Hi All,
Please see below for grade level specific updates: 4th Grade: We completed our Fossil Fuel Jeopardy review. Up Next: Creating parent invitations for "Walk the Wheel" & exploring renewable energy in the Makerspace with renewable energy kits and circuit boards. 5th Grade: We have been presenting our constellations and the mythology behind them via Keynote. Up Next: Creating parent invitations for "Walk the Wheel," introduction to our solar system & creating a planet in the Makerspace. 6th Grade: We explored inherited traits, Dog DNA, and how our fingerprints form based on our DNA. Up Next: Jeopardy review of all we have covered in STREAM class (Weather, Climate Change, Water Cycle, Earth Systems, Body Systems/Circulatory/Respiratory/Immune/Digestive, Cells, DNA, Engineering Design Process, Earth's Spheres) & engineering a large model of a cell in our maker space. Happy Friday! Enjoy your weekend. With Gratitude, Ms. G
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Hi All, Please see below for grade level specific updates: 4th Grade: We learned the process of fossil fuel formation and the distinctions between how coal, natural gas and oil form. Up Next: Fossil Fuel Jeopardy 5th Grade: Overarching Topic: Patterns In the Night Sky: Constellations We researched constellations, their location and the connection to mythology. Up Next: The students will present their constellation and the mythology behind it using Keynote. 6th Grade: We learned the chemical make Up of DNA (Adenine, Guanine, Cytosine, Thymine) by creating a DNA strand (CG/AT pairings) using Twizzlers and gummy bears (I try not to use candy in class, but this lesson is just too memorable and tasty not to! haha) Up Next: Dog DNA: How genetics/DNA determine our physical traits: Draw the dog's physical traits based on the symbols/DNA strand/symbols you are provided with. Discussion: Could climate or environment effect the given traits we have? Could climate change affect our DNA? If so, how? What attributes can be affected by a change in climate? Happy Friday! Enjoy your weekend. With Gratitude, Ms. G Hi All,
Please see below for grade level specific updates: 4th Grade: We reviewed the process of how Fossil Fuels are made from the sun's energy and partially decayed organisms being under heat and pressure over millions of years. We discussed how people mine or drill for the fossil fuels and burn them releasing the energy stored inside the prehistoric organism which can harm the environment. We also reviewed and demonstrated knowledge of the Engineering Design Process in our Makerspace using STEM centered challenges. Up Next: Fossil Fuels: Coal Formation. We will be coloring and using sequencing cards to learn the process of how coal is made and connecting the idea that even though fossil fuels are made the same way as fossils, they are not made from fossils/rocks. 5th Grade: We enjoyed a visit from the Splash Science Mobile Lab and learned about our watershed, water conservation and the process of how our water reaches our faucets from the Colorado River and how it goes on to reach our oceans. (River, Aqueducts, Water Treatment Plant, Tap/Faucets/Drains, Estuaries/Lagoons, Ocean). Up Next: Overarching Topic: Patterns In the Night Sky: Introduction to Constellations Lesson: Research constellations, their location and the connection to mythology. Then, choose one to re-create (using a push pin and black paper) and present the constellation (and mythological story behind it) to the class using Keynote/Photos. 6th Grade: Over arching topic: Effects of Climate/Environment vs. Traits/Inheritance on Living Things Lesson: The Chemical Make Up of DNA (Adenine, Guanine, Cytosine, Thymine): Creating a DNA strand (CG/AT pairings) using Twizzlers and gummy bears (I try not to use candy in class, but this lesson is just to memorable and tasty not to! haha) Up Next:Dog DNA: How genetics/DNA determine our physical traits: Draw the dog's physical traits based on the symbols/DNA strand you are provided with. Discussion: Could climate or environment effect the given traits we have? Could climate change affect our DNA? If so, how? What attributes can be affected by a change in climate? Happy Friday! Enjoy your weekend. With Gratitude, Ms. G Hi All,
Please see grade level specific updates below: 4th Grade: We have moved through the engineering design process to create infrastructures of retrofitted CA missions & presented them to the class. Up Next: Fossil Fuels & Makerspace 5th Grade: We have moved through the engineering design process to create eco friendly garden irrigation systems and presented them to the class. Up Next: Splash Science Mobile Lab (learning about our watershed) and Makerspace 6th Grade: Upon returning from the farm lab, we will be presenting global climate posters (with Keynote ) and researching how climate and genetics affect plant and animal structures. Up Next: Dog DNA: How genetics/DNA determines our physical traits & Makerspace. Happy Friday! Enjoy your weekend. With Gratitude, Ms. G Hi All,
Please see grade level specific updates below: 4th Grade: We have learned all about earthquakes, tectonic plates, seismic waves and the Richter Scale and have been progressing through the Engineering Design Process (Ask, Imagine, Plan/Research, Create, Communicate, Improve) to construct 4"x4" wooden infrastructures. We will then retrofit them with steel and iron as well as other more flexible materials. Up Next: Using our retrofitted infrastructures to create earthquake safe CA missions. 5th Grade: We have learned about Southern California's main water source (Colorado River) and have been progressing through the Engineering Design Process (Ask, Imagine, Plan/Research, Create, Communicate, Improve) to design and construct models of drought tolerant gardens and eco friendly irrigation systems to water them (using rain barrels, composting bins and eco-friendly, recycled materials). Up Next: Finishing our irrigation systems, presenting them and learning about our watershed with the Splash Science Mobile Lab on 1/29/18. 6th Grade: We have been researching global weather patterns/climate zones & creating posters and Keynote presentations to present to the class next week. (The focus for research has been how to choose credible sources/websites and cross reference the sources to ensure that we are receiving accurate information). Up Next: Presentations and researching how climate and genetics affect plant and animal structures. Happy Friday! Enjoy your weekend. With Gratitude, Ms. G Hi All,
Happy New Year! Please see below for grade level specific updates: 4th Grade: Earthquakes, Richter Scale and Seismographs: The students researched graphs of earthquake activity and drew what the damage would look like at different points on the Richter scale. We also researched how to effectively retrofit a wooden structure with steel. (See video: http://cleanvideosearch.com/media/action/yt/watch?videoId=0xbiKQCbAxs ) Engineering: Building & retrofitting mission-like structures to make them earthquake safe. Students will design the structure and retrofit it using metal, wood and the Engineering Design Process (Ask, Imagine, Research/Plan, Create, Communicate, Improve). Up Next: Presentations of retrofitted, mission-like structures. 5th Grade: Where does our water come from? A water droplet's journey from nature to tap. The students researched our main water sources (Colorado River, Watershed and the San Joaquin Delta) and the importance of water conservation. Engineering Design Project: Using the engineering design process to design an eco-friendly irrigation system to water a garden of drought tolerant plants native to San Diego (Rain barrels, composting bins, recycled materials etc.) Up Next: Presentations of eco friendly irrigation systems and a visit from the "Splash Science" Mobile Lab. 6th Grade: Weather & Climate: How regional climates around the world strongly influence plant and animal structures and behaviors. The students chose a region anywhere in the world to research (using and cross-referencing .org, .gov and .edu websites to obtain accurate information). They are creating posters which will include the climate zone, native plants, average rainfall, average temperature, local animals, soil types and a topographic map of their chosen region. Up Next: Presentations of global region posters and making connections about how animal behaviors and plant structures are strongly influenced by the climate of their chosen region. Have a great weekend all! With Gratitude, Ms. G Hi All,
Please see below for grade level specific updates: 4th Grade: We enjoyed practicing the engineering design process in our Maker Space and researching animals of the Channel Islands. (link to Island of the Blue Dolphins). When we return from Winter break: Earthquakes, Richter Scale and Seismographs Engineering: Building earthquake safe structures & retrofitting them. 5th Grade: Maker Space & Farm Lab Field Trip When we return from Winter break: Where does our water come from? A water droplet's journey from nature to tap. Engineering Design Project: Design an irrigation system. 6th Grade: We engaged in the Engineering Design Process in our Maker Space and and analyzed and graphed rainfall and temperatures in different climates/regions around the world. When we return from Winter break: Weather & Climate: How regional climates strongly influence plant and animal structures and behaviors. Have a great Winter Break! Happy Holidays! With Gratitude, Ms. G Hi All,
Please see below for grade level specific updates: 4th Grade: We hae completed presentations on Ecosystems/Food Chain/Animal Adaptations Up Next: Maker Space and Channel Island Animals: Research/Habitat Creation (link to Island of the Blue Dolphins). When we return from Winter break: Earthquakes, Richter Scale and Seismographs Engineering: Building earthquake safe structures & retrofitting them. 5th Grade: We completed our presentations on repurposing plastic water bottles. Up Next: Maker Space & Farm Lab Field Trip When we return from Winter break: Where does our water come from? A water droplet's journey from nature to tap. 6th Grade: We completed our "Jetstream" online module on Atmosphere and Air Pressure via the National Weather service and completed a lab on air pressure with balloons, rulers and push pins. Up Next: Maker Space and analysis/graphing of weather and temperatures in different climates/regions. When we return from Winter break: Weather & Climate: How regional climates strongly influence plant and animal structures and behaviors. Have a great weekend! With Gratitude, Ms. G Hi All,
Please see weekly grade level specific updates below. 4th Grade: We have been studying ecosystems and completed our animal adaptation/habitat/food chain posters. Up Next: Presentations of posters (aligned with rubric). We will also be researching animals native to the Channel Islands via the National Park Service website and playing Channel Island Animal BINGO to tie in with Island of the Blue Dolphins which the students are reading in their homeroom classes. 5th Grade: We finished up-cycling plastic bottles to tie in with what the students are studying in their home room classes (Environmental Awareness/Water conservation/Recycling). The students created so many wonderful things (Hologram machines, chandeliers, art, pencil cases, piggy banks, water dispensers, lava lamps, tornado simulators etc.) Up Next: Presentation of projects (aligned with rubric). 6th Grade: The sixth graders returned early from camp due to high winds, which gave them first hand experience with what we are studying next in our STREAM classes: Weather Systems and Global Weather Patterns. We watched a documentary this week that contained geothermal footage of global weather patterns from satellites in space and showed how all of Earth's weather systems are connected, though we experience different weather in different parts of the world. Up Next: Online module from the National Weather Service (http://www.weather.gov/jetstream/ ) on the atmosphere and air pressure. Scientific Method: Air Pressure Balloon Lab: Does Air Have Weight? |
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