MATH
This week we concentrated on collecting, organizing, displaying, and analyzing data through a really neat AIMS activity entitled, Who’s Normal?. First we measured height in centimeters using tape measures. Then we recorded our class data on data notes and arranged it from least to greatest on sticky notes. We analyzed the data looking at the measures of central tendency (range, mean, median, and mode). Since our data included no “true” outliers, as a class, we decided on one famous person per class to add to our data set. Our choices included, Too Tall Jones (NFL player), Vern Troyer (aka – Mini-Me), Lao Ming (NBA player), and Robert Wadlow (the tallest man to have ever lived). After some quick research done by our wonderful co-teachers, Mrs. Smith and Mrs. Alter, we were able to obtain measurements for these “guest data” points in feet and inches. I added another layer of math by requiring the students to convert the feet and inches to centimeters. Then by including these “guest” outliers in our data set, we were able to explore the effect outliers have on the mean and range by pondering the following questions: What effect do outliers have on the mean of a set of data? What information should be taken into consideration?
This week we concentrated on collecting, organizing, displaying, and analyzing data through a really neat AIMS activity entitled, Who’s Normal?. First we measured height in centimeters using tape measures. Then we recorded our class data on data notes and arranged it from least to greatest on sticky notes. We analyzed the data looking at the measures of central tendency (range, mean, median, and mode). Since our data included no “true” outliers, as a class, we decided on one famous person per class to add to our data set. Our choices included, Too Tall Jones (NFL player), Vern Troyer (aka – Mini-Me), Lao Ming (NBA player), and Robert Wadlow (the tallest man to have ever lived). After some quick research done by our wonderful co-teachers, Mrs. Smith and Mrs. Alter, we were able to obtain measurements for these “guest data” points in feet and inches. I added another layer of math by requiring the students to convert the feet and inches to centimeters. Then by including these “guest” outliers in our data set, we were able to explore the effect outliers have on the mean and range by pondering the following questions: What effect do outliers have on the mean of a set of data? What information should be taken into consideration?
Since one of our learning objectives involves comparing various sets of data, we split up into three groups and constructed three different box-and-whisker graphs: 1) the height of the all people in students in our class 2) the height of the girls in our class 3) the height of the boys in our class Each group also constructed a line plot. We spent a good deal of time critiquing each others’ work and analyzing the data. Some of the questions posed during this lesson include the following:
• What are the strengths and or purposes of each of the displays?
• Find where you are located in each display. How does that position tell you how typical you are?
• How different do you expect the displays to be for another class at this grade level? How different do you expect the displays to look for a second grade class?....a class of college students?....
• What are the strengths and or purposes of each of the displays?
• Find where you are located in each display. How does that position tell you how typical you are?
• How different do you expect the displays to be for another class at this grade level? How different do you expect the displays to look for a second grade class?....a class of college students?....
Embedded in this lesson were also MANY valuable, rich opportunities to problem-solve (most of which I couldn’t even plan, even if I tried!). For some teachers, there’s nothing more exhilarating than seizing that “teachable moment.” Fortunately for us, we had several of those this week as I heard comments such as “My tape measure isn’t long enough” and “My calculator won’t hold all of my numbers.” Plus you can only imagine the variability that occurs when 20-some students are working with 20-some data points! Whew! It’s always such a joy and delight to watch the multiple ways in which students encounter and solve these types of problems.
To close out the week, we tied up previous learning with a little diddy about how to construct box-and-whisker plots set to the tune of Gilligan’s Island. This can also be found in PowerPoint form on my website. If you are curious to know more about what your child is learning or his/her progress with these specific learning objectives, please visit your child’s daybook and look for the most recent 3-2-1 summarizer and Exit Slip.
To close out the week, we tied up previous learning with a little diddy about how to construct box-and-whisker plots set to the tune of Gilligan’s Island. This can also be found in PowerPoint form on my website. If you are curious to know more about what your child is learning or his/her progress with these specific learning objectives, please visit your child’s daybook and look for the most recent 3-2-1 summarizer and Exit Slip.
SCIENCE
Wow! Science was full of fun and information this week! We tackled two Kingdoms, the Plant Kingdom and began the Animal Kingdom. We dissected flowers to learn about the internal structure of a flower. Each lab group received an Alstremeria Aurea (Peruvian Lily) to dissect. We studied the external structure (petals, stigma, style, anther, and filament) and dissected the plant to learn about the internal structure (ovary, eggs, xylem, phloem). This was and amazing opportunity to learn about the Plant Kingdom and a safe way to learn how to use the dissection kits. The students were introduced to the the scalpel, scissors, forceps, dissection pins, and probes. We practiced using these instruments and mastered how to have a safe laboratory investigation utilizing these sharp instruments.
To begin the Animal Kingdom we studied the least complex group of animals. We studied the Phylum Porifera. This groups contains sponges. We compared a synthetic sponge and a sponge that was once living. The students were surprised that the synthetic sponge did not hold as much water as the sponge that was once living. They were also amazed at the brittleness of the sponge due to the spicules or "skeleton' of the sponge. This lab utilized the mass scales and reinforced our measurement skills.
The last part of the week discussed the variety of organisms in the Animal Kingdom. We discussed the different Plylums and the variety of organisms that encompass the Animal Kingdom. It is a vast Kingdom that is full of variety. The Phylum's in the Animal Kingdom are Porifera, Cnidarian, Platyhelminthes, Annelida, Arthropoda, Mollusca, Echinoderms, and Chordates. These organisms show how vast, different, and specialized these organisms are to maintain life in their environments. We also practiced with a dichotomous key to learn how scientist break organisms in to groups based on physical characteristics.
I requested a white tee shirt from each student. Please turn one in next week with your child's name and section written on the inside of the shirt collar. We will be using these shirts to draw the body systems that we are currently studying. I am hopeful that this will be an exciting and educational method demonstrating our knowledge of the body systems! thank you again for your support!
If you have a background in the medical field and would like to share your gifts, please let me know! I am trying to set up seminars about the body systems and I know the students would love to be inspired by you!
To begin the Animal Kingdom we studied the least complex group of animals. We studied the Phylum Porifera. This groups contains sponges. We compared a synthetic sponge and a sponge that was once living. The students were surprised that the synthetic sponge did not hold as much water as the sponge that was once living. They were also amazed at the brittleness of the sponge due to the spicules or "skeleton' of the sponge. This lab utilized the mass scales and reinforced our measurement skills.
The last part of the week discussed the variety of organisms in the Animal Kingdom. We discussed the different Plylums and the variety of organisms that encompass the Animal Kingdom. It is a vast Kingdom that is full of variety. The Phylum's in the Animal Kingdom are Porifera, Cnidarian, Platyhelminthes, Annelida, Arthropoda, Mollusca, Echinoderms, and Chordates. These organisms show how vast, different, and specialized these organisms are to maintain life in their environments. We also practiced with a dichotomous key to learn how scientist break organisms in to groups based on physical characteristics.
I requested a white tee shirt from each student. Please turn one in next week with your child's name and section written on the inside of the shirt collar. We will be using these shirts to draw the body systems that we are currently studying. I am hopeful that this will be an exciting and educational method demonstrating our knowledge of the body systems! thank you again for your support!
If you have a background in the medical field and would like to share your gifts, please let me know! I am trying to set up seminars about the body systems and I know the students would love to be inspired by you!
