Scientific Illustrations 

We have been working very hard on scientific illustrations in the 4th grade!  Students have learned different strategies for creating an illustration.  Check out these illustrations of a plastic ladybug and a bonzai tree.  They are amazing!



Focus Question: "What effect does vegetation have on the amount of erosion and deposition that occurs?"  Students planted grass in our stream tables.  They raised the stream table on a slope as they had done in the previous lesson, and then observed what happened as a stream formed in the stream table.  They compared the results of this lesson with the previous lesson to see what effect vegetation has on erosion. 

Focus Question :  What effect does sloped land have on the amount of erosion and deposition that occurs downstream?"  Students raised their streamtables up to create a slope.  They then measured the length and width of their streams and compared it with the basic stream.

 Focus Quesion:  Can  a dam be built to prevent flooding?  Students had the opportunity to find out about dams and how they are used to control the flow of water.  Next, they were presented with a challenge: Could they design and build a dam in their stream table that would prevent the fictional town of Gaveo from flooding?  Student were very excited to plan and build their dams.  Click here to see some of their designs, and be sure to check back to find out how well they met the challenge!

Focus Question 6: What is the effect of the speed of water on the amount of soil that is worn away (eroded) and the amount of soil that is dropped off (deposited)?  After having the opportunity to look at each soil component indivdually and look how each behaved in water, students again poured water into a cup with a small hole to simulate a stream.  This time they were observing how the speed of water affected the different soil components as the stream passed over the land.  Students noticed that gravel tended to be left in the stream table, whereas sand was dropped off at the end of the stream.  They also noticed that the runoff contained lots of clay and humus. Click here form pictures.



Focus Question 5: What effect does water have on the different soil components?  Students had the opportunity to observe each of the four soil components (gravel, sand, clay, and humus.)  They recorded their observations in their science journals.  After making careful observations, students poured each component into water to see what would happen.  They stirred the cup to simulate moving water.  Students noticed that the gravel (the heaviest)  sunk quickly to the bottom and didn't move much when the water was stirred.  They also nocticed that humus (the lightest) floated on top of the water.  Click here to see pictures.

 Focus Question 4: What effect does a flowing stream have on the land?  Students poured 1 liter of water into a cup with a small hole.  Water from this hole formed a stream in the stream table.  Students were able to observe what happens to the land as a stream flows through.  They drew illustrations in their science journals, and they collected runoff from the stream.  Click here for pictures.

 Focus Question 3:  What happens to the land as it rains and where does the water go?  Students simulated rainfall on their stream tables and observed what happened to the land.  To see our scientists in action, click here.

Focus Question 2:  What evidence do you see in these photographs of land and water interactions?  Students examined photographs and listed all the ways that land was affecting water and water was affecting the land.  They listed their ideas on sticky notes and shared with the class.  Click here to see pictures. 

 Focus Question 1:  What do you think you know about land and water?  Students brainstormed all they know about the interactions between land and water.  We made a "knowledge under construction" chart to list our ideas.

Our focus in science this year is inquiry based investigations.   We study process skills such as making predictions,  collecting data, and drawing conclusions.  We also learn to write about the data we've collected from our various investigations. 


   We focus on four types of writing:


          Compare and Contrast

          Data Analysis

          Scientific Conclusions


Our Science Kits:

  * Land and Water

  * Magnetism and Electricity

  * Motion and Design

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