Here we are on the eve of the unit test for Forces and Motion. I have checked with Discovery Education and it looks like a lot of students are doing the practice test. Some of them are taking it more than once, which is just fine with me. While tomorrow's test will consist of 20 multiple choice questions, coupled with the fact that we have reviewed everything frequently, my biggest concern is taking it carefully. That is what I will emphasize tomorrow before the test is in session: read each question and answer choice carefully, circle/mark/etc. the correct response on the test BEFORE bubbling it in on the answer sheet, and making sure that the letter being bubbled in matches the answer on the test that has been chosen. As I had mentioned a few weeks ago following the quiz, a few students would have received an unnecessarily lower grade had I not caught it. Hopefully, this will not be an issue tomorrow.
Today was a little different in the sense that we did the JA Biztown lesson first in order to make sure that we didn't need to hurry. Today's focus was on check writing and balancing one's checkbook register. We did this after the warm-up.
Two years ago when I taught 3rd grade TD at Barringer, I did a unit on check writing and created my own materials so instead of "reinventing the wheel" I used my own stuff.
The register is different but it worked:
After discussing how to write checks, we wrote three checks to three fictional people for fake services and nonexistent products.
In science, we did one more experiment before the test and it was one that was originally planned for last week but I wasn't able to fit it in: using static electricity to separate salt and pepper.
First, I reenacted an experiment from the Bill Nye the Science Guy video. I inflated a balloon and then sprinkled some sugar onto a plate. After rubbing the balloon against a student volunteer's hair (I don't have enough on my head) I placed it over the sugar. Lo and behold, the static on the balloon attracted the sugar!
After that, I paired up the students so that we had twelve groups of two. One student from each pair came up and got one of the following:
The next step was to rub the spoon against the felt and then hold it over the mixture. If done right, the pepper should be attracted to the spoon.
The remainder of the period was spent online doing a practice test that did not count.