Wednesday, September 26, 2012
Monday, September 24, 2012
What We're Learning this Week (September 24-28, 2012)
After an AMAZING field trip last week to 4-H camp, many of us were still recovering on Monday! (Teachers included, lol) However, it was back to business as usual. In Math, we began working on multi-digit multiplication. We started off by practicing multiplying 1-digit by 2-digit numbers. We observed that multiplying using the standard algorithm (the "old school" method) was actually very similar to addition. If you got an answer more than 9, you put the ones place answer down and carried the 10's.
In Science, we began our study of chapter 4, which is over the human body. This chapter is LOADED with vocabulary words, many of which have definitions that are very similar, such as artery, capillary and vein. So, most of Monday was spent completing our V3 Vocabulary sheets and learning the definitions of our vocabulary words.
On Tuesday in Math we continued working with multiplication. After reviewing and practicing 2-digit by 1-digit numbers Monday, Tuesday we were ready to move on to 3-digit by 1-digit numbers.
In Science, we discussed how cells make tissues, tissues make organs, and finally how organs make organ systems. We also discussed how the digestive system works, including how it begins in the mouth the minute you begin chewing your food, before passing to the esophagus, stomach, and small intestine. In groups, we began working on our human body models. We cut out, labeled, and identified the organs or parts discussed and what their function was within the digestive system. We will continue adding to our model as we discuss different body systems this week and next.
In Science, we began our study of chapter 4, which is over the human body. This chapter is LOADED with vocabulary words, many of which have definitions that are very similar, such as artery, capillary and vein. So, most of Monday was spent completing our V3 Vocabulary sheets and learning the definitions of our vocabulary words.
On Tuesday in Math we continued working with multiplication. After reviewing and practicing 2-digit by 1-digit numbers Monday, Tuesday we were ready to move on to 3-digit by 1-digit numbers.
In Science, we discussed how cells make tissues, tissues make organs, and finally how organs make organ systems. We also discussed how the digestive system works, including how it begins in the mouth the minute you begin chewing your food, before passing to the esophagus, stomach, and small intestine. In groups, we began working on our human body models. We cut out, labeled, and identified the organs or parts discussed and what their function was within the digestive system. We will continue adding to our model as we discuss different body systems this week and next.
On Wednesday in Math we worked with multiplication yet again. We conquered multiplying 4-digit by 1-digit numbers, which we decided was VERY familiar to 2-digit and 3-digit numbers like what we've worked with earlier in the week.
In Science we continued our study of the human body. We discussed the respiratory system and it's important elements, such as the mouth, nasal passages, trachea, and lungs. We also talked about how oxygen travels from our mouth or nose, depending on how we breathe it in, to cells throughout our body. To add to our human body model, we again worked in our groups and labeled, cut out and identified key organs and parts, as well as their function within the respiratory system.
Monday, September 10, 2012
What We're Learning this Week (September 10-14, 2012)
On Monday in Math, we continued our work with subtracting multi-digit numbers. We practiced borrowing and regrouping across zeroes and are getting better at it with every day we practice!
In Science, we began our 3rd chapter over Adaptations. We discussed our first lesson and some new vocabulary words, including: adaptation, basic needs, and natural selection. We discussed different adaptations animals we are familiar with have that help them survive in their environment and how animals that are able to change their physical appearances, for example, to better blend in allow them to live longer and reproduce, the basic concept behind natural selection. And of course, it wouldn't be a new chapter without a new song to learn! See the above post to listen to our new song, "Adaptations"!
On Tuesday and Wednesday in Math we continued our quest to conquer subtracting whole numbers. Mrs. Elliott worked with some of us in small groups while others got to battle one another in a subtraction game.
In Science on Tuesday we did an experiment to test bird adaptations, specifically the adaptations of bird beaks. We tested a few different types of beaks (tweezers, spoons and clothes pins) on a variety of different types of "critters". These included worms (cooked spaghetti), grubs (rasins), caterpillars (twizzlers), maggots and larva (cooked rice), sunflower seeds, and water. We had to hypothesize which beak we thought would work best eating each food, take careful obersvations, and finally come to a consensus as a group as to the best beak for each food. We had a blast!
In Science, we began our 3rd chapter over Adaptations. We discussed our first lesson and some new vocabulary words, including: adaptation, basic needs, and natural selection. We discussed different adaptations animals we are familiar with have that help them survive in their environment and how animals that are able to change their physical appearances, for example, to better blend in allow them to live longer and reproduce, the basic concept behind natural selection. And of course, it wouldn't be a new chapter without a new song to learn! See the above post to listen to our new song, "Adaptations"!
On Tuesday and Wednesday in Math we continued our quest to conquer subtracting whole numbers. Mrs. Elliott worked with some of us in small groups while others got to battle one another in a subtraction game.
In Science on Tuesday we did an experiment to test bird adaptations, specifically the adaptations of bird beaks. We tested a few different types of beaks (tweezers, spoons and clothes pins) on a variety of different types of "critters". These included worms (cooked spaghetti), grubs (rasins), caterpillars (twizzlers), maggots and larva (cooked rice), sunflower seeds, and water. We had to hypothesize which beak we thought would work best eating each food, take careful obersvations, and finally come to a consensus as a group as to the best beak for each food. We had a blast!
On Thursday in Science, we continued our discussion of our second lesson, which was about how animal behaviors help them meet their needs. We also created sets of "Rummy Cards", where students researched an animal, including information about their shelter, space, food, water and arrangement/habitat and labeled and illustrated each card accordingly. Below are some examples, cards for an Opossum and the American Crocodile.
Wednesday, September 5, 2012
What We're Learning this Week (September 3-7, 2012)
A 3-day weekend was just what we needed to rejuvenate! We came back, ready as ever to learn! On Tuesday in Math, we continued our work with subtracting whole numbers. We started small and only worked with numbers into the ten-thousands place to get the hang of regrouping when necessary.
In Science, we began our third and last lesson of the 2nd chapter, which discussed life cycles. We discovered that there are a variety of different life cycles animals go through. Mrs. Elliott taught us the acronym "ELPA" to help remember the order of the stages of complete metamorphosis: Egg, Larva, Pupa, and Adult. We also discovered that some animals, such as a grasshopper ors dragonflies, go through incomplete metamorphosis: Egg, Nymph, Adult.
On Wednesday in Math, we took our Fall 2012 MAP Test. (If you are unfamiliar with MAP testing, go to the "Links" page and scroll down towards the bottom. There is a link with a wealth of information about MAP testing.) To be considered proficient and on grade-level, students needed to score a 204 or better. Although our over-all scores weren't as high as Mrs. Elliott hoped (she wanted 100% proficiency! lol), we didn't get too discouraged, as this was our base-line and now we know where to go from here.
In Science, we began working on our Life Cycle Brochures. Inside, we had to list the stages of the life cycle of a flowering plant, an animal undergoing complete metamorphosis, incomplete metamorphosis, and direct development. We also had to draw each stage and give examples of other animals that undergo each type. Our brochures were looking great as we took them home to finish for homework and Mrs. Elliott can't wait to see the final products tomorrow!
In Science, we began our third and last lesson of the 2nd chapter, which discussed life cycles. We discovered that there are a variety of different life cycles animals go through. Mrs. Elliott taught us the acronym "ELPA" to help remember the order of the stages of complete metamorphosis: Egg, Larva, Pupa, and Adult. We also discovered that some animals, such as a grasshopper ors dragonflies, go through incomplete metamorphosis: Egg, Nymph, Adult.
On Wednesday in Math, we took our Fall 2012 MAP Test. (If you are unfamiliar with MAP testing, go to the "Links" page and scroll down towards the bottom. There is a link with a wealth of information about MAP testing.) To be considered proficient and on grade-level, students needed to score a 204 or better. Although our over-all scores weren't as high as Mrs. Elliott hoped (she wanted 100% proficiency! lol), we didn't get too discouraged, as this was our base-line and now we know where to go from here.
In Science, we began working on our Life Cycle Brochures. Inside, we had to list the stages of the life cycle of a flowering plant, an animal undergoing complete metamorphosis, incomplete metamorphosis, and direct development. We also had to draw each stage and give examples of other animals that undergo each type. Our brochures were looking great as we took them home to finish for homework and Mrs. Elliott can't wait to see the final products tomorrow!
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