sharing their electrons so that everyone is happy with a full valence shell. Then, using the example of a sodium chloride molecule (table salt), they learned about ionic bonds where atoms transfer electrons to fill each others’ valence shells, but in the process upset their neutral balance of the proton and electron charges, thus becoming an ion and giving the atom a positive or negative charge. They learned that the oppositely-charged atoms attract (like opposite poles on a magnet) which is what creates an ionic bond.  That may sound like a lot, but I really do think the kids are understanding these basic chemistry fundamentals and have a deeper appreciation for just how awesome of a Designer our God is.

 

After discussing the two main types of bonds, we used gumdrops and marshmallows to build simple molecules following chemical formulas written on the board.  They learned that the same simple elements can be connected in different ways which can turn into something we need or can ingest, such as water (H2O) and salt (NaCl), but in another arrangement, can be toxic to ingest, such as bleach (NaClO or NaOCl) or hydrogen peroxide (H2O2).  Then they got to eat their elements!

 

Reminders:

  • Next week will be our “Mad Scientist Day,” where we will have fun wrapping up our study of chemistry talking about mixtures, solutions, and chemical reactions.  This will be the last teaching/lecture day for the semester so don’t miss out!  Kids can dress up as a “mad” scientist, serious scientist, or their favorite scientist.  I would like to take their picture to add to their lab notebooks over Thanksgiving Break.

  • Elements were assigned today for their Element Semester Projects which will be presented on the 19th.  Their assigned element is written on their homework checklist. Project Guidelines & Report Forms are posted below in PDF section. Report forms will be handed out in class next week, but the pdf is posted for you to know now what you need to research.

  • Quarter 2 take-home tests will be sent home next week to be returned on the 19th.  They must be returned on the 19th so that they can be graded over Thanksgiving break as we will be giving out report cards when we return.  Flashcard/Study Guide is posted below in PDF section.

  • Lab notebooks will be collected on November 19th and returned in a bag or envelope with their report cards and graded tests on December 3rd (Christmas Party day).

 

Homework Note (Typo needs correction): There is a typo that is important that you correct on the second page of the lesson sheet.  In the second paragraph there is an underlined sentence that SHOULD read, “So, an ion is an atom that has gained or lost an electron and has become electrically charged.” Please replace the second “atom” with the word “electron.”  The 5th and 4th grade classes should have this corrected, but I forgot to mention it in the 3rd and 6th grade classes.

VIDEO LINKS for Homework :

Choose at least three to watch.  They are on the longer side but simplified information and good for review. Don't watch all at once. 

All Grades-- 

Octet Rule Song: https://www.youtube.com/watch?v=WzWk-mx_14E

Valence Electrons and the Periodic Table: https://www.youtube.com/watch?v=yADrWdNTWEc

Ionic Bonding: https://www.youtube.com/watch?time_continue=102&v=5VWShX60nGc

Covalent Bonding: https://www.youtube.com/watch?v=qjt6TLWZzR4

Valence Electrons-Periodic Table (Moo Moo Math): https://www.youtube.com/watch?v=YbpsDiTBejI

Sodium Explodes in Water, Why Doesn’t Salt?: https://www.youtube.com/watch?v=CArZeDTwVh4

 

Videos for Element Profile Project-- 

http://www.periodicvideos.com

https://www.ptable.com

https://www.ducksters.com/science/elements.php

 

 

Week 11 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 10 Summary--10/29/19

Today’s class was probably the toughest subject-wise, but the intention is to plant some very basic seeds of knowledge about how and why atoms connect.  We discussed what all the colors on the periodic table are for and had them color in their own periodic table grouping into three parts…metal, nonmetals, and metalloids.  

 

Then we reviewed what we learned last week about the rows and columns (periods and groups) and discussed more in depth about valence shells and their electrons.  This is where the connections begin.  I used an example of collecting Pokemon cards and how an atom wants to have a full collection of eight electrons in its valence shell to achieve the octet rule, just like kids want to have a full collection of Pokemon characters (or some other collection).  Some of them probably think I’m a little nutty as I was slightly dramatic in explaining how atoms with seven valence electrons are very excited to get that one last electron to complete their collection.  Just letting you know in case the kids come home telling you I’m crazy, which I’m ok with if it made an impression to help them remember my point.  I was really warmed up by the last class of the day, so the fourth grade probably really think I am off my rocker!

 

To end class, each student was given a card with a Bohr model of an atom showing the electrons in the valence shell (outermost ring) and we spent time finding matches to each other to make eight electrons (octet rule).  The light bulbs started flickering when they realized these “matches” were making things they were a little more familiar with, such as table salt. We also briefly covered Lewis Dot Diagrams and how they just show the chemical symbol name with dots around it showing how many valence electrons it has. Next week we will continue discussing how “God’s Legos” snap together and cover the main types of bonds with a little fun of making their own models and mixtures.  

 

If your student is struggling with understanding the material, do not be concerned as the idea is to get them familiar with the words and very basic concepts.  Each grade level will have different seeds of knowledge that they will come away with and by the end of the semester will have more of an understanding than they thought they would!

Homework Note: Remember, the flashcard list will be posted later this week. (UPDATE: flashcards will not be posted this week.  I write the tests as I make out the flashcard list and I am under the weather this week and don't feel my best to be writing tests.  Postpone flashcards till next week)  Look for it at the bottom with the pdfs. AND..Sorry to the 4th grade class for the faulty periodic table and crossword matchup.  The black and white copy of the periodic table you had last week was an older one and did not have the newer elements named to complete the crossword.  The students have updated periodic tables in their lab notebooks now.

VIDEO LINKS for Homework :

All Grades-- 

• What is an Atom?: https://www.youtube.com/watch?v=o-3I1JGW-Ck

• Material World 40.1: https://www.youtube.com/watch?v=tGfLhPslEjQ&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=13

• Material Magic 40.2: https://www.youtube.com/watch?v=MraHoI-Yik4&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=14

Good for Review as well as re-watching the videos from last week:

• Organizing Properties 35.1: https://www.youtube.com/watch?v=zD7W5O0BH7g&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=11 

• What’s My Property 35.2: https://www.youtube.com/watch?v=nlSemv2fLN8&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=12

Week 10 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

Flashcards will NOT be posted this week.  I am behind with my work because of a weather-change headache so am not at my best to write the tests/flashcards list.  I will exclude the flashcards from the homework points.  I will be back on track by next class!

SCIENCE: Week 9 Summary--10/22/19

Your kids were amazing today!!  Continuing the analogy of atoms being “God’s Legos,” we started class discussing the many, many ways that we could organize (group/classify) a box of random Legos that I brought in.  We figured out real quick that there are many ways to do it, but figuring out the most efficient use of space, time, and function, takes a lot of thought and planning.  They learned that a molecule is two or more atoms grouped together and if those atoms are the same, they are an element, but if they are different, they are a compound.  I then introduced them to the Periodic Table of the Elements, the most common way that scientists have organized the building blocks of all matter.  They learned that Dmitri Mendeleev is the Father of the Periodic Table and the great thought and hard work he put behind how the elements are arranged on the chart.  All those squares are not put up there randomly!  We focused on three main parts of how they are arranged: atomic number (number of protons that identifies what atom it is), the periods (rows that tell how many orbitals/shells/energy fields surround the nucleus), and the groups (columns that tell how many electrons are in the outer most shell—valence electrons).  We then broke up into teams and had a little competition in identifying the number of valence electrons and/or the number of orbitals for elements that I called out.  They were slightly confused at first, but by the end of each class, they were answering every question correctly and I could see the light bulbs clicking on one by one when they got the hang of it.  They were so excited when they finally “got it.”  My hope is that by learning the basics and becoming familiar with the elements and the periodic table, they will have a much easier time in the middle school and high school sciences, even if they don't completely understand all the concepts now.  So, I am keeping it simple, but repeating it often so they are ingrained with the basics to build off of later, which is why you may notice repetition in the videos I choose or the homework I assign.  

 

Next week we will learn the very basics of how “God’s Legos” snap together to make compounds and what the color blocks mean on the periodic table.  They will also receive information next week for their end of the semester project that will wrap up our study of chemistry.  They will each be assigned an element to research and will make a presentation to the class.  This will be a simple project, so nothing to stress over, but I do want to give them time to get started since our time is quickly slipping away.  I am also planning a fun “Mad Scientist Day” that should be the highlight of our semester!  

 

HOMEWORK NOTE: The students were given a black and white printout of the periodic table to use with for their homework.  I DO NOT WANT THEM TO COLOR IT IN!  They are to use it for their homework assignments and bring it back next week uncolored because we will be filling it in during class.  I forgot to mention this to them in class.  Hopefully they all bring it back next week!

VIDEO LINKS for Homework :

All Grades-- 

• What’s the Difference Between an Atom and a Molecule: https://www.youtube.com/watch?v=RbbOBPfH_uk 

• Elements & Compounds: http://studyjams.scholastic.com/studyjams/jams/science/matter/elements-and-compounds.htm (Take quiz at end)

• Meet the Elements Song: https://www.youtube.com/watch?time_continue=18&v=d0zION8xjbM (a good one to repeat)

For 3rd & 4th Grades--

• Introduction to the Periodic Table: https://www.youtube.com/watch?time_continue=6&v=8migjQOY3hM (This is one episode of a cartoon series that teaches chemistry to kids. I have only screened the one, but you may want to watch it from the beginning.  This is optional, to be determined by your parent.)

• What is the Periodic Table?: https://www.youtube.com/watch?v=l4fSVPTBvTA

For 5th & 6th Grades--

• Introduction to the Periodic Table: https://www.youtube.com/watch?v=Zg6KeXsDVwYc

• Understanding the Periodic Table: https://www.youtube.com/watch?v=kaeDZmPJMbY

   

  

Week 9 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 8 Summary--10/8/19

Today’s class focused on the atom and the behavior of its subatomic particles—protons, neutrons, and electrons.  We discussed how small an atom is and how they can be compared to Lego pieces that God has used to create the entire world.  We “built” atoms using marshmallows and chocolate chips and they learned that the number of protons determines the identity of the atom and there will be the same number of electrons as protons.  We also talked about the different charges of the particles and how to remember them.  As we added protons (marshmallows) to the nucleus the atom changed from hydrogen to helium, then to lithium, etc…  These different atoms are like different kinds of lego pieces.  We briefly discussed “putting these different pieces together” to form molecules, much like lego pieces are put together to form new things.  This is all a very new topic for many of the kids so we focused on the basics and will be repeating it often so they learn the fundamental concepts to build off of as they grow.  When we return from break we will talk about how these atoms/elements are organized into the periodic table and the basics of how to read it.

 

I collected lab notebooks today to check over the break.  The students all received their quarter test in a manilla envelope.  Please read the instructions on the homework checklist for administering and returning the test.  Remember, all test questions come directly from the 2 sets of flashcards that they made.  If they study those, they will do great!

 

Have a great fall break!  Mrs. Sonya

 

Real World Connection Opportunity: I stumbled upon an article this morning that would be a great opportunity for your student to make a real world connection to something we have learned in class.  We happened to build a lithium atom in class and it so happens that the Nobel Prize for Chemistry was awarded recently for the use of lithium in batteries.  It would be great to skim the article with them and see what connections they can make.  For example, it mentions that lithium has a high reactivity which is a chemical property that we learned last week and that high reactivity property helped in their creation of a longer lasting battery.  At the least, it would be great for them to see in the article some of the chemical symbols that they “created” in class and how they were used to win a Nobel Prize in Chemistry.

 

Scientists who invented lithium batteries win Nobel Chemistry Prize

 

https://mol.im/a/7553875

 

Digging Deeper (Optional):

VIDEO LINKS for Homework :

All Grades-- 

    • Atoms-Protons, Neutron, and Electrons: http://studyjams.scholastic.com/studyjams/jams/science/matter/atoms.htm    

    • Bill Nye the Science Guy-Atoms: https://www.youtube.com/watch?v=aNK1mQfNeik

    • Just How Small is an Atom?: https://www.youtube.com/watch?v=yQP4UJhNn0I

For 5th & 6th Grade:

    • What are Atoms Made Of?: https://www.youtube.com/watch?v=ooWfzpUIoNM

   

  

Week 8 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 7 Summary--10/1/19

We braved the heat today and spent most of our class time outside so we could freely explore the differences between chemical and physical changes.  We had a whopping 28 examples of these changes that were either displayed or demonstrated.  Why so many (besides the fact that I am a little bit crazy)?  If they were confused before we got started as to what the difference is between these two matter changes, they weren’t by the time we went through all 28!  I wish you could have seen their “reactions”!!  Don’t worry when you read the list in their lab notebook…I handled most of the reactions when it came to fire, acetone, or bleach. They were strongly told not to do these things by themselves at home.  The hands down favorites were the Mentos/Coke explosion, the Pop Rocks in Coke reaction, the disappearing egg shell, the disappearing red dye, and the acetone & styrofoam melt!  As we went through each item on the list, they learned chemical properties and the signs to look for when determining what kind of change it is.  They should well know by now my self-coined phrase, “what’s done is done and can’t be undone,” which is one of the main ways to identify a chemical reaction.  For the 4th grade class, which is the last class of the day, we had something strange occur to spark some scientific curiosity.  When I tried to burn the paper it would not stay lit, as I had been successfully doing for the other three classes.  After some inferring, we concluded that being in the humidity throughout the day caused the paper to get damp enough to not burn as easily.  I don’t know about you, but I’m ready for some cooler weather!

 

For those unable to get some of their lab notebook filled in, I will include a pdf attachment below by the end of the day with the answers to fill it in. Sorry for the delay...posted below.

 

Next week we will start looking at atoms and molecules to have a better understanding as to what is going on when these changes occur.  AND DON'T FORGET: I will be collecting lab notebooks next week to check over fall break!  You will be graded according to the notebook guidelines in the front of your lab notebook!

 

Note on Flashcards: The 3rd and 6th grade classes were given more blank notecards to add to their flashcard ring for the next set of flashcards.  I was unable to get these to the 4th and 5th grade classes.  Please have them cut 3x5 index cards in half and hole punch them in the corner to add to their ring to make their next set of flashcards.  Again, all test questions will come from the flashcards so they should be reviewing them often and learning how to study for a test.  Sorry for the delay...posted below.

 

For Study and Review for 1st Quarter Test:

Students should be reviewing their flashcards in preparation for the Quarter 1 test that will be handed out next week.  Below are a few optional videos to help in their studying.

    • Vacation or Conservation (of Mass) 23.1: https://www.youtube.com/watch?v=3lHHOiTdmK4&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=9

    • Properties of Matter: http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-of-matter.htm

    • State of Matter: http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

 

Digging Deeper (Optional): This is an interesting example to show how knowing the properties of matter and how they react can lead to solving problems.  An Irish teenager won the Google science fair for his work in discovering an effective way to remove micro plastics from water.  Students don’t need to focus on the exact science of what Fionn did, but do focus on: he observed the world, identified a problem, was curious if he could solve the problem, researched the work of other scientists, knew the properties of substances, hypothesized if they would solve the problem, ran over 1000 tests, communicated his results with graphs, came to a conclusion, and then came up with new questions as to how to apply what he learned to larger bodies of water.  

    • An investigation into the removal of microplastics from water using ferro-fluids: https://www.youtube.com/watch?v=jmfIkj6V7Ns

    • Article on Fionn Ferreira winning Google Science Fair: https://www.forbes.com/sites/trevornace/2019/07/30/irish-teen-wins-2019-google-science-fair-for-removing-microplastics-from-water/#acc352c373f4

VIDEO LINKS for Homework :

All Grades-- 

    • Physical & Chemical Changes of Matter: http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm

    • Chemical Changes 19.2: https://www.youtube.com/watch?v=37pir0ej_SE

    • Why is the Statue of Liberty Green?: https://www.youtube.com/watch?time_continue=7&v=_ZSLrXtg1-o

For 3rd/4th Grade:

    • Fizzy Soda Experiment: https://www.youtube.com/watch?v=h5pPwXCtm60

For 5th/6th Grade:

    • Physical & Chemical Properties of Matter: https://www.youtube.com/watch?v=C4pQQQNwy30

   

EXTRA CREDIT on Checklist--

    • Can Ketchup Clean a Penny?: https://www.youtube.com/watch?v=WhAgQEr1LOE

   

Week 7 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 6 Summary--9/24/19

We went deep into density today, another physical property of matter.  We also covered two related properties, buoyancy (ability to float) and viscosity (a liquid’s thickness and ability to flow).  These three properties were demonstrated with five activities using marshmallows, chocolate candy, grapes, eight liquids of various densities, salt, sugar, cans of coke and diet coke, and lots and lots of water!  The students made lots of observations and lots of predictions, while having loads of fun doing science!  The most fun came with an intense “game” of candy bar buoyancy with the kids cheering on their picks for which candy would sink or float.  I love their enthusiasm for science!

 

We are near the end of the first quarter and report cards will be coming home soon.  I will be catching up on some grading this week and sending out emails to anyone that is missing graded assignments. Unfortunately, my lesson planning is off and their first quarter test and lab notebook check will not be completed in time to make it on this report card, but I don’t want to rush it so we’ll just keep the plan like it is and let the grades fall into the next quarter.  So, I will collect lab notebooks on the 8th and check them over fall break.  I will also send home their quarter test on the 8th, to be returned after break.  

 

Homework Note: FLASHCARDS.  All students were given halved notecards on a silver ring today.  They are to keep them either in their pencil pouch or clipped into their binder.  They will start making their flashcards this week to prepare for their quarter test.  Below is a pdf file of what each grade is to add to their ring this week.  More will be added next week.  Since they are having to make several flashcards at once I did not assign recall and connect questions to cut down on the amount of writing.  Nothing will be on the test that is not on their flashcards, so once they are made have them start reviewing.

 

I have not introduced the flashcards until now as I didn’t want to give them too many new things at once as we started the school year.  Starting after fall break, they will weekly add to their flashcard ring to prepare for the next quarter’s test and can weekly review key points.

VIDEO LINKS:

All Grades-- 

   • Sink or Float: https://www.youtube.com/watch?v=eQuW8G2QV_Q

   • Wood, Water, and Properties 15.1: https://www.youtube.com/watch?v=YCQXDegwnoE&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=5

   • The Science of Lunch 15.2: https://www.youtube.com/watch?v=dN2VDcmuTl4

OPTIONAL videos on Checklist--

    • How do Submarines work?: https://www.youtube.com/watch?v=c3W937dORLI

    • Why do Ships Float?: https://www.youtube.com/watch?v=CvWrkxzCiaY

    • Science Max Tinfoil Boat: https://www.youtube.com/watch?v=Tn7_Pa6-Xs4

Week 6 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 5 Summary--9/17/19

Today in the SHARE science lab we explored the states of matter.  Imitating particles, the students acted out matter as solids, liquids, and gases to learn the behavior of the particles for each phase.  They learned how energy, usually in the form of heat, causes matter to change states.  We discussed the water cycle since water is the only substance to occur naturally as a solid, liquid, and gas.  The students learned that matter cannot be created or destroyed; it can only change states.  They also had fun learning how air is matter even though you can’t see it as demonstrated with several fun activities involving marshmallows, as well as alka-seltzer tablets and water.

 

We ran a little short of time in the 4th grade class so they may not have gotten their three states of matter sheet that we did in class glued into their lab notebook.  Please have them fold the sheet in half and glue one side onto page 21 of their lab notebook so that it folds out to show the three circles with the “sticker particles” for solids, liquids, and gases.

 

PAPER SHUFFLE NOTE: I have company this week so I asked the kids for a little grace in not having their papers to return in class yesterday.  I will be caught up next class and will have all their papers back to them.  However, I did notice as I was going around the room yesterday to hand them this weeks’ material that many students do not have their binders organized with their checklists and lessons behind the proper tabs.  I include organizing their binder on the homework checklist as part of their weekly work.  Please work with them on this.  

We are starting to hit our groove in a routine for all classes having their materials ready for class, but I want to especially praise the third grade, who I have first for the day.  I usually remind them what to get out for class as they come in to put their backpacks down before devotional.  I did not say a word this week and every one of them came in, got out their supplies, put them at their seat, and left for devotional.  I only had one or two that were missing a glue stick or pencil when we began class.  HUGE improvement and I am very proud of them!

IMPORTANT Homework note for 6th grade: Included in their homework this week is an activity on reading a graph and answering questions.  This may be a little difficult and frustrating for some, but this is intentional because this type of activity is prevalent in the higher grades and in standardized science testing and I want them to be exposed to it.  I would like them to push themselves a little in trying to use what they know, look at the information given, and try to figure it out on their own.  We will be discussing their efforts in class next week.

VIDEO LINKS:

All Grades-- 

Part(icles) of Your World: https://www.youtube.com/watch?v=npv74D2MO6Q&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O&index=2

All About the Water Cycle: https://www.youtube.com/watch?v=IO9tT186mZw

Additional videos on 5th/6th Grade Checklist--

What Exactly is Plasma?: https://www.youtube.com/watch?v=EDD360PgDRg

Change of State: https://www.youtube.com/watch?v=xYU7RSoOZ0U

Week 5 Handouts from class (These were given in class.  Posted here to access if lost or absent.  Some handouts I am not able to post on the website, so will need to be individually emailed.  Contact me.):

SCIENCE: Week 4 Summary--9/10/19

Oh!  What a great day in the SHARE science lab!  To be honest, I did not feel completely prepared and organized for class today, but it turned out to be our best day of science yet!  

 

First, all grades rocked the paper shuffle!  We got this done in under 3 minutes for every class!  

 

With the basics of how to “do” science under our belt, we began our study of chemistry today.  We discussed what matter is and introduced two of its properties, mass and volume.  They learned that mass is how much matter is in an object and volume is how much space matter takes up.  These are two ways to measure matter.

 

Since these properties are about measurement, they were introduced to a few scientific tools of measurement and the units that are used for each.  We first learned how to measure mass by using a triple beam balance scale and a precision balance scale using gram weights.  We measured the mass of 4 Disney character toys, with them first making a prediction about which one would have the most mass.  They learned how to add and take away the gram weights until balanced to find the mass.

 

We then discussed measuring volume three different ways: using a ruler and a mathematical formula to find the volume of a regular shape, using a graduated cylinder to find the volume of liquids, and using water and the displacement method to find the volume of irregular shapes, such as the Donald Duck toy.  They did so well paying attention and engaging themselves in the learning!  

 

As we learn more properties of matter in the next two weeks, the students will see how scientists are able to use these different properties to identify and classify different substances or materials and study how they react to each other, which is the essence of chemistry.

 

EXTRA CREDIT OPPORTUNITY:  Seeing their enthusiasm for measuring mass today, I am giving the option to earn 3 extra credit points by taking the data we collected when measuring the mass of the 4 Disney figures and make a bar graph to communicate the data.  To receive credit, they must label the bar graph and include the unit of measurement.  It must be turned in next week in their Manila folders.

VIDEO LINKS:

3rd/4th Grade Checklist-- 3 States of Matter: https://www.youtube.com/watch?v=wclY8F-UoTE

5th/6th Grade Homework--What’s Matter?: https://www.youtube.com/watch?v=ELchwUIlWa8

 

All Grades--Mass Vs. Weight Song: https://www.youtube.com/watch?v=1whMAIGNq7E

 

OPTIONAL Digging Deeper Link: http://www.littleblastblog.com/2014/08/

Week 4 Handouts from class (These were given in class.  Posted here to access if lost or absent):

 

SCIENCE: Week 3 Summary--9/3/19

It was a busy, busy day in the SHARE Science Lab with an introduction to the steps of the scientific method using Skittles.  We started with an observation of a sugar cube being dropped in a cup of water.  The students recorded their observations and made inferences about sugar and water.  Using background information about Skittles candies (primary ingredient is sugar), the students then formed a hypothesis on the question of whether or not the temperature of the water makes a difference in how fast the candy dissolves.  Then we tested their hypotheses and worked on recording data in their lab notebooks. They used all of their basic science process skills, made a hypothesis, used a stop watch (scientific tool), worked in groups, asked lots of great questions, used math to convert data to seconds, discussed how we could improve accuracy in the experiment, and were very engaged.  It was a good day "doing" science!   Next week we will start our chemistry study.

Have a great week!

.

Mrs. Sonya

morrissonya@comcast.net

615-473-2330 (text only please)

 

 

HOMEWORK NOTES:

 

  • Skittles Lab Homework: With the exception of the 6th grade class, time only allowed for us to do one trial, instead of two or three. The cool water skittles took 10-12 minutes to dissolve in some cases, which brought up the point of scientists needing to have patience!  The 6th graders squeezed out a second trial before our time was up.  With data collected from only one trial, they will not be able to fill in every blank of their lab sheet and that is ok.  We orally filled in some of the blanks with the 3rd and 4th graders to keep the lab moving, so they will have more of their lab incomplete, which is also ok.  The main point of this lab was as a modeling exercise in class to show them the logical steps of the scientific method. I do want them to learn to properly record their data and review their notes to finish their labs, BUT this is brand new to many (especially with working in groups) and is a work in progress that will improve as we review the terms and steps throughout the year. Regarding the homework checklist, have them fill in what they are able to and do not worry about the rest. At the least they should have their Analyze and Conclusion sections completed to say whether their hypothesis was correct or incorrect. 

    • If they attempt the bar graph, the grid provided on the lab sheet will need to have the number labels (for seconds) adjusted to fit the longer dissolving times.  This can be done by simply changing it to count by 200s, instead of 100s. They will only have data from one trial, but have them go ahead and graph what they have.

 

  • Recall and Connect Questions.  I know this may not be the students’ favorite homework assignment but it is good for them to practice how to recall information from their reading and make connections and apply what they’ve learned.  The older grades need to follow the directions given on their homework checklist about using complete sentences.  They are allowed to type out their answers to help with the tedium of writing by hand.  The third and fourth grades will be able to write their answers directly on their homework checklist in the blanks provided.  GOOD NEWS…there are no recall and connect questions this week due to the longer length of the reading lesson AND the worksheets assigned for a grade. 

  •  The lesson 3 reading for this week is a little longer than what will be the norm, but it was important to thoroughly cover the steps of the scientific method.  Make sure they are reading to understand this lesson, rather than just checking it off their list.  The students are not expected to have all of this information memorized within the week.  The terms, skills, and steps will be used and reviewed throughout the year as we study chemistry and physics. By the end of the school year, I expect that they will know the information backward and forward without even realizing they have it memorized!

 

  • Reminder: The Digging Deeper section at the end of the reading lesson page is optional and merely suggestions for those who would like to dig a little deeper into the topics we are covering.  This is assigned at the parent’s discretion to fit the needs and interest of their child and home schedule.

VIDEO LINKS:

Video Links for Homework checklist assignment:

   

     • (All Grades) Learn All About the Scientific Method Steps: https://www.youtube.com/watch?v=qQBZbinoOrI

   

     • (5th-6th grade) Asking Scientific Questions: https://www.youtube.com/watch?v=bqfQpURDoCo

Week 3 Handouts from class (These were given in class.  Posted here to access if lost or absent):

SCIENCE: Week 2 Summary--8/27/19

What a fun day in the SHARE science lab!  Today was a hands-on exploration of sea shells from the Gulf of Mexico using the basic science process skills.  Each lab station was provided with a large variety of “beach finds” to examine.  Working with lab partners, the students were given the freedom to observe, measure, infer, predict, classify, and communicate at their own pace and interest level.  They were to try and fill up three pages in their lab notebook with sketches, questions, notes, and such, as a scientist would do in their lab notebooks.  They were also provided with books on shells and identification guides to learn how to use resources to answer their questions.  During their exploration we discussed their inferences (explanations) about their observations, being specific in their descriptions, how scientists classify shells, and using reference materials.

 

I can’t tell you how much it warmed my heart to look around the room, for every grade level, and see them in their lab coats and lab glasses, completely engaged in the work of a scientist!  They were absolutely amazing!  

 

At the beginning of class they were introduced to the “paper shuffle game.”  They seemed to like the challenge of organizing their papers and being completely prepared to start class within the time limit.  It is a win-win, with their organizational skills improving AND no wasted class time.  You can encourage success with this by reminding them to check that they have all their supplies in their backpacks (lab notebook, binder, colored pencils, pencil, glue stick) AND that they are following the binder organization process that is explained in this week’s homework checklist.

Have a great week!

.

Mrs. Sonya

morrissonya@comcast.net

615-473-2330 (text only please)

 

 

HOMEWORK NOTES: 

Please have them keep up with the homework and carefully read their lesson sheets so that they are prepared for class discussions and review.  Our weekly lessons build off of each other so there will be gaps in their knowledge and understanding of the material if they do not do their homework.  IF you, the parent, have not done YOUR homework of reading the parent letter and general class info, please do so this week.  It needs to be printed off, signed, and placed in your child’s binder.  I collected the signed page this week, but there were still a few missing.  Knowing from the start how science class will be conducted prevents miscommunication and keeps things running smoothly. PDF is below if you need it.

IMPORTANT HOMEWORK CHECKLIST CHANGE FOR 3rd  GRADE!!!  I already had their homework checklists printed out when I decided to make a change in how I would like 3rd graders to complete their weekly Recall and Connect questions… For third grade only, I would like them to answer these questions directly on their homework checklist sheet instead of a separate piece of paper.  I think a little less writing will be helpful as they transition to the bigger hall.  This was not my intention when I created their checklist this week, but there is still room for them to fill in their answers.  From now on, I will design this section of their homework checklist intentionally for filling in answers.  This will also cut down on the number of papers they will turn in to me on a weekly basis. 

 

VIDEO LINKS:

Video Link for Homework checklist assignment: 

The Steps of the Scientific Method for Kids - Science for Children (FreeSchool): https://www.youtube.com/watch?v=qAJ8IF4HI20

 

Video Links for Optional Digging Deeper Section:

Understanding the metric system: https://www.youtube.com/watch?v=436E_5CerPQ

Introduction to the metric system: https://www.youtube.com/watch?v=U04nHNUMfPA

Metric system for kids explained in song: https://www.youtube.com/watch?v=h6vca9PnlyI

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Christy Ross

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rossfive@att.net

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Columbia, TN 38401