We wrapped up Science earlier this year, and are now investigating each decade from 1900 – 1999. The Titanic, Great Depression, Oil Boom, Assembly Lines, Korean War, Birth of Rock and Roll, Movies, JFK Assassination, Hippies, and Vietnam, are topics we have discussed. Currently, we are in the 1970′s, moving toward the 1980′s.
What was the nickname of World War I ?
What ended the Great Depression of the 1930′s, and put Americans back to work? How?
Why is it hard to find a 1943 model Chevrolet or Ford?

What is “Rock Around the Clock?” “That’s Alright Mama?”
Why were these songs important?

What does it mean to DUCK AND COVER? (1950s).

How did the United States change in the 1960′s?
Where, or what, is Mayberry?

What is Watergate? Disco? Inflation?

Why was President Reagan in the hospital in 1981?
Who are the Dukes of Hazzard?

Space Shuttle – 1986 – Why is this important?

How is Punk Rock/Alternative Rock different from traditional Rock and Roll?

Persian Gulf War – 1991 – What happened?

Oklahoma City – 1995 – What happened?

Students should better understand why this is called The American Century, and how it impacts lives in the United States today.

There will be a Parent Orentation Meeting on Tuesday, May 22, at 6:00 pm, for parents/guardians of students entering the 6th grade in the 2012 – 2013 school year. After this, parents of students in the G/T program are asked to meet for additional information.

5th Grade Scientists continue investigating the Sun/ Moon/Earth System. Finish up Grade #6: Earth Science: The Sun/Earth/Moon System.
Students will conduct a Hands – on lab investigation Tuesday – Wednesday: Modeling the Sun, Earth, Moon System.
Begin researching how Earth’s location in relation to the Sun allows the Water Cycle and other events necessary for life on Earth. Outside field research Thursday – Friday.

Student Scientists continue researching our Solar System. Hands – on Lab activity- “Craters on the Moon.” Scientists model the Moon’s surface, meteor strikes, and compare it to Earth’s surface.

How would creating a model of Earth’s surface, and meteors that impact it look differently than a model created to demonstrate the Moon’s surface and meteor’s path that impact it?

Which has a greater number of craters on it’s surface – Earth or Moon? Why?

Student’s observe and examine satellite observations of the meteor which burned up in our atmosphere over Texas and Oklahoma on Wednesday, 2/1/2012, around 8:00 pm. This was observed on the ground by residents living in Central, North, and East Texas, North West Louisiana, Southwest Arkansas, and Oklahoma. Numerous reports to local television stations. WFAA.com, A Dallas/Fort Worth TV station, has footage we used in class to observe this from space.

Students will begin GRADE #6: Earth Science: The Sun/Earth/Moon System on Thursday, 2/2/2012.

According to CBS News, a major solar eruption storm is expected to send larger than normal solar energy waves toward Earth sometime around 8:00 Central USA time. Scientists are not sure what, if any, changes we will observe because of this. In the past, some disruptions of communications have been noticed. 5th Grade Scientists are studying the Sun this week. This is a good opportunity for first – hand research, and we will be discussing it in class. It is not a threat to our safety, but will be interesting to observe.

Progress reports this week. Science averages are based on these four grades:

Grade #1: Mixtures, Solutions, Matter and it’s Properties
Grade #2: Objects in Motion
Grade #3: Forms of Energy I (Questions 1 – 10).
Grade #4: Forms of Energy II (Questions 11 – 20).

These grades should be listed on student’s red gradesheets, located in their lab folders. Remember that all students may do corrections on any assignment in which questions were missed.

Scientists will wrap up Physical Science on Monday and begin studying Earth Science with an examination of the Sun and our Solar System.
How can the Sun keep all 8 planets in a constant, predictable orbit?
What does this have to do with Mass and Gravity?
Why is our Solar System called a System?
What would you use to construct and create a reasonable model of the Solar System?
How does the size of the Sun, planets, and distance between them effect your ability to create this model?

Compare the volume of the Sun to that of Earth. How many Earths would fit into one Sun?

5th Grade Scientists will be researching Forces–Gravity, Friction, Magnetism, and Newton’s 3 Laws of Motion:

1st Law-An object at rest will remain at rest, and an object in motion will continue moving in a straight line at a constant speed until an outside force acts on it. (Tennis ball rolling down a ramp toward a target–the ball must be guided to that target).

2nd Law-An object’s acceleration depends on the size and direction of the force acting on it, and on the mass of that object. (Camaro -vs- 18 wheeler in a race).

3rd Law – For every action, there is an equal and opposite reaction. (Student on rollerblades throws a heavy object forward, and the student rolls backwards).

Students will conduct hands – on research involving trucks rolling down a ramp and crashing into an obstacle. Mass is added to the trucks (rocks), and the experiment is repeated. Analyze the effects of increased mass on the movement of the truck, and on the distance the obstacle is moved by the truck.
5th Grade Scientists also will use a ramp, tennis ball, and target (similar to mini-golf), to make a hole in one using the laws of motion.

Grade Sheets should look like this by Friday:

Grade #1: Mixtures, Solutions, Matter and it’s Properties
Grade #2: Objects in Motion
Grade #3: Forms of Energy

Why do cars sometimes slide, or drift, around sharp corners?
What effect would rainfall have on a car going around a corner? Why?
Can you identify all the areas of friction a bike rider uses while riding a bike?

Scientists are researching Forms of Energy: Mechanical Energy-Potential and Kinetic.
Potential: Energy an object has because of where it is, how it is
positioned, or its’ condition. Example: A bicycle
being held by its’ rider at the top of a ramp – the bike wants
to move, but is being held back.

Kinetic: Energy of motion or energy in use. Any matter in motion
has Kinetic Energy. Example: A bicycle begins rolling
down a ramp, and is actually moving.

Hands – on labs Monday and Tuesday: Slinky Science and working with objects on a ramp – toy trucks, soccer ball, bike.

Grade #6: Mechanical Energy: Potential and Kinetic
Students apply knowledge from thier research to complete Grade #6.

GRADESHEETS:

Grade #1 Conductors/Insulators of Electrical/Thermal Energy
Grade #2 Forms of Energy
Grade #3 What is Light Energy?
Grade #4 Nature of Science – Lab Safety
Grade #5 Physical Science – Electric Energy
Grade #6 Mechanical Energy – Potential and Kinetic (12/7/11)

Red gradesheets in the lab folders should have these entries, and the grade, written down. Grade #6 will be recorded on or shortly after 12/7/2011.
What are examples of Mechanical Potential Energy you have observed in school, around your home, or in your neighborhood?

What are examples of Mechanical Kinetic Energy you have observed in your daily life?

Compare the Mechanical Potential Energy a large, fully loaded 18 – wheeler truck has positioned at the top of a steep hill, to that of a small car positioned at the top of that same hill. Think about mass and weight.

3rd Six Weeks Grades #1, #2, #3

Scientists began Physical Science last week, and have completed hands – on labs which researched electric and thermal energy. This week’s research includes understanding and comprehending five forms of energy using the Energy Chart. In – depth research of Light and Sound Energy coming up later this week. Grades include:

*Grade #1 – Conductors/Insulators of Electrical and Thermal
Energy — Completed Thurday/Friday of last week.

*Grade #2 — Forms of Energy – Covers Energy Chart —
Completed Monday/Tuesday of this week.

*Grade #3 — What is Light Energy? — Completed Tuesday/
Wednesday of this week..

What is Light Energy? How is it produced?
What is Sound Energy? How is it produced?

A Middle School student likes loud, low bass music. His parents do not. Could you design a room for this student in which he could enjoy his music without bothering his parents?? What materials would you use? Why?

Scientists will soon conduct lab investigations to answer these questions:
What are Insulators? What are Conductors?
What types of matter conduct electric energy?
What types of matter insulate electric energy?
What types of matter conduct heat (thermal) energy?
What types of matter insluate heat (thermal) energy?