1. The KinderPals program is a program where 5th grader get to teach kinder gardeners skills. We teach them important skills like honesty and courage and so on. It is really cool because we get to teach them skills that they will use for the rest of there life, and it feels good knowing that you get to teach the kinder gardeners skills that they will use to become better people.
2. I think that this program helps out kinder gardeners because we are teaching them very important lessons that they will use fro the rest of there life. It is affecting them because they will use these skills later in there life to become better people and to be kind to others and maybe even eventually teach other how to use these skills.
3. This is beneficial to 5th graders too because we get to teach them and learn what is is like to tech little kids and how to be patient with younger kids. We might also be learning a little bit about the traits we are trying to teach them.
4. Probably the biggest challenge I faced during KinderPals was actually getting my KinderPal to talk. A lot of times when I would ask him a question he wouldn't talk but by the end he started to talk more.
5. Some improvements that could be made next year are maybe trying to get 1on1 because it seems like when you are 1on1 they kind of talk to you a little bit more or open up a little bit more. The only bad thing about going 1on is when someone is sick.
6. I think that the kinder gardeners enjoy doing KinderPals and like the stories because mine usually seemed like he was paying a lot of attention, and would always look up and would seem interested when we said it was time to read the book .

1. How much water, how much sunlight, the container shape, and how much soil.
2. The type of soil
3.Which kind of soil grows the plant the best and what plant grew the most.
4. We are measuring the length of plants that grow in organic material and inorganic material and see which one grows more.
​5. We need to test so many plants because there could be flooks like I me Gavin and Ian were in the same group Gavin got 16 I got 24 and Ian got 0 if we only did one Ian's might have thrown off the whole project.
​6. Root
7.These pictures show that the root grows first because the part that is growing is growing down and it looks like a root.
8.I think it goes in that order because the plant probably needs water before it needs sunlight so the roots go down so it can find water then uses the water to get energy and matter then grow up and get sunlight.

Reflection/Synthesis:
Answer the following questions in your blog post. Remember to have at least one follow-up sentence for each question, when possible.

1. Plants need energy and matter to grow. Where do plants get their ENERGY?
2. Where do plants get their MATTER?
3. Where do plants get their FOOD (be careful - this is a trick question)?
4. Why are plants called Producers?
5. What would happen if plants didn't have a way to get energy?
6. What would happen to animals if there were no plants to eat?
7. What are some of the LIVING components of a plant "system"? (A plant "system" is everything that a plant needs to survive and everything it produces.)
8. What are some of the NON-LIVING components of a plant "system"?
9. In what ways do the components of the system interact?
10. What matter is transported in and out of the plant system?

1. Plants get there energy from the sun. When the sun is shining down on them it starts a process called photosynthesis.
2.Plants get there matter from the vitamins in the dirt and the water. They use the vitamins in the dirt to help them grow.
3.Plants get there food from chlorophyll, chlorophyll makes food for the plant by using carbon dioxide, water, the sun, and nutrients from the dirt.
4. Plants are called producers because they don't really take anything or eat anything but they are just producing food for the animals around it to eat.
5. If plants didn't have a way to get energy they would die and wouldn't be able to grow anymore.
6. If there were no animals the eat most of the animals would probably die because, the animal that eat plants would die then animals that ate this animals would die from hunger and so on.
7. Some living components to a plant system are worms. Worms loosen up the soil so the roots can go deeper. Another one are bugs because the bugs pollinate the plants.
8. Some non living components in a plant system is dirt, water, and sunlight they are all nonliving but without them the plant would die.
9. Dirt and water interact because the water goes into the dirt and the dirt kind of holds it there for the plant to drink. Dirt and worms interact because the worms go into the dirts and loosen it up.
10. Carbon dioxide and air are transported in and out. Carbon dioxide goes into the plant the the air comes out of the plant.

1. My second food chain works by starting with the flower garden, then the cricket eats stuff from the flower garden and then the mouse eats the cricket. Finally the raccoon eats the mouse and when the raccoon dies it all cycles back again.
2. Yes, because the food web is all part of the ecosystem and ecosystem has system in it's name so it must be a type of system.
3. If a plant or animal suddenly becomes extinct or if it disappears it will have a hugs impact on all of the animals because if ones gone then the animals that eat the thing that is gone will starve and they will die and the animals that eat this will starve and die and then it will go on and a lot of animals will die.
4. it is starting with the sun that gives the energy to the tree that has the apple on it. Then the worm gets the matter from eating the apple and the bird gets all the matter from the worm when it eat the worm, finally when the cat eats the bird it is getting all the matter of the bird.
5. The animal get the energy eating all of the other animals. When they eat something else the energy is getting transferred over to the animal that ate the animal because the animal it ate had energy from the last thing it ate.
6. What happens the matter that is not used is when the animal dies it will start to decompose and all of the matter will start to turn into dirt then more seeds can grow in the dirt and the dirt will now have vitamins in it and a new plant will grow for another animal to eat.

1. I think that the hardest par was trying to make sure that what I was saying would work for Mars. It was also hard to come up wit newer and original ideas and not be copying other preambles ideas.
2. I think my favorite part was the punishment part because I thought I had a lot of different ways it could work and that way the people had a lot of power and it was a good system.
3. It is the intro to the constitution. It king of says what the constitution is about and what we can do and not do in our nation.

1.How do we find the energy (calories) per serving?
2.How do we find the matter (carbohydrates, fats, proteins, vitamins, minerals)?
3.Where can we locate the list of ingredients?
4.Where can we locate the list of ingredients?
5.How do we find the percentage of different types of matter in the food?
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 1.We can find the calories per serving by looking at the label and seeing it at the top. If you don't have the label you can burn them and the amount of heat they let out is the amount of calories.
2.You can find out the amount of carbohydrates, fats, proteins, vitamins, and minerals by looking in the middle of the label 
​3. You can find the ingredient list at the very bottom  of the  nutrition fact list and it is usually in a different font.
4. We can locate the list of ingredients on the pet food list at the very top of the nutrition facts label.
​5. You can find all of the percentages for the foods in the middle or towards the bottom of the nutrition facts.

1. We can locate the list of ingredients on the pet food list at the very top of the nutrition facts label.
​2. You can find all of the percentages for the foods in the middle or towards the bottom of the nutrition facts.

​Reflection/Synthesis Questions:Answers:

1. What kinds of living things (organisms) do you see in both pictures?
2. What other living things might be here, even if you can't see them in the photos?
3. Why might living things in these photos interact with each other?
4. Read the BIG IDEA below. How do these pictures depict an ecosystem?

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1. There are a few different living things in these pictures like plants, plants are in both of the picture.  There are also fish in the second picture and ducks in the first picture. In the first picture there are a lot of trees and grass on the side too.

​2. Some of the things that are probably in the lakes that you can not see are more fish and a lot  of plants that are in the bottom. There are probably a lot of bugs and insects to.

3. Living thing in these pictures might interact with each other because they need food. In an ecosystem every animal will eat other plants or animals and they are both living. They may also interact with other animals if they are a family. Animals may also interact with plants when they are living in a plant.

4. These pictures show an ecosystem because it shows the animals and plants interacting with the dirt and the algae. They show an ecosystem because all the animals are living in water and interacting with it by drinking it or breathing  it. 
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Reflect & Synthesize:
Answer the following questions in your blog post. Remember to have at least one follow-up sentence for each question, when possible.

1. What do living things get from their ecosystems?
2. What evidence do you have to support your answer to Question 1?
3. What does the term ecosystem mean, based on your experience in this lesson? (Don't use the definition from the BIG IDEA here. Put it into your own words.)
4. Brainstorm at least one question you have about Ecosystems that you hope you learn from this unit.
5. Look at the image below that shows a portion of a forest ecosystem. Name at least five components (living or non-living things) of the ecosystem that you can either observe directly or infer. 
6. What are three (or more) interactions that might occur in this portion of the forest ecosystem?

1.
2.
​3.