Where We Are in Place and Time- Analysing Evidence

Students in grade 5 have been busy investigating ancient civilisations and plotting major events on a timeline.  Through research, students discovered that the Egyptian pyramids were built about 4,500 years ago, farming in the fertile crescent began around 12,000 years ago, and pottery has been around at least 20,000 years.  This led students to wonder:

 “If the first written languages didn’t arise until 5,000 years ago, how do we know the age of things older than that?”

This was the perfect time to dive deeper into our 3rd line of inquiry: Processes involved in collecting, analysing and validating evidence.

Students were led through a series of activities to explore how scientist date artefacts.

The first step involved students recalling what they learned from a previous inquiry into properties of matter. Students recalled some basic information about the periodic chart and the structure of atoms. 

In the first activity, students learned about carbon-14 dating.  As a class, we watched a segment of the documentary, Hunting the Elements (link here, 22:30) in which scientists explain how they use the radioactive isotope of carbon-14 to help find the age of fossils and artefacts.  Students then broke into groups to watch a brain pop video and define some key terms. 

Students watch videos and define key vocabulary

After getting a better understanding of how carbon-14 dating works, students set out to explore the concept of a half-life. Students used M&Ms to help with this.  On an M&M, there is a small ‘M’ on one side of the candy.  This was used to show a carbon-14 atom. After starting with a known number of M&Ms (Carbon-14 atoms) students shook them up and dumped them onto a plate, some of the M&Ms would appear with ‘M’ side up others with the ‘M’ side down.  If the ‘M’ was not showing, this would indicate that the radioactive carbon-14 atom had decayed and turned into something else.  

Here is Rosa explaining how Carbon-14 dating works.

Students carried this out for 5 rounds. Afterwards, we found the average of all the groups.  We knew that about half should decay each round, but also knew that not every group would have exactly half each round.  Here we explored the idea of sample size- that with enough trials we would move closer and closer to the statistical result of exactly half. 

Exploring half-life with M&Ms

Firmly secure in their understanding of half-life, students began creating a graph of carbon-14’s half-life.  The graph can then be used to find the age of a fossil or artefact.  The only information needed to construct the graph is the starting number of carbon-14 atoms  in the artefact (at age 0), the remaining number of carbon-14 atom in the artefact, and the half-life of carbon-14 (5,700 years). 

In this example, the sample contained 48 Carbon-14 atoms (M side up) at the start. After a certain amount of time, some have decayed and no longer have an M. 27 atoms have decayed and only 21 Carbon-14 atoms remain.

Using this Carbon-14 half-life graph, students can plot the data along the curve. If 21 Carbon-14 atoms are remaining, that means the sample is 7,500 years old.

With all this knowledge, students were ready to take the next step and apply these skills to actually dating a fossil. 

Very simply, students were given a fossil of a bone and asked to find out how old it was.

An elaborate story was told of finding a small pyramid in the park, exploring it, uncovering an ancient burial ground inside, removing the bones, and bringing them to school for students to analyse.  More or less, nobody believed this story and quickly realised that the 'bones' were actually baked dough with grains of rice inside.  In this case, the rice represented carbon-14 atoms.  

To find out the age of the bone, students meticulously picked through the sample to find out how many Carbon-14 atoms were remaining. By finding out how many were remaining, they were able to determine how many had decayed from the original sample. They were then able to plot this information on a half-life graph and determine the age of the fossil.

Here are the young archaeologists hard at work.

Getting Started in Where We Are in Place and Time

Students in grade 5 started their new unit under the theme of Where We Are in Place in Time.

As a getting started activity, students browsed through a variety of books on ancient civilisations and made a note of any questions or wonderings.  In small groups we sorted our questions into 3 categories: inquiry questions, thin questions, or somewhere in between the two.  Students brainstormed characteristics of each type of question.

We decided that inquiry questions are:
Debatable, have many possible answers, are good topics for discussions, and you must synthesize a lot of information when answering them.

Here is a preliminary list of sorted questions.

After browsing more books and watching a short video on the rise of civilisations, students added to their list of questions and looked at the questions from the lens of our key concepts and lines of inquiry. Students decided which concept best matched their question and which line of inquiry it would help to explore.

Among other things, students began to investigate the local features that aided a civilisation's growth.
In conjunction with our earlier book browse, students also made note of important places they uncovered and added them to a class list. Using Google Earth, we took a virtual tour (first stopping at our own houses) of a variety of ancient ruins and locations.


Students ended the week with a field trip to the Yokohama History Museum.  This site was being developed for residential housing in the 1980s when scientists discovered the remains of a community dating back over 2000 years. This marks the transition in Japanese history to a more sedentary and agriculturally based society.  It was a great opportunity for students to see replica dwellings and actual tools that were used during this time. Students also got to witness the huge change in lifestyle that came with the advent of agriculture.

Here are a few photos from the day.

BIG SCIENCE DAY

Friday, March 10 is Big Science Day here at Seisen. Students across the school-from kindergarten to high school- will participate in demonstrations, activities, and present their independent science investigations. The culminating event will be a presentation by Akiko Nakamura from Kobe University. Ms Nakamura is a well know scientist in Japan who studies the formation and evolution of planetary bodies. There is even an asteroid named after her!

Grade 5 will host its own Big Science Day for parents and elementary students on Friday morning.

Here they are getting ready.

Students will focus their independent investigations on testing the properties of matter.

Students will:
Formulate a testable question
Make a prediction using scientific language and concepts studied
Decide what variable will be tested
Decide what will be measured and recorded
Draw conclusions based on the evidence gathered
Make a connection between the experiment and real world applications

You won't want to miss this.  Doors open at 9:00. Admission is free!

Integrating Maths into the Unit of Inquiry

As the grade 5 move into the How The World Works unit of inquiry and begin to investigate properties of matter, it seemed like a natural fit to start a mathematics unit on measurement.

During their first trip to the science lab, with the help of Mr. Johnson, the lab technician, students set about to investigate the question, 

"Does mass change as a material goes through a phase change?” 

Students carefully measured the mass of a beaker with ice and sent the ice through a phase change using a hot plate. When the ice was melted, students remeasured the mass to find if their was any difference.  

After completing the first investigation, students reflected on their results. Many students were surprised to find that the mass of the water was less than the mass of the ice. It seemed the answer to the question was, "Yes, mass is lost during a phase change." Upon further reflection, many students wondered if their measurements were accurate enough. Perhaps there is a way to get more reliable results? Students then designed another experiment with more variables controlled and a more precise method of measuring the mass of the water- in all its phases.


Most groups concluded that some of the water was being lost as a vapour so they were unable to measure its mass. Students know that one property of a gas is that it wants to spread out and fill the open space. Groups came up with a variety of ways to trap the gas so it could be measured along with the liquid water.  In Rosa and Limie's experiment, they used a balloon on top of a beaker to trap the gas. Based on their results, a tiny bit of gas may have escaped. They found a difference in mass of 0.2 grams. Not bad for only the 2nd try.

Here is Jian, Tanatswa and Sunaina talking about their investigation.

In addition, students did a bit of research into this topic on the conservation of mass. We watched a short- yet very dramatic- video about Antoine Lavoisier. Widely considered the father of modern chemistry, Antoine Lavoisier is credited with proving the conservation of mass. Students were surprised to learn he did over 1,000 experiments before he was confident his measurements were correct. We're hoping 2 is enough for us! 
Click here to watch the dramatic video. 

Besides the practical application of measurement through science investigations, students are also working on measuring the different attributes of shapes and events- specifically perimeter, area and volume.

After spending some time constructing a definition of area and perimeter, and developing a method for calculating the area and perimeter, students were given the following 2 questions to investigate:

Students worked out the answer in a variety ways and explained the thinking and process in their notebooks. However, being scientists, we need proof!

Method 1                                                                Method 2     

After working individually and conferring with a few partners, students reflected on this activity by consulting their deep mathematical thinking checklist in their notebooks. As a class, we have been exploring the concept of growth mindset and what that looks like in a maths class. We came to the conclusion that getting the correct answer isn't nearly as important as testing out ideas, persevering, making connections to previous learning, and defending your position-to name just a few. As class we decided which of these attributes we were using while investigating these questions. 

For an overview of growth mindset, the science of learning math, the importance of perseverance, the multiple ways to 'see' math, visit the youcubed.org website. This comes from the research of Jo Boaler from Stanford University. It is filled with great information for parents, students, and teachers.

Parent Sharing Session

For 2 hours on Tuesday, January 24 the fifth grade classrooms and drama room were filled with parents actively participating with their daughters in a range of learning activities. The session was split into 2 parts, the first focusing on mathematics and the second focusing on changes that occur during adolescence.  A bit more on the mathematics session:

Students broke into groups of 2 or 3 to demonstrate a mathematics concept studied in the first semester. Students led parents through an inquiry activity, stopping along the way to explain relevant concepts, algorithms, strategies, and tips to help develop the tools necessary to solve the problems. Here are a few of the inquiries students led parents through.

Here are some photos of parents and students in action

After the mathematics session wrapped up, we switched our focus to explore changes that occur during adolescence. A main goal of this session was for parents and daughters to have fun and work together to develop some strategies that could be used to maintain healthy relationships with each other during the changing years of adolescence.

Firstly, a list of 10 changes was given to each group. We asked groups to rank these changes in terms of most important, concerning, biggest, surprising, etc... Parents and daughters were able to share their perspectives with each other and talk through the changes in more detail.


Next, we role-played a few scenarios to help promote dialogue between parents and daughters. To add a bit of perspective, we had everyone switch roles; parents played the part of daughters, and daughters played the part of parents.



We finished with parents and daughters offering each others bits of advice to remember moving forward.

We want to thank everyone for taking the time to come out and share in these activities with us.  It was clear that everyone learned something and enjoyed themselves.

We look forward to our next session on March 2 when we share our science investigations with parents.

Week in Review

Readers’ Workshop

Students in 5B have a begun reading a class novel, Esperanza Rising. Although all students are reading the same book, we have broken up into smaller groups to work on different skills and strategies while we read and respond to what we read.  After reading, students are responsible for completing one of the following tasks: analyzing Esperanza’s character, creating high quality discussion questions in regards to the chapter, visualizing an important event, writing a summary, finding an important quote from the chapter, and researching the historical event from the chapter. In addition, using clues from the texts, everyone records their predictions on what they think will happen later in the story.

Students working on the various tasks after reading

Some students read along to an audiobook, some read orally in a group, some read in pairs, and one reads individually

Our working board. Students translated key proverbs from the story into their native languages. Can you recognise any of these languages or sayings?

Mathematics

Central Idea:

Patterns can often be generalized using algebraic expressions, equations or functions.

Students started with a tuning in game to help construct meaning around this idea. Students were given 7 two-sided chips. The goal is to flip all the chips so the other colour is showing. However, you must flip exactly 3 chips at a time.  What is the least number of rounds it takes to have all chips flipped? 

Students experiment with finding patterns

After experimenting and playing with possibilities, students came to the conclusion that 3 rounds was the least possible number of rounds.  Students then continued this challenge with 8 chips, 9 chips, etc...  Students began to record their results in a function table and were asked to look for patterns and try to predict what is the least number of rounds needed for 16 chips? 100 chips?

Students begin to organise their results in a function table which will help to see the pattern

Students use the function table to see and explain the pattern. The next step is to express the pattern mathematically-in an algebraic equation

Unit of Inquiry

How we Organize Ourselves is coming to an end and students are applying their learning and going further in their inquires. 

As a class we played a game to investigate our second line of inquiry, food production and distribution. Specifically, we looked at the challenges subsistence farmers face as they try to grow enough food for their families as well produce a small surplus to sell. 

Students were organized into small groups of farming families.  Each season, students must produce enough corn for their families’ to eat. Any surplus food could be sold to the global market for a small price. In addition, farmers can choose to harvest coffee fruit. However, to sell coffee to the global market farmers must first process the fruit and package it, and purchase an expensive export license. 

Students work hard to harvest their crops and sell the surplus so they can buy fertilisers or possible an export license

After this activity, students reflected where on the SOLO Taxonomy this fit. Some students classified it as a level 4 Connecting Ideas activity. They noted that they were comparing different strategies and explaining the effects of their actions.  Some thought it was a level 5 Going Further activity as they were planning a strategy, reflecting on its success and revising and improving on it in later rounds.

Students highlighted the thinking skills they used during the activity

Mei and Jeong Yeon take action to Go Further in their learning by designing an experiment to test organic and conventional fruit. They were curious to know if their was any difference in taste or quality. The results were surprising! They will write up a full lab report over the weekend and share it with the class next week. We are all looking forward to it.

Students perform a test to see if they can taste the difference between an organic banana and a conventional banana.
What is your hypothesis?

Science in the PYP

Grade 5 have spent the past few weeks investigating the different ways food is produced around the world. After learning about the key characteristics of each mode of production, students shifted their focus to issues of sustainability. Although students had a general idea of what sustainable meant, we pushed our understanding to include what is known as the 3 pillars of sustainability- the economic, social, and environmental impact. The following 2 images were used to help unpack this idea.       

                           

Students were then given 16 characteristics of food production that were previously investigated and asked to place them on a continuum from very sustainable to non-sustainable. Students worked in pairs to share their ideas and build their continuum. A lot of interesting discussions took place around the idea of balancing social justice, economic prosperity and environmental damage. 

We came together as a class to discuss where on the continuum the prompt "Using fertiliser to increase yields" should be placed. Once again, a lively debate ensued with students pointing out the social and economic benefit of increased yields, especially for struggling populations, but at the same time, noting the environmental damage caused by fertiliser. Here are a few students discussing this topic.


This led to the question, 

" Does fertiliser damage the environment?
If so, how"

It was the perfect time to bring science into our inquiry. 

Students were shown the following image and were told the red dots represented Dead Zones. These are places were fish cannot live. We used this as a provocation and a starting point of our investigation. With the help of Se-Eun's explanation, the class looked at the Mississippi river network in the United States and the surrounding farmland. Students noted that applying fertiliser to big farms by crop-dusters, or erosion from rainfall can lead to fertiliser ending up in the river network and eventually draining into the sea. 

The red circles are places that experience Dead Zones-area with low oxygen levels that can't support marine life. As you can see they are in costal regions with dense populations. What causes these Dead Zones? Students will investigate.

An experiment was set up to see what might happen to coastal regions if excessive fertiliser entered the water, and how dead zones form.

For our experiment, 3 beakers were set up per group. One was a control with regular tap water in it, one had lake water, and one had lake water with fertiliser added to it. Each day students will observe the jars and measure the amount of oxygen in the water using a Vernier Dissolved Oxygen Probe.

Unfortunately, the fertilizer we used was blue. I hope we can still see any algae growth that might happen.

Using the probe to measure the amount of oxygen in the water.

Stayed tuned to see the results of this experiment. We think it will take about 2 weeks for the fertiliser to cause an algae bloom, the bloom to die, and the decomposition process to use up all the oxygen in the water.  What was once the lovely water of Senzoku Ike will become a hypoxic dead zone, incapable of supporting marine life. In the meantime, enjoy a nice photo of Senzoku Ike at sundown, before its demise.

       Students grapple with the very real question of how do we feed our growing population, protect the beauty of our planet, and provide a fair, equitable life for all?

Feeding a Hungry World

Grade 5 took a field trip to central Tokyo to visit the Pasona office building. Tokyo is filled with office buildings, but Pasona is special-they grow all their own food in the building!

Students have been exploring the various ways people produce food around the world, and got a first hand look at what the future may hold.

Have a look at some photos from the day.

Grade 5 would like to thank the parent volunteers, Ms Carnright, and our translator- my lovely wife, Miki.  Thank you!

Located just minutes from Tokyo station, it is well worth a visit. Here is a link to their website:
Pasona Vertical Farm

Sharing the Planet Shared Learning

Thank you to everyone who came to our grade 5 and 6 shared learning session.
Here are a few pictures from the afternoon.

Marketplace

Grade 5 is wrapping up the year with a unit on marketplaces. Students explored concepts such as:     

-supply and demand

-distribution of goods and services

-our role as responsible consumers. 

To study the distribution of goods and services, student tracked a banana from the farm to the local market. Students were surprised to see the different steps involved in getting the banana from the Philippines to Tokyo.  Students were broken into different groups along the supply chain and had to argue for their fair share of the profit from the sale of a banana. Students were very surprised to learn that farmers received the lowest percent of the profit.

Students discussing who should get what share of the sale of a banana

Analyzing Artefacts

Grade 5 is wrapping up their investigation into ancient civilisations and have been looking into how evidence is collected, analysed and validated.

As part of this investigation, we took a trip to the Tokyo National Museum to view artefacts from various places around Asia.  Students were asked to choose 3 artefacts to analyse in more detail. Students speculated on the artefacts' origin and evolution, and its use in everyday life. Student's used what they previously knew about the civilisations to support their claims.

After visiting the museum and seeing lots of old artefacts, students were posed the question,
"How do scientists date artefacts?"

Student research focused on radiometric dating. As a class we watched a short a clip from the PBS documentary Hunting The Elements.
Through this, students learned the basics of Carbon Dating and saw a scientist at work using this method to date trees and study periods of drought.

Students then spent time investigating this process through a classroom simulation. After creating a graph to plot the half-life of Carbon-14, students used M&Ms to simulate the decay of Carbon-14 atoms.  In this activity, an M&M with the M showing represents a Carbon-14 atom. After shaking up the sample and pouring them onto a plate, a portion of the M&Ms (Carbon-14) will decay and no longer show the M. Students used this information to calculate the date of the sample.

As a next step, another simulation was conducted. This time, students were asked to date an "Ancient Egyptian Pancake."  Each pancake had two different fillings, one acting as the Carbon-14 atoms and another, acting as Nitrogen. Once students carefully separated the two types of atoms they were able to use the knowledge and skills from the previous activity to accurately date their sample.

Separating the Carbon and Nitrogen atoms. Aka corn and raisins.

Grade 5 Shampoo Commercials

Grade 5 groups created an advertising campaign commercial for their shampoo product with the special ingredient of cactus oil.

View the following videos below. Post a comment with your rating for each video.

On a scale 1~10, how effective is each commercial?  Please explain your rating.


5A -  Group 1-   Stop motion Animation

5A -  Group 2

   

5A - Group 3

5A -   Group 4

5A -  Group 5    (Group 5 experienced technical difficulties with the green screen effect. Please rate on the effectiveness of the commercial and if they were able to persuade you to buy their shampoo.)

Desert Bubble

Celestia

Golden Cactus Essence 

Sahara Wave

Cactifina

Where We Are in Place and Time

Students in grade 5 have started a new unit of inquiry, Where We Are in Place and Time. As a tuning-in activity, students were given 10 big events in human history and had to place them on a continuum from oldest to most recent. 

First, students did this individually, allowing time for each student to develop her own ideas and form connections amongst events.  After some time, students were paired up to share their thinking and discuss their continuums, justifying and explaining their reasoning for each choice. 

Finally, each partnership was given an event to research. After researching, we organised the events into a more accurate class continuum.

After completing the timeline, students were asked to rank the most important milestones from human history.  A lively debate ensued as students defended their choices and challenged their classmates to go deeper in their thoughts and reasoning.

Two students discuss and debate their ranking.

 Here is one student's ranking and defence of her choice.

After getting a better understanding of the time period we are inquiring into, students investigated some of the key vocabulary words and concepts connected to the unit. Students showcased their understanding of these words in a variety of ways. One is through a "concept character." Students created a fictitious character that exemplifies the concept or word being studied.

 

Fertile Girl shoots seeds and roots from her hand. Of course, her favorite color is green.

Mr. Curious represents archaeology. His head is a magnifying glass to better examine details.

As a next step, students will explore some of the complex systems that characterize early civilizations and investigate how these systems impacted the civilizations and our modern world.

Click HERE to visit the 2017 Where We Are in Place and Time unit.