Sounds of Science

This week in science we watched this video link of Jaime breaking the glass with his voice. Then we set to work to develop initial ideas and hypotheses around how this phenomenon is scientifically possible. Some of the initial ideas and wonderings were:

" I noticed he gets closer to the glass. I think he has to be close for the glass to break."
" We noticed that right before he sings he taps the glass. We think he had to get to a certain pitch."
" The glass only breaks in one big chunk it doesn't really shatter. I wonder why that happens?"
"I think it is important that the glass is a circle. Then the sound waves can circle around and around the glass more freely than if it was a square glass."
" I think the fact that it is a thin wine glass is important. I don't think the glass would break if it was thicker or shorter."
" Would it still break if there was water in the glass?"

Collecting data using the iPad decibel reader

Next we set out to test some of these hypotheses. We read about how our voices work and the parts that are involved with making sound. Some of our new vocabulary words were diaphram, windpipe, and vocal cords. Then we tested these parts with different types of sounds (whisper, hum, talk, yell) at different volumes. Our inquiry task helped us to determine that a higher volume/bigger sound increased the vibration. This is why we think Jaime had to be screaming to break the glass.

At the end of the week we wanted to test our hypothesis that the singer had to be close to the glass. To do this, we set up markers at different distances (in cm.) and used a decibel reader application on the iPads and a vacuum cleaner to test how distance affects volume. Then we went outside to see if our data was consistent in both locations. We set up markers at different distances (in meters) and used a bull horn to test how the dB reading changed at each marker. Once we were back inside we learned how to compile our data to create a line graph, find range, and determine the average. Our data and graphs clearly confirmed our hypothesis that as distance increases, volume decreases. We applied this to our phenomenon and now understand why he had to be so close to the glass in order for it to break.

Next week we will continue to investigate some of the ideas and wonderings that we still have. Stay tuned!

Counting down to the next reading. Cover your ears!

In math this week we finished up a unit on fractions and the students reflected on their progress by comparing their pre and post tests. The overall growth in student understanding was  fantastic and they felt quite proud of their new learning. This week we will begin a new unit in mathematics. During this unit your child will  compare multi-digit numbers and identify the value of the digits in such numbers, use the standard algorithms for addition and subtraction, measure length, distance, liquid volume, time, mass, and weight, and convert measurements from one unit to another within the same system (e.g., centimeters to meters but not centimeters to inches)

Mosaic's Vermont History Museum

Thanks to all of those who were able to come and see our hard work at Mosaic's Vermont History Museum. The students all worked hard on their research, writing and creative presentations and they were thrilled to have such a supportive audience.  If you weren't able to join we tried our best to get around and snap a photo of as many of the "wax sculptures" as we could. Enjoy!

Slideshow design personalized with Smilebox

This week we will begin a new science unit around sound energy. We will be watching this piece of digital text where Jaime is able to shatter glass with only his voice. We will form hypotheses around this scientific phenomenon and conduct inquiry tasks and gather data to explain it over the next few weeks. We hope that you will engage in conversations around your own ideas about how this phenomenon works at home. 

Math and Mindset

This year in math we have been using our Pre/Post assessments to communicate with families about the mathematical concepts that students are engaged with.  Some have expressed concern over the scores that they see in the Pre-Assessment and we wanted to be clear about how these assessments help students and teachers to set goals. The pre-test is really just meant to show the teacher, student and parent what the child already knows in a unit we are about to start and helps everyone measure growth. It also help students set goals and be more aware of what they need to focus on during the unit; basically it makes them accountable for their learning. It also helps students focus on growth when they get a post-test back, rather than just a score. For us as teachers, it helps us think about what to slow down on and what to spend less time on when we look at particular trends and it also helps us think about who/what we need to provide support or enrichment on. It really is just an assessment tool given before the unit begins. 

This unit we have been engaged in some rigorous work around fractions. Students have been learning how to identify equivalent fractions and add fractions with common denominators. We have also been looking at models (egg cartons/geoboards) to look at improper fractions and mixed numbers. Most recently we have shifted our thinking from fractions to decimals. Fractions can be very abstract and attaching the concept to the idea of money was very motivating for students and it connected to the learning to something that was more concrete and relevant. 

We will be taking our Post Assessment next week and we hope that you will have the opportunity to look at both the Pre/Post test and use it as a way to celebrate how your student has grown and changed as a mathematician throughout the unit. We do not yet expect students to have mastery of fractions as a concept and this will provide them with the opportunity to set goals around these topics for future learning. 

We are looking forward to seeing you at the Mosaic Vermont History Museum on Thursday, January 21st from 8:00-8:45. Your young biographers have been researching, writing, and putting together a visual presentation and are excited to demonstrate their learning to a broader and very special audience. For those who are unable to attend we will be sure to attach some photos of our "exhibits" in next week's blog post. 

Budding Biographers

We are always looking for authentic opportunities to integrate learning across the content areas in engaging ways. In fourth grade much of our interdisciplinary studies have been focused on  Vermont history and geography concepts. Over the past several weeks we have learned about mapping skills, studied the history of how Vermont became a state through role play and showed our understanding by storyboarding/cartooning. We also integrated writing into our units of study by creating a personalized google map of Vermont attractions and through writing opinion pieces and a personal poem about the beautiful state that we call home.

Our culminating project is a biography project on a famous Vermonter. Each student has chosen a Vermont figure whom they are curious about. Over the past week they have learned about the elements of the biography genre and how biographers use multiple sources to research their person of interest. Next week they will use their notes to draft, edit, revise and publish an informational writing piece about their person. Then they will present this information at our very own Mosaic Vermont History Museum. The “museum” will be open on the morning of Thursday, January 21 from 8:00-8:45.  Each classroom will be transformed into a museum room full of third and fourth grade “exhibits”. Come and let our hardworking students teach you more about your state!  

Next week we will be working on the visual literacy part of the project, where students will be creating a poster to display information. They will also brainstorm one or two props that would be appropriate to represent their person at their exhibit. This does not mean that they should be running out and buying materials. For example, if I was going to do a report on Ben Cohen of Ben and Jerry’s, I might have an ice cream scoop at my exhibit and don a tie-dye t-shirt. We are not looking for a full costume by any means!

The students have been working hard and have impressed us with the time management and teamwork in this project. We are looking forward to sharing their hard work with you all on the 21st.