Wynn continued his study of Rocks and Minerals well into second quarter.
I Can Statements: I can identify and analyze forces that cause change in landforms over time. I can identify effects of events and long term changes including growth, erosion, dissolving, weathering, and flow. I can develop a model to describe the Earth’s three layers: crust, mantle, and core. I can describe and evaluate the properties of earth materials. I can show that different rocks and minerals have different properties. I can conduct tests, compare data, and draw conclusions about physical properties of matter. I can describe and evaluate the properties of several minerals. I can discuss the uses of rocks and minerals. I can design an experiment using controls and variables. |
Earth Science: Rocks and Minerals
Earth's Layers:
Pictured above: Wynn made homemade play dough as part of a kitchen science activity. Using the dough he made, he created a model of the Earth showing Earth's four layers: crust, mantle, outer core, and inner core. I can develop a model to describe the Earth’s three layers: crust, mantle, and core. |
Pictured right: Wynn keeps a science journal in which he records daily observations, diagrams, and outcomes. This is a diagram he drew, labeling the Earth's layers.
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Erupting Volcanoes:
During a study of volcanoes and earthquakes, Wynn was asked to design a model of a volcano. He took his project outside and created a "volcano" using pop bottle, baking soda, vinegar, food dye, and a lot of mud. He also co-wrote a myth to explain (mythologically) how volcanoes came to be. This volcano myth project can be found on the ELA Second Quarter page. I can identify and analyze forces that cause change in landforms over time. I can identify effects of events and long term changes including growth, erosion, dissolving, weathering, and flow. |
Crystals:
Wynn spent several days exploring the unique world of crystals. After learning about controls and variables, he modified and conducted an experiment to see if food dye had any impact on the formation of sugar crystals while making rock candy. He found that sugar water with food dye out performed the control. Right: science journal entries describing his predictions and observations. Below: a picture of the control (sugar water only) next to the variables (sugar water with added dye), and the results of his solution with food dye. In another experiment, Wynn learned what a saturated solution is. He made a saturated solution of copper sulfate crystals and observed crystal growth as the water in the solution slowly evaporated. The result were vibrant blue crystals that vaguely resembled geodes. Below are pictures of this copper sulfate experiment with journal entries. He wrapped up his study of crystals by breaking several real geodes. (Pictured at the bottom of the page). I can conduct tests, compare data, and draw conclusions about physical properties of matter. I can describe and evaluate the properties of several minerals. I can discuss the uses of rocks and minerals. I can design an experiment using controls and variables. |
Cracking Geodes:
To wrap up a study of crystals (how they form and how to identify them) Wynn cracked open geodes.
To wrap up a study of crystals (how they form and how to identify them) Wynn cracked open geodes.
Physical Science -- Chemistry with Pop Bottle Science
There wasn't quite enough time before Christmas break to begin our life science unit. Instead, we decided to explore a science book that has been sitting on our shelf for a few years: Pop Bottle Science ... specifically, the chapter on reactions. Out came the Mentos candies, vinegar and baking soda for some good old fashioned explosive fun! First, to empty our pop bottles, we loaded the pop with Mentos and got to watch nucleation take place. (I especially liked trying to drink the geyser). Next, we blew up a balloon with carbon dioxide gas (the same experiment we did in the fall), then launched corks. The reaction between the baking soda and the vinegar created so much carbon dioxide gas that the corks were launched 50 to 60 feet in the air! Next, we watched "dancing raisins" which wasn't as exciting. It was still fun, though. Finally, I worked with Mom to help design an experiment. I wanted to see if we could launch the pop bottle itself. I knew I could launch corks, but what if we nailed the cork to a board and inverted the pop bottle? The result was explosive! -- Wynn (and Mom)
My I Can Statements:
I can analyze and interpret data to make sense of phenomena using logical reasoning. I can make observations and measurements to identify materials based on their properties. I can conduct an investigation to determine whether the mixing of two or more substances results in a new substance |
Life Science -- Food Chains, and Food Webs
The last few weeks of the quarter, Wynn embarked on a study of food chains and food webs. He read the book, Rotten by Anita Sanchez and learned about the wonderful world of decomposers. Wynn went on several nature hikes on our property and surrounding area, taking pictures of decomposers along the way. He created this book: a picture glossary titled, Decomposers of the Pacific Northwest.
My I Can Statements:
I can develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. I can identify decomposers living in a specific environment and explain the relationship they have with other living organisms around them. |
Wonderful Worms: Building a Worm Hotel
Decomposers are a key component to any food chain and Wynn has spent a great deal of time reading about them and scouting for them on our property. One day, a mass of red worms were discovered slithering in a pile of composted manure. It was decided right then and there that building a worm bin is a must while studying decomposers! Wynn and friends used a drill to make 1/4-inch holes in two bins, stuffed the inside bin with recycled paper, dirt, red worms and food scraps. The result is a 4-star hotel worthy of the best of red worms!
Decomposers are a key component to any food chain and Wynn has spent a great deal of time reading about them and scouting for them on our property. One day, a mass of red worms were discovered slithering in a pile of composted manure. It was decided right then and there that building a worm bin is a must while studying decomposers! Wynn and friends used a drill to make 1/4-inch holes in two bins, stuffed the inside bin with recycled paper, dirt, red worms and food scraps. The result is a 4-star hotel worthy of the best of red worms!
Owl Pellets and Food Webs
Owl pellet dissection is a grand way to learn about food chains and food webs! Let's be perfectly clear as to what an owl pellet is and what it is not. First, it is not owl poop. It is a regurgitated mass of undigested bones and, or feathers. Imagine a dry furry hairball full of tiny bones and you've imagined an owl pellet. Wynn dissected a small owl pellet and inside were the remains of one field vole. He identified that it was a vole by examining one of its molars. Our friends who dissected pellets with us (albeit larger ones) uncovered one small bird and numerous rodents including three voles, two shrews, and a mouse.
Owl pellet dissection is a grand way to learn about food chains and food webs! Let's be perfectly clear as to what an owl pellet is and what it is not. First, it is not owl poop. It is a regurgitated mass of undigested bones and, or feathers. Imagine a dry furry hairball full of tiny bones and you've imagined an owl pellet. Wynn dissected a small owl pellet and inside were the remains of one field vole. He identified that it was a vole by examining one of its molars. Our friends who dissected pellets with us (albeit larger ones) uncovered one small bird and numerous rodents including three voles, two shrews, and a mouse.
Rotten a book about decomposers by Anita Sanchez
While working through a unit on decomposers and food chains, Wynn has been reading an informational-text book entitled Rotten. It is an extremely engaging book, full of grossness which Wynn loves. It is leveled a 6.1. Below is an informal reading assessments (IRA) of Wynn's reading of this book.
While working through a unit on decomposers and food chains, Wynn has been reading an informational-text book entitled Rotten. It is an extremely engaging book, full of grossness which Wynn loves. It is leveled a 6.1. Below is an informal reading assessments (IRA) of Wynn's reading of this book.
Life Science Final Project -- A New Species
For this unit's final project, Wynn was asked to create a "new species". He created a fishucrabal (part fish, part crab, and part alien). He decided his new creature was an ocean-dwelling omnivore that scavenged sea floors and feasted on plankton. He also decided it was a mid-food chain creature -- one that devours but can also be devoured! Below are pictures of his paper mache sculpture of the fishucrabal he designed, and a food web showing the flow of energy from one creature to another. Also pictured is a visual of the fishucrabal's life cycle, and a picture of Wynn giving his final presentation. (He dressed up as a zoologist from Australia and spoke with a very convincing Australian accent).