Recently we reviewed what living things need to survive and how habitats and ecosystems can change. We began an experiment to investigate the non-living things that a lima bean needs to survive. We wrote our hypothesis and will continue our observations throughout the experiment. Ask your child to tell you what an ecosystem is and what they wrote as their hypothesis about this experiment.
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Students are working hard to create 3 different carnival games. They were asked to create one game in which the probability of winning is unlikely, one in which the probability of winning and losing is equal, and one in which the probability of winning is 1 out of 5. We look forward to playing each other's games!
Students are working on making predictions based on math, conducting experiments, and comparing their predictions to their results. Our class example: Working in partners: In our Probability unit, students are finding the probability of specific outcomes. We are learning all about using tree diagrams to help us. Here is an example of using a tree diagram to find the probability that we did together as a class. Students worked together to solve the following problem:Students' names are put in two bags. The teacher, without looking, picks one name from each bag. Bag A has Amy, alice, Jan, and Joline. Bag B has Brock, Brady, Tran, and Kim. What is the probability that Jan and Tran are picked? Here are some of our results!We are finishing off this Measurement unit investigating rectangles and squares that have the same area but different perimeters. Today's challenge: Find all the squares/rectanges that have an area of 24 cm. Find the perimeter of each figure.Students used sculpting techniques to create an object that represents the novel "Charlotte's Web". The sculpting techniques we used were:
Ask your child to explain each of these techniques. Ask him/her to tell you what techniques they used in their sculpture and what effect it created (e.g. "I used pinching to create the ears.") As a part of our unit on Light and Sound, we are investigating shadow! What is a shadow? Why do we see it as darkness? What is the middle of a shadow called? The edge? Which is darker, the middle or the edge of a shadow? How did ancient people use shadows to tell time? What happens to a shadow that is moved closer or further away from a light source? We are shadow experts! We know the answers to these questions! In our new Science unit on Light and Sound, we have been learning a lot about light sources, how light travels, and how we see objects. Today, students used one, two, or even three mirrors to reflect light and to change the direction of the light path. They drew and labelled scientific diagrams and wrote about their observations and conclusions.
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AuthorHi, my name is Mrs. Merlo and I have been teaching for a number of years. It is a privilege to spend each and every day with such a wonderful group of children and colleagues. |