We have launched into our first science unit all about rocks and minerals. What better way to launch a unit on rocks than to explore and learn about volcanoes, right?
Students have been investigating about some of these questions so far:
could a volcano pop up in your own backyard?
why do some volcanoes explode?
Students plotted volcanoes on a map (see picture below) and we noticed a pattern when we put all the maps together. This led us to hear of the Ring of Fire and how 75% of all volcanoes in the world lie on the Ring of Fire.
We learned today that there are different types of lava–thin lava that moves quickly like a syrup and thick lava that moves slowly and is kind of like toothpaste. We were investigating what kind of lava comes from a cone volcano and what kind comes from a shield volcano.
Take a look at us experimenting with thin and thick lava (as you can see in the cups).
We will conclude tomorrow and discuss why some volcanoes explode and what kind of lava comes from a cone volcano and what kind comes from a shield volcano.
Have you ever seen a monarch butterfly and think about how it came to be? The monarch experiences such an incredible change and my husband (aka Turkey Jay) was lucky enough to see the process for himself this weekend!
He took these pictures to show you the changes the monarch goes through. Isn’t it amazing?
Here is the process:
Did you know the monarch catarpillar (larvae) cannot survive without milkweed? That is what this caterpillar is nibbling on. This is the ONLY thing they eat.
Can you see the monarch’s wings inside the chrysalis? When you can see the wings, it’s ready to emerge! A monarch stays inside for 10-14 days. During that time, the caterpillar is going through big changes, also called metamorphosis.
And poof! The butterfly has emerged from its chrysalis and has flown away. A monarch butterfly only lives for 2-6 weeks.
Have you ever seen a monarch butterfly? What about a chrysalis?
Last Friday, students were treated to a special visit from a scientist named Dr. Kim Holzer from Northern Idaho. She is an Agriculture Program Specialist.
She was skyping us from her field site where she is involved in inspecting boats as they come in off the water. She and her team look for zebra mussels, in particular, which are an invasive species. Dr. Kim talked to us about why it’s important to control invasive species and ensure they do not make their way into Northern Idaho waters.
You can check out this website to learn more. Dr. Kim specializes in aquatic invasive species. She also taught us what ballast water is. It is important to inspect and test ballast water for things that can be harmful when transporting items on a big boat like a tanker.
The students loved asking questions and were excited to see a live demonstration of an inspection of a boat. They were good listeners and thought it was neat to talk to a scientist via Skype!
Last week, students were busily gathering research on a plant of their choice.
Some of the plants students were interested in learning more about included:
Students used the search engine called Kiddle to gather their information. Next, we used the app called Book Creator to design a digital poster to teach others about their plant. Below you can see some examples of their finished projects.
Students are presenting their work and will continue presentations on Tuesday.
As we continue to explore soil, today students truly got their hands dirty and looked more closely at what is exactly inside the soil in our own community. Some ofthe things we found inside our soil samples included:
Students smelled the soil, felt the soil, examined it, recorded what they found, and sorted their soil into piles according to the things they found. Have a look!
As part of our Social Studies unit, we are beginning with a solid look at the provinces and territories of our own country, Canada. We live in Ontario but there are many other provinces and territories besides Ontario.
Students are also learning the names of all our Great Lakesusing the acronym H.O.M.E.S.
M= Lake Michigan
E= Lake Erie
S= Lake Superior
What is a province or territory you would like to visit and why?
Our culminating project for Science has concluded and the students are definitely proud of their efforts. Many hours of research and planning were involved in creating the final projects–a shoebox diorama of a specific habitat and animal. The amount of detail and thought put into the design of these dioramas is amazing! I am so impressed! I think you will be, too.
As you will see, students selected quite a variety of animals and their habitats which made for an interesting assortment of projects. Students became ‘experts’ in their chosen habitat and were keen to share their learning with others.
Take a look at the Gr.3’s hard work:
What do you think of our projects?
If you could create a shoebox diorama, which habitat would you recreate?
To prepare for our Habitats science test, students engaged in an activity called Quiz, Quiz, Trade. This is a great way to review and gets students up and out of their seats, interacting with each other.
It begins with each student holding a card with a question on it. Students start walking around with their hand up. The first person they come across they high 5 and the taller person reads their question first (answers are on the back). They can coach their peer if needed and also praise. Next, the 2nd partner reads their question and afterwards, they trade.
Finally, they begin to walk around in the same manner and continue to ask questions of each other. If needed, they are allowed to use their notebooks to assist them. Check us out in action: