G6 Week 12 – S2

Last week in science!

Monday, April 29th

Today in science: Students were introduced to Greta Thunberg today. Greta is the 16-year-old student from Sweden who began the (now international) movement known as the “School Strike for Climate.”

Greta Thunberg, the 16-year-old climate activist from Sweden

During class, it was mentioned that students from many Ticino-area students participated in the somewhat recent “Global School Strike for Climate” march, which occurred just one month ago on 15 March 2019. Dr. Merritt outlined for our 6th grade students the key issues that Greta highlighted in recent speeches to members of both the UK and EU parliamentary bodies, as well as in her meeting with Pope Francis at the Vatican. These science curriculum-related issues include concerns about 1) human-induced climate change, 2) the sixth mass extinction, 3) acidification of the oceans (plus coral reef losses), 4) deforestation, and 5) loss of soil (erosion) and soil fertility.

Homework: There is no science homework tonight, but for those interested, you might consider watching videos of Greta’s recent speeches to both the UK parliament and the EU parliament.

Tuesday, April 30th

Today in science: To kick off our Engineering & Invention unit, students took a closer look at a size D battery, which we discussed as having metal (e.g., nickel, cadmium, zinc, lithium, etc.), non-metal (e.g., hydrogen), and liquid components such as “electrolytes.” We also defined the terms cell and battery so as to be able to distinguish, as well as see a relationship, between them. We then began recording  symbols commonly used when designing and creating electrical circuits. We will use these symbols in the coming lessons.

Homework: There is no science homework tonight.

Wednesday, May 1st

Today in science: After completing a short cut-and-paste exercise in their Lab Notebooks, in which students practiced matching the parts of circuits with their names and symbols, students began looking at four different drawn circuits made from the same six components: 2 cells, 2 bulbs, 1 open switch, and some connecting wires. After pairing the drawn circuits with their more abstract symbolic diagrams, students were asked to predict whether or not the bulbs would illuminate by using highlighter color. A pink color meant the bulb would not illuminate and the green meant it would illuminate. These predictions were based on students prior knowledge, so being wrong is/was, well, just fine.

Clicking on the image will enlarge it in a new window.

Homework: In their Lab Notebooks, students were asked to write a four short paragraphs to explain why the lights in Circuits A, B, C, and D will or will NOT illuminate in the circuit as it is current shown on the paper. Students do not have to be worried about being correct or incorrect. They only need to explain what they believe will happen to the lights in each circuit, and why.

Thursday, May 2nd

Today in science: It was time to build the four circuits we had discussed in yesterday’s lesson! This construction taught us a great deal about some of the basic behaviors of, for example, electricity, switches, cells/batteries, and lamps. We also began learning things about the amount of ‘power’ found in cells/batteries and the amount of ‘power’ needed by certain components such as motor, lamps, and buzzers. During the last 15-10 minutes of the lesson, Dr. M asked students to experiment with the components of their electricity kits to try and make some new discoveries. We will continue this discovery-based work in next week’s lessons.

Homework: There is no weekend science homework.

Friday, May 3rd

Today in science: Unfortunately, A period science does not meet on Fridays. 😦

Homework: —