SCIENCE
What did you eat for breakfast? Do know how that food travels through your digestive system? Do you how long it takes for food to make the complete journey through the digestive system? Please ask your child! They know all these answers and more! We created a model of the digestive system this week. Your child used a gallon bag, flexible 5 foot tube, pantie hose and pan to simulate a working digestive system. Our model ate oatmeal and milk for breakfast and we helped the peristalsis with our hand muscles as the food traveled from the stomach to the anus. What was new and really impressive was the laboratory investigation format. I usually provide the background information, procedure, and analysis questions for the students to answer. This week they applied all their knowledge on the digestive system to create the entire lab investigation on their own. I was amazed at the quality of work they exhibited! The analysis questions were very thoughtful and required application of knowledge on the digestive system. They have these lab investigations in their math/science binders. Please take an opportunity to read these with your children!
We began investigating the central nervous system this week with rotation stations. We had a station on optical illusions, testing reflexes, and mapping your brain with color. These were really interactive activities that began a flow of questions about the human brain, nerves, and senses. The begin to understand the central nervous system we also completed an outline extracting information on the central nervous system from a book called The Human Body from Time books. This was full of interesting facts and information on the complexity of the brain and how the brain functions. We will continue to explore the central nervous system next week in science class!
MATH
This week we worked on getting those formulas for surface area and volume into our long term memories! This is done through rehearsal. Marilee Sprenger, renowned brain-based learning specialist, educator, and researcher suggests that “Learning something – that is – getting that ‘aha’ moment – isn’t enough for attaining memory and transfer. We need our students to practice past perfection to ensure that the memory connections are permanent.” She also says that “Memories must be rehearsed in multiple ways to store them in many areas of the brain.” In the past few weeks, I have tried to incorporate ALL learning styles and as many of Gardner’s multiple intelligences into our learning experiences as possible. We have created various 3-D shapes using manipulatives. We have analyzed their properties using solid models. We have recoded this information by talking to each other (interpersonal intelligence) and by writing reflections (intrapersonal intelligence) in our daybooks. We have used the tools of music, movement, and rhythm to involve our emotions and enhance our learning. We have worked on committing formulas to memory and practiced formatting through the repetition of solving surface area and volume problems. Now it is your child’s turn to take his/her own learning into his/her own hands! On Thursday, we brainstormed various ways to “study” for this test. Here is a sampling of some of the ideas given in class:
• Make a PowerPoint to review all important information (vocabulary, formulas, etc). Use this PowerPoint to test memory by using the animation feature so that formulas or answers appear once the viewer has had time to think. (Visual)
• Download and print off flashcards from Mrs. V’s website OR make flashcards of their own! Use these flashcards to test memory of information. This is particularly effective when done prior to going to sleep. (Visual and auditory if talking aloud is added to processing).
• Download songs and lyrics. Repeatedly listen to song and view lyrics until they are committed to memory. Make up a dance or listen as they go on a walk or jog. (Auditory, visual, and kinesthetic)
• Play a game of “Horse” but instead use formulas and vocabulary. (Auditory and kinesthetic)
• Have someone else quiz me on information. (Auditory and visual)
• Use Mrs. V’s website to watch PowerPoints and visit online, interactive websites. (Visual)
Aren’t they smart learners? Our job as the adults in their lives is to hold them accountable for doing their job. Their job is to study this information in a manner that fits best with their particular learning style. So please check in with your child and see what you can do to help him/her with this process. Then make a plan and stick to it. But the important thing to remember is that we can’t do it for them. Only they can commit these things to memory. Our job is to hold them accountable and assist them in their attempts if they need it.
REMINDERS:
• The Announced Geometry/Measurement Test is coming up on Wednesday, March 24th.
• Geometry/Measurement Study Guide is due Thursday, March 25th.
• Julia Robinson Mathematics Festival (for girls) is scheduled for Saturday, March 27th @ Cone University Center @ UNCC.
• Spring Break begins on April 2nd (Early dismissal April 1st). Classes resume April 12th.
What did you eat for breakfast? Do know how that food travels through your digestive system? Do you how long it takes for food to make the complete journey through the digestive system? Please ask your child! They know all these answers and more! We created a model of the digestive system this week. Your child used a gallon bag, flexible 5 foot tube, pantie hose and pan to simulate a working digestive system. Our model ate oatmeal and milk for breakfast and we helped the peristalsis with our hand muscles as the food traveled from the stomach to the anus. What was new and really impressive was the laboratory investigation format. I usually provide the background information, procedure, and analysis questions for the students to answer. This week they applied all their knowledge on the digestive system to create the entire lab investigation on their own. I was amazed at the quality of work they exhibited! The analysis questions were very thoughtful and required application of knowledge on the digestive system. They have these lab investigations in their math/science binders. Please take an opportunity to read these with your children!
We began investigating the central nervous system this week with rotation stations. We had a station on optical illusions, testing reflexes, and mapping your brain with color. These were really interactive activities that began a flow of questions about the human brain, nerves, and senses. The begin to understand the central nervous system we also completed an outline extracting information on the central nervous system from a book called The Human Body from Time books. This was full of interesting facts and information on the complexity of the brain and how the brain functions. We will continue to explore the central nervous system next week in science class!
MATH
This week we worked on getting those formulas for surface area and volume into our long term memories! This is done through rehearsal. Marilee Sprenger, renowned brain-based learning specialist, educator, and researcher suggests that “Learning something – that is – getting that ‘aha’ moment – isn’t enough for attaining memory and transfer. We need our students to practice past perfection to ensure that the memory connections are permanent.” She also says that “Memories must be rehearsed in multiple ways to store them in many areas of the brain.” In the past few weeks, I have tried to incorporate ALL learning styles and as many of Gardner’s multiple intelligences into our learning experiences as possible. We have created various 3-D shapes using manipulatives. We have analyzed their properties using solid models. We have recoded this information by talking to each other (interpersonal intelligence) and by writing reflections (intrapersonal intelligence) in our daybooks. We have used the tools of music, movement, and rhythm to involve our emotions and enhance our learning. We have worked on committing formulas to memory and practiced formatting through the repetition of solving surface area and volume problems. Now it is your child’s turn to take his/her own learning into his/her own hands! On Thursday, we brainstormed various ways to “study” for this test. Here is a sampling of some of the ideas given in class:
• Make a PowerPoint to review all important information (vocabulary, formulas, etc). Use this PowerPoint to test memory by using the animation feature so that formulas or answers appear once the viewer has had time to think. (Visual)
• Download and print off flashcards from Mrs. V’s website OR make flashcards of their own! Use these flashcards to test memory of information. This is particularly effective when done prior to going to sleep. (Visual and auditory if talking aloud is added to processing).
• Download songs and lyrics. Repeatedly listen to song and view lyrics until they are committed to memory. Make up a dance or listen as they go on a walk or jog. (Auditory, visual, and kinesthetic)
• Play a game of “Horse” but instead use formulas and vocabulary. (Auditory and kinesthetic)
• Have someone else quiz me on information. (Auditory and visual)
• Use Mrs. V’s website to watch PowerPoints and visit online, interactive websites. (Visual)
Aren’t they smart learners? Our job as the adults in their lives is to hold them accountable for doing their job. Their job is to study this information in a manner that fits best with their particular learning style. So please check in with your child and see what you can do to help him/her with this process. Then make a plan and stick to it. But the important thing to remember is that we can’t do it for them. Only they can commit these things to memory. Our job is to hold them accountable and assist them in their attempts if they need it.
REMINDERS:
• The Announced Geometry/Measurement Test is coming up on Wednesday, March 24th.
• Geometry/Measurement Study Guide is due Thursday, March 25th.
• Julia Robinson Mathematics Festival (for girls) is scheduled for Saturday, March 27th @ Cone University Center @ UNCC.
• Spring Break begins on April 2nd (Early dismissal April 1st). Classes resume April 12th.
