We watched a video that taught us the incredible story of Cortes and how he conquered the Aztec Empire. After watching the video, we summarized the story by creating a powerpoint. I typed it in while the kids retold the main events. After we created the summary, we acted out each part of the story. This could be a great resource as you study for the Chapter 3-4 test!
After our Columbus inquiry was over, I invited the kids to share about what they learned. I captured a few of their responses on video...
Last week I introduced Christopher Columbus to the class. We read a few picture books, shared our previous knowledge, and studied maps of his journeys. We then began to ask questions ,and we recorded these questions in our writer's notebooks. These questions were the basis for our inquiry. The following day, we had the opportunity to explore more resources as we searched for answers to our questions. Students used the Internet to study websites about Columbus; other students worked with partners to read non-fiction texts about this explorer. We came away from this experience with LOTS of our questions answered. I was really proud of our kids! After the inquiry was over, I asked our students to reflect on the experience. How do we go about finding answers to our questions? Here is what we came up with:
Below are some pictures of our researchers as work..
Too often, kids know the "how" of mathematics instead of the "why." Today we got out the base ten blocks to find out exactly what happens when we add multi-digit numbers. Many of our kids were surprised to find out that you don't really "carry the one." You're actually regrouping ten ones together, and then moving the ten over with the other tens. They were really surprised to find out that you don't "carry a one" over to the hundreds. You're actually regrouping ten tens into a one hundred! I demonstrated this lesson with a really cool website you and your child can visit. Students then had the opportunity to use base ten blocks to connect what they know on paper (the traditional addition algorithm) to what was really happening with base ten blocks. I hope activities such as this one build solid conceptual understandings of math for our kids. I want our kids to know the "why" of math!
Today the kids and I designed a "conductor tester." We did this by creating a circuit that could be opened with two wires. If the two wires touch each other or an object that is a conductor, the circuit would be complete and the motor would run. Students went around the room with their testers and founds lots of conductors and insulators. Do you know what kinds of materials are conductors and insulators? Here are a few pictures of our young scientists at work...
Here's a picture of Lizzie with our high-tech conductor/insulator tester.
Sloan is testing out the top part of a clipboard.
Xion found out that the front of a stapler is a conductor.
Our current unit of study is on Narrative Writing. For the past week, we've learned how to collect our memories - the stories of our lives. We've learned that good writers zoom in on the most important part of the story and tell it step-by-step-by-step. Good writers don't choose "watermelon" ideas, but choose "seed" ideas instead (ask your child about it). Good writers slow down the moment in their mind, and include all the small, exact details that make the story come alive for their reader. Below are two pieces written by our students during the week. Dolan and Wilson did a wonderful job utilizing the strategies we learned in class.
One night when Miller had a sleepover at my house, we ordered a pizza. My mother was doing the laundry. My father called, "Jac, Wilson, and Milller - get in here and eat." When we came in, we all sat down. I said the blessing. Miller said, "Let's eat!" "OK," I said. Jac said, "Wait." Jac's my little brother. "Maybe we need to let it cool down." Miller said, "It's not hot." I said, "Maybe you should listen to Jac, Miller." He lifted the pizza box. I saw smoke come off it. Miller picked a piece up and took a bite. He swiftly threw it back down in the pizza box. He said, "OK, I lied!" We laughed for a long time. We still talk about that.
What a great small moment story! Click on the Comments link below this post to share your thinking with Wilson.
I step up to the plate. I tap on it three times. I hold the bat up. I squeeze the bat tight. I say to myself, "This is it. End of the game. Sixth inning. We are losing by one. There are two outs." "Come on, Dolan! Home run!" screams my coach. The pitcher winds up. The ball comes slowly out of his hand . "Whoosh" goes the ball. Then suddenly - dinnnng! The ball echoes through the air. "Run, Dolan, run!" I run as fast as I can to first...to second...to third...to home!! I had done it! A home run! The A's win!!
Let Dolan know what you think about his small moment piece. Click on the "Comments" link below this post to share your thinking.
I am loving science right now. We are in the middle of our Electricity Study and having a blast. During one of our first investigations, I gave the students a light bulb, wire, and a battery and issued this challenge - make your bulb light up. From this investigation, we learned about complete circuits and how current electricity flows. For our next investigation, I gave teams of scientists a battery, motor, and wires. I issued a challenge - make the motor run. Using their knowledge of circuits, students were able to quickly make their motor run. I then gave each team a switch and asked them to incorporate this into their circuit, therefore controlling the "on and off" of the motor. Our scientists were brilliant. Here are some pictures of our class at work...
Last year I read the book Chasing Vermeer by Blue Balliett. It's an interesting children's book where the two main characters solve a mystery about a stolen piece of artwork. One of the characters is intrigued with patterns and puzzles, and he always carries around a set of pentominoes with him. After reading the book, I became intrigued with this mathematical puzzle. I ordered a classroom set, and I began exploring them at the beginning of this school year. I found out that pentominoes are a lot like tetris (for those of you who remember that very fun Nintendo game). You have 12 pieces, each consisting of 5 squares. Each piece is named by the alphabet letter it represents. You can arrange the 12 pieces to make a 6x10 rectangle, and there are over 2,000 different ways you can arrange the 6x10 rectangle. Sounds easy, right? Wrong. My daughter and I played with them every night for two weeks...no luck. My father-in-law was the only person in my family able to make the rectangle! So last week I introduced this puzzle to our class to see what they could figure out. The pentominoes proved just as challenging to our students as it did to me. This will be a mathematical puzzle that we will continue to explore all throughout the year. Here are a few pictures of our kids in action...
