“A great way to encourage girls’ interest in STEM (science, technology, engineering, and math) fields is by sharing stories starring girls and women who love science and technology!” Go to this site to find 25 books starring science-loving girls. Click here.
Pre-First ornithologists continued their study of birds and made mini bird feeders. We hollowed out oranges and filled them with safflower seeds. They hung them outside their classroom window near their bird feeders.
Then we stopped by and fed our ducks. Do you see the hole in the ground? That was made by a turtle when she laid her eggs last spring.
Mrs. Bowman shot this video as she got out of her car at King’s Ridge on Tuesday morning. Click here to watch the video. She thought they were bats, but discovered they were actually moths. When I went outside as the sun rose, only one remained visible. He flew away after I took his picture. Look at the large spots on their wings that look like owl eyes. It is a great defense mechanism to scare away predators!
I did some research on these silk moths. Click here.
A BIG thank you for the science treasures that Drake and his dad shared with us. It was especially interesting looking at the teeth on these skulls. Flat teeth told us that we were looking at the skull of an herbivore. Have you seen a beaver’s front teeth? Look at the stick he chewed in the box.
Colton brought me this cool beetle!
Third grade scientists observed Drinking Bird and tried to determine the science behind the movement. Watch the video first to see if you can determine what is happening. Click here to watch our Drinking Bird.
I dipped the bird’s beak into the water. As the water evaporates and the head cools, fluid moves up into the head, causing the bird to become top-heavy and dip forward. Once the bird dips forward, fluid moves back into the abdomen, causing the bird to become bottom-heavy and tip up.
What better way to discuss the sense of touch than with finger painting! We made a print of our finger painting before we cleaned up.
We also felt something bumpy (Lego board), rough (sandpaper), fuzzy (sheepskin), and soft (suede) before we began finger painting. Things can be described by their texture.
In conjunction with their living and non-living science unit, first grade biologists continued their study of turtles. We wrote our first lab report. Then, we discussed the connection between art and science before creating turtles. To construct a turtle, we need to be knowledgeable of its body parts. We observed our lab turtle and I also projected real turtle shells with my doc camera. Of course, we added a little of our own style and creativity to this project.
I also gave each class a pet turtle to keep in their classrooms. The little sea turtle was four inches. Will it grow and change like a living thing? If it does, is it a living thing?
During our first senses lab, kindergarten scientists learned that scientists use their five senses to make observations. Sometimes they use tools to enhance their sense of sight, like magnifiers, microscopes, and telescopes. We learned how to use a hand lens (magnifying glass) correctly, so that we could magnify objects.
