Week of February 23-27

After not meeting for 2 weeks our 5th graders had the challenge to work independently at home to complete their Primary Source Letter. I am proud to report all students sent out well written, formal emails and letters to professionals in their field of interest. SO many students are getting responses back! YAY! I am excited to see how each of the students will integrate the new information from those responses into their Pitch Presentation.

On Monday we have invited school leaders and administration to come see our Pitches. Students have tapped into their creative minds and are producing AMAZING presentations! I am so excited for each of the 5th graders to share what they are passionate about and how they plan to impact our community!

5th Grade HW reminder:

1. Pitch must contain WHAT YOUR PLAN IS LOCALLY (there should be a slide or 2 explaining your action steps towards solving your problem/bringing awareness to our community)

2. School leaders will be popping in to see your amazing presentations! This means you should be practicing at home over the weekend so you feel confident about your great work! 

3. If possible send me your presentation so I can load it on my computer and play it through the Promethean Board. 

4th grade began testing methods and materials used to clean up oil spills. Now that we understand the impact that an oil spill can have on the entire ecosystem we know how important it is to clean up every last drop of oil in a spill! We spent our time together testing each of the following materials/methods in isolation: yarn, rubber band, cotton ball, spoon, felt, nylon, sponge, paper filter and a pipette. Each group had to plan how to use each material so that it would be most effective. We learned through our testing that some methods we tried (dipping, scooping, sucking, dragging, etc.) worked better than others.

After we tested each material/method we listed to pros/cons of each and worked independently to imagine ways to combine materials/methods to result in the best clean up! Once we had a variety of ideas each team worked to nail down a final plan which we will test in a “river” next week. I am excited to see the results each group gets and how they work to improve their plan even better!

4th Grade HW: Final Project! Whoo hoo! We have learned so much about oils spills, their impact on the ecosystem and materials/methods to clean them up! The final project is very open ended and gives a variety of project topics and presentation options. Each student received a copy of the final project assignment. NEXT WEEK I will be looking to see that each student has chosen a topic (one from the list or a new one they find interesting) and a way to present it.

3rd grade got to test out their improved water filter designs this week! Each group made significant improvements in their waters’ color, clarity, removal of particles and overall cost! We wanted our improvements to be as strategic as possible so we referred back to our original plan and data collected from the first test results. Once each group revisited their old plan they were able to determine the layers of the filter that was successful and more importantly the layers that were unsuccessful or unnecessary. When we meet next week we will revisit our goal and try once more to improve our filters in hopes to filter CLEAR and CLEAN water or a LOW COST.

3rd Grade HW: Students received their final project in 3rd grade as well! We have learned so much about water, the impact of contaminated and polluted water the ecosystem and explored several methods to filter water! The final project is very open ended and gives a variety of project topics and presentation options. Each student received a copy of the final project assignment. NEXT WEEK I will be looking to see that each student has chosen a topic (one from the list or a new one they find interesting) and a way to present it.

Week of February 9-13

5th grade worked incredibly hard and made great progress with our Passion Projects this week. Each class was able to begin research based around our essential question. Students worked hard to find out where and who to gather information from in order to learn more about their global topic. Our real challenge was to find a local source of information and begin to draft a letter to them in hopes to gather insight from a professional in their specific field. Because we won’t meet on February 16 due to Presidents’ Day we had to switch gears towards the end of our time together and think about pitching our project to an audience. We watched a few great examples for inspiration and began to plan the outline for our own “Pitch”.

5th grade HW:

Due 2/16: Primary Source Letter emailed to Ms. Maline for review

Due 2/23: Completed Pitch Template (both front and back of template)

4a and 4b had the chance to see firsthand how different a food chain is from a food web. Each student was assigned a role from a Pacific Northwest ecosystem. We worked as a class to determine whether the role was a PRODUCER, CONSUMER, or DECOMPOSER. We then made an actual food web to show the connections between all living things in an ecosystem. The part that wowed us the most was the link between each role and the river. This helped us visualize the impact that an oil spill would have on the ENTIRE ecosystem. Then, we had the chance to watch a clip about the Yellowstone National Park and the impact of wolves on the ecosystem and the river. (http://youtu.be/ysa5OBhXz-Q) We had a little competition to see who could create the best version of the effects the wolves had on the park. The winners loved their prizes!

4a and 4b’s HW was to read an article about the addition of a larger underground oil pipeline and choose a side; either for or against the building. Then, write a persuasive lesson to convince your audience to join your side. Students need to keep in mind the effects of another potential oil spill and the wolf clip to see the positive and negative impact it could have on the environment.

4c finally got to test different materials and methods for cleaning up an oil spill! We spent time exploring methods/materials that would either contain or remove oil from a body of water. In small groups we then tested out each one to see how effective they were. We got some great results but also some not so great results. We have a lot more work to do in making and designing an effective plan for cleaning up an oil spill but are ready to use the Engineering Design Process to guide us to the answer!

4c’s HW was to research other ways to deal with an oil spill, especially with chemical dispersants. After you have done the research, determine the advantages and disadvantages to chemical dispersants. Finally, research one natural dispersants and list its advantages and disadvantages.

3a and 3b used their plans for an improved water filter from last week to “purchase” their materials and create their own water filters! We were able to test all filters that were made and were impressed by the results! After testing the filters we worked to, yet again, improve each design to target specific criteria (cost, time, color, or particle removal). When we meet next we will use our plans to re-build an even better water filter.

3c has just begun the Engineering Design process with a new problem in mind by asking, “How can we filter drinkable water, at an affordable cost?” We are working on improving the filters we created last week to ensure that this time materials are used and combined to be most effective. Individually, students imagined several filter ideas and then in small groups began to collaborate and plan how each component of the filters would work. When we meet next we are going to use the pricing guide to help figure out how affordable each filter is and finally get to create each unique filter! I know we can’t wait to test our designs!

3rd grade HW was to bring in 5 trivia game cards. We will compile all of the questions/answers and play a Water Filter Jeopardy Game in the upcoming weeks! Make your questions tricky but based off classwork, articles read and past HW assignments.

Week of February 2-6

 When 5th grade met this week we used our time together to finalize our Big Ideas and develop our Essential Question. In order to do this we spent time talking about what a strong EQ sounds like but also what a strong EQ DOESN’T sound like. Another focus we have for our passion projects is to reflect more. This project is testing out our 21st Century Skills by making us research and think critically about how to get the best information. By reflecting we are being metacognitive (aware of our own thinking) and therefore conscious of what we are doing to expand our knowledge. In order for us to dive deeper into our passion we have to do the proper research.

5th grade HW was to complete the research template and determine the best sources for information (best books, articles, websites, interview candidates, etc.)

Our 4th grade classes were all able to meet this week and continue learning about the impact of pollutants (and oil) on surrounding ecosystems. 4a and 4b got a chance to do the jigsaw lesson about the impact rivers have on people that 4c did last week.

4a and 4b’s HW was to research the Delaware River and the impact it had on NJ and surrounding areas. Then, create an article, just like the ones we read in class, about how important the Delaware River is to us.

4c had the chance to watch a great follow up news bulletin about the progress (or lack of progress) in the cleanup of the oil spill in the Yellowstone River. We then, reenacted how that oil spill (and all other oil spills) impacts an ecosystem. We took on different roles and created a real life food web so show how connected all consumers, producers and decomposers are. Then 4c watched a JAW DROPPING clip (http://youtu.be/ysa5OBhXz-Q) of how wolves changed the rivers in the Yellowstone National Park. It was incredible to see how one change to the ecosystem impacts the ENTIRE ecosystem.

4c’s HW was to read an article about the addition of a larger underground oil pipeline and choose a side; either for or against the building. Then, write a persuasive lesson to convince your audience to join your side. 4c needs to keep in mind the effects of another potential oil spill and the wolf clip to see the positive and negative impact it could have on the environment.

3rd Grade made awesome progress on our water filter designs. 3a and 3b have begun the Engineering Design process with a new problem in mind by asking, “How can we filter drinkable water, at an affordable cost?” 3a and 3b are working on improving the filters we created last week to ensure that this time materials are used and combined to be most effective. Individually, students imagined several filter ideas and then in small groups began to collaborate and plan how each component of the filters would work. When we meet next we are going to use the pricing guide to help figure out how affordable each filter is and finally get to create each unique filter! I know we can’t wait to test our designs!

3a and 3b’s HW was to find materials at home that effectively filter water and reflect on how those materials might help our plan here at school.

3c used their understanding of water filtration to predict what materials would make the best water filter (a screen, paper coffee filters and sand/gravel). We followed the Engineering Design Process to ASK, IMAGINE, PLAN, and CREATE a water filter in class. Then, we came together and brainstormed how to IMPROVE our original plan to develop an EPIC water filter.

3c’s HW was to try this same process out at home. Then, report back with data collected from testing out different materials. When we meet next week we will discuss what properties lead to the most effective filters and apply that to the filters we engineer in class.