Friday, 12/19 - It was a little chilly, but we still walked to the George Segal Gallery at MSU (his last name is pronounced like the bird... why do seagulls live by the sea and not the bay? Because they don't want to be called bagels.). Anyway, we learned a little about George Segal and the education coordinator discussed collage with the students by using a few different works of art. When the talk was finished, the students made a collage of their own. Some of the students got a chance to look at and discuss the seven Andy Warhol pieces. Picture below of the collage making...
My homeroom will probably be excited to talk about something else we did... Logan brought a coconut back from Florida. I promised him we would open it and since my time was running out and we were all going to be outside, I figured this was the perfect opportunity. This wasn't a round coconut that you buy in a store. This was the whole thing... husk and all. Logan and I watch a video of a person opening one without tools, because a machete did not seem like something the students should be working with at this point. So with out tools, the students took turns trying to break it open by throwing it on the ground. We made a little head way, but needed to get going to the gallery. On the way back, they asked me to give it a shot. Three or four attempts broke it open and the water came out. The students got to taste the water and than I was able to pull the husk apart. The "meat" was dirty from the husk, so I told them I would clean it out and cut it up and they could try it after lunch. I think there might be some new fans of coconuts.
Last thing... we had a good time at the Jeopardy Pizza Party. Thanks to all the students for their hard work on this project.
My homeroom will probably be excited to talk about something else we did... Logan brought a coconut back from Florida. I promised him we would open it and since my time was running out and we were all going to be outside, I figured this was the perfect opportunity. This wasn't a round coconut that you buy in a store. This was the whole thing... husk and all. Logan and I watch a video of a person opening one without tools, because a machete did not seem like something the students should be working with at this point. So with out tools, the students took turns trying to break it open by throwing it on the ground. We made a little head way, but needed to get going to the gallery. On the way back, they asked me to give it a shot. Three or four attempts broke it open and the water came out. The students got to taste the water and than I was able to pull the husk apart. The "meat" was dirty from the husk, so I told them I would clean it out and cut it up and they could try it after lunch. I think there might be some new fans of coconuts.
Last thing... we had a good time at the Jeopardy Pizza Party. Thanks to all the students for their hard work on this project.
Thursday, 12/18 - It was a Jeopardy day. The classes all had their chances to run the game and be contestants. The total number of points across the games was the way the winner was picked. If your child tells you that they are having pizza with me tomorrow, that means real pizza in my room. I was really proud of the students work and the way the participated during the games.
Tomorrow we will be walking up to MSU during the science/social studies class time. No other classes or lunch will be missed. Everyone should bring $1.00. Thanks.
Here are the games that the students made. FYI... some of the questions were a little vague, so we handled those on a case by case basis as we played. Good luck!
https://jeopardylabs.com/46668
Tomorrow we will be walking up to MSU during the science/social studies class time. No other classes or lunch will be missed. Everyone should bring $1.00. Thanks.
Here are the games that the students made. FYI... some of the questions were a little vague, so we handled those on a case by case basis as we played. Good luck!
https://jeopardylabs.com/46668
Wednesday, 12/17 - Today, your kids made Alex Trebek proud! We began our Jeopardy tournament and after a bit of a rocky start, it was all smooth sailing... and lots of fun. We used just about every technology in the building for this project... Mac Airbooks to create the board, iPads to register the teams buzzing in and the SmartBoard to let the students see the questions and game board. I just need to work in a calculator.
How does it all work? The students randomly selected a topic that we covered this year and created Jeopardy style "questions" and "answers". I found a website that allows us (for a couple of bucks) to create the boards needed to play the game. So we were all set there. Next mountain to climb was how to figure out which group "buzzed in" first. I found a neat little app for the iPad (free) that connects 6 iPads to a master iPad (not so free) and we had a really fair way to play the game. Each team had an iPad with most of the screen a button. On the bottom of the screen the students could see which group was first, second, third... to buzz in. This is the neat part... like on Jeopardy, the buzzer isn't active until the question is read. From the Master iPad, I could activate all the buttons as soon as the groups presenting read the question.
It couldn't have worked better. Each member from the group that was running the game had a job and it all ran perfectly. Tomorrow, we will finish all the groups games (might be a little tricky with the singing and dancing), but one way or another, a champion from each class will be crowned. They will not receive money for college, but the next best thing... they will get a pizza lunch in my class with me on Friday.
How does it all work? The students randomly selected a topic that we covered this year and created Jeopardy style "questions" and "answers". I found a website that allows us (for a couple of bucks) to create the boards needed to play the game. So we were all set there. Next mountain to climb was how to figure out which group "buzzed in" first. I found a neat little app for the iPad (free) that connects 6 iPads to a master iPad (not so free) and we had a really fair way to play the game. Each team had an iPad with most of the screen a button. On the bottom of the screen the students could see which group was first, second, third... to buzz in. This is the neat part... like on Jeopardy, the buzzer isn't active until the question is read. From the Master iPad, I could activate all the buttons as soon as the groups presenting read the question.
It couldn't have worked better. Each member from the group that was running the game had a job and it all ran perfectly. Tomorrow, we will finish all the groups games (might be a little tricky with the singing and dancing), but one way or another, a champion from each class will be crowned. They will not receive money for college, but the next best thing... they will get a pizza lunch in my class with me on Friday.
Monday, 12/15 and Tuesday, 12/16 - Let's get ready to play Jeopardy! Since we only have a handful of class days left (which include the Winter Concert, Walking Trip to MSU and a shortened day) and my time is coming to an end... I figured we would review all the topics that we covered this year. When Mrs. Hall takes over in January, she can start the next Unit.
I know the students wanted to write essays about each topic covered, but I convinced them to try something else - haha. We are back into 5 groups and it so happens that we have covered 5 topics - Human Body, Ecosystems, Energy and Electromagnetism, A View of the United States and The Northeast. Each group picked a topic out of a cup and needed to come up with review questions. I found a good website that can build a Jeopardy board and away we went.
Most of the groups are finished or very close, so we will be starting the games tomorrow. The students will be in charge of running the games on the SmartBoard, reading the answers, making sure the correct "question" is given and keeping score. I will post the boards when we are done, so start studying now... you kid may ask you to play!
So what is their motivation... the winning group from each class will have a pizza lunch with me in my room on Friday (not school pizza, but pizza from a pizza place - Nauna's seems to be the students choice).
I know the students wanted to write essays about each topic covered, but I convinced them to try something else - haha. We are back into 5 groups and it so happens that we have covered 5 topics - Human Body, Ecosystems, Energy and Electromagnetism, A View of the United States and The Northeast. Each group picked a topic out of a cup and needed to come up with review questions. I found a good website that can build a Jeopardy board and away we went.
Most of the groups are finished or very close, so we will be starting the games tomorrow. The students will be in charge of running the games on the SmartBoard, reading the answers, making sure the correct "question" is given and keeping score. I will post the boards when we are done, so start studying now... you kid may ask you to play!
So what is their motivation... the winning group from each class will have a pizza lunch with me in my room on Friday (not school pizza, but pizza from a pizza place - Nauna's seems to be the students choice).
www.jeopardylabs.com
Username - jerry1972
Password - changes each day
Username - jerry1972
Password - changes each day
Energy and Electromagnetism
Friday, 12/12 - The class was shorter because of the Parent/Teacher Conferences today, but we packed in a full days worth of experimenting. Today, we put the Pony Express out of business. We connected our telegraphs to other groups and information was being transmitted in a flash. The students practiced their Morse Code and began sending short words. We discussed how it took 8 years for Morse to find financial backers for his plan. It was interesting to see the students make the connection about why that was, by asking if they would invest in a new idea that would make cellphones obsolete. How would they know it was a good idea or that people needed something that never existed.
Overall, the students did a great job with Energy and Electromagnetism and I had fun working with them. What's up next...
We will spend next week creating games. Don't worry, they are not silly games, but the groups will get a topic that we covered and come up with a game that can test the other students knowledge.
If the weather is not rainy, we will be going to the George Segal Gallery at Montclair State University. We will go over during the students Science/Social Studies period, so they will not miss any other classes or lunch. You signed a permission slip for walking trips to MSU at the beginning of the year, so don't worry... your child didn't forget to bring something home. for more information visit... www.montclair.edu/segal-gallery . The cost is $1.00.
A final note... we knew this day was coming and it is now official... December 23rd will be my last day at Bradford. I have truly enjoyed every moment. The students have been great (even when the talk too much) and it was such a wonderful experience to see them get interested and excited about science and social studies. It was neat to see them understand why something happens. Things that they have seen their whole life look different now. If they told you that they have had fun in my class, I promise that I have had even more fun.
Overall, the students did a great job with Energy and Electromagnetism and I had fun working with them. What's up next...
We will spend next week creating games. Don't worry, they are not silly games, but the groups will get a topic that we covered and come up with a game that can test the other students knowledge.
If the weather is not rainy, we will be going to the George Segal Gallery at Montclair State University. We will go over during the students Science/Social Studies period, so they will not miss any other classes or lunch. You signed a permission slip for walking trips to MSU at the beginning of the year, so don't worry... your child didn't forget to bring something home. for more information visit... www.montclair.edu/segal-gallery . The cost is $1.00.
A final note... we knew this day was coming and it is now official... December 23rd will be my last day at Bradford. I have truly enjoyed every moment. The students have been great (even when the talk too much) and it was such a wonderful experience to see them get interested and excited about science and social studies. It was neat to see them understand why something happens. Things that they have seen their whole life look different now. If they told you that they have had fun in my class, I promise that I have had even more fun.
Thursday, 12/11 - We turned back the clocks to 1835... I remember it like it was yesterday... Samuel Morse sent the first telegraph using an electromagnet and changed the world. With our knowledge of electromagnetism and a few hints, we built a working telegraph. Each group was able to complete the project, but it was like having the only phone in the world. Kind of neat, but what good is it? Tune in tomorrow to find out what is next...
Wednesday, 12/10 - We mixed Science with Language Arts and sprinkled in a touch of PARCC in today class. The students used the laptops to write an essay using Word. The writing was explaining Oersted's discovery of an electric current creating a magnetic field and how we proved the theory with an experiment in class.
Side note... when the students were done, they were allowed to use the computers to play an approved math or typing game. A bunch of students asked if they could go onto Animal Jam. I know they love this game and it is part of National Geographic, but I say... "If it is too much fun, you probably aren't allowed to play it in school!". After much pleading, I made a deal which I thought was unbeatable. If a student could place all the states in the map in under 4:00 minutes... they could go on Animal Jam. I had a lot of takers, but JS blew me away when she completed the map in 1:57!!! I am a man of my word, so she got to play Animal Jam. TI completed the map in 2:53. Think that isn't impressive? Give it a try... http://www.history.com/games//puzzles/place-state/play
Side note... when the students were done, they were allowed to use the computers to play an approved math or typing game. A bunch of students asked if they could go onto Animal Jam. I know they love this game and it is part of National Geographic, but I say... "If it is too much fun, you probably aren't allowed to play it in school!". After much pleading, I made a deal which I thought was unbeatable. If a student could place all the states in the map in under 4:00 minutes... they could go on Animal Jam. I had a lot of takers, but JS blew me away when she completed the map in 1:57!!! I am a man of my word, so she got to play Animal Jam. TI completed the map in 2:53. Think that isn't impressive? Give it a try... http://www.history.com/games//puzzles/place-state/play
Monday 12/8 and Tuesday 12/9 - The students had a background knowledge of magnets and we spent the last couple of weeks learning about energy. Now we found out why the unit is called Energy and Electromagnetism. We learned some interesting things about something we can't see... magnetic fields. The students know about magnets and their fields, but we found out that we can create a magnetic field... without a magnet. Neat stuff. Ask your child how it happens and how we proved it.
Friday, 12/5 - This was a very full day! The day started off on a high note with the Celebration of Learning. The event was well attended by parents and the students did a great job of explaining their work. So how could the day get even better... how about a small army of education students from Montclair State University teaching the children about Matter. The students got to work in small groups and used computers or iPads to help with the lesson. The students might not have told you about that, but I sure they couldn't stop talking about the hands on project... Silly Putty!
Thursday, 12/4 - The Sun finally came out, so we were able to experiment outside with solar cells, but we came inside to discuss our findings. After warming up, we helped out the Light-Weight Company figure out why their strings of lights are being returned (one bulb burns out and the whole set goes out... customers are not happy). Once we understood the problem, we came up with a solution. Just to make sure we had the right answer, we built models simulating the problem and the solution.
Tomorrow is the Celebration of Learning. Parents are invited to come in with their children and see the wonderful job they are doing.
After the Celebration of Learning, Montclair State students will be coming in to work with the students. They have been working on projects for the kids for a couple of months, so it should be a good time and lots of learning.
Tomorrow is the Celebration of Learning. Parents are invited to come in with their children and see the wonderful job they are doing.
After the Celebration of Learning, Montclair State students will be coming in to work with the students. They have been working on projects for the kids for a couple of months, so it should be a good time and lots of learning.
Wednesday, 12/3 - Today we figured out how to light two bulbs brightly with only one D-cell battery. This was accomplished by creating a parallel circuit... ask your child to explain the difference.
The homework was not handed out today (copier problem), but you can download it now or they will get it tomorrow. No problem.
The homework was not handed out today (copier problem), but you can download it now or they will get it tomorrow. No problem.
Tuesday, 12/2 - Series circuits (energy flows from one component to the next)... the students tried to light two bulbs brightly with one D-cell. It didn't work, but them came up the idea of adding a battery. It worked, but they found out it is important which way the batteries were arranged. Ask your child which way energy flows from a battery...
Monday, 12/1 - The students finished up their Capital Test projects and completed an assessment of the Energy and Circuits unit. They put their notes to the test... they could use there notebooks to answer all the questions. I was not in class today (spent the day in parent teacher conferences), so I will let you know tomorrow what the students thought of the work.
Wednesday, 11/26 - Take one part science and one part social studies, mix well and see what you have... The students built a Northeast Capital test (social studies) by using their knowledge of circuits.
I am not telling how it works (your kids can do that), but if you connect the wires to the correct capital on the map and the word on the right... the light goes on.
I am not telling how it works (your kids can do that), but if you connect the wires to the correct capital on the map and the word on the right... the light goes on.
If you connect the wires to the incorrect match... no light.
Tuesday, 11/25 - The students used their circuits to find insulators and conductors in the classroom. The class did a great job and made a really great connection... they understood that metal items are conductors, but what about the radiator cover and the computer cart that would not complete their circuit. After discussing what might be happening, they came up with the metal surface was painted and acted as an insulator.
Also, we tried a few more experiments with different sources of energy. The groups did an excellent job with the work and recording their results in their notebooks.
Tomorrow is an early closing, so don't forget that the school is closing at 1:40.
Also, we tried a few more experiments with different sources of energy. The groups did an excellent job with the work and recording their results in their notebooks.
Tomorrow is an early closing, so don't forget that the school is closing at 1:40.
Monday, 11/24 - Mother Nature decided that our class should try another project today and who am I to disagree... we had a lesson on using solar cells today. That was ok, we still had a good class. We learned about conductors and insulators. After making predictions, the students built a circuit to test all the items. Ask your child how they did with their predictions. Tomorrow, we will give the Sun another chance to help us create electricity.
Friday, 11/21 - Wax Museum!!! The students have been working for weeks on their research, presentation, costume and props... and they did a super job. Students and parents had a great time. A big thanks to Ms. Freeh on all her hard work.
Wednesday, 11/19 - The next section on "energy" is creating motion. We built circuits that involved a motor, added a switch and than expanded the circuit by using extra wires and contact points on the boards. I have seen the students enjoy a lot of different classes this year and the "energy" classes are in the top 5.
We finished our work on how to make a bulb light. The students wrote about their work and observations. There were a lot of great responses and here is one of them...
We finished our work on how to make a bulb light. The students wrote about their work and observations. There were a lot of great responses and here is one of them...
Tuesday, 11/18 - Notebooks. We have been working on setting up our science notebooks. Most of this is new to the students, but they are doing a really great job. Today we focused on why our circuits worked and why they did not. We had a good talk about failure and why it is a part of being a scientist. The students were able to use their experiment "to light the bulb" to a scientist's failure... like a scientist trying to discover something new, they had no road map or directions on how to use the wires, bulb and battery. Through trial and error, they made the bulb work. As the groups got the bulb to light, their faces were beaming with excitement.
We also worked on vocabulary, so your scientists can use the correct terminology.
The notebooks will mostly stay in school, but when they do go home... it is so important they come back the next day.
We also worked on vocabulary, so your scientists can use the correct terminology.
The notebooks will mostly stay in school, but when they do go home... it is so important they come back the next day.
Monday, 11/17 - What makes a bulb light? We started a new unit that the students had an exposure to last year... energy and electromagnetism. This year, we will go a little deeper and have lots of hands on experiments. All the work we will do is safe. We are only using D-Cell batteries and we have talked (and will talk) about safety with electricity outside our experiments.
The students first experiment was to make a bulb light. They were given two wires, bulb and battery. As a group (3 or 4 students each), they had to work together to "figure" out how to light the bulb. It took plenty of ideas and hands to make it work and in the end, every group made the bulb light.
The students first experiment was to make a bulb light. They were given two wires, bulb and battery. As a group (3 or 4 students each), they had to work together to "figure" out how to light the bulb. It took plenty of ideas and hands to make it work and in the end, every group made the bulb light.
Ecosystem
Thursday, 10/23, We finished our "lesson" projects and created a food web. I will add a picture of the completed food web tomorrow. We made it on the floor, but I need to get it all hung up and connected tomorrow morning. The ecosystem unit is now complete and we will be starting the Social Studies unit on The Northeast.
Wednesday, 10/22, We reviewed the weeks lessons and took a "test"... the students were split up from their original groups and had to create a picture showing what they learned from their lesson. Here are a few examples...
Tuesday, 21, Last of the lessons
| Mrs. Bang's Class - Chapter 6/Lesson 2 |
| Ms. Freeh's Class - Chapter 6/Lesson 2 |
| Mr. Liddy's Class - Chapter 6/Lesson 2 |
Monday, 20, More lessons, but some shorter classes...
| Mrs. Bang's Class - Chapter 5/Lesson 3 |
| Ms. Freeh's Class - Chapter 6/Lesson 1 |
| Ms. Freeh's Class - Chapter 5/Lesson 3 |
| Mr. Liddy's Class - Chapter 6/Lesson 2 |
Friday, 10/17, Students teaching students.
| Mrs. Bang's Class - Chapter 5/Lesson 1 |
| Mrs. Bang's Class - Chapter 5/Lesson 2 |
| Ms. Freeh's Class - Chapter 5/Lesson 1 |
| Ms. Freeh's Class - Chapter 5/Lesson 2 |
| Mr. Liddy's Class - Chapter 5/Lesson 2 |
| Mr. Liddy's Class - Chapter 5/Lesson 3 |
Thursday, 10/16, The students began teaching their lessons today. One of the main concerns they had was time... not that they would use too much, but they would be done in 5 minutes. I explained that it will take longer and not to worry. The first lesson took 40 minutes. The "teachers" did a great job and there was learning taking place in the classroom. I have attached the lessons given today. This is just the part that was on the "SmartBoard". There were questions, stories, worksheets and projects that were also part of the lesson. There are no names on these (it is just the way it has to be), but if your child said they taught a class today... it is below. I will break them down by the students homeroom. The other two classes will begin on Friday.
| Mr. Liddy's Class - Chapter 5/Lesson 1 |
Wednesday, 10/15, Field Day!!! The students had a great time and the weather really cooperated. The classroom time was a less, but I think they were "OK" with that.
Tonight is Family Night... no homework, so you have more time to do something together as a family.
Tonight is Family Night... no homework, so you have more time to do something together as a family.
Tuesday, 10/14, Now for something completely different... The students will become the teachers. Each group picked one of the five lessons for the upcoming unit. They will prepare the lessons (I will be there to help) and than they will teach. It should be interesting. Tomorrow is Field Day, so the school day is a little crazy.
Human Body
Our first unit will be focused on the Human Body. This subject is enormous, complicated and can fill a library! Every journey must begin with the first step and that is what we will be working on in this unit. We will be learning the proper terminology and more importantly applying that information to create a real understanding of how the systems function.
Monday, 9/22, Today, the students got to practice using a computer to take the Human Body post-assessment. This is not the test that they brought home today. Before we started the unit, we took a paper and pencil pre-assessment that consisted of 10 multiple choice questions. This assessment was the same 10 questions. None of these scores count against their report cards. These types of assessment are more big picture... did the kids already know the material or did I do my job teaching and your child do their job paying attention and studying. The results are...
Friday, 9/19, That's all for the human body... We took our tests today and Mr. Liddy will be grading this weekend. The tests will be sent home on Monday and I ask that they be signed and returned. You will get them back at the end of the semester. The consensus among the students was that the test was not the easiest, but fair. There were some questions that had the students use higher level thinking and isn't that what this is all about? NextGen Standards are looking for students to be able to do more than put labels on parts and I think the majority of kids accomplished that today. Here is an example... "A test shows that someone's blood had more white blood cells than normal. What might you conclude from this?" The students learned that white blood cells fight disease. The next step is to apply that knowledge. Just in case you were wondering... the white blood cells probably increased because the person is sick or has a disease. Have a great weekend. Social Studies starts on Monday.
Thursday, 9/18, The Word of the Week (WOW) is "curious". Todays science word is "review". We have covered a lot of new material the past couple of weeks and todays review went well. During the review today, the students wrote down the parts that they need to focus on tonight. Hopefully, that is not too much and we all have a smooth sailing test tomorrow. Remember to bring a book to read when you are done with the test. Good luck!
PS - If there are any questions about the material, all the sheets are posted in the homework section and include correct answers.
PS - If there are any questions about the material, all the sheets are posted in the homework section and include correct answers.
Wednesday, 9/17, Back to school night! Mr. Liddy got a chance to meet your parents and we had a good time. Your parents got to see your lockers, rooms, desks and all the teachers. Tomorrow is our review for Fridays test. Check out the homework section... I will put all the sheets with answers there. If you know that material, you will be fine.
Tuesday, 9/16, A student in class on Monday said that they understood all the systems, but could not understand how they all fit in a body. I had an idea that could tie in all we learned and how it fits inside of our bodies. With my fingers crossed, each group made the system that presented on Friday. There were no templates, just a cut out of a body. The students decided what part each would make and how it would fit together accurately (and look nice). Once everyone was done, we gathered around the table (you will see it tomorrow) and started putting all the pieces in place. Each student put their part in the correct location and answered some questions. The kids had fun, continued learning and I breathed a sigh of relief (they did a wonderful job). See for yourself...
Monday, 9/15, This week we will discuss how the systems of the Human Body work together and what happens when they don't. We will finish this unit on Friday, 9/19, with a test. There will be a review the day before. The home/class work is what the students will use to study. There will also be a review packet.
Friday, 9/12, WOW!!! That just about sums about how the students did today. Each class sits in groups of five. Today, each group picked a system from the Human Body and had to come up with a presentation. I helped out with pictures on the board, but they had to come up with what to say. This was a new exercise for everyone. The students did a great job and showed a lot of courage by standing in front of their classmates and speaking. Ask your kid about what they did today! Have a great weekend.
Thursday, 9/11, Today we explored the Skeletal and Muscular System. Did you know the ribs are a curved bone that protects the heart and lungs? Do you know the three joints in our bodies... hinge joints (elbow), pivot joints (head) and ball and socket joints (hip)? Or that we have three types of muscles... skeletal muscles (move your bones - bicep), cardiac muscle (just the heart) and smooth muscles (vessels and most of the organs)? Ask your child to explain them to you!
Wednesday, 9/10, We used the Scientific Method to determine if exercise increases the heart rate and drew conclusions from our data. The students did a wonderful job of monitoring their pulse while doing different exercises. Even better, we were able to go outside to do most of the work and they behaved like young scientists (not like children on a playground). The homework for tonight is to use the data in a way that shows the student has a deeper understanding of the Circulatory System.
Tuesday, 9/9, our journey in the body continues with the Circulatory System and Respiratory System. Today we learned the names of both systems and most importantly, how they function and interact. We even tied in yesterdays Digestive System lesson to understand it fits into the human body puzzle. We did a little experiment to more fully appreciate how hard our hearts work and practiced finding a pulse in our wrists (this will be necessary for tomorrow). Check out the homework section for an adjustment to tonight's homework.
Monday, 9/8, we
will jump into the Digestive System. Ask
your child to explain the process of how food is broken down and absorbed in
body. We will attempt an experiment
about how the mouth is an important first step in the process. A worksheet will be completed in class that
has the vocabulary, so please encourage your child to use the correct terminology.
Update: The experiments were a success! I think this helped the students better understand the importance of the first step in the Digestive System... the mouth. Ask your child to explain the Digestive System... mouth, esophagus, stomach, small intestine and large intestine (these are the parts we cover in 4th grade). See if they can describe the job of each organ. The classroom worksheet has more info on what each part does (incase it has been awhile since you were in 4th grade). This sheet should be in their Science Folder.
We also took a pre-assessment today. The students understood that this is not something that were supposed to know, studied for or count on their report card. It is only a tool to help measure their growth and prior knowledge. There were 10 multiple choice questions and the fourth option was "not sure". If they tell you that they did feel some anxiety, please let them know that they have nothing to worry about. I will explain the reasoning again in class tomorrow. When we are done, I will share the results on this website. There will be no names, just the percentages of pre and post-assessment. If you have any questions, please email or call me.
Update: The experiments were a success! I think this helped the students better understand the importance of the first step in the Digestive System... the mouth. Ask your child to explain the Digestive System... mouth, esophagus, stomach, small intestine and large intestine (these are the parts we cover in 4th grade). See if they can describe the job of each organ. The classroom worksheet has more info on what each part does (incase it has been awhile since you were in 4th grade). This sheet should be in their Science Folder.
We also took a pre-assessment today. The students understood that this is not something that were supposed to know, studied for or count on their report card. It is only a tool to help measure their growth and prior knowledge. There were 10 multiple choice questions and the fourth option was "not sure". If they tell you that they did feel some anxiety, please let them know that they have nothing to worry about. I will explain the reasoning again in class tomorrow. When we are done, I will share the results on this website. There will be no names, just the percentages of pre and post-assessment. If you have any questions, please email or call me.
Here is what is in store for science class this year...
- Scientific Method
- Human Body
- Ecosystems
- Animals (classification, adaptations, 5 kingdoms)
- Magnetism and Electricity
- Matter (states, physical and chemical characteristics and changes
- Weather (atmosphere, clouds)
- Rocks, Minerals, Soil
- Landforms – Volcanoes