For the past eleven years I have taught the Science Curriculum Component known as "Biomes in Balance". It is a general introduction to the 8 biomes of the world, covering the idea of adaptations of plants and animals in these biomes along with the concept of energy transfer between organisms via the food chain and food web as well as man's impact on the biome and earth as a whole.
As of this week we had just completed the food chain/web part of the unit. For two weeks we discussed food chains/webs, explored and studied graphic representations of food chains/webs, and saw videos as well. The culminating activity was for students to construct a 3-D model of a food web (which is many food chains that are connected).
This culminating project is accomplished as a guided activity. Two groups of 8 students each are the organisms in the food web. One student is "Mother Nature" and another is "Father Time" for each group. There is one board recorder. All 21 students are accounted for. Mother Nature is in charge of "controlling" the "organisms" as Father Time tells when each individual organism is to give energy to another. The organisms are holding a round cardboard card with their "name on it" (grass, insect, frog, etc) and Mother Nature & Father Time coordinate to connect the organisms by connecting their cardboard pieces with yarn and tape. As the activity progresses several food chains are connected forming a more complex food web. In the end, Mother Nature & Father Time connect ALL organisms to the decomposer. Finally, Father Time cuts the yarn that connects organisms to represent it dying off (for whatever reason) and the effect that demise has on the other organisms. In the final analysis, all the cardboard pieces are disconnected except for their connection to the decomposer.
This year the food web worked perfectly...the kids worked well together; everybody was engaged in the activity; science words and concepts were being used. The best part of it all was the excitement expressed by the students for the learning that had taken place. They all now know about food chains, food webs, producers, consumers, decomposers, herbivores, carnivores, omnivores, energy transfer, interdependent relationships, and cooperation with others.
Well done Fourth Graders!
Mr. Casten
Jan. 25, 2013
Copyrighted material of Michael C. Casten
This week in Science we learned about
food chains. We discussed the scientific purpose of food chains
(transfer of energy) and named the participants (Sun > Producers >
Consumers > Decomposers). From there we began a hands-on experiment
to further explore the decomposers.
In short, each student has three
baggies. One baggie has a quarter of an apple in it, the second baggie
has a piece of bread, and the third baggie has a piece of bread with a
bite taken out it (by the student). These three baggies will be left in
the classroom on paper plates for 8 days. Every other day or so we
record our observations (touch through the baggie, sight, and smell).
The purpose is to gain a better understanding of how decomposers work on
different foods.
What I found rather interesting is that
when we were hypothesizing about what would happen to the food within
an 8-day period the kids naturally knew that the food would begin to rot
(or decompose). Nonetheless, when it came time for the observations
they acted like real scientists. They probed, they asked questions,
they shared information, they used appropriate vocabulary, they learned.
Learning is an experience unlike any
other. Taking time to look closely at something that occurs everyday
provides new insights. From this learning new questions arise and from
there more learning takes place. A complete circle, if you will.
The experiment will be over next week yet the experience, the learning, and the fascination of the world will continue.
Mr. Casten
Jan. 18, 2013
Copyrighted material of Michael C. Casten
Returning back to school from a two
week Winter Break is always interesting. We pick up right where we left
off yet there is a slight difference in the atmosphere of a classroom.
There seems to be a more independent feeling amongst the students.
Despite the two week hiatus they remember the routines, the
expectations, and the rules. They recall the way things are done and
where their responsibilities lie.
During the first few months of school a
great deal of attention is placed upon modeling behaviors, reiterating
expectations, reminders of rules, and praising for conformity. It's set
up that way on purpose so that the rest of the months of a school year
can be more dedicated to the process of learning without having to worry
about the logistics of group behaviors. When a two-week Winter Break
shows up each year a teacher naturally thinks, "What will they be like
when they return?". "Will they remember all that we had accomplished
over the past 3-4 months?". "Will I have to backtrack or even start
over?".
Each year, however, it seems to be
pretty much the same. The kids come back ready to learn, willing to
cooperate, and excited to be together again. From an educator's
perspective this is a recipe for continued success in the classroom. A
recipe for learning to grab hold once more with its gentle yet firm
grip. A recipe for growth to be evident in each student, in their own
right, their own way. This return to the world we created in the
classroom, as if we had never left, allows us to trust the system we
have in place...and thereby trust the environment and the atmosphere.
With that trust comes comfort. And with that comfort comes an increased
ability to learn, grow and succeed.
The next few months will decidedly be
filled with projects, concepts, activities, independence, and testing.
We will head straight into the learning; building on the ideas we
established before break, relying on the trust instilled before break,
and looking forward to the goals we have set before ourselves.
Mr. Casten
Jan. 11, 2013
Copyrighted material of Michael C. Casten
