CENTRAL IDEA:
Earth's nonliving resources can be used for energy. |
Attributes: |
LINES OF INQUIRY & KEY CONCEPTS:
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Green Day
Tuesday, 2/1/22
We had a GREEN-tastic day celebrating the official start to our action project, Turning Plastic to Metal.
Green Day
Tuesday, 2/1/22
We had a GREEN-tastic day celebrating the official start to our action project, Turning Plastic to Metal.
Here are links to slide shows and sign up sheets that were created.
Plastic Turned to Metal Please Bring in Metal Utensils Sign Up Green Day Sign Up |
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Summative Assessment - Design Cycle
January 19 -27, 2022
See the most recent two Friday emails for information about this process
(Empathize, Ideate, Prototype, Create, Test/Reflect).
There are many pictures below this video. The video includes all of the pictures, plus some video segments of testing. Enjoy!
Summative Assessment - Design Cycle
January 19 -27, 2022
See the most recent two Friday emails for information about this process
(Empathize, Ideate, Prototype, Create, Test/Reflect).
There are many pictures below this video. The video includes all of the pictures, plus some video segments of testing. Enjoy!
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Climate Change and Manatees
1/18/22
Climate Change and Manatees
1/18/22
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Oil Impact on Animals
1/14/22
After watching a short video about animals injured from an oil spill, pairs of students were tasked with the responsibility of determining the best method to get oil off of a bird. (Students used feathers to represent the bird.) Each pair was given oil (vegetable oil with cocoa powder to replicate the color and thicker texture), hot water, cold water, and room temperature water with the Dawn detergent. After predicting which method would work best, students completed the task of gently removing oil from each feather (three separate feathers, one in each liquid). We discussed the importance of gently cleaning the animal/feather, as well as the feel of the animal afterward. For example, the hot water did remove the black color, but the feather was still very oily. The Dawn water removed the black color, and when gently washed enough, also removed the oily feel. Afterward, we discussed the outcome and watched a video of a girl who took action for the animals.
Oil Impact on Animals
1/14/22
After watching a short video about animals injured from an oil spill, pairs of students were tasked with the responsibility of determining the best method to get oil off of a bird. (Students used feathers to represent the bird.) Each pair was given oil (vegetable oil with cocoa powder to replicate the color and thicker texture), hot water, cold water, and room temperature water with the Dawn detergent. After predicting which method would work best, students completed the task of gently removing oil from each feather (three separate feathers, one in each liquid). We discussed the importance of gently cleaning the animal/feather, as well as the feel of the animal afterward. For example, the hot water did remove the black color, but the feather was still very oily. The Dawn water removed the black color, and when gently washed enough, also removed the oily feel. Afterward, we discussed the outcome and watched a video of a girl who took action for the animals.
Click on each picture below to view a short video (referenced above).
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Story of the Plastic Spoon
1/10/22
Story of the Plastic Spoon
1/10/22
- We watched a short video today about the life of plastic spoons. This generated a great discussion about taking action in our class, and possibly for the grade level and school. We estimated that 16,000 plastic spoons/forks are thrown away every WEEK in our school district.
- We estimated 10 per class, per day --> That's 160 per day, 800/week, for just our school. That's 4,000 plastic spoons/forks for the 5 elementary schools per week. We added in Woodbury, the middle school, and the high school figuring they used 4,000 per week. But the number could be even more!
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Natural History Museum Virtual Field Trip
1/10/22
The Natural History Museum came to us on Monday! We looked at fossils, learned about how they are formed, where they can be found, and distinguished between different types of fossils. A fun follow up would be a family visit to the museum.
Natural History Museum Virtual Field Trip
1/10/22
The Natural History Museum came to us on Monday! We looked at fossils, learned about how they are formed, where they can be found, and distinguished between different types of fossils. A fun follow up would be a family visit to the museum.
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Mining for Non-Renewable Resources
1/7/22
To get a hands-on idea of how mining for resources is hurting our environment, students had the chance to “mine for coal.” Each student was given a chocolate chip cookie, toothpicks, and water. The task was to get the coal (chocolate chips) out of the land (cookie part) without destroying the land. It was very challenging but fun! This activity led to a great discussion about how we are mining coal (non-renewable) and the effects on the land.
Mining for Non-Renewable Resources
1/7/22
To get a hands-on idea of how mining for resources is hurting our environment, students had the chance to “mine for coal.” Each student was given a chocolate chip cookie, toothpicks, and water. The task was to get the coal (chocolate chips) out of the land (cookie part) without destroying the land. It was very challenging but fun! This activity led to a great discussion about how we are mining coal (non-renewable) and the effects on the land.
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SOLE
12/3/21
Self-Organized Learning Environments (SOLEs) are created to encourage students to work as a community to answer a vibrant and challenging question by using the Internet. Students inquired into the following question: What are the three types of rocks and their properties? After discovering facts about the types of rocks and their properties, groups shared out with the rest of the class.
SOLE
12/3/21
Self-Organized Learning Environments (SOLEs) are created to encourage students to work as a community to answer a vibrant and challenging question by using the Internet. Students inquired into the following question: What are the three types of rocks and their properties? After discovering facts about the types of rocks and their properties, groups shared out with the rest of the class.
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Provocation
11/30/21
I put a mystery object in my pocket and gave a few hints to the students. (It's over 100 years old. It fits in my pocket. It’s not alive.) We played a version of 20 Questions geared towards gaining information. Students asked yes/no questions and I answered providing information to help lead the next question. Questions about size, color, and texture were answered. Students quickly guessed the object…a ROCK! Afterward, partners received a bag of rocks and sorted them. The sort was open-ended. Students were encouraged to sort the rocks based on multiple characteristics/properties. We then brainstormed properties of rocks under the categories of color, size, shape, luster, texture, height/weight, function, and size.
Provocation
11/30/21
I put a mystery object in my pocket and gave a few hints to the students. (It's over 100 years old. It fits in my pocket. It’s not alive.) We played a version of 20 Questions geared towards gaining information. Students asked yes/no questions and I answered providing information to help lead the next question. Questions about size, color, and texture were answered. Students quickly guessed the object…a ROCK! Afterward, partners received a bag of rocks and sorted them. The sort was open-ended. Students were encouraged to sort the rocks based on multiple characteristics/properties. We then brainstormed properties of rocks under the categories of color, size, shape, luster, texture, height/weight, function, and size.