Fourth and Fifth Grade
The students jumped right into the work on their presentations. It was gratifying to see how well the groups are working together toward a common goal. We are also quite impressed with their skills in creating Power Points. As we walked past the groups and heard them discussing their research, it was clear that everyone had learned a lot about the "suspects" in the frog population decline. It should be an educational and enjoyable week next week as each group presents.
To review before the frog anatomy test, a game called "I Have, Who Has" was played. Cards were handed out with a statement of "I have __________" . Also, on the card was a question pertaining to another feature of the anatomy. The student holding the answer to that question stands up and says- "I have __________". The game is a loop so it continues until you get back to the beginning. After two rounds of review, the students took the test. As students finished the test, they took the logic puzzle Athletic Amphibians to complete.
Homework: Make sure you are ready for your presentation. If you didn't score at least an 80% on the Anatomy Test, be prepared for a makeup test.
Second and Third Grade
Our students were very busy deciding which home they could best afford based on their monthly income. Good decisions were made as some realized that all they could afford was a rented apartment. These choices came after brainstorming all of the monthly expenses that a family has. Once a bid was placed on a residence, the students had to write checks to the mortgage company and for taxes and insurance. Money sure does leave a checking account quickly. After securing a place to live, the students completed the painting and landscaping of their newly purchased or rented property. The students also added more places of business and recreational sites to our town.
Homework: In the Neighborhood
First Grade
The students learned a new way to objectively evaluate possible solutions to a problem in such a way that one "best" solution can be determined. Using a Problem-Solving Matrix, we determined that purchasing twelve new lockers was the best way to spend $1200 donated to Crystal Pond School. Students will be able to practice this creative problem solving process for homework using "Chow Time!," where their problem is to decide the best place for their family to go for dinner.
We read Cendrillon, a Cajun Cinderella story that Ashlinn shared with us from her trip to New Orleans. In the process we learned a lot of French words; our favorite being the "gris-gris" (magic) spell that the fairy "marraine" (godmother) cast, that turned the "cushaw" (squash) into a beautiful carriage. Thank you to Ashlinn for loaning her book to us.
"Lives of great men remind us ~ We can make our lives sublime ~ And, departing leave behind us ~ Footprints on the sands of time." This poem by Henry Wadsworth Longfellow was the inspiration for our research on people who have made a difference in the world and who have left their footprints on the sands of time. Our students researched biographies of inventors, explorers, sports figures, and scientists, to name a few, and came away with a better appreciation of what makes people great.
Homework: Chow Time! Evaluative Thinking - "What's the best place for your family to go for dinner? Students should come up with 5 places to go to dinner and 5 criteria by which to rate the restaurants (on a scale of 1 to 5, with 5 being the highest.) Criteria can be things such as the quality of the food, family friendliness, cost of the meal, etc... The rows are totaled, and the restaurant scoring the highest is the best place for dinner. In the event of a tie, another criteria may be added.
Until next week...
David, Lynn, and Karen
