Science Experiment

As a summative project for our Matter science unit, students will be researching and developing a science experiment.  Most students will be partnered.  They will be responsible for bringing in required materials from home and conducting the experiment and creating a write-up using the scientific method.  We will conduct a mini-science fair in which students can view their peers' experiments.

Experiments should be fairly simple and straightforward.  For safety reasons, we cannot use boiling water or electrical currents, etc.  I have encouraged students to keep the experiments kid-friendly with most materials to be found in a kitchen.  The experiment should demonstrate a change in the property or state of matter.

The research for this experiment can start today.  Students will be paired by the end of the week.  Materials are due at school early next week.

Please let me know if you have any questions.

Unit 5 Data Management Test

On Tuesday, January 20 students will write the data management test.  Students are required to review and know:

• how to calculate mean and range
• find mode and median
• how to use intervals on a graph
• which graph to use with certain data
• how to analyze a graph and detect bias
• how to construct a labelled bar and line graph

Unit 6 Measurement

We are starting a new math unit on Wednesday, January 21.  We will be covering several different concepts under the measurement umbrella.

• telling time to the nearest second.
• exploring the relationship between time and distance.
• counting money and making change to $1000.
• estimating, measuring, and comparing masses (mg, g, kg, tonnes), volumes, and capacities.
• relating volume (cubic cm) and capacity (mL and L).

Activities to try at home to support your child:

• have your child estimate, then measure the seconds required to complete different activities.
• when travelling, have your child estimate how long it will take to get to your destination.
• when making a purchase, ask your child to count out the money given and count back the change received.
• talk about the measurements found on various packages.

(MMS Teacher Guide, 2005)

Health Assignment

Students have been asked to search the internet or popular magazines for a food or drink advertisement.  Students should be using a critical eye when choosing the ad and be able to identify how the ad is not telling us the whole truth about the product.  Once chosen, I have requested students to bring the ad to school.  They will be creating a "counter ad" exposing the hidden truths about the product to create awareness around food/ drink choices.

Due: Tuesday, January 13, 2015

What's the Matter?

We will be starting a new science unit on Monday.  Our new unit falls under the category of Understanding Matter and Energy and is titled Properties of and Changes in Matter.  Students will understand the different states of matter and how changes occur.  They will use the scientific method to investigate these changes.  Experiments and hands-on tasks will highlight the following big ideas: 

• There are three states of matter. (Overall expectations 2 and 3)
• Matter that changes state is still the same matter. (Overall expectations 2 and 3)
• Physical change refers to the fact that a substance can be changed from one form to another. (Overall expectations 2 and 3)
• Chemical change implies the formation of a new substance. (Overall expectations 2 and 3)
• The properties of materials determine their use and may have an effect on society and the environment. (Overall expectation 1)

Human Body Oral Presentations - Jan 8/9

After several weeks of hard work before the holiday, we are finally ready to present our 3D models and hand in our science write ups for Human Body Systems.  During science class on Thursday and Friday of this week, students will be sharing their projects orally with their peers.  Some students worked alone and some students collaborated with a partner.  

Here is the rubric for the oral presentation:

Human Body System

Oral Presentation Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Voice	Voice was very quiet, most words were difficult to understand	Voice could’ve been much louder, some words were hard to understand	Voice was usually loud and clear, most words were easily understood	Voice was loud and clear, all words were easily understood
Visual demonstration	Model was rarely referred to during the presentation.	Model was sometimes used as a visual aid during the presentation.	Model was used as a visual aid during the presentation. Students demonstrated how the model works	Model was used effectively as a visual aid during the presentation. Students demonstrated how the model works
Oral Explanation	With teacher support, students explained how their model represents a system and/or how the system connects to other systems, but very little detail was added.	Students explained, with some detail, how their model represents a system in the body how the system connects to other systems	Students explained, in detail, how their model represents a system in the body and how the system connects to other systems.	Students explained  accurately, and in detail, how their model represents a system in the body and how the system connects to other systems
Body Language/ Eye Contact	Students rarely use body language and eye contact to keep the attention of their audience.	Students sometimes use body language and eye contact to keep the attention of their audience.	Students use body language and eye contact to keep the attention of their audience.	Students use body language and eye contact effectively to keep the attention of their audience.

THANK YOU FOR 4 GOATS!

5B raised a total of $214.50.  Four goats will be purchased on behalf of our class and the additional $14.50 will be combined with another class's total.  Thank you so much for your generosity.  I am deeply touched and hope that the families benefit greatly from receiving a goat.