Science Lab Newsletter (3-5)

Science Lab News

September-October 2018

Dear Families,

Welcome to a new school year! Here is our first Science Lab Newsletter, outlining the units for third grade through fifth grade. Our newsletters will outline the units that each grade is currently studying in the lab. There are four units for each grade across the school year.

Sincerely,

Ms. Henricksen and Mrs. Burke

 

Third Grade To begin the year our third graders will be extending their knowledge of forces and motion by learning about simple machines. The students will think about real world problems and find solutions by using simple machines to help us in our daily lives. They will perform experiments to calculate how much force is being exerted without a simple machine, and with a simple machine. Finally, they will construct an argument to prove the benefits of using simple machines in our daily lives.
Fourth Grade Our fourth graders are exploring ecosystems by building their own in the lab, as part of our first unit on how Animals and Plants interact in their environment! We first conduct a soil study, and then we begin to build class terrariums, to explore the various components of ecosystems. We will then have our own living food chains to help us to understand how producers, and various types of consumers (and decomposers) depend on one another for food energy. They will use that knowledge to develop a model of a food chain and how it works.
Fifth Grade The fifth graders will begin a brand new unit called, “Stars and the Solar System” They will begin by testing out the gravitational force of Earth and explaining how gravity keeps all of the planets in our Solar System in orbit around the Sun. Students will take notice of patterns in our sky including the Sun’s path, changing of seasons, and moon phases, to name a few. They will use their observations to represent data in graphs, construct arguments, and debate with classmates.

Science Lab Newsletter (K-2)

Science Lab News

September-November 2018

Dear Families,

Welcome to a new school year! Here is our first Science Lab Newsletter, outlining the units for kindergarten through second grade. Our newsletters will outline the units that each grade is currently studying in the lab. There are three units for each grade across the school year.

Sincerely,

Ms. Henricksen and Mrs. Burke

 

Kindergarten To begin the year our kindergarteners are learning to use inquiry skills such as observation and prediction. They are learning to use their 5 senses to be more aware of their surroundings and to learn more about the world around them. The first unit in Kindergarten is called “Our Environment,” which focuses on the needs of plants and animals. They will make observations about what plants and animals need to survive. Then, they will begin to question how animals build their homes to help them stay safe in their environment. Finally, the kindergarteners will end the unit by thinking about solutions to help protect our environment from human impact and sharing their ideas.
First Grade Our first graders will begin their first unit called, “Structures and Behaviors in Living Things.” The students will be learning about different animals and their structures that help them adapt to their environment. They will also do research through videos and texts to find patterns between an offspring’s behavior, the parents response, and how that behavior helps them survive. Then, they will be observing different plants and animals to notice the similarities between parents and their offspring. Finally, the first graders will design a solution to a human problem by mimicking plant and animal adaptations.
Second Grade The second graders will also be extending their knowledge of plants and animals by starting the year off with a unit called, “Plant and Animal Interactions.” In this unit, students will be focusing on how plants and animals help each other survive. They will participate in activities to learn about seed dispersal and plant adaptations. Finally, they will end the unit by developing models to show how plants and animals depend on one another.

Welcome to the Fun Zone of Learning – Physical Education! September-October 2018

Dear Families,

Our students began the school year with not only learning, but being physically active as well. The significance of physical education and sport in a child’s physical, emotional, and social development can’t be overstated.  It’s extremely important to engage students in quality fun activities for their own benefit, so please help us by encouraging your children to be physically active outside of school as well.

*Please have your child wear comfortable clothes and sneakers in the GYM! Physical Education is a part of your child’s curriculum and your child will miss the gym if he/she hasn’t dress properly.

Wearing the proper shoes is very important in all sports and nearly every sport requires a specific shoe. For example, basketball players need extra ankle support for all of the lateral movements, and runners need extra cushioning for shock absorption. It is important to have sport shoes if you participate in a physical activity.

Kindergarten In kindergarten, students began to learn the proper technique for locomotor and non loco-motor movements. They learn the names of body parts and discover new locomotor movements (walking, running, hopping, skipping, jumping, leaping, galloping, and sliding). They also practice non loco-motor movements, including bending, curling, stretching, swaying, swinging, turning, and twisting. Kindergarten students learn to move through space, including moving side-to-side, and forward-and-back. Students practice stopping and moving on command while walking around the gym and looking around after each stop to see how much space is available.

1st Grade In 1st grade, students continue to learn the proper technique for locomotor and non loco-motor movements. They participate in a variety of games that involve locomotor skills (walking, running, hopping, skipping, jumping, leaping, galloping, and sliding). First graders continue to identify, devise, and use adequate space while emphasizing the value of not interfering with the play of others or invading personal space during a game. Students will gain the ability to identify their left and right hands with prompts and play games which require sudden movement to the left or right on cue.

In 2nd grade, students learn to value the meaning of not interfering with the play of others or invading personal space while playing a game. We discuss factors that affect a person’s movement ability, such as: height, weight, strength, and body shape. We brainstorm the advantages of each factor in particular activities, e.g., height in basketball, weight in wrestling. Lastly, we point out the positive aspects of each factor and that each person’s uniqueness contributes to a stronger individual.

3rd Grade    Our third graders continue to demonstrate the concept of adequate personal space by practicing and participating with moving obstacles and people. They go through the obstacles in a variety of ways: right, left, under, over, high, low, zig-zag and circular pathways. Students will begin to demonstrate skills of thinking strategically and develop plays in specific games. Drills emphasize how students should be moving in open spaces. Examples include: follow your pass, replace your partner, and work in a triangle.

4th –5th  Grade  Forth and fifth graders continue to develop the concept of more complex games and activities. Students are continuing learning specific plays used in games and discuss how space, direction, and body awareness are used in developing the plays. Skills include demonstrating the use of space to gain an advantage, using pathways to develop plays (such as “Straddle Ball”, “Blob Tag”, “Circle Chase”, and etc.), and demonstrating the ability to move around an obstacle course using a variety of directions and movements such as, zig-zag, curved, left, right, diagonal, up, and down. Students are given the opportunity to develop plays in specific games. To make sure they understand, they will have to diagram and present a play that makes adequate use of space. Discussion among students during this activity is encouraged!

Thank you!

Mrs. Glotova