For those healthy eaters out there or those who are trying to be healthy eaters (that last one is me):
Snow day gave me a chance to do some cooking and I wanted to get some ideas on cooking turnip greens. I stumbled on this site and it focuses on healthy eating and lifestyles for families. Really wonderful. Check it out. I hope you enjoy it and maybe get some good recipe ideas. I did!
http://www.freshforkids.com.au/recipes/recipes.asp
Friday, January 24, 2014
Wednesday, January 22, 2014
October 17th post: food donations for critters
Please see my October 17th post regarding food donations for our science lab critters! I received a bag of carrots today and both Crush (the tortoise) and I are very appreciative! Thanks for any help you can give!!! It's also a great way to get rid of slightly wilted vegees and greens. ;)
January, 2014
This has to be one of my favorite times of the year! The students are clear about expectations, science lab routines and what it takes to maximize our 45 minutes of learning in the lab! This is so important because there is so much to do in lab each class and we need to be ready and prepared to use ALL of our time (please share this bit of knowledge with your kids if you could...:) That being said, here's what's going on in each grade level:
Kindergarten- Students are investigating and observing patterns in the sky (moon cycle, types of clouds, the sun). They are looking at what influences day and night and seasons. We want them to identify and describe these as repeating patterns.
First- Students are investigating and identifying different forms of energy like heat, light and sound. They are discussing and communicating what energy is (something that gets work done or changes matter) and what it is not (energy is not matter) . They are also thinking about ways energy is important in everyday life.
Second- Students are finishing up their Healthy Body, Healthy Minds planner and moving on to physical science. The emphasis will be on measurement (using standard & nonstandard units), classifying matter (physical properties such as shape, relative mass, temperature, texture, flexibility & state) and identifying changes that can be made to matter (primarily focusing on kinetic & heat energy).
Third- Students are focusing on life science in January and February. They are exploring and communicating data regarding interdependence between organisms in food chains and food webs. They are also comparing and identifying the differences between the needs of living things such as producers, consumers & decomposers.
Fourth- Students are analyzing data and interpreting patterns and sequences of the moon, sun and Earth. They are differentiating and communicating the differences and reasons for seasons and day and night cycles . They will also look at the patterns of shadows and tides.
Fifth- Students just completed their focus on natural resources and alternative energies. Now they are exploring, differentiating and communicating data about how our Earth's land-forms are changed by wind, water and ice through weathering, erosion and deposition. They are also investigating and testing different soils and their capacities to retain water.
In third, fourth and fifth I'm pushing the students to take notes and having discussions about why we take notes: what we write down and what we don't write down. It is a skill that is hugely important for them to master for middle school and on. I would really like to help them accomplish a comfort in note-taking! So very important!!!
*small water bottles with lids (It doesn't matter which kind, I'll take any of them!)
*Foil
*Plastic wrap/saran wrap
*Limestone (yes, limestone. Size doesn't matter other than I need to be able to pick it up!:)
*White Vinegar
Kindergarten- Students are investigating and observing patterns in the sky (moon cycle, types of clouds, the sun). They are looking at what influences day and night and seasons. We want them to identify and describe these as repeating patterns.
First- Students are investigating and identifying different forms of energy like heat, light and sound. They are discussing and communicating what energy is (something that gets work done or changes matter) and what it is not (energy is not matter) . They are also thinking about ways energy is important in everyday life.
Second- Students are finishing up their Healthy Body, Healthy Minds planner and moving on to physical science. The emphasis will be on measurement (using standard & nonstandard units), classifying matter (physical properties such as shape, relative mass, temperature, texture, flexibility & state) and identifying changes that can be made to matter (primarily focusing on kinetic & heat energy).
Third- Students are focusing on life science in January and February. They are exploring and communicating data regarding interdependence between organisms in food chains and food webs. They are also comparing and identifying the differences between the needs of living things such as producers, consumers & decomposers.
Fourth- Students are analyzing data and interpreting patterns and sequences of the moon, sun and Earth. They are differentiating and communicating the differences and reasons for seasons and day and night cycles . They will also look at the patterns of shadows and tides.
Fifth- Students just completed their focus on natural resources and alternative energies. Now they are exploring, differentiating and communicating data about how our Earth's land-forms are changed by wind, water and ice through weathering, erosion and deposition. They are also investigating and testing different soils and their capacities to retain water.
In third, fourth and fifth I'm pushing the students to take notes and having discussions about why we take notes: what we write down and what we don't write down. It is a skill that is hugely important for them to master for middle school and on. I would really like to help them accomplish a comfort in note-taking! So very important!!!
NEEDS OF THE SCIENCE LAB
(these are materials I need for science lab and classroom hands-on activities specifically for first, fourth and fifth)
(these are materials I need for science lab and classroom hands-on activities specifically for first, fourth and fifth)
*Foil
*Plastic wrap/saran wrap
*Limestone (yes, limestone. Size doesn't matter other than I need to be able to pick it up!:)
*White Vinegar
Thursday, January 9, 2014
Welcome back! I'm excited about the new year.
I'm looking forward to seeing all of the students and meeting so many new ones.
I would like to request something from you... If you could sit with your child, discuss what they are learning in science and see what they say. Many students at this age have a very difficult time articulating what they are learning. The more they have practice communicating what is happening at school, the better they will become. Don't leave it at 'nothing much' or 'about dirt' or 'worms'. Asking good questions will help guide them to be able to answer questions more completely and communicate their ideas.
A few tips:
I'm looking forward to seeing all of the students and meeting so many new ones.
I would like to request something from you... If you could sit with your child, discuss what they are learning in science and see what they say. Many students at this age have a very difficult time articulating what they are learning. The more they have practice communicating what is happening at school, the better they will become. Don't leave it at 'nothing much' or 'about dirt' or 'worms'. Asking good questions will help guide them to be able to answer questions more completely and communicate their ideas.
A few tips:
- Help them with any misconceptions by restating what they said ("So I hear you saying the Earth is at the center of the solar system?"), then researching their ideas, and finally leading them to the correct answer.
- Encourage them to explain their thinking; even if it's wrong. Find out where they are coming from or why they think what they do. It will most likely make it easier to lead them to the correct answer.
- Encourage them to wonder about the world around them.
- Talk to them about the differences between laws (Newton's laws) and theories (what scientists believe to be true but haven't been agreed to by all scientists).
- Tell them if they ask questions, wonder alot, and can work hard, then they have the potential to be a great scientist!
Thursday, October 17, 2013
DONATIONS FOR SCIENCE ENRICHMENT LAB
I am in need of some things for the science lab. I will post a list things I always need and then I will list current items I need for current activites. If you are willing and able, gift cards are super too. Any amount is helpful!
I am having a great school year and hope you are too!
Take care,
Mrs. Savarese
All Year Long Needs:
*chopped up spinach (about 1 cup)
*chopped up apple (about 1 cup)
*chopped up berries "
*paper towels
*worms, super mealworm (Petsmart or Petco)
*small crickets "
*plastic cups, small (about 4-6 oz)
*paper cups, small "
* food coloring
* paper towel roll (inside)
* toilet paper roll (inside)
Gift Cards:
*Petsmart
*Target
*Dollar Tree
*Kroger
Current Needs:
*play-doh
*salt, iodized, 2 containers
*baking soda 3 boxes
*vinegar, gallon
*pepper, 3 jars
*film canisters (clear or black)
I am having a great school year and hope you are too!
Take care,
Mrs. Savarese
All Year Long Needs:
*chopped up spinach (about 1 cup)
*chopped up apple (about 1 cup)
*chopped up berries "
*paper towels
*worms, super mealworm (Petsmart or Petco)
*small crickets "
*plastic cups, small (about 4-6 oz)
*paper cups, small "
* food coloring
* paper towel roll (inside)
* toilet paper roll (inside)
Gift Cards:
*Petsmart
*Target
*Dollar Tree
*Kroger
Current Needs:
*play-doh
*salt, iodized, 2 containers
*baking soda 3 boxes
*vinegar, gallon
*pepper, 3 jars
*film canisters (clear or black)
Kindergarten:
*Finishing up learning how important our 5 senses are for observing the world around us, how they keep us safe and how we can use them to help us describe things. Our next focus is on matter. In kindergarten it is important for the students to explore, question and describe the world around them. Properties will be an important part of helping them do that.
First:
*Finishing up a review of our 5 senses, with an emphasis on being able to clearly describe what they observe with them. We are moving into systems and cycles: How they help scientists organize the world to efficiently get things done and how so many things in the world go through cycles. What can you do to help and encourage your child's learning? How about start a list of all the systems and cycles you experience as a family or how about try planting a seed and watching it grow? Bulbs or pumpkin seeds this time of year are perfect!
Second:
*We just started focusing on ecosystems and the habitats, food chains, food webs and communities in them. This is a very exciting time for the students. They have such a large amount of knowledge-I am always amazed at the things I learn from them!
Third:
*Students are finishing up looking at how our Earth's surface changes rapidly (natural disasters) and over hudreds of thousands and millions of years (weathering, erosion and deposition by wind, water, and ice).
They will begin next week to look at how we impact our Earth through recycling, reusing, reducing and refusing natural and man-made resources.
Fourth:
*Energy, energy, energy! Specifically heat, light, sound, mechanical and althernative (solar, wind, nuclear) energies. There will be a lot of inquiry based learning not only in the science enrichment lab but also in their classrooms.
Fifth:
*Moving on to matter and all of the different properties there are. We will focus on buoyancy, solubility, chemical and physical reactions/changes and how to use different properties of matter to seperate mixtures following the scientific method.
*Finishing up learning how important our 5 senses are for observing the world around us, how they keep us safe and how we can use them to help us describe things. Our next focus is on matter. In kindergarten it is important for the students to explore, question and describe the world around them. Properties will be an important part of helping them do that.
First:
*Finishing up a review of our 5 senses, with an emphasis on being able to clearly describe what they observe with them. We are moving into systems and cycles: How they help scientists organize the world to efficiently get things done and how so many things in the world go through cycles. What can you do to help and encourage your child's learning? How about start a list of all the systems and cycles you experience as a family or how about try planting a seed and watching it grow? Bulbs or pumpkin seeds this time of year are perfect!
Second:
*We just started focusing on ecosystems and the habitats, food chains, food webs and communities in them. This is a very exciting time for the students. They have such a large amount of knowledge-I am always amazed at the things I learn from them!
Third:
*Students are finishing up looking at how our Earth's surface changes rapidly (natural disasters) and over hudreds of thousands and millions of years (weathering, erosion and deposition by wind, water, and ice).
They will begin next week to look at how we impact our Earth through recycling, reusing, reducing and refusing natural and man-made resources.
Fourth:
*Energy, energy, energy! Specifically heat, light, sound, mechanical and althernative (solar, wind, nuclear) energies. There will be a lot of inquiry based learning not only in the science enrichment lab but also in their classrooms.
Fifth:
*Moving on to matter and all of the different properties there are. We will focus on buoyancy, solubility, chemical and physical reactions/changes and how to use different properties of matter to seperate mixtures following the scientific method.
Tuesday, September 3, 2013
The first two weeks in Science Lab are dedicated to safety and what science means to the students.
Most frequently asked questions:
When do we get to make potions?
Is that a real armadillo?
When are we going to do real science?
Answers to most frequently asked questions:
We make chemical reactions in 3rd, 4th, and 5th grade.
Yes, it is a real armadillo, but it isn't alive anymore.
We do real science everyday, all day when we are exploring our world, asking questions, and searching for answers.
I love my job!
Most frequently asked questions:
When do we get to make potions?
Is that a real armadillo?
When are we going to do real science?
Answers to most frequently asked questions:
We make chemical reactions in 3rd, 4th, and 5th grade.
Yes, it is a real armadillo, but it isn't alive anymore.
We do real science everyday, all day when we are exploring our world, asking questions, and searching for answers.
I love my job!
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