Electricity!

    In Science, we have been studying electricity.  We have learned how batteries work, how to build a circuit and that electricity is the flow of electrons, answering our essential questions: how does a circuit work and what is electricity?

Creating working circuits with friends from Mrs. Murphy's class

Massachusetts Science Frameworks, Physical Sciences 6:  Recognize that electricity in circuit requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat and sound.

LED Valentines

During February and March, we are studying electricity and magnetism.  One of our essential questions is: how does an electrical circuit work?  Our class got some hands-on experience last week creating circuits, in a very creative way!  Using cell batteries, copper tape and LED lights, we worked with Mrs. LaRussa in CLIC to create LED valentines.  We really enjoyed creating these fun cards and learning how to make a circuit work.

Massachusetts Science Frameworks, Physical Sciences 6:  Recognize that electricity in circuits requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat and sound.

Simple Machines

    Over the past month, we have been learning about simple machines.  As we have learned more and more, we have been able to notice these machines in the world and realize how important they are!  We have been asking questions such as: how to simple machines make our lives easier?  In what ways do we use simple machines?  To help answer these essential questions, we have had some great sharing from members of our class:

Kallie showing us how her gumball machine works

Maddie demonstrating how the gears in this propeller work

Matt brought in this impressive Lego truck he built, complete with a working winch!

We also experimented in small groups with levers, weights and gears.

We were very fortunate to have a visit from Mr. Woodley, a friend of Proctor who spent years as a mechanical engineer.  He brought in working models of each simple machine (we were VERY impressed with the model of an Archimedes screw!).  Thank you to Mr. Woodley for a wonderful presentation!

After learning about all the simple machines, we set out to make our own gumball machines in CLIC for a culminating project.  We have been hard at work planning then creating, and the final products are sure to be amazing!

Make sure to check back for our final products!

This ties into MA Science Framework, Technology/Engineering: 1.  Materials and Tools

Central Concept: Appropriate materials, tools, and machines extend our ability to solve problems and invent.

1.1   Identify materials used to accomplish a design task based on a specific property, e.g., strength, hardness, and flexibility.

1.3   Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.

Skype with Yellowstone Park!

On Friday, January 9th, our class had the opportunity to Skype with the Buffalo Bill Nature Center in Yellowstone Park (check out their website by clicking here)! The live tour of the museum was amazing; we saw many animals native to Wyoming and learned a lot about the habitats in Yellowstone. 

The curators of the museum talked a lot about animal adaptations, as well. Here are some amazing facts that we learned:

Moose antlers can grow up to an inch a day

Wolves have webbed feet so they can run on top of the snow (like built-in snowshoes)

Antler are made of keratin (like hair) but antlers are made of bone and fall off

The Yellow River earned it's name from the high amount of sulfur in the rocks which gives the area a yellow color

Rams have an air pocket in their skull (like an airbag in a car) to protect their brain from when they charge into other rams

The fastest land animal in North America is the pronghorn (it can run 60 miles per hour!)

This ties in with the MA Life Science Standards: 6. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color.
7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration).

Thank you to Mrs. Klipfel for finding this wonderful opportunity!

Southeast Video Project

    As part of our Social Studies curriculum, we study each of the regions of the United States.  In December, we learned about the Southeast while asking such essential questions as "What are the important aspects of this region?" and "Why is it important to learn about the Southeast region?" As a culminating activity, pairs of students researched a particular state using books and iPads.  They then wrote a script for the perspective of a particular character, combining their research from multiple sources.  The class then memorized their scripts and recorded them on an iPad using a green screen and app.  Mrs. Klipfel led us through this whole project; we are very grateful for her (as always)!  Watch the final version of our class video here! Common Core Standards:  ​CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Massachusetts State Framework:

State Social Studies Framework: History and Geography

Observe and describe national historic sites and describe their function and significance.