Mrs. Fletcher's Class Adventures

Mrs. Fletcher's class researched how animals and plants adapt to their environment in which they live, by exploring various regions in our world. We then planned our trip to these regions. What would it take for us to survive the different regions? So we made a plan. We designed and packed our suitcases and journeyed to these diverse regions to gain an understanding how people would adapt to a new land. Our students enjoyed our adventures to our new environment! 

Variation of Traits: 3rd Grade

Third grade dove into a study on genetics today! We discovered the difference between inherited traits, acquired traits, dominant traits, and recessive traits. The students had a great time listening to Bill Nye, completing interactive notebook pages, then creating an ALIEN based on individual genetic traits.

Grade Level: 3rd

Standard: Variation of Traits: Students will investigate the differences between genetic traits that are inherited and traits which are learned or influenced by the environment. Students explore the phenomena that offspring may express different traits than parents as they learn about dominant and recessive genes. Students will use what they learn to predict inheritance patterns of people through multiple generations and investigate how predicted outcomes compare to experimental results.

Rutherford's Plant Detectives

Plants! Plants! Plants!

As part of their unit on plants, Ms. Rutherford's 2nd Grade Class dissected flowers. They also sketched and labeled the parts. This led them to understand how seeds can be, and are dispersed.

They concluded their Plant Unit by planting and taking care of their own garden! 

Students working on plant project in Mrs. Morris's room. More to come

Learning About States of Matter Through Science Inquiry and Discovery

States of Matter

Is Butter Only a Solid?

Can Butter be a Liquid?

For this scientific activity, students poured one-fourth of a small container of liquid whipping cream into each of six small glass jars with lids.  The students then sat in a “Share Circle” in the carpeted area of our classroom and observed the contents of the jars.  Students were told they were going to be shaking the jars and turning the liquid into a solid.  Students brainstormed ESSENTIAL QUESTIONS they had related to this activity.  Some of the questions were:

Will the liquid change into a solid?

Will the temperature of the liquid in the jars become warmer as students shake the jars?

Will the liquid change color?

Students then made predictions about their observations.  One student predicted the liquid in the jars would stay the same, but become warmer.  Another student predicted that the liquid would turn yellow (like butter).  Several students said the liquid would not turn into butter.  Some students were very perplexed at the idea of the liquid in the jars turning into a solid.

The first six students at the designated beginning of the circle each held a glass jar with the whipping cream in it.  Next, those six students began shaking their jars.  The entire circle said the “Butter Cheer”! Shake Butter Shake! Shake Butter Shake!  Shake Butter, Shake Butter!  Shake Shake Shake!

Midway through this activity, students were in DISCOVERY MODE!  Look!  I see thick butter! 

Wow!  This is magic!  It’s changing before my eyes! 

After the jars were passed around the entire circle with the “Butter Cheer” being said one time for each student (24 times), the whipping cream had turned into a solid lump of butter in each jar!

Mrs. Caviness removed the lids and students observed and evaluated the results. 

Were any of the student predictions correct?

Did the liquid transform itself into a solid?

Each student was then given a piece of French bread.  Mrs. Caviness smeared a dollop of butter on each piece.  The taste testing of the results of their hard work began!  The science lesson turned into an adjective overload with all of the delectable, descriptive words being shared! 

We truly enjoyed this delicious learning sequence!

Oobleck Lab

Mrs. Saucier's class had a great time exploring the three states of matter.  We have had many class discussions , explored matter in nature, and conducted an experiment.  After reading Oobleck by Dr. Suess, we decided to create this magic ourselves.  As the students mixed the ingredients, they discovered that not all things are as they appear.  As they mixed the corn starch and water, they noticed that it became harder and harder for them to stir.  With this in mind, they came to the conclusion that oobleck was a solid.  However, if they were to run their fingers through it, it instantly turned into a liquid.  There was a lot of talk about why they felt it was one or the other.  They are still perplexed to this day! 

(Mrs. Saucier's class will not have pictures for this experiment. Her phone decided that it would take a swim, and she lost the pictures!)

Simple and Complex Machines by Ms. Amacker, Mrs. Dykes, and Mrs. Howell's Class

After reading "Bill and Pete Go Down the Nile" by Tomie dePaola, our students were asked to create a machine that could rescue "Bill" the alligator. The students started by creating simple machines, and then went on to create a complex machine. The students were very successful in building the machines. 

Jack's Beanstalk

Who: Mrs. Blades' Class

Standard: Structure/Function: Exploring Design

     Mrs. Blades' class has been busy role-playing the part of an engineer.  We have learned that everything around us not made by nature was made by humans and was created for a specific purpose. For this activity, we read the book Jack and the Beanstalk. Students' then worked in small groups to create and design a beanstalk using only 10 pipe cleaners.  Beanstalks were then evaluated for their height and strength. Students had a great time engaging in this activity and what fun it was to watch and listen to their ideas!

Mrs. Streiff's Animal Adaptations

Mrs. Streiff's class had a great time exploring habitats around the world!  They traveled to the Arctic Tundra, the Amazon Rain Forest, the African Savanna, the Sahara Desert, and the Pacific Ocean. After much research, the students learned about the plants and animals that live in each environment and how their adaptations enable them to survive.  The students then "packed their suitcases" with appropriate clothing and items for their trip.  What fun!!



 

Jack's Beanstalk

Kindergarten students in Mrs. Butler’s class explored the meaning of structure and function.   After reading Jack and the Beanstalk, we brainstorm how we could make a beanstalk, only using 10 pipe cleaners.  The students really thought about what is needed for something to stand up ( a flat bottom!) The students were actively engaged with their classmates. I truly enjoyed listening to their ideas and how each idea needed to be revamp to make the structure serve the purpose.   The ending results were truly something to stand up about!!! The students enjoyed exploring structure and function through hands on activities!  Future scientist in the making!

Paintbrush Design

Structure and Function: Exploring Design

The students in Mrs. Foreman's kindergarten class have participated in discussions and hands on activities identifying the structure and function of products we use and see daily. They have explored, modeled, and evaluated objects to determine the specific purpose. 

In this lesson, the student's goal was to create a paintbrush. They had to build and test a physical model. The students identified the differences between new and improved paintbrushes in comparison to their creation. It was AMAZING to see their creative minds actively engaged. 

The supplies are distributed! Let the DESIGNING Begin!!! 

Future Engineers of America!!!

The students explored many ways to create their paintbrushes. Their engineering minds were hard at work!!

The smiles of success filled our classroom