Building Sprout Houses and Transplanting to their own pots to take home

The scientific approach was used in sprouting the three seed types about 13 days ago. But it was the great resourcefulness of Ms. Angie that found these little green houses at a second hand store. Both Mr. Collins and I got some and thank you for her thinking because each student had one to use. It really made a difference in their engagement.
 Each student put together their own house following directions. Everyone did great and over all the class took about a half hour.
They showed patience
and perseverance. No plastic parts were broken and no tears. Really positive struggle because the atmosphere was cooperative and supportive. We talked that the experience should be good for all and everyone can do this.

The plastic pieces were hard to figure out. 

Then planting of the seeds-- 3 sunflower, 5 sensitive, and 3 mung. Watered and the waiting began. In three days, sprouting started! Everyone was sooooo excited!

Carefully watering

We did some figuring about how much soil and water to use. The kids planned their own schedule.

Lots of thinking, careful assembly

Checking to make sure amount is correct when water after adding soil.

Data was collected on which seeds sprouted first, and grew fastest. The kids determined how much water would be given in 5 mL increments either everyday or every other day. There was a handout we have been reading about cells- plant and animal, a plant book about parts and how seeds adapt.
Since we started the year thinking about adaptation-- form and function--that is how contextually the year's content is coming to a close. So thinking about roots, why plants reach for the sun, the leaves and the shape and hardness and age of seeds.

Bud Lightyear would like this project- Start to Finish: How to launch an experiment in a Pongsat

 The 4th grade did a research paper at the beginning of the year based on all kinds of information collected from the visit to the University of Idaho Dairy Center. This undertaking was the next step in writing non-fiction. It was to do a real experiment which meant that they had to know that the work could be repeated by another. The writing format was very specific. The criteria for the experiment clearly laid out. The experiences and readings all added to a final copy of a well written piece about a month after we started to study.

The first step was to determine that the 'scientific process' is problem solving in a specific way. And, it is something they do naturally. We documented the steps and in doing so, they learned how to set up a real  experiment.

In early April, we visited the Science Fair with the 5th grade. Partnered up, they had to find 4 experiments and write the hypothesis. They noted the overall presentation of the experiments and picked what they felt was the best presented. Lots of talking about what they saw and if they found good examples ensued for days. Having a model to work with helped them to think about what they would do with their PongSat.

We did some rough planning and visited Mr. Blount's classroom to see the modules used for the past decade of near space work. The kids wrote up a summary of all the facts they gathered.  Then the focus became what would they do. Knowing the variables of the electromagnetic spectrum, frigid temperatures, and very low air pressure, each brainstormed items. The list varied from pickles, to cotton balls, gravel to yeast and bread. Only two students had slightly close ideas-- marshmallows, but what each predicted was completely different.
Launch Day was April 19. After returning the pongs to each student, they compared the near space exposed pong contents to their Control. Good analysis

Elias and Traye proudly showing the final copy of their experiment writing with
all revisions attached.

 and conclusions were written, as well as, a few sentences about what surprised them.
Several revisions were written for the whole procedure.

The picture on the top of the blog is from the visit to Mr. Blount's room.  Here is the link to Near Space Engineering--nearspaceengineering

4th Grade Presentations at the University of Idaho 22nd Annual Engineering Expo

 A few weeks back, the PongSats went up. Each had a different experiment inside--contents ranged from pickles and Starbursts to cotton and gravel. A formal Scientific Lab Plan was written and rewritten so that each experiment could be repeated if needed another time. The kids learned the importance of formatting for another type of writing too.
Making a Hypothesis is only one step of the science process. They analyzed data, and wrote conclusions. Some were surprised by the outcomes of their experiments and some not. All presented to our class in preparation for the Expo. They learned the information about the balloon launch too and were very adept at talking about the conditions that their experiment experienced--those of low air pressure, exposure to radiation, and freezing temperatures.

Besides presenting during the Expo, groups moved around to gather information of 8 designs. The kids talked to the Engineering Students and rated projects.

It was great to have so many parents join us too. Thank you to these parents that were able to make it: Traye' Mom, Caden's Mom, Eilowyn's Dad, Cadence's Mom and Grandma, Elizabeth's Mom, Chesney's Mom, Ayden's Dad. Plus there was the special treat that Ryan's Dad and Curtis's Step Dad were presenting their projects. 

The kids are so used to catching public transit to get to a field trip. There are still pictures to put up from the Archaeology and Anthropology trips.  This class has done a great job of working together and staying focused while in the field. 

It has been a wonderful year taking these kids hither and yon for academic work. Having the University of Idaho as a resource with so many helpful and interesting people there is amazing. A huge thank you to professors
and staff!