A short week this week! The New York City public school vacation extended into this week, so we didn’t come back until Wednesday.
WEDNESDAY – First day back! The 6th graders were particularly quiet and studious. They completed a simulation which showed how limiting factors affect a population of milkweed bugs. We also watched the BrainPop clip on Human Population Growth. What a great website! Finally, the kids observed their milkweed bug habitats.
7th grade reviewed what they learned about the respiratory system before break by drawing the entire system and labeling the parts as well as drawing the alveoli and capillaries. Then we read about diseases that affect the lungs and did the List-Group-Label literacy exercise to review new vocabulary. It was really fun to have the whole class interacting as one to create the groups!
THURSDAY – The 6th grade studied an experiment from the FOSS Populations & Ecosystems curriculum that showed three data charts: the effect of temperature on hatching milkweed bugs, the effect of humidity on hatching milkweed bugs, and the effect of light on hatching milkweed bugs. The kids all determined temperature was the most important factor since below 10degrees and above 40degrees no eggs hatched. One student even made the astute observation that under no circumstances did all the eggs in a clutch (the packet of eggs) hatch. It’s so exciting to see them becoming scientists!
FRIDAY – The 8th graders were presenting their exit projects in a science fair format, so we spent half of each class reading the poster boards set up in the science room. This also meant we were displaced from our room, which provided new and interesting classroom management issues.
6th grade read another experiment on the abiotic limiting factors on algae and shrimp in Mono Lake. Students identified the most favorable conditions under which the most reproduction algae and shrimp is possible.
7th graders finished the scavenger hunt. We allowed them to use books, as well as each other, to complete the worksheet. Approximately 2/3 to 3/4 of the students finished all but one or two questions, so I should have left a couple of questions off since not having enough time provided students with a lot of anxiety. I was particularly frustrated with two students who are very intense about their academics; they were panicked that they were not complete and would get a bad grade. When I reviewed the packets, these students had only answered 3 of approximately 15 questions. I felt compelled to give them both a √- since their work was not satisfactory – I am planning on adding a note that they need to improve their time management skills.