Over the last quarter we have spent lots of time learning about plant tropisms. We learned that plants respond to different stimuli; light, gravity, water.
We did an experiment with mustard seeds, a damp paper towels and baggies. After placing our mustard seeds on a damp paper towel and into a baggie, we taped our bags into the INSIDE of our cupboards. We wanted to see how geotropism and hydrotropism worked. You can see that the seeds sprouted and the roots grew down and the stems are growing up. This is true for geotropism.
Isn’t it interesting that they were able to grow without light?
My 6th graders were given the assignment to create a model of a plant cell and an animal cell. This was an at-home project, so I really had no idea what they were creating. Obviously, I had some conversations with students over the last month, but for the most part only had a vague idea of what they were working on.
Cells started coming in on Monday and I was amazed! Then, this morning as students rushed into my room to turn in their creations. I was completely over whelmed with the amount of effort and creativity they showed on their projects. I wish I could take pictures of all of them, but here is a sneak peek at several of the outstanding final products!
Way to go 6th graders! I am so proud of you and your hard work!
As we were learning about water last week, we started asking some really good questions! Miss Holmquist had us spend some extra time researching the answers to these questions. Here are some of our presentations showing the questions and answers we worked on.
This week we learned important pieces of an experiment write up. We talked about questions, prediction and hypothesis. We practiced writing predictions and good, complete hypotheses. We learned that in order to have a good, complete hypothesis, you need to have 3 important parts: If, then and because. If, states what you will be doing. Then is your prediction. Because explains why you think your prediction will happen.
On Thursday, we were able to complete our first hands-on experiment of the year. Our question was ‘How does water affects the color on a Gobstopper?’ Every one wrote their own prediction and hypothesis. The pictures below are from our experiment.
Getting ready to add water
Writing down observation
Look at those colors!
What do you see happening?
Observations are very important!
The students were so excited about this experiment and had some great ideas of how they would change it, that on Friday we did a second experiment! This time we used Sprite instead of water! The students were able to see how independent and dependent variables really work!
What else could we change in our experiment?
On our second day of school, my awesome 6th graders undertook their first reading assignment: close reading! Many of them had experienced it before, but for majority of the students this was their first time working with the text in this way!
We read an article about the ‘Top 10 Jobs in Science’. They did a wonderful job!
For more information about close reading, click here.
Last week we did a water filter challenge! Check out what the kids had to say!
Which one do you think won?
Today we worked with classifications and how dichotomous keys help us find where things are located.
We started off by working with Jelly Bellies and a key to help us determine the flavors based on the characteristics of each bean. Within the selection there were also a few that didn’t fit into the key! It was the 6th graders job to figure out where it might go. If they couldn’t fit it in, they would change the key a bit to make it fit. After they did this, they got to taste these new ‘species’… some of them good and some of them, not so good! For any of you out there who have read Harry Potter and know of Berttie Botts Every Flavor Beans, you are aware that they are exactly that…EVERY flavor! I threw some of those in there to mix up the key. They loved it!
We learned a lot today about classification and its importance for scientists!
What are things in your life that you classify?