Hello families, both new and familiar
Most of your children will come to the greenhouse this year. We focus on environmental stewardship, sustainability, science content overview, greenhouse maintenance, ecosystems, and of course, plants!
I hope that you come by and say hello when you are on the third floor.
this is our most recent science newsletter
It has recently come to my attention that my monthly newsletters were not going through! My apologies and hopefully this one finds you all ready for the start of Spring! In case you ever want to see past newsletters, there is a section on my Science with Shakira webpage
My focus is on sharing info about where to use the Urban Advantage vouchers. Remember, the vouchers are for 4 people for general admission and one special exhibit. Please consider having your child write about his/her experience. A worksheet is attached at the bottom of this newsletter.
Have you used your Urban Advantage voucher for FREE access to theBronx and Staten Island zoos, the Museum of Natural History, The NY Hall of Science, TheAquarium, and the Botanical Gardens in the Bronx, Brooklyn, and Queens? For AMNH call (212) 769-5200 and give our voucher number and your email address. For the Bronx Zoo and Aquarium click here and enter UA2025 and then voucher S26-76503 for tickets. No need to reserve tix ahead of time for the gardens or Hall of Science.
Kindergarten is learning about what it means to be a farmer scientist. We have been learning all about hydroponics and where the plants in our greenhouse are originally from( which continent). If you visit the AMNH you could visit the second floor halls of Asian Mammals and African Mammals to visit the dioramas that include plant life. Which plants do the mammals eat? Which plants are for shade? You also might consider visiting one of the botanical gardens in the Bronx, Queens or Brooklyn. At the garden students could find edible plants. Ask a worker how long it takes for these plants to grow from seed to harvest. Ask a gardener if there are pests that eat these plants and what they do about it. Do they spray or do they put out predators to eat insects? Visit the children’s garden. How is the garden similar to our hydroponic greenhouse?
First Grade is learning about animal and plant defenses. We are focusing on sea turtles and how they defend themselves and get the air and water and food that they need to survive and grow. You might consider going to the Aquarium to observe marine animals. Pick one type of animal to observe. Watch as it swims. Does it come up for air? Does it have friends? Is it eating? What else is it doing? Ask your child to explain what defenses they notice that the marine animals have to help them survive.
Second Grade is learning about the details of each of our hydroponic systems. You might consider visiting the interactive CityWorks exhibit at the Hall of Science. Students can explore the systems and engineering that allow cities to run smoothly.
We also learned all about the lifecycle of a plant. You might consider going to one of the botanical gardens in the Bronx or Queens or Brooklyn. At these gardens you’ll find orchards where students could examine fruit trees and act out how the plant started from a seed and then grew into a plant that provides fruit. Students can also consider the needs of these fruit trees and think about how they are able to grow in New York City.
Third Grade just completed a unit all about how organisms get their traits. You might consider going to the Bronx or Staten Island zoos or to the Museum of Natural History. In addition to looking at how ALL animals get their traits, you can also pay special attention to looking for orangutans in anticipation of our new unit we will start new week. Students can think about what is the same about all of the animals and then look for differences. They can ask themselves which traits are learned and which are inherited. At the AMNH, students can go to the Hall of Human Origins and look at how human beings, also known as as Homo sapiens, have developed over time from previous species of humanoids. How are homo sapiens similar to these humanoid species and how are they different? At AMNH you also might consider going to the third floor primates section to see the orangutans
Fourth grade students are working on a diy hydroponic system in which they are growing plants to eat. You might consider going to the Brooklyn Botanical Garden's Herb Garden area. You also might consider going to the
Hall of Science for the City Works and Connected Worlds exhibits. Students can discuss how humans make changes that impact environments in positive and negative ways. Students can also be on the look out for engineering projects that help humans live on our planet.
In addition, you might consider revisiting the 4th floor of AMNH to get a closer look at fossils in anticipation of a new unit.
Fifth grade students have just begun a large unit on climate change, including causes, effects and connections to weather patterns. You may want to visit the Gottesman Hall of Planet Earth at AMNH for the Our Changing Climate wall. Students can read and view accompanying images and discuss what they understand and what they still have questions about. Can students explain the connection between CO2 and climate change? Can students explain the connection between human activity and climate change?
In addition, if you go to the Hall of Science:
Connected Worlds explores how water moves through a system as a shared resource- impacts of drought and flooding
Powering the City explores transfer and conservation of energy, specifically heat that students can feel in one exhibit and see around them on a thermal camera screen
CityWorks: while it doesn't have its own section, there is a lot of text throughout each of the sections exploring the impacts of hotter/wetter NYC. There's flood maps, interactives where students can redesign to alleviate flooding, and then towards the back the panels talk about change over time and the various ways the city has had to adapt
Sixth grade students have been learning about gardening. In the late spring, students will be planting a pollinator garden outside. A visit to one of the botanical gardens, Bronx, Brooklyn, or Queens would be a great choice for students to find out what choices the botanical gardens use to eradicate pests in a healthy way for the environment. It would also be a good choice for learning about pollinators and what they like to eat so that we can plant the same flowers for butterflies, birds, and other pollinators. Students could make a list of flowers in a pollinator garden.
I have heard from some families that they are enjoying the Urban Advantage vouchers. Remember that you may use the voucher as many times as you want to visit the 8 science institutions! Here is a slide to help you get your free tickets or you can always find the voucher on my website. Below I am sharing some suggestions for ways that you might connect what your child is learning in science to exhibits at the institutions. I would love to hear if this is helpful. In addition, while you may go any day for free, there are some Family Science Days when there are special activities
Kindergarten is learning about what it means to be a farmer scientist. You might consider visiting one of the botanical gardens in the Bronx, Queens or Brooklyn. At the garden students could find edible plants. Ask a worker how long it takes for these plants to grow from seed to harvest. Ask a gardener if there are pests that eat these plants and what they do about it. Do they spray or do they put out predators to eat insects? Visit the children’s garden. How is the garden similar to our hydroponic greenhouse?
First Grade is learning about animal and plant defenses. We are focusing on sea turtles and how they defend themselves and get the air and water and food that they need to survive and grow. You might consider going to the Aquarium to observe marine animals. Pick one type of animal to observe. Watch as it swims. Does it come up for air? Does it have friends? Is it eating? What else is it doing?
Second Grade is learning about what fruiting plants need to grow. We are also learning about the lifecycle of a plant. You might consider going to one of the botanical gardens in the Bronx or Queens or Brooklyn. At these gardens you’ll find orchards where students could examine fruit trees and act out how the plant started from a seed and then grew into a plant that provides fruit. Students can also consider the needs of these fruit trees and think about how they are able to grow in New York City.
Third Grade is learning about how organisms get their traits. You might consider going to the Bronx or Staten Island zoos or to the Museum of Natural History. At the zoo you could pick one animal and look at the entire group of that species to observe. Students can think about what is the same about all of the animals and then look for differences. They can ask themselves which traits are learned and which are inherited. At the AMNH, students can go to the Hall of Human Origins and look at how human beings, also known as as Homo sapiens, have developed over time from previous species of humanoids. How are homo sapiens similar to these humanoid species and how are they different?
Fourth grade is finishing a unit on energy. Students might want to go to the New York Hall of Science and visit the electrical exhibit called Powering the City. Students can engage with hands-on, sustainable energy concepts, including a "Scream Room" that visualizes voice power and a "Solar Cat" panel. Students can ponder ways that NYCresidents use energy, how they can use less, and how they can substitute renewable energy for fossil fuels.
Fifth grade students have begun a large unit on climate change, including causes, effects and connections to weather patterns. You may want to visit the Gottesman Hall of Planet Earth at AMNH for the Our Changing Climate wall. Students can read and view accompanying images and discuss what they understand and what they still have questions about. Can students explain the connection between CO2 and climate change? Can students explain the connection between human activity and climate change?
In addition, if you go to the Hall of Science:
Connected Worlds explores how water moves through a system as a shared resource- impacts of drought and flooding
Powering the City explores transfer and conservation of energy, specifically heat that students can feel in one exhibit and see around them on a thermal camera screen
CityWorks: while it doesn't have its own section, there is a lot of text throughout each of the sections exploring the impacts of hotter/wetter NYC. There's flood maps, interactives where students can redesign to alleviate flooding, and then towards the back the panels talk about change over time and the various ways the city has had to adapt
Sixth grade students have been learning about gardening. Students are currently learning about aphids (insects that eat plants) and the different ways that we can get rid of them. Students have been designing their own “aphid away” projects. In the spring, students will be planting a pollinator garden outside. A visit to one of the botanical gardens, Bronx, Brooklyn, or Queens would be a great choice for students to find out what choices the botanical gardens use to eradicate pests in a healthy way for the environment. It would also be a good choice for learning about pollinators and what they like to eat so that we can plant the same flowers for butterflies, birds, and other pollinators. Students could make a list of flowers in a pollinator garden.
If you are interested, you may want to have your child fill out this worksheet for family visits to institutions
◦ My name is __________________________________
◦ I am in grade ____________________________ in class ____________________________
◦ My family is going to visit _____________________________________________________
◦ On this date: ___________________________________
◦ The exhibit I’m going to look at is _____________________________________________
◦ How the exhibit is connected to what I’m learning in class: ______________________________
______________________________________________________________________________
◦ Something I already know about this this topic: _______________________________________
◦ Something I found interesting at the exhibit was _______________________________________
______________________________________________________________________________
◦ After my visit, I have new ideas about this topic, and now I am thinking: ___________________
______________________________________________________________________________
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Thank you for reading!
Shakira
Hello First Grade Families
We are starting a new Amplify unit in the greenhouse. In addition to learning how to be Farmer Scientists who care for our hydroponic systems and maintain the greenhouse, we will be learning all about animal and plant need and defenses. Attached is the Amplify letter for families that I encourage you to read.
In addition, I want to remind you of our amazing Urban Advantage vouchers that get your child plus 3 extra people into 8 science institutions for FREE. I also want to recommend that you visit the New York aquarium, since our first few lessons are all about what happens at an aquarium. Perhaps you even want to schedule a weekend MSC family field trip to the aquarium. Don’t forget that each family would need to go online to get tickets first
Here is the slide with instructions for using the Urban Advantage vouchers https://docs.google.com/presentation/d/e/2PACX-1vRbw2_h9PGiXYYJ2wauYb5Ue8Ki8mNEgL3APa7NyzlAyzF2jfTld0bUYKHGuLDH0V4yUF1Tsm4joR4Z/pub?start=false&loop=false&delayms=3000
Please let me know if I can help answer any questions!
Shakira
Home for the vacation? Consider using your FREE Urban Advantage Vouchers.This month in the greenhouse :
~Kindergarten students have been learning more detailed tasks in the greenhouse systems, while continuing to use their senses to explore the greenhouse. Students have had the opportunity to taste lettuce, kale, swiss chard, cucumbers, and beans. Students have been able to touch ladybugs. Next month students will continue to learn more about what it means to be a responsible Farmer Scientist who uses tools to help the plants and animals in the greenhouse.
~First grade students have been designing and conducting experiments to learn about animal behavior. A favorite experiment was testing if worms like light. Students built Lego structures with areas for light and dark, and then put on headlamps to see where the worms went. Next month students will begin to learn about how animals and plants defend themselves.
~Second grade students have been designing and setting up experiments to learn about plant needs. Students claimed a plant and then decided which plant need to take away. After observing for a couple of weeks, students are writing conclusions to explain CER (Claim, Evidence, Reasoning). Next month students will learn about the components of an ecosystem and build an ecosystem first for an aphid, and then for a ladybug.
~Third grade students are continuing to learn about traits and how organisms get these traits. Students are currently examining aphids with the "Bug Buddies" to observe these sap sucking insects and learn how offspring have traits like their parents. Next month students will learn about genes. They will use genetic code to create an aphid based on genes from both parents.
~Fourth grade students are hard at work learning all about energy so that they can teach all classes for the February Energy Climate Action Day. Each group has selected a grade and a type of project to teach the school about fossil fuels and how the burning of them is making our world hotter as CO2 and other heat trapping gases are released into the atmosphere.
~Fifth grade students finished their "Project Puffin" unit to learn about the nature of science and how scientists collect, organize, and analyze data. Next month students will review life cycles and begin to conduct state mandated science investigations.
~Sixth grade students have learned how to design and implement an experiment, as well as how to observe the insects in the greenhouse. Next month students will design a project to eliminate aphids from the greenhouse. After researching different methods students will select the best way and set up their project as an experiment.
We are getting the greenhouse ready for a long vacation. Please reach out if you would like to know how you can help!
Shakira