In this box we put our memories... Because we learnt that before we learn new things we have to remember what we already know... And we know how to say all this in hebrew...
Thursday, October 31, 2013
Wednesday, October 23, 2013
Thursday, October 17, 2013
Monday, October 14, 2013
How can we use tools to investigate physical properties?
Explore Activity:
Investigate Physical Properties
During this experiment called, Investigate Physical
Properties, students answered the question, How
can you use tools to investigate physical properties? The students made and compared observations
using tools like a microscope, and a hand lens. They observed materials like:
burlap, silk, felt, paper towel and sandpaper. Predictions were made on whether
or not observations would change if the shape of the material changed when they
cut it.
WHAT EXACTLY IS A SOLID, LIQUID AND A GAS?
Classifying Solids,
Liquids, and Gases
We have been exploring how we can classify solids, liquids
and gases. The students were able to explore the classroom is search of solids,
liquids and gases. Then we came back together as a class and discussed why they
picked an object and how they classified an object as a solid, liquid or gas. Many of the students had a hard time choosing
classifying something in the classroom that is a gas. In the end they labeled the following as a
gas: air purifier (the air that is given off), the air conditioner (air that is
given off), and the air within the classroom. Some of the solids that the
students chose around the room are: desks, floor, wall, books, bookshelves,
white board and chairs. Some of liquids
they chose are: water from the water bottles, and water from the jug.
In 1492, Columbus Sailed the Ocean Blue
The Voyage of Christopher Columbus
The unit we are studying from October through December is
the Voyage of Columbus. In order to launch this unit the students recorded a
fact they remember learning about Columbus on a post it note. The post- it notes were then put onto what is
called a KWL chart and the categories are: what do you know, what do you want
to know, and what have you learned. This chart is filled in through out our
unit. After students posted what they already knew we read a book all about
Christopher Columbus.
Each of the students received a map of Columbus’ journey and
their task was to draw the map of the world so that they could become familiar
with the seven continents and their locations on a map. Following that activity
they have to work together to construct a poster size map of Columbus’ journey.
The essential questions that we will be exploring throughout
the unit are:
- Why did people in the time of Columbus journey to new places?
- What were there journeys like?
- What technologies did Columbus and his men use to help them throughout their journey?
- How did Columbus and his men integrate into the new places they came to?
- What challenges or conflicts did they face?
- What impact did their arrival have on those previously there?
- What are the different perspectives on this impact?
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