Fourth and Fifth Grade
The day began with a crossword puzzle to test the students’ vocabulary skills about bridge terminology. The students did an outstanding job with this activity and showed what they have learned about bridges throughout the unit.
The students worked in groups with clue cards to determine the length of the longest suspension bridge. Group members could not see each others cards. They had to listen to each group member share their clue and then decide which ones had necessary information and which ones could be ignored. Most groups worked together and were able to arrive at the correct answer.
This week, students again were busy constructing their bridges. The big day is almost here and the bridges are really beginning to take shape.
More time was spent reading articles about the controversy surrounding the building of a bridge at Morgan Falls Park. While reading, the students continued to fill out a graphic organizer that listed various opinions about the building of the bridge and the reasons people used to support their opposing opinions. The completed graphic organizer should be used to help the students complete their homework.
Because of a fifth grade performing arts trip next Tuesday and checkpoint testing, we will meet with both fourth and fifth grade students for half a day on Monday, December 5. There will be no ALP on Tuesday, December 6.
Homework: Bridge Proposal
2nd Grade
Our day started with a convergent thinking activity called “Mad Chemist.” Students used their deductive reasoning skills to solve the puzzle.
Next, students completed an activity called Dragonfly Pond. In this activity, we learned about the effect people have on wetlands. Students represented different interest groups and considered their viewpoint as they were creating a town around a small pond. Students had to decide where to position houses, businesses and farms in order to best suit the needs of their interest group. At the end of the activity students shared their ideas and presented their Dragonfly Pond community.
Finally, students discussed dilemmas. We talked about what a dilemma is and how we arrive at solutions. We learned that the best way to solve a dilemma is to weigh the pros and cons. We practiced our new strategy with a lifejacket dilemma. Students worked through a scenario where someone forgot to bring the lifejackets on a fun-filled boating trip. Students had to brainstorm possible solutions. Some possible solutions were go back home and get them, stay near the shore and fish from the dock, or go on in without a lifejacket. Students listed the pros and cons for each and decided which solution was the best.
Homework: A Wetland Dilemma
3rd Grade
We started our day with a convergent thinking activity that gave the students clues about some forest children. The students had to use the clues to figure out each child’s favorite food, animal, and plant.
Next, students discussed dilemmas. We talked about what a dilemma is and how we arrive at solutions. We learned that the best way to solve a dilemma is to weigh the pros and cons. We practiced our new strategy with a lifejacket dilemma. Students worked through a scenario where someone forgot to bring the lifejackets on a fun-filled boating trip. Students had to brainstorm possible solutions. Some possible solutions were go back home and get them, stay near the shore and fish from the dock, or go on in without a lifejacket. Students listed the pros and cons for each and decided which solution was the best.
Students returned to their classrooms after specials.
Homework: A Wetland Dilemma
