Nature Science

Week 9

Today in class we discussed migration. We learned about all sorts of amazing animal migrations that take place, with the arctic tern making the longest migration in the animal kingdom. Traveling a total of 60,000 mi, the Arctic tern clocks enough mileage to circumvent the globe or travel a quarter of the way to the moon. We learned about the three different mediums/modes of migration: land, air, sea, and vertical migration. This last (vertical migration) we were unfortunately unable to talk about as we ran out of time. It is a kind of migration accomplished by the giant squid who migrates from the abysses of the sea towards the surface. We also learned about the three reasons an animal may migrate: for feeding grounds, to have you, and to escape inclement climate conditions.

HW - Go outside and watch the geese for at least 20 minutes, then complete the word search that I have attached here https://docs.google.com/document/d/1URY-hAnWtlPNzuaAbYMQz60UwhwPUcVGGcARw6S9Oo0/edit?usp=sharing 

Week 8

This class we got to enjoy a few more bug collections as well as some clams someone brought. After we had sufficiently admired everyone's handiwork we learned about a few strategies the animal kingdom has developed for dealing with weather. We discussed full hibernation, partial hibernation, adaptation, and migration, as the four possible solutions an animal may have to inclement weather.

HW - draw a picture of one of the animals we discussed in class either hibernating in one of the two ways, adapting, or migrating.

Week 7

This week a few people brought in their bug collections to show the class. We admired them and then talked about the necessity of learning how to observe. We listened to a read aloud about John James Audebon, and looked at a couple of his works, then we went outside and observed for the last bit of class.

HW - Observe something interesting outside and be prepared to tell the class about it when you come next week.

Week 6

In this class we learned about the seasons. We talked about the tilt and rotation of the earth around the sun and how it is responsible for the seasons. To this end we learned about the different hemispheres of the earth. We also discussed the other resulting phenomena including: length of days / winter-summer solstices and fall-spring equinoxes, height of the noonday sun, and the sun always being on one side of the sky. Finally we learned how this enables us to tell time by the sun and made sundials.

HW - Continue working on bug collections, if you are finished by this week you can bring them into the next class.

Week 5

This week we were at the Ann Arbor campus. We talked in class about the weather cycle, which was fitting considering the rain. We learned how the weather cycle works and learned all the names for its different components.

HW - Explain the weather cycle to either your parents or your siblings.

Week 4

This week we learned about fruit. First we cut up some fruit and observed what we could see. We then drew cross section pictures in our notebooks and learned how to label the different components

HW - For this week draw a picture in your NN of your favorite fruit in context. (For example) you could draw a picture of an apple orchard with apple pickers, a peach pie, or a banana tree.

Week 3 

This week we learned about leaves. First we went out and collected leaves to look at. Then, we made rubbings and learned how to diagram a leaf. Afterwards we discovered how to categorize the differences of a leaf to aid in identification. We discussed simple v the two types of compound leaves and the general shapes as well as different margins that may be used in identification. 

HW - Add a few leaf rubbings to our NN and try to identify them. 

Notes - When making leaf rubings it is important to hold the leaf still beneath the (thinner) sheet of paper on a firm surface, then use a crayon to gently and evenly shade across the page. 

Parents -  We discussed the Insect/spider/bug collection project today. The assignment is to gather and identify at least five (preferably more) different bugs. These are to be pinned on a clean sheet of foam or glued neatly on a sheet of cardstock. The name of the bug should be included in a caption beneath each example. The best method of preserving pinned bugs is to kill them by freezing them. Fasten them to the background once they have thawed. The purpose of this is to send them into hibernation before they die in the freezer, so that when they come out they remain virtually completely intact for a very long time. The project is due Week 15 (Week 3 next semester). However I would begin now while there are still bugs around. As always let me know if you have any worries or questions.

Week 2

Today we reviewed bird drawings, learned the difference between insects, bugs, and spiders, went outside to collect and identify insects, bugs, and spiders. 

HW - Draw a couple insects or spiders that you find.

Week 1 

This week we looked at birds. After receiving our Nature Notebooks (NN). We spent a while looking at the different feet and beaks separate species have for different uses. We looked at an exotic birds book and took turns listening to bird calls. Then we went outside and looked for birds. We heard a Bluejay but did not see it. We then played outside for the last 10 minutes of class.

HW- Go outside and find at least three different types of birds to draw in your NN and identify if possible. If you wish, you can use blank printer paper or the blank paper from another notebook and tape/paste it into your NN. Alternatively you can use two NN's, one for drawings and one for notes. Either way be sure to bring the notebook that has your HW to the next class.

Note : I will be absent next class for a wedding and Miss. Gabriella will be teaching.