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Friday, November 14, 2014

Tracking Tales

Colin and Caden use multiple tracking guides to research facts for their predator/prey stories.

Jillian, Ariana, Emerson, and Victoria use stamps to lay the tracks of their predator/prey stories.



In STEAM, we learned how animals leave behind many clues of their presence in the forest including:
*feathers, bones, fur, or antlers
* molted skin
*chewed branches, nuts, and cones
*tracks
*nests, egg shells, cocoons

We also learned about the different predator/prey relationships of species native to Cape Cod and New England. To conclude, we designed our own "Track Tale" including researched facts and details.

Animal Evidence






  


 
The Green Briar Nature Center came to visit us and brought along amazing examples of evidence animals can leave behind in nature. We loved getting to handle all these special specimens. At the end of the lesson, we were able to observe a REAL LIVE turtle. She is very special because she is three-legged to do the fact that she was hit by a car. We also observed a rabbit, who has never lived in the wild. He had a very soft coat, large ears for hearing, and powerful hind legs. We really appreciate the chance Mrs. Beers gave us to touch these fascinating creatures. Did you know that a turtle can feel you when you touch its shell? Also, did you know that the New England cottontail rabbit is a candidate for the endangered species list due to habitat loss? What can you do to protect the wild habitats of Cape Cod?

Friday, November 7, 2014

Excellent Engineers!

Mashpee 4th Graders Propose Gypsy Moth Controls

LANNAN M. O’BRIEN | Posted: Thursday, November 6, 2014 8:57 am
There was no fidgeting, chatting, or misbehavior in Quashnet teacher Katie Martin’s 4th grade class on Monday, November 3. Instead, students sat quietly in their seats, attention focused on guest presenter Hannah Nadel, a supervisory entomologist at the US Department of Agriculture laboratory on Otis Air National Guard Base.
The event was the culmination of a unit on the gypsy moth caterpillar in Ms. Martin’s two STEAM (science, technology, engineering, art, and mathematics) classes, for which students completed a life cycle lab with the Thornton Burgess Society and designed controls for the invasive species. The goal of the project, Ms. Martin wrote in an e-mail, was to engage students in real-life problem solving that requires higher-level thinking rather than memorization.
Dr. Nadel, who studies insect reproduction for her work, was invited to share her knowledge of the gypsy moth caterpillar and to critique students’ control designs.
Ms. Martin explained that at the base, there are security measures to keep the insects inside.
“We call it a containment facility,” Dr. Nadel said to the students during the first of two workshops that day. She described the damage that the invasive species can cause to local trees and other plants. People often think of trees as “big and strong,” she said, “but if caterpillars eat most of a tree’s leaves year after year, that tree will die.”
Following Dr. Nadel’s presentation, four students were invited to share their gypsy moth caterpillar control designs, each of which included a report describing their design accompanied by a drawing. Rhiannon J. Raymond proposed a trap that attracts male gypsy moths using a chemical-free scent that mimics that of the female gypsy moth. When the male lands on the structure, comprising “a circle with a dome on it,” she said, the dome opens and the moth is sucked inside.
“No more egg masses, no more caterpillars, no more pupas,” Rhiannon said matter-of-factly. “Problem solved.”
Dr. Nadel complimented Rhiannon’s strategy of using the species’ natural behavior against them, and said that similar traps exist currently and more are being developed. However, there was one problem.
“How do we get the traps out there?” she said, and Rhiannon said that people would have to set the traps. In that case, Dr. Nadel said, the plan could be expensive: workers might have to be paid $12 or $13 per hour to place the traps in remote areas with concentrated populations of gypsy moths.
Kimberly J. Lemelin, too, said she planned to use the female gypsy moth scent to trap males. Instead of a dome trap, she would create a scented soap and place it in a bucket of water. Attracted to the female scent, male gypsy moths will fly into the bucket and drown.
When the buckets are full, she said that they will be dumped in the trash
“If they are left out there something bad could happen because an animal could drink some of [the soapy water] and get sick or hurt,” Kimberly said. “another reason is because I didn’t want it to go into a water resource.”
Dr. Nadel liked the idea of using a soap that would create a film on the water’s surface, making it difficult for male gypsy moths to escape, and lauded Kimberly’s concern for human safety as well as the environment.
Erin M. Smith and Harrison J. Dwinger each proposed vacuum-like structures. Erin’s technology would be designed to destroy gypsy moth caterpillar egg masses, while Harry’s would “suck up” caterpillars in the larval stage. When asked how the trap would differentiate the caterpillars from non-invasive species, Harry said that his design would include a small video camera to identify the insects it traps and sort them into separate containers.
“I like the fact that it’s environmentally safe,” Dr. Nadel said of Erin’s “egg mass fighter,” but added that it would take a long time to eliminate the invasive species in North America using that technology.
She said that Harrison’s proposal resembles traps that scientists are using today. Like his, the traps recognize particular insects in order to target the invasive species.
“I’m very impressed that you thought of that,” Dr. Nadel said.



Gypsy Moth Presentation
Gypsy Moth Presentation

Wednesday, October 29, 2014

Entomologist Visit!



Dear families,                                           10-29-14

       We have a very special event planned in STEAM this Monday, November 3rd. An entomologist (insect scientist) who works on the base will be coming in to review our “Invasive Species Design Challenge” products and discuss her career.
The children have worked extremely hard as engineers. As a class, we have decided to dress formally for our presentations/visit with the entomologist. We will try our best to leave sneakers, jeans, and sweats home on this professional day.
Thank you for your support!
~Katie Martin
kmartin@mashpee.k12.ma.us

Wednesday, October 1, 2014

Materials Needed



Dear families,                                                       

We are looking for the following donations to complete a special STEAM project:
·      pine cones ( any shape or species, but the bigger, the better)
·      acorn caps ( it’s OK if the acorn is still inside!)
·      brown or black twine/yarn

If you are able to send in any or all of the materials to be shared with the class, that would be wonderful!

Sincerely,
Ms. Katie Martin

Tuesday, September 23, 2014

Animal Unit

We activated our prior knowledge today by starting a "K, W, L" chart for the topic of "animals". We had time to write down everything we already know about animals, and also ask questions about what we would like to learn more about. Here are some examples of questions from both homerooms:

1. How do animals get sorted by their body parts?- Gabby
2. What is adaptation? - Mark
3. What is metamorphosis? - Brady
4. Which plants are invasive to Cape Cod? - Kim
5. Is there an animal that eats bats? - Ariana
6. What kinds of birds migrate?- Kasey
7. What effects do humans have on the environment? - Nick
8. Why do elephants have such a long trunk?- Matt
9. Why are reptiles cold-blooded?- David
10. How does an animal learn a behavior? - Amiyah



Here are the topics we will be studying throughout this unit:


·    *Classify animals according to the physical characteristics they share.
·    *Animal life cycles
·        *Metamorphosis
·    *Inherited characteristics
·    *Characteristics effected by environment or climate
·   *Adaptation
·   *Migration
·   *Instinctive behaviors
·   *Learned behaviors
·    *Seasonal behaviors
·    *Invasive species
·    *Human effects on animals/environment
·    *Food chains and webs

Tree Identification Lab!!!

Mark, Gabby, Brady and Annika working with a Black Oak sample.
 This week in STEAM we had a lab to learn how to identify common tree species that are native to Cape Cod. The species we have learned about are: White Oak, Black Oak, American Holly, Pitch Pine, and White Pine. Paying close attention to the leaves/acorns and needles/cones helped us with our identification.
Gigi, Rhiannon, Jenna, and Bridgette inspect acorn specimens.

Kim, Stella, Neil, Harry, Kailyn, and Melanie count the needle bundles...do we see three or five???

Erin and Avani studying the details of a cone from a Pitch Pine.
Thank you to Thorton Burgess for supplying us with our lab kits!!!