Fifth Grade
Due to early release for conferences, it was short but productive day. In order to prepare for the beginning of each grade's new Hands on Equation level, a review test was given of the previous level. Students were excited to get their hands back on the manipulative and solve problems.
The day continued with companies writing order forms and checks to purchase welding material (glue) and lumber (toothpicks). Once those arrived at the construction site building began on the bridges. It was a real learning experience to see just how careful and exact you have to be when gluing toothpicks together to follow a design plan. All bridges are in their infancy and work will continue.
Students displayed their Sur Le Pont drawings that were completed for homework. Students walked around the room and wrote comments to compliment the work of others students. Then, they went back to their own drawing and commented on what they could do to make theirs better after viewing their classmates drawings.
Mrs. Shaw's class did not fill out TACS.
Homework: Each week the students will be recording in a Bridge Journal details and reflections from the day's construction. Inside the journal there are specific questions that need to be addressed in the reflection.
Note: Fifth grade students were given a list of optional activities to complete for “Above and Beyond” credit. Students need to do only one project from the list to get credit for nine week period. These projects are not due until December.
Fourth Grade
Due to early release for conferences, it was short but productive day. The day began with students using their divergent thinking skills to transform “squiggles” into Sur Le Pont (French for “on the bridge”). Students came up with many creative and elaborate ideas for this activity.
Teachers met with each employee of the construction companies and went over detailed job descriptions and responsibilities. The architects were given the task to start drawing the design of their company's bridge to be built. They are to draw a top view, a road view, an edge view, and a side view of the bridge.
The students were given their budget for the cost of building their bridge. Land and drawing supplies were purchased from the I Saw Lumber Company. Students prepared their land for construction by painting it and marking an area to build piers.
The research about Morgan Falls was completed by the students. This research gave the student more information on the Morgan Falls area and allowed them to consider some pros and cons of the project.
Students are excited that construction of their bridges begins next week.
Mrs. Shaw's class did not fill out TACS.
Homework: Choose one of your Sur Le Pont and draw it on a larger piece of paper. Give it a creative title. Architects only need to prepare their drawings.
Second and Third Grade
We started off our day with a quite challenging logic puzzle called “School Bus Crossing.” Students used clues to figure out the order in which six students got on the bus.
Next, students read a book call A River Ran Wild. The book is a wonderful story that tells of a river which changed dramatically by the choices made by people living in the watershed. Students were then asked to consider how their lives were like a river. We found that our lives have many similarities to a river. We also talked about tributaries. We discovered what they are, and how they are similar to things in our lives, also.
Finally, students worked with a balance to determine which amounts on their worksheet were equal.
Mrs. Shaw’s class did not fill out TACs.
Homework: Complete My Life is River activity (Shaw/Brown) and/or writing (Hutto)
Note: Students were given a list of optional activities to complete for “Above and Beyond” credit. Students need to do only one project from the list to get credit for nine week period. These projects are not due until December.
