This week, we talked about classification systems. They started with a fun animal classification activity using a dichotomous key and then, once they had the hang of that, they worked with partners to create their own system to classify a variety of dry beans. They quickly found that it's a lot trickier than it seems at first; many of the groups started with one idea and then changed their minds halfway into it and tried another method to begin. It was interesting that all 4 groups used a different set of characteristics to begin. In our discussion afterwards, we had them share what characteristics they began with, and then we set out to create a class classification, where they each voted on what they thought we should start with (White/Colored won), and then how we should break down the sub-groups. We had some insightful comments about why they thought their idea would give the best groups, and why it was wrong to force everyone to agree on one set system. We mentioned Linnaeus and how not all scientist today agree with his classification system and it has been updated over the years. Science really is a field of discovery and change.
We did not get a chance to watch the videos I'd hoped to share, so make sure you check out the links below. Follow up ideas: Books: Animal School: What Class Are You? (A fun, simple intro to classification written in rhyme) Classifying Living Things series (Several available at the Livermore library.) Videos: Ameoba Sisters: Classification (This is one I was going to show in class.) Classification of Living Things (A short, simple look at the classification system and why we use scientific names.) Basic Biology: Classification of Living Things. (This one goes into a lot more detail on the binomial naming system and how the 5 kingdoms are divided. It would be perfect if you want to do more work with these concepts.) Activities: Coniferous Tree Identification. Go for a walk where you can find coniferous trees and use the dichotomous key to determine what types of trees you have found (key linked to the title). Candy Classification--This one is especially timely with Halloween coming up. Do a simple classification activity like we did with the beans, or have them create a dichotomous key for someone else to follow (lab linked to the title.)
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We had another fun week exploring what it means for something to be alive. First, we followed up with our lesson from last week. After comparing our bacteria samples (we grew some fascinating looking bacteria!), we needed to kill the colonies. Some of the kids were pretty excited to don face masks and gloves and attack their petri dish with a bleach mixture. Our next activity was working with yeast. We tested whether yeast meets a couple of the characteristics of life: growth and metabolism. They made predictions about whether or not the yeast would feed on sugar. They worked in groups and after mixing yeast with various temperatures of water, and then adding sugar to half the mixtures, they watched as the balloons over the bottle mouths inflated (or didn't), indicating a metabolic reaction where CO2 was released. They recorded their observations over the next 30 minutes and started to make early conclusions about what was occurring and how the varying water temperatures and presence or absence of sugar affected the yeast. I wish that they could have observed their yeast longer so they could see the full results, but have included a picture of one of the set-ups from a few hours later. We will talk more about the results from this experiment next week. I can't wait to hear their ideas! Finally, we talked for a moment about the applications of yeast. They got to meet Jack, my sourdough starter, and saw a couple different stages of the yeast after being fed, as well as getting to sample a little bread made from the starter. I have included a video below on the history of bread which we had planned to watch in class, but ran out of time. I hope some of the kids had their interest sparked and might like to learn a little more about this. Follow up ideas: Articles: Fungus Facts for Kids Videos: Fermentation of Yeast and Sugar (this is basically what we did in class) History of Bread Activities: Make bread together! If you don't have a favorite recipe, try one of the ones below. If anyone would like to try their hand at sourdough, I would be happy to share some of my starter with you. French Bread Easy, Soft, 100% Whole Wheat Sandwich Bread NYT No-Knead Bread Check out this site for more activity ideas around yeast I hope that your kids had as much fun as I did today! We dove right in with a little getting to know you activity that also helped me to get familiar with their experiences and interest in biology and science in general.
Our main lesson today focused on what biology is and what it means for something to be alive. We went outside to hunt for things that could be classified as living and non-living, discussed the difference between the terms "dead" and "not alive", and talked a little about the different kingdoms of life. One student asked about viruses and I have linked to a video and an article below that you may want to share with your kids that talk about this gray area between the living and not living After learning about some of the types of microscopic life, we created our own bacteria cultures which are in the petri dishes the students brought home today. They should observe these over the next week and take notes/draw pictures about what they see and then bring them back to class next week so we can compare their colonies. Ask them about their bacteria samples! Follow up information: Articles: Are Viruses Alive, Scientific American Are Viruses Dead or Alive, Kahn Academy Books: The Zoo on You, by Kathy Darling Bacteria Up Close, by Greg Roza Eyewitness Science LIFE Videos: Amoeba Sisters: Viruses What is Life?: Amoeba Sisters :Characteristics of Life (we watched in class): Activities: Take a Life and Living Things Walk. This activity helps you get your students outside, into your school neighborhood or community. Take a walk with your students, letting each of them carry a clipboard. They should make note of all of the different living things they see on their walk, jotting down a few descriptive notes about each thing. Remind them to think about the things that aren't visible to the naked eye, and talk about how their findings might differ if they were in a different location. |
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May 2020
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