October 13-15

It’s a short week; we only have school Monday- Wednesday!

Monday: In Bible class, we completed a worksheet on Biblical languages and took prayer requests.  In language arts, we went through a PowerPoint on subject and predicate and wrote 4 (5th grade) and 5 (6th grade) tongue twisters using nouns, verbs, adjectives, adverbs, and prepositional phrases.  This afternoon, we completed the following DNA extraction experiment and wrote a reflection answering these questions: 1. What ingredients did we use in the experiment?  2. Why did we gargle salt water?  3. Describe your specific observations of your DNA at the conclusion of the experiment.  4.  What is DNA?  We also received information for the final project/exam in Heritage.  We viewed past students’ work and were given a handout and study guide to accompany the PowerPoint.  Final projects are due Wednesday, October 22 (before conferences).  Students choosing to take the exam will take it on that day.

Homework: Students need to finish tongue twisters for tomorrow

Tuesday: In Bible, we read pages 10-11 and put the books of the Bible into categories (historical, books of poetry and wisdom, etc).  During language arts, we completed a context clue worksheet, viewed a slideshow, and made a menu full of descriptive adjectives.  This afternoon, we read science pages 308-309, viewed the song below, and discussed dominant and recessive traits.  We also worked on our Heritage study guide and viewed the short video on the four forces of flight.  The students then described the four forces of flight in their own words.

Homework: Adjective menus are due tomorrow, study guide for Heritage is due Oct 24, project/exam is due Oct 29 (Wed)

Wednesday: We had chapel today and in language arts we viewed a PowerPoint on verbs, completed a quick context clues worksheet, and created “fortune” sayings.  From those sayings, we underlined helping verbs, circled main verbs, and wrote down the verb tense.  This afternoon, we worked on verb phrases for grammar mini.  We also tested our paper airplanes in a homemade wind tunnel.  We reflected on their performance and thought of adjustments we could make to our planes to give them more lift.  Finally, we read pages 310-313 in science and completed this worksheet on Punnett Squares.

If your child is interested in building a wind tunnel for their final project, here are some websites that might be helpful:

How to Build a Wind Tunnel

Low Speed Wind Tunnel Design

Here are a couple pictures of the one used in class.

I have used a small sheet of acrylic for a viewing area into the wind tunnel.  I could have also used another form of clear plastic like Saran Wrap or a clear report cover.  I have extended the cardboard to meet the box fan so that it fits snugly around the fan.  The fan is facing out so it pulls the air through the wind tunnel.

image(2)image(3)

image(1)

 Air enters the wind tunnel through here.  This is the air vane.  It’s purpose is to make the air entering the tunnel directional.  If I put my hand against the vane, I will feel the air entering the tunnel.

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