Writing about "Plant a Sock"

Time to finish up our "Plant a Sock" project. We had MIXED results. Across our two classrooms, only 15 boxes showed signs of germination and growth of any sort at all. We have a lot of theories about reasons why our seeds may not have grown. That's an interesting story in itself in this very strange year of drought. However, it is time to summarize our results and move on... So, this is what is needed for the lab report on this project: 1) What was the process? 2) What happened to your sock/box? Include any observations or notes that you made. 3) Class data -- maps and sketches/notes 4) Conclusions --

• Why and how did seeds germinate and grow where they did?
• What might have given us different results?
• What does this activity tell us about seed dispersal?

Attach all your data, maps, and notes to your write up.

Math Test Coming up...

We are almost finished with our study of data analysis and graphing. The test over this material will be next week. Students in the 64-Math group will have their test on Tuesday, and those in the 63-Math group will be testing later in the week. I find that students often have more trouble preparing for mathematics tests than they do for other subjects. It is, seemingly, more difficult to know what to do to get ready for a math test. Here's one place to go look -- especially for the "central tendency" portion of the data analysis work. This is a very good review website.

Field Trip -- Caldwell Nature Preserve

We spent Thursday at the Caldwell Nature Preserve, studying plants, pollination, photosynthesis and the life cycle of trees. It was a bright and sunny day, and we had a great time in a truly beautiful setting. We had a chance to learn some of the science we've been studying from our text book, "up close" in the woods, and really explore what grows right here in our own area. The naturalists that led our tours were wonderful and the whole day turned out to be a very positive experience.

Myanmar

As we have studied about ancient India this week, we've learned about the beginnings of Buddhism. We've also been trying to focus on compassion and what it means to open our hearts and minds to the suffering and pain in the world. And so it is that we must notice and feel for those of our brothers and sisters far away, across the globe in Myanmar, as they struggle for freedom...

Plant Parts Salad Project

6th Grade Science – Plant Parts Salad Project
Directions: As we begin our study of seed plants and work to understand plant parts and their functions, we will look carefully at a variety of plant parts that we often use as foods. Please choose one of the foods from this list and bring it to school on Friday. It will be helpful if whatever you bring is washed before you bring it to school. Thank you.

Shopping List

_______ Asparagus
_______ Lettuce (Green Leaf).
_______ Avocadoes
_______ Lettuce (Iceberg)
_______ Artichokes
_______ Lettuce (Red Leaf)
_______ Green Beans.
_______ Lettuce (Romaine)
_______ Potatoes (Sweet)
_______ Beets
_______ Mushrooms (Shiitake)
_______ Radishes (White)
_______ Broccoli
_______ Mushrooms (Portabella)
_______ Radishes (Red)
_______ Bok Choy (Baby)
________ Onions (Green)
_______ Spinach
_______ Cabbages (Red)
_______ Onions (Red)
_______ Sprouts (Alfalfa)
_______ Cabbages (Green)
_______ Parsley
_______ Sprouts (Bean)
_______ Carrots
_______ Peas (Snow)
_______ Squashes (Yellow)
_______ Carrots (Petite)
_______ Peas (Sugar Snap)
_______ Squashes (Zucchini)
_______ Cauliflower
_______ Peppers (Green Bell)
_______ Tomatoes
_______ Celery
_______ Peppers (Jalapeno)
_______ Turnips
_______ Corn (Yellow)
_______ Peppers (Red Bell)

Plant a Sock

One of our current science projects involves "Planting a Sock," and although it sounds a little strange, it is a great experiment. The results are due by October 8th, so if you haven't planted your sock yet, you need to get going soon! If you need more information, or are just not sure about the details, here's the link to the site on line: http://pbskids.org/zoom/activities/sci/sockseeds.html

Personal Hygiene Poster Project Assignment

6th Grade Health: Product Poster: Directions: Now that you know some of the kinds of concerns that you need to pay attention to related to your own personal hygiene, take an inventory of the products that you might use to take care of these daily routines. What are the hygiene products that you can use to care for your skin, hair, and nails? Choose one or two products and create an attractive and informative poster centered on that product. Requirements: 1) Your poster should describe the product that you are working with: § What it the purpose of this product? § Who manufactures this product? § Does this product make any special claims that would cause you to use it instead of a similar product for the same purpose? § Does this product have any special or important or extra “healthful” ingredients? § Is there anything in this product that you should be worried about using? § Why do you choose this product? 2) How do you/or your family usually buy this product § Do you buy it or does someone in your family purchase it? § Does the whole family use it? § Can you buy it at any store or do you have to get it somewhere special? § Do you know what it costs? 3) Would you recommend this product to others? Why or why not? 4) Illustrate your poster with appropriate graphics. You could use the product label, pictures of people using the product, etc. Your poster should be bright, colorful, attractive, and easy to read and understand. Rubric