science fair check in and civil rights work

Variables in Your Science Fair Project
Information From http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml

Scientists use an experiment to search for cause and effect relationships in nature. They design an experiment so that changes to one item cause something else to change in a predictable way.
These changing quantities are called variables. A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually has three kinds of variables: independent, dependent, and controlled.
The independent variable is the one that is changed by the scientist. To ensure a fair test, a good experiment has only one independent variable. As the scientist changes the independent variable, he or she observes what happens. This is what you are testing (it is the thing your are changing that is impacting the outcome).
The scientist focuses his or her observations on the dependent variable to see how it responds to the change made to the independent variable.
Experiments sometimes have controlled variables. Controlled variables are quantities that a scientist wants to remain constant (or the same throughout the experiment), and he must observe them as carefully as the dependent variables.
In a good experiment, the scientist must be able to measure the values for each variable. Weight or mass is an example of a variable that is very easy to measure. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a "love-meter." You might have a belief that someone is in love, but you cannot really be sure, and you would probably have friends that don't agree with you. So, love is not measurable in a scientific sense; therefore, it would be a poor variable to use in an experiment.

For example, if we were testing the effect of fertilizer on plant growth, we would want to make sure that the amount of water and their sun exposure was equal or constant.

controlled variables = water and sun (plants will be given 12 oz of water every other day, and exposed to the sun 8 hours a day)

independent variable= fertilizer

dependent variable= plant growth


Science Fair Check-in


Name:____________________________

Where are you in the Science Fair Project Process?
(just starting/thought of idea, gathering supplies for the experiment, doing the experiment, analyzing data from the experiment, working on bulletin boards, completed project etc.)

_____________________________________________

How is it going? (How are you feeling about your choices, what are your next steps, is there something you need help with)

________________________________________
What are you testing and trying to figure out?
_________________________________________
What is your controlled variable (the thing you are keeping the same)?
________________________________________
What is your independent variable (the thing you are changing)?
______________________________________________

What is your dependent variable (the thing you are measuring or seeing if it is changed)?
___________________________________________

What is a possible graph or chart you might use to show your data/results:


If you have NOT turned in your proposal please complete to the back page page.
Project Proposal

Project Title: _________________________________________________
Purpose/Problem Statement:
_____________________________________________________________
_____________________________________________________________

Investigative topic/Question: (What I want to find out?):
______________________________________________________
______________________________________________________

Hypothesis (What I think the answer to my question will be):
_____________________________________________________
_____________________________________________________
Parent Signature: _____________ Date: ________________


Teacher Approval : ____________ Date: _________


Please rewrite and submit again ________________________

Monday 1/11- NO School

Tuesday 1/12-  Science Fair Project Check-In definitions

Wednesday 1/13- definitions

Thursday 1/14- write detailed sentences that use the word correctly and show understanding  (half)

Monday 1/18- NO School

Tuesday 1/19-  Finish sentences

Wednesday 1/20- crossword

Thursday 1/21-  study for quiz

Civil Rights Vocabulary

Amendment – a change made or offered in a law or bill by addition, omission, or alteration of language.

Desegregate – to abolish racial segregation.

Disenfranchise – to take any right or privilege away from.

Equality – the condition or quality of being equal; exact likeness in amount, size, value or rank.

Freedom Rider-a person who challenged racial laws in the American South in the 1960s, originally by refusing to abide by the laws designating that seating in buses be segregated by race.

Integration – the inclusion of people of all races on an equal basis in neighborhoods, schools, parks, or other facilities.

Jim Crow – discrimination against Negroes.

Non-violence (Non-violence movement) – a political or philosophical belief based on peaceful methods to achieve any goal; opposite to any form of violence.

Nullify – to make of no effect; destroy; cancel; wipe out.

Protest – a statement that denies or objects strongly.

Rebellion – resistance against any power or restriction.

Rights – The power or privilege to which one is justly entitled.

Segregation – separation from others; setting apart; isolation.

Separate but Equal – having to do with a policy of racial segregation between African Americans and whites, as in education, employment, or transportation, by providing ostensibly equal facilities for all.

Sit-ins – a form of protest in which a group of people enter and remain seated for a long period of time in a public place.

Supreme Court – the highest court in the United States, consisting of the Chief Justice and eight associate justices.

Colonial week

Colonial Week

This week we are preparing for Colonial Days, Thursday Dec. 17^th.

We will be showcasing our colonial work in the MPR with our other 5^th grade classes, after lunch (1:05-1:50 ish).

There are several things your child should have ready for this day.

1.     Colonial poster (this is something we worked on in class)

2.     Questionnaire about your colonial character (this is something we worked on in class)

3.     Colonial Portriat (we will work on this in class this week)

4.     Colonial project and paragraph  (homework)

 

On Friday December 18^th, students will be presenting  the informaiton they learned about their colonial region with a their group (all of this has been prepared in class).

They will have an open notebook quiz that will include the following concepts:

The 13 Colonies Vocabulary

1. New England Colonies- New Hampshire, Massachusetts (Maine was also apart of Massachusetts, Connecticut, Rhode Island

2.  The Middle Colonies - New York, New Jersey, Pennsylvania, Delaware

3.   Southern Colonies- Maryland, Virginia, North and South Carolina, Georgia

4.   frontier-  lands beyond the areas already settled by colonists

5.  immigrant- a person who comes into a country to make a new home there

6.  indentured servant-  a person who agreed to work for another person without pay for a certain length of time in exchange for passage to North America

7.  The Great Awakening- a religious movement that brought people together and taught to accept religious  differences

8. diversity- having lots of differences and variation

9. plantations -large farms

10. slavery- the practice of holding people against their will and making them carry out orders

11. artisan- craftworkers

12. apprentice- a person who works for another in order to learn a trade

13. constitution- a written plan of government

Reminder:  Colonial Days

We will be having “Colonial Days” with Mrs. Fehey’s and Ms. Rebecca’s Classes to showcase what we have learned about life in the New England, Middle and Southern Colonies.  We will be dressing up in colonial costumes (as best we can)  and showcasing our colonial crafts/treats.

This mini project and a written paragraph about the project  is meant to be fun.

Clothing ideas:  kaki pants (or any pants) rolled to the knee (baseball pants also work great),  knee high socks, white collared shirt, long skirts, scarves,  apron,  bonnets, plain shoes

Some project ideas to get you started…

*sew a small quilt (or the beginnings of one)         * make a model of a colonial town

* homemade candles      *weaving      * make a horn book    *silhouette  art     *handmade pillow

*corn husk doll       *clothes pin doll     *rag dolll     *cross stitch/ embroidery *baked goods/cooking

Individual Project and Paragraph

A reminder that the individual colonial project and paragraph write up are due Dec. 17^th  and will be showcased that day during “colonial days”.

Your project should relate to our theme of study:  Colonial America and reflect the thought and effort you put into the assignment.

Paragraph includes details about what you made, how did you make it, and why you chose that project and how it related to our colonial area of study.  Neatness, correct grammar, spelling and punctuation are important.

This is how your project will be graded:

Grade	Effort	Achievement
A	I chose a project that related to Colonial America.  I worked on my project until it was complete.   I spend time thinking about and planning my project. I made the very best project that I could.	My project turned out great.  My paragraph was well written, clearly answered the prompt and had few or no errors.
B	I completed my project. I tried to do a good job. I created a good project that related to Colonial America.	My project turned out pretty good. My paragraph was complete, clearly answered the prompt and had some errors.
C	I put some effort into my project.  I stopped when it got to be to hard or time consuming.  I just wanted to have something to turn in.	My project was not as neat as it could have been. My paragraph did not clearly answer the prompt and/or had several errors.
D	I did not really try on this project. It was not my best work. I just wanted to have something to turn in.	My project was not finished or really rushed. My paragraph was incomplete and filled with errors.
F	I did nothing	I did nothing

body systems vocab

 

Body Systems Vocabulary

1. tissue- a group of cells that work together to do a certain job

2. organ – a group of tissues that work together to do a certain job

3. digestive system- the organ system that breaks down food into chemical nutrients the body can use. The stomach and intestines are 2 of its main organs.

4. excretory system- the system that removes wastes from the body.  It is made up of the kidneys and the bladder.

5. circulatory system- a group of organs that transports needed materials in your blood throughout the body.  It is made up of the heart, veins and arteries.

6. respiratory system- a group of organs and tissues that exchange oxygen and carbon dioxide between your body and the environment.  Its main organs are the lungs.

7.  nervous system- the system that transmits information, in the form of electrochemical impulses, throughout the body. It is made up of  the brain, spinal cord, and nerves.

8. brain- an organ that controls body activities, movement, thought, memory and emotion.  It receives and interprets impulses from the entire body.

9. heart- an organ of the circulatory system that pumps blood throughout the body

10. stomach- a baglike organ of the digestive system that has strong muscles that mix food with digestive juices.

11. kidney- an organ that filters out the wastes from our blood, helping to excrete them from out body. (humans have 2 kidneys)

12.  lung- an organ that helps the blood absorb oxygen.  (we have 2)

13. capillary- a tiny blood vessel that helps materials exchange between the blood and the bodies cells

14. artery- a blood vessel that carries blood from the heart to the rest of the body

15. vein- a blood vessel that carries blood from different parts of the body back to the heart.

16 nerve- fibers of neurons that carry sensory and motor information throughout the body in the form of electrical impulses (how the body sends signals back to the spinal cord and to the brain).

MONDAY- fill out body charts with definitions under the words or on a separate paper if needed

TUESDAY- write the definitions of words that were not on the chart

WEDNESDAY- crossword

THURSDAY- Study (need to know definitions and be able to find where body parts are on a diagram like the one in your homework).

FRIDAY- Test

 

 

 

 

Colonial Days

We will be having “Colonial Days” with Ms. Fahey’s Class and Ms. Rebecca’s class to showcase what we have learned about life in the New England, Middle and Southern Colonies.  We have chosen a colonial character and will be dressing up in colonial costumes (as best we can) and showcasing our colonial crafts/treats.    This will take place after lunch on Thursday, December  17^th.

This mini project and a written paragraph about the project is meant to be fun.

Clothing ideas:  khaki pants (or any pants) rolled to the knee (baseball pants also work great),  knee high socks, white collared shirt, long skirts, scarves,  apron,  bonnets, plain shoes

Some project ideas to get you started…

*baking projects  (corn bread, fruit pies, etc)

*sew a small quilt (or the beginnings of one)         * make a model of a colonial town

* homemade candles      *weaving      * make a horn book    *silhouette  art     *handmade pillow

*corn husk doll       *clothes pin doll     *rag doll     *cross stitch/ embroidery

*handmade baskets      *make an example of a horn book

*tin work (making something out of tin can eg. lantern)

This is how your project will be graded:

Grade	Effort	Achievement
A	I chose a project that related to Colonial America.  I worked on my project until it was complete.   I spent time thinking about and planning my project. I made the very best project that I could	My project turned out great. My paragraph was well written, clearly answered the prompt and had few or no errors.
B	I completed my project. I tried to do a good job. I created a good project that related to Colonial America.	My project turned out pretty good. My paragraph was complete, clearly answered the prompt and had some errors.
C	I put some effort into my project. I just wanted to have something to turn in.	My project was not as neat as it could have been. My paragraph did not clearly answer the prompt and/or had several errors.
D	I did not really try on this project. I stopped when it got to be to hard or time consuming. It was not my best work. I just wanted to have something to turn in.	My project was not finished or really rushed. My paragraph was incomplete and filled with errors.
F	I did nothing	I did nothing

commonly misspelled words and colonial days

Commonly misspelled/misused words part 1

1.  a lot  - a large amount

2.  here - in or at this place

3.  hear – to perceive with the ear a sound that is made

4.  there -  in or at that place

5.  their – belonging to people

6.  they’re – contraction meaning  “they are”

7.  your- belonging to a person

8.  you’re- contraction meaning “you are”

9.  where- in, to, or at what place

10.  we’re- contraction meaning  “we are”

11.  were-  the second person (you),  past of  “to be”

12.  was- the past tense of “to be”

13.  its- belonging to a thing

14.  it’s- contraction meaning “it is”

15.  to-  the direction of

16.  too- also

17.  two- the number 2

18.  hour- time, 60 minutes

19.  our- belonging to the speaker and 1 or more people

20.  are- second person (you), present of “to be”

Monday- definitions

Tuesday and Wednesday- sentences correctly using all of the words

Thursday- Study

Friday- Test

Colonial Days

We will be having “Colonial Days” with Ms. Fahey’s Class and Ms. Rebecca’s class to showcase what we have learned about life in the New England, Middle and Southern Colonies.  We have chosen a colonial character and will be dressing up in colonial costumes (as best we can) and showcasing our colonial crafts/treats.    This will take place after lunch on Thursday, December  17^th.

This mini project and a written paragraph about the project is meant to be fun.

Clothing ideas:  khaki pants (or any pants) rolled to the knee (baseball pants also work great),  knee high socks, white collared shirt, long skirts, scarves,  apron,  bonnets, plain shoes

Some project ideas to get you started…

*baking projects  (corn bread, fruit pies, etc)

*sew a small quilt (or the beginnings of one)         * make a model of a colonial town

* homemade candles      *weaving      * make a horn book    *silhouette  art     *handmade pillow

*corn husk doll       *clothes pin doll     *rag doll     *cross stitch/ embroidery

*handmade baskets      *make an example of a horn book

*tin work (making something out of tin can eg. lantern)

This is how your project will be graded:

Grade	Effort	Achievement
A	I chose a project that related to Colonial America.  I worked on my project until it was complete.   I spent time thinking about and planning my project. I made the very best project that I could	My project turned out great. My paragraph was well written, clearly answered the prompt and had few or no errors.
B	I completed my project. I tried to do a good job. I created a good project that related to Colonial America.	My project turned out pretty good. My paragraph was complete, clearly answered the prompt and had some errors.
C	I put some effort into my project. I just wanted to have something to turn in.	My project was not as neat as it could have been. My paragraph did not clearly answer the prompt and/or had several errors.
D	I did not really try on this project. I stopped when it got to be to hard or time consuming. It was not my best work. I just wanted to have something to turn in.	My project was not finished or really rushed. My paragraph was incomplete and filled with errors.
F	I did nothing	I did nothing