While most children can identify their 5 senses, in science we are going further.  Students have been using only their sense of touch to identify mystery items inside a bag.  Wearing a blindfold they have used their sense of hearing to name the person speaking to them and to turn toward a particular sound.  While we do not have food in the classroom we have identified specific tastes based on what they know and have given those tastes names.   Is there anyone who does not recognize the smell emanating from a movie theater?  Students are also learning about diagraming and labeling.

1st grade
We will be revisiting comparing and measuring but will consider other things we compare and measure.  Students will identify specific tools that we use such as thermometers and will investigate by collecting data and comparing it.

2nd grade
In wrapping up our unit on balancing students have been solving mysteries and providing proof.  As often happens in science proof is not always something we can see with our eyes.  For example we know that inside our bodies we have certain organs that keep us alive but we have never seen them.  Children have been trying to figure out how many marbles are in a sealed container and accept proof without opening it.  They also get an opportunity to present their theories to the class and the class decides if they have provided proof.

3rd grade
At this time students are pretty tired of doing tests on minerals so our focus has shifted to "why do we care?"  What are these minerals good for?  The physical properties of minerals are important because they determine how minerals are used.  After vacation they will bring in their special rock and tell its story to the class.

4th grade
Where does our drinking water come from and how does it get to the faucet?  How does it get clean?  What they have learned so far will help them to understand and overcome much of the ick factor.

5th grade
We are continuing with electric circuits as well as some technology and engineering.  They are being challenged to consider certain designs, identify proper materials and explain why, and to improve the design.  They are learning that there isn't always a single correct choice but that desirable physical properties of materials support a particular choice.  Much of what students do does result in a single correct answer but in science that isn't always the case.  It takes some time for them to get comfortable with this approach.