Day 8: Constructive & Destructive Systems & Urban Landscapes II

Systems can can be constructive or destructive. The systems in red were the initial list generated by the class.  I then posed to them the question of adding systems that are ways of doing things, as opposed to actual objects. Specifically, I mentioned behavior systems and ways of interacting with others.  These are in blue.

Constructive
Assembly Machine
Glue
Tape
Staples
Crane
Organization
Intelligence - system of knowledge

Destructive
Nuclear weapons
Grenade
Sledge hammer
TNT
Wrecking ball
Axe
Bulldozer
Atom bomb
Bomb
Madness
Anger - bad behavior

Both
People - can build & destroy

Hammer - can build & break

Groups were challenged to improve on their urban landscapes today.  We experienced even greater success!

Literature, Week 2

We completed our reading of A Long Walk to Water.  This story illustrates incredible resolve and will through the story of Salva Dut.  His amazing, and difficult, journey ends with inspiration.

I would say more, but I don't want to give anything away, as this is a book worth reading.

I was extremely impressed with the students' reactions to the story themes.  Our discussions surrounding the events of the story and our predictions as to what would, or could, occur, were significant and meaningful. 

Presentations & Written Reports I

The students have each done a fantastic job researching choice topics & making presentations for the class.  Here are the links to today's topics.

Axolotls Presentation
Axolotls Report

Ancient & Modern Day Olympics Presentation
Ancient & Modern Day Olympics Report

Lakers Franchise Presentation
Lakers Franchise Report (coming soon!)

The Origin of Sports & Health Benefits Presentation
The Origin of Sports & Health Benefits Report

The Wooly Mammoth Presentation
The Wooly Mammoth Report

Snow Leopards Presentation
Snow Leopards Report

Domestic Cat Presentation
Domestic Cat Report

Earth Evolving Presentation
Earth Evolving Report

Hot Dogs: The Truth! Presentation
Hot Dogs: The Truth! Report


The Life of Stars Presentation
The Life of Stars Report

Day 7: Open & Closed Systems & Landscapes, Take I

This morning, we discussed how systems can be open or closed.  We watched two short videos on YouTube: the first 2 minutes of:Open & Closed Systems, and also Open Systems 30 Second Breakdown.  We then brainstormed ideas for open & closed systems:

Open
car
this room
room 
water bottle
sewer system
water
desk
cardboard box
human body
toilet

Closed
tree
wall
car
toilet
room
water bottle
cardboard box
zipped-up space suit

Many systems were placed in both categories as their status is dependent on how they are used.


Students were given 15 minutes to plan how they would use the technologies we have explored to keep our pollutants out of their rivers. Then, they were given 20 minutes to build their pollution reducing technologies.  

Dishwashing liquid represents gasoline, food coloring represents chemicals & bacteria, sprinkles represent trash, and sequins represent oil. 

All the urban landscapes were quite successful!

Tomorrow, students will be given time to improve their designs.

Day 6: Systems Within Systems & Cities

We began today with a search for systems within systems.  I shared the following graphic as an example.

Groups came up with many examples; here a just a few:

Universe>Milky Way>Solar System>Planet

Nation>State>County>City>House

Human Body>Digestive System>Immune System

Groups were also given time today to create their cityscapes.  They were directed to have 3 buildings, a parking lot, paved open space, and 2 streets.  Tomorrow, we will add permeable pavement and green roofs.  

Day 5: Systems Interact & Permeable Pavement

To begin our day today, groups brainstormed pairs of systems that work together in order to see how systems interact.  We came up with a good group of pairs!

Circulatory System & Digestive System
Computer & Monitor
Computer & Keyboard
Strawberries & Miss Checchio
Spark plug & Cylinder
Immune System & Digestive System
Pencil & Sharpener
Mentos & Soda
Paper & Pencil
Fabric & Sewing Machine
Car & Engine
Desk & Chair
Compass & Magnetic North
Door & Hinges

Then, the class was given time to explore a game  Plan it Green.   This game illustrates how systems interact from an environmental/city planning viewpoint. The necessity for homes to be built with roads leading to them, along with wind farms & nuclear power plants, was an excellent way to build upon the idea that systems interact. 


In our quest for clean water, we investigated permeable pavement today.  We first watched a commercial from a manufacturer or permeable pavement systems to better understand how the technology works.  Only the first 3 minutes of Stormwater Runoff Solution: Permeable Pavement is actually relevant to building knowledge we needed.  We then watched Green City, Clean Waters. We were now prepared for our investigation.

Students were given the following parameters:

To create a layer of permeable "pavement" in a foil tray that could absorb water and be smooth enough for walking & driving.  They had 25 minutes and $200.  There choices of materials & price list is below.

Craft foam (1/2 sheet) $40
Felt (1/2 sheet) $40
Sponge $20
Plastic discs (10) $20
Paperclips (10) $20/$10
Coffee stirrers (10) $10
Cotton Balls (5) $10
Screen (per square inch) $10
Cheesecloth (per square inch) $5

Here are some of our successful designs:

Literature, Week 1

A Long Walk to Water, by Linda Sue Park, is based on the true story of refugee Salva Dut, an eleven-year-old Dinka boy from southern Sudan.  His home village is attacked by rebels, and he is separated from his family.  The author tells a parallel narrative about a girl, Nya, and her daily chore of retrieving water for her family.

We have read the first half of the book, and stopped to discuss & predict after each chapter.  It is a poignant work, and the students have been very insightful in their analysis.

Here's a link to the book information through Amazon.com.
http://www.amazon.com/Long-Walk-Water-Based-Story/dp/0547577311

Day 4: Are System parts vital? & Green Roofs

Are all parts of a system vital?  When one considers a pencil, area all the parts necessary for its ability to function?  The students were roughly split on this idea, as some felt the eraser was necessary, and others argued that all one truly needed to write was the graphite/lead.

Students were given time to research a system as a group, and then present the parts of that system and argue whether all of its parts are vital.

We also watched a video: Green Roofs.  This taught us a little about the reasoning & design behind these types of roofs.  Each group was then challenged to build a model given the following parameters:

 40 index cards
1 roll of masking tape12 inches of foil**Building must be at least 9 inches tall

Sphagnum mossgravelpotting soil

They had 5 minutes to plan as a group, and only 30 minutes for construction.  Their finished building had to be able to hold 1 cup of water  = no runoff, and able to support the weight of the saturated roof.

We had some grand ideas, but not one was totally successful.  Students recorded ideas for improvement in their Engineering Journals, and will have another opportunity next week to implement their improvements.  

Pre "Rain"

Post "Rain"

Flying Marshmallows!

Our school-wide engineering challenge this week was to build a marshmallow catapult! The materials were popsicle sticks, rubber bands, white glue, and a plastic spoon.  

We achieved some of the longest distances in the school!

Day 3: Systems Across Disciplines & The Pollution Solution

We looked at how there are systems across disciplines.  First, we brainstormed systems within math, language arts, social studies, science, art, and music.  We then created the chart below, and were able to then circle the ones that fit more than one discipline.  

Today we learned about how environmental engineers helped solve many issues of runoff in the Charles River in Boston by watching this Special Report. In upcoming classes, students will engineer models of technologies that help reduce runoff pollution.

Day 2: Experts & Technologies

We looked up the definition of an expert: having or showing special skill or knowledge because of what you have been taught or what you have experienced. 

Research shows that to become an expert, it requires either 10 years of experience in the specific field, or 10,000 hours of practicing a specific skill.  (Many students were disappointed that this means they are not officially experts at anything yet.)

We brainstormed ideas about what this looks like for musicians, mathematicians, doctors & poets.  We created a word wall, layering these aspects.  From this, we were able to draw connections to show what commonalities are shown across disciplines.

Technologies are things created by humans to make things easier or to solve problems. 

We played a game: "Is it a Technology," where students were teamed up and asked to identify if items are technologies or not.  (computer: yes, camera: yes, turtle shell: no)

We then discussed how complicated this idea can become.  For example, a rock is not a technology, but if a human uses the rock to solve a problem (arrowhead or hammer), is the rock then considered a technology?

Students had 10 minutes to create a list of technologies that solve the following problems: holds liquid, holds things together, cools things down, and helps write or communicate.  They made quite the list!

Day 1: Systems Introduction & Engineering Towers

Today, we talked about systems.  A system is anything with parts that work together.  Students brainstormed ideas of systems, and then we found expamles in magazines.  We then created a collage, classifying the systems as natural or man made.

Students also had their first engineering challenge today: to build a tower at least 12 inches high, using only 100 index cards and 12 inches of tape.  They had 20 minutes, and were able to use scissors.  The tower had to hold "The Wizard" for at least 10 seconds. 

Unfortunately, none of the original designs were successful.  However, students were asked to reflect on their designs and improve upon them.  We did end with one successful tower!

Breakfast Menu

Welcome!

Welcome!

Science Enrichment 2015

Dear Parents & Families of Room 15,

Welcome to seriously fun summer school!  My name is Miss Checchio and I regularly teach 6^th grade at Kellogg.  I am thrilled to be working with your children these two weeks.

         A few details to note:

1.                  Class begins at 8:00.  If your child arrives late, please be sure they get a slip from the office.

2.                  Breakfast is FREE for ALL students (Served at 10:15).  I would suggest each child pick up the breakfast daily, and if they are not hungry at recess they could have it as a snack later.  

3.                  Students must wear close-toed shoes to be safe during recess. 

4.                  I have created a blog for this summer school group.   I will post pictures and other information.  I will NOT post pictures of students, only projects.

www.summerscience15-2.blogspot.com

Research projects:

Each child has decided on a research topic, and will present their research next Wednesday & Thursday.  Students will be given class time to research and create posters and/or digital presentations to display their completed research project.

Please feel free to email me with any questions you may have.

Thank you,

Miss Checchio

jchecchio@goleta.k12.ca.us