Books of the month- (Unit #9 Louis Pasteur)

Chew On This by Eric Schlosser and Charles Wilson

Chew on this

You Can’t Taste A Pickle With Your Ear by Harriet Ziefert

You can't taste a pickle with your ear

Blueberries For Sal by Robert McCloskey

Blueberries for Sal

Spaghetti in a Hot Dog Bun by Maria Dismondy

Spaghetti in a hotdog bun

Gregory, the Terrible Eater by Mitchell Sharmat

Gregory the terrible eater

Eating the Alphabet by Loui Ehlert

Eating the alphabet

A Bad Case of Stripes by David Shannon

A bad case of stripes

I Will Never Not Ever Eat a Tomato by Lauren Child

I will neer not ever eat a tomato

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Science in the community (Unit #9 Louis Pasteur & Nutrition

farmer's market

Go to the grocery store with your parent and pick out a healthy snack OR visit a local farmer’s market.

In class we are learning about good food choices and how important nutrition is for our bodies. Remember- you are what you eat!

You are what you eat (Unit #9 Louis Pasteur)

Louis Pasteur
“Science knows no country, because knowledge belongs to humanity, and is the torch which illuminates the world.”~ Louis Pasteur
“Scientist Louis Pasteur came up with the food preparing process known as pasteurization; he also developed a vaccination for anthrax and rabies.
Born on December 27, 1822, in Dole, France, Louis Pasteur discovered that microbes were responsible for souring alcohol and came up with the process of pasteurization, where bacteria is destroyed by heating beverages and then allowing them to cool.In 1865, Pasteur helped save the silk industry. He proved that microbes were attacking healthy silkworm eggs, causing an unknown disease, and that the disease would be eliminated if the microbes were eliminated. He eventually developed a method to prevent their contamination and it was soon used by silk producers throughout the world.

Pasteur’s first vaccine discovery was in 1879, with a disease called chicken cholera. After accidentally exposing chickens to the attenuated form of a culture, he demonstrated that they became resistant to the actual virus. Pasteur went on to extend his germ theory to develop causes and vaccinations for diseases such as anthrax, cholera, TB and smallpox.

Pasteur had been partially paralyzed since 1868, due to a severe brain stroke, but he was able to continue his research.” ~ Biography.com

In class we have learned all about germs and will be learning about foods and nutrition as well. We will learn all about what foods are good for our bodies and how they can help us fight off germs.

 

Books of the Month (Unit #8 Dot Richardson & Sports Science/Biomechanics)

Throw Like A Girl by Jennie Finch

Throw like a girl

The Middle School Rules of Brian Urlacher by Sean Jensen

The middle school rules

The Girl Who Threw Butterflies by Mick Cochrane

The Girl Who Threw Butterflies

The Crossover by Kwame Alexander

The Crossover

The Contract by Derek Jeter

the contract

The Boy Who Never Gave Up by Stephen Curry

The boy who never gave up

Tangerine by Edward Bloor

Tangerine

Roller Girl by Victoria Jamieson

Roller Girl

Maniac Magee by Jerry Spinelli

Maniac Magee

Jackie and Me by Dan Gutman

Jackie and Me

Ghost by Jason Reynolds

Ghost- Running for his life or from it

Ballpark Mysteries by David A. Kelly

Ballpark Mysteries

March Science Madness- Are You Game? (Unit #8 Dot Richardson)

Dot Richardson

“A true champion works hard and never loses sight of her dreams!” ~ Dot Richardson

Dot Richardson was born on September 22, 1961 in Orlando, FL. She was an American softball player who was a member of the Olympic gold-medal-winning teams in 1996 and 2000.

She was an Olympian before she became an orthopedic surgeon. She has a master’s degree in exercise physiology. She competed as a softball player for the United States National Team during the 1996 Olympic Games, where she hit the home run to win a gold medal during the championship game.

Richardson was inducted into the National Softball Hall of Fame in 2006.

In this unit we will be learning all about sports science, biomechanics and anthropometric characteristics. We will be monitoring our hearts doing different exercise activities. We will also implement March madness into our lessons…haha! Only because I love this time of year and I love basketball.

Science in the Community- (Unit #8 Dot Richardson)

biomechanics

Richardson Bonus: Go to a local sporting event at SUU / High School or visit a fitness gym

In our unit on Dot Richardson and Sports medicine/Biomechanics, we will learning about human anatomy, sports science, biomechanics, how our bodies get energy and use energy and how our bodies basically work, especially when it comes to sports. We will be learning how anthropometric characteristics work to our advantage and disadvantage in sports.

Anthropometric characteristics are traits that describe body dimensions, such as height, weight, girth, and body fat composition. The physical therapist uses tests and measures to quantify anthropometric traits and to compare an individual’s current data with his or her previous data or with relevant predictive norms.”

What is Biomechanics?

Biomechanics is the science concerned with the internal and external forces acting on the human body and the effects produced by these forces. More specifically, Biomechanics is the study of human movement and describes the forces which cause this movement.

What is the role of Biomechanics?

Biomechanics can play a crucial role in both injury prevention as well as performance enhancement. It is important for athletes of all ages and skill levels to understand the importance of education to develop proper mechanics. Education can come in multiple forms, but with the emphasis on the visual learner in today’s society, visual feedback is one of the most effective ways to modify an athlete’s technique and allow them to perform at the most efficient level possible. An athlete’s ability to perform efficiently and injury free are two key features in performance outcome and can both be improved with Biomechanical analysis.

So go get your head in the game and have fun cheering on your local sports teams!

 

Science in the Community (Unit #7 Alexander Fleming)

Fleming bonus: Research a bacteria or a virus and what it does to us and bring it back to me OR visit with a doctor/ nurse

Since we are learning all about germs that come from bacteria and viruses, I thought it would be great if they could research one and bring it back to my desk.

Here are some germ jokes I thought I’d share because I’m nerdy like that.

Two bacteria walk into a restaurant.
The hostess looks at them and says, “Sorry, we don’t serve bacteria.”
The two bacteria reply, “But hey, we’re the STAPH!”

Love is in the air and so are germs! (Unit #7 Alexander Fleming)

Alexander Fleming

“It may be- usually is, in fact- a false alarm that leads to nothing, but it may on the other hand be the clue provided by fate to lead you to some important advance.” ~Alexander Fleming

In this science unit we will be learning all about microorganisms and antibiotics. We will observe germs under a microscope and learn how germs are passed along and how we get sick. We will be creating our own germs in class and watching bacteria grow in the older classes.

alexander fleming2        Alexander Fleming was born in Ayrshire, Scotland, on August 6, 1881, and studied medicine, serving as a physician during World War I. Through research and experimentation, Fleming discovered a bacteria-destroying mold which he would call penicillin in 1928, paving the way for the use of antibiotics in modern healthcare. He was awarded the Nobel Prize in 1945 and died on March 11, 1955.

In September 1928, Fleming returned to his laboratory after a month away with his family, and noticed that a culture of Staphylococcus aureus he had left out had become contaminated with a mold (later identified as Penicillium notatum). He also discovered that the colonies of staphylococci surrounding this mold had been destroyed.

He later said of the incident, “When I woke up just after dawn on September 28, 1928, I certainly didn’t plan to revolutionize all medicine by discovering the world’s first antibiotic, or bacteria killer. But I suppose that was exactly what I did.” He at first called the substance “mold juice,” and then named it “penicillin,” after the mold that produced it. (~Biography.com)

Science Fair

January 25th….are you ready for it?

The science and engineering fair is an exciting time for students at North Elementary. They now have access to the Southern Utah University STEM Resource and Tutor Center. Utilizing the science lab and equipment, any student can have access to the tutors and resources they need to succeed at the science and engineering fair.  We would like them to use the NGSS science and engineering practices when putting together their science fair boards which include:

  1. Ask questions and define a problem
  2. Develop models
  3. Plan and carry out an investigation
  4. Analyze and interpret data
  5. Use mathematics and computational thinking
  6. Construct explanations from their evidence
  7. Engage in argument from their evidence
  8. Obtain, evaluate, and communicate information

They can also use the 7 crosscutting concepts as tools for their science thinking and reasoning.

  1. Patterns
  2. Cause & effect
  3. Scale, Proportion, & quantity
  4. Systems and system models
  5. Matter & energy
  6. Structure & function
  7. Stability & change

There is a new shift of looking at science as a process, instead of a series of outlined steps like in the scientific method. Finding out what interests the students and what questions they might have about the world around them is the first step in the process that might lead the student down a path of scientific discovery.

Grades K-2 will be emphasizing different aspects of the scientific process and experimenting and drawing conclusions as a whole class demonstration. They will be showcasing their class projects in the spring.

Grades 3-5 will be picking their topic, researching their topic, planning their experiment and using the NGSS practices to prepare to participate in the science and engineering fair in January.

 

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Please start NOW to ensure your child’s project is the best it can be!

Here is a short explanation for each of our “Science and Engineering Practices” and our science “Cross-Cutting Concepts.”  Please read through these carefully!  Most of your child’s project will be judged on​​ how many of these are followed and explained in their interview.

PRACTICE 1: ASKING QUESTIONS AND DEFINING PROBLEMS

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution.

PRACTICE 2: DEVELOPING AND USING MODELS

Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations.

PRACTICE 3: PLANNING AND CARRYING OUT INVESTIGATIONS

Students should have opportunities to plan and carry out several different kinds of investigations during their K–12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions.

Scientific investigations may be undertaken to describe a phenomenon or to test a theory or model for how the world works. The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem.

PRACTICE 4: ANALYZING AND INTERPRETING DATA

Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence.

Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions.

PRACTICE 5: USING MATHEMATICS AND COMPUTATIONAL THINKING

Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question.

PRACTICE 6: CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS

The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanations:

The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.

PRACTICE 7: ENGAGING IN ARGUMENT FROM EVIDENCE

The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose.

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem.

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An explanation of Cross-cutting concepts (CCC) in science:

CCC #1 PATTERNS

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

CCC #2: CAUSE AND EFFECT

Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

CCC #3: SCALE, PROPORTION, AND QUANTITY

In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

CCC #4: SYSTEMS AND SYSTEM MODELS

Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

CCC #5: ENERGY AND MATTER

Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

CCC #6: STRUCTURE AND FUNCTION

The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

CCC #7:  STABILITY AND CHANGE

For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study

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Also, PLEASE BE MINDFUL OF THE FOLLOWING IMPORTANT RULES!

1. ABSOLUTELY NO LIQUIDS OR LIVING ORGANISMS ARE ALLOWED IN SCIENCE FAIR DISPLAYS.  Any student who brings liquids or living organisms to display on January 25th will, regrettably, be disqualified. TAKE LOTS OF PICTURES INSTEAD!

2. STUDENTS ARE URGED TO USE PICTURES ONLY IN THEIR DISPLAYS.  The reason for this is because of the stringent rules that SUU enforces about displays. There are LOTS of prohibited items on that list.  STUDENTS WILL RECEIVE BONUS POINTS FOR ONLY DISPLAYING PICTURES ON THEIR PROJECT BOARD!  If your child does not have access to a color printer, etc, please contact his/her teacher.

3. No child will be disqualified from participation in science fair because of an inability to buy a project board, science supplies, etc.  WE CAN HELP!  PLEASE DON’T WAIT UNTIL THE DAY OF THE FAIR TO LET US KNOW!

Rules for all projects  Especially check out the related links on the right side.

Forms  For projects, including the ones described above.

Display & Safety Regulations  Including the list of what they are not allowed to bring.
The main page for the science fair.  The Intel fair is only for 9-12 grades, but SUU requires the same rules for the junior fair.

If you need more information about the NGSS science & engineering practices, feel free to click on my tab labeled NGSS and it will take you to their website.