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Week Ending February 24, 2012

Fifth Grade:

Fifth graders were very busy this week. The day began with a challenging logic puzzle called "American Idol Viewing”.  Then, it was off to ocean habitats after that as the students learned about the intertidal, open ocean, and abyss habitats. It was quite amazing to learn that the ocean depths go over 6 miles down. Students researched animal life in each of the 3 habitats. They worked to create a chart showing the animals and wrote about some of the adaptations the animals have for living in their environment. The students were able to find some unusual animals with interesting adaptations. After completing their research, the students used their new found knowledge to create an ocean aquarium in our hallway. Some students filled the abyss with many unusual creatures such as anglerfish, tube worms, viperfish, deep sea squid, and vent crab. Other students took on the open oceans. We have a variety of sharks, including a whale shark and tiger shark.  There were also many species of fish. Others added sea turtles, rays, jellyfish and even a Christmas tree worm. Students, also, filled the intertidal habitat with horseshoe crabs, star fish, sea anemone, fiddler crab, and a knob whelk. It is a magnificent site. You should plan to visit it with your student and let them tell you about the different levels.

Fourth grade did not meet this week because of the President’s Day holiday.

Homework: Robo Shark

Second and Third Grade

Our first challenge today was a convergent thinking activity call “The Hiking Class.”  Students used clues to figure out which hikers carried which book bag and what they observed on their hike. Students used several strategies to solve this puzzle. Some used grids, some used manipulatives and some drew pictures, and most of them ended up with the right answer.

We are continuing work on our bug books. Students researched two more bugs today, and glued their homework into their folder. We are well on our way to being bug experts!

Our Hands on Equations lesson for this week focused on solving the given equations in a simplified form. Students learned that if they pull equal amounts off of each side of the balance then the problem remains equal and they can simplify the problem they are working on.  Second grade worked on a primary algebra lesson focused on balance. Students began by acting out balance and then actually tried to balance different classroom items on pan balances.

Finally, we read the story “Goob and the Bug Collecting Kit.” This story was a about boy who works hard for some money, so he could buy a bug collecting kit. He and his friend set up a lemonade stand and they split the money. Goob used his half of the proceeds responsibly, while his friend does not. We discussed with our students who made the better choice. Of course, Goob did because he set a goal and followed through with his plan. After reading this story our students set a goal for the next week. We put our goals on bugs and posted them in the classroom. We can’t wait to see who reaches their short term goal by next week!

 Homework: Complete your third graphic organizer for your bug book. Use the research you completed in class and use your best effort (neat handwriting, complete sentences, and detailed drawings).

***Third grade received a revised permission slip. Please sign and return by next class period.

First Grade:

We began the day with more Convergent Thinking. We carefully looked at pictures of four kids playing and answered questions such as, Which child could get hurt from playing? Which child is about to use their imagination?  Which child do you think could get messy? These answers led to an understanding of deductive reasoning. We read aloud a story from the PETS program, called “Favorite Games.” The story provided a model for deductive reasoning, the critical thinking skill of analysis and finding one correct answer, using a logic grid by demonstrating students thinking aloud while going through the process of solving the logic puzzle. Together we worked on one logic grid, and students independently solved another.

Next, we moved on to Primary Algebra. We showed the students several different containers and had them generate a short list of items that might be in each.  They concluded that each container could hold a VARIETY of different things, and that a particular item could be in a VARIETY of containers. With our help, students used the thesaurus to find synonyms for variable, variety, vary, and various. They looked at the words to see what they had in common and wrote the definition of a variable as a symbol that stands for any number. We talked about some variables being used in math class such as 2 + 1 = "triangle" where the "triangle" stands for a number.

We finished up the day by exploring the first two Multiple Intelligences – Logical/Mathematical and Verbal/Linguistic. Students spent time at two different centers. One activity, Coin Play, had students place coins in a pyramid design and then by moving one coin at a time, in only three moves, end up with an inverted pyramid. The second activity, Word Wizard, showed a sentence followed by a series of letters representing the first letter of the word that finished the sentence.  Students were to write out the sentence when they figured out the meaning.  An example was:  When I want to watch TV and my brother wants to watch something else,  w   a   f.  Can you solve it? The answer is “We always fight.”  After students completed both centers, we came back together as a group to tell which of the two activities they preferred and why. Some students were strong in both, others in one or the other, and a few students did not enjoy either activity.

Please note that beginning next Friday we will be meeting for a full day of Target. Students will be having lunch with us from 10:30-11:00. They will return to their regular classrooms by 1:10 in time for Specials and the end of the day dismissal.

Homework: Party Favors & Party Clean-up Logic Grids

First Grade ALP Open House

Thank you to all the parents of our first graders who attended our Open House. If you missed it, or would like a copy of the presentation, please click here to download the 1st Grade Open House in pdf format.

Week Ending February 17, 2012

Fourth and Fifth Grade

Our students were very busy this week.  They began the day using their creative juices as they wrote their own thought bubbles and captions to some very funny "shark cartoons". We have some creative students.

Students completed the Shark Scavenger Hunt. They were surprised at how much they have already learned about sharks.

After watching a video, “Ocean Zones- Light and Dark,” students began discussing the light zone of the ocean. Following the discussion, student were given an article to read about the different layers of the light zone and created a layer book that included vital information that they learned about the layers of the light zone in the article.

The students continued to solve algebraic equations using logical reasoning by completing a Hands on Equations activity.

Homework: Robo Fish: Students have two weeks to complete this assignment.

Third Grade

We began our day with some Valentine fun. Students completed the “Case of the Mystery Valentine.” In order to solve the mystery students had to use their convergent thinking skills to figure out who left the mysterious unsigned valentine.

Next, students applied their divergent thinking skills to another valentine activity. Students were challenged to transform a heart into something different. We made hearts into a number of different things including a mermaid, a sea turtle, and a butterfly.

We are continuing work on our bug books. Students researched two more bugs today, and glued their homework into their folder. We are well on our way to being bug experts!

Our Hands on Equations lesson for this week focused on adding multiple variables to each other and then solving for the solution. We have learned how to move pawns around and still keep our scale balanced. Third grade is doing great!

Homework: Complete your second graphic organizer for your bug book. Use the research you completed in class and use your best effort (neat handwriting, complete sentences, and detailed drawings).

Second Grade

We began our day with some Valentine fun. Students completed the “Case of the Mystery Valentine.” In order to solve the mystery students had to use their convergent thinking skills to figure out who left the mysterious unsigned valentine.

Next, we headed off to the creek. We tested our water. Students divided into groups and discovered the dissolved oxygen levels, the pH, the temperature, the velocity, the turbidity, and the phosphate levels. All levels were in a good range.

The Cobb County Water Department met us at the creek and showed us how to collect and classify the macroinvertebrates from the water. We were able to see how healthy our stream was by the different macroinvertebrates that we found. Our creek contained stoneflies, mayflies, damselflies, dragonflies, crayfish, and midgeflies. Based on the numbers of macroinvertebrates and their indicator roles, we determined that our stream is indeed healthy.

When we returned, students applied their divergent thinking skills to another valentine activity. Students were challenged to transform a heart into something different. We made hearts into a number of different things including a mermaid, a sea turtle, and a butterfly.

Homework: None

First Grade:

Today all of our first graders met with Mrs. Hutto, while Mrs. Shaw attended an all day meeting.

Wow, some of our first graders really have some “Music Smarts.” The movements that they choreographed to our Convergent Thinking Song were even better than the ones Mrs. Hutto and Mrs. Shaw came up with.  Do you think we have any future “So You Think You Can Dance” contestants?

Next, we introduced the concept of “Multiple Intelligences” as many ways of being smart. We discussed how knowing about your smarts can help you to be more successful. For instance, if you are strong in one area, you can excel. But, if you recognize your weaknesses, you can try to improve. Students guessed the type of smarts that a particular shoe represented – like “Music Smart” for a drum major shoe, “Nature Smart” for a Birkenstock, and “Self Smart” for a warm, fuzzy slipper.  Students then predicted their intelligence strength and weakness. Over the next few weeks, we will explore each of the Multiple Intelligences as we tap our Affective Growth standards to reflect on our own abilities and traits.

Then, we moved onto Primary Algebra. Students were given cards containing various types of “balances” such as balanced diet, balance beam, balance of work and play, and balanced teams. In table groups, students acted out the meaning of their phrase. We discussed uses of a balance (scale) and determined that it is used to find whether things are of equal weight. Each table had a primary pan balance and many classroom objects available. Students discovered objects that balanced the scales and recorded their findings. This activity involved some prediction and logical thinking on the part of the children.

We used our P.E.T.S. (Promoting Everyone’s Thinking Skills) notebook in our final activity. After reviewing the way to convergent thinking, we tried to stump our students with a challenging Convergent Thinking Map that we glued in our notebook. See if you can guess the answer.  We cut out and made detective badges as a memory trigger of Dudley the Detective and Convergent Thinking.

Homework: The Many Sides of Me Survey (Parents, you may assist.)

Open House for Parents of New ALP Students

Come join us on February 23, 2012 from 7:45-8:45 to learn about our program. We will share information about our program and answer any of your questions. We will be meeting in Mrs. Shaw’s room (Rm # 79) and Mr. Brown’s room (Rm #80) located at the end of the kindergarten hallway. We look forward to meeting you all then!

Week Ending February 10, 2012

Fourth and Fifth Grade:

We began our day applying critical thinking skills through the process of convergent thinking by completing a logic puzzle called “Feeding Frenzy”. The new students worked with helpers to begin to learn about how to use deductive thinking to solve the puzzle. If your student is new and he/she was frustrated, don’t be concerned. The process to solve the puzzles will be worked on many times and the skill level will improve.

The scientific classification system for living things was introduced and the students learned how Carolus Linnaeus established the modern scientific method of naming plants and animals. We further explored the seven levels of the system, learning how animals are given their scientific name using their Genus and Species. To apply the knowledge they learned, students worked in groups to devise a system of classification for items in the classroom. Students had to create at least 4 categories that an item would fit in and then narrow it down until the item was by itself (Species). We began looking at the scientific classification of sharks. We used the spiny dogfish as our example. The students looked at pictures of sharks and their features. Then they followed steps on a dichotomous key to determine what Family a particular shark belongs to.  

Students began working on a “Shark Scavenger Hunt”. Through the research a lot of information is already being acquired about the amazing shark.

Fifth grade solved algebraic equations using logical reasoning by completing a Hands on Equations activity.

 Homework: “What If…”

Second and Third Grade

We began our day with an insect logic puzzle. Students used their knowledge about specific bugs to fill in a magic square, where each row and column had to equal fifteen. Many students were able to use not only their insect knowledge, but their number sense to solve.

Our third graders completed the second lesson in Hands on Equations. Students found the value of X in several problems by plugging in different numbers until the two sides of the equation were equal. Our students are already solving some pretty difficult algebra.  Way to go third graders!!

Second grade finished their prefix work with equi-. Students were able to connect the prefix meaning to many meanings of other words using the dictionary.  

Students began work on their bug books. Students will be researching six benthic macroinvertebrates to include in their bug book. We began researching the first bug this week.

Next, students thought divergently as they brainstormed “Things that bug them.” As a class, we discussed strategies to deal with everyday annoyances.

Students received a new list of Above and Beyonds this week. If you are going to complete an above and beyond this quarter you will need to choose one off this list.

Homework: Transfer your research from your graphic organizer you completed in class to the yellow graphic organizer that will be part of your bug book. Look under “Pages” and then “FLOW - Link to Websites” on the left of the blog to refer back to the websites used in class.

First Grade:

We began our day with an Affective Growth lesson by sharing the Personality Boxes that we created. It was interesting to learn all about our classmates. Next, in pairs, students compared Personality Boxes to discover their similarities and differences. Finally, as a whole class, we discussed some of the traits of a Target student. We learned that everyone in our Target community is unique and may not share all the characteristics of the class created Target student.

Each student made their own P.E.T.S. book "Promoting Everyone's Thinking Skills." We will be adding pages to it each week. Next, it was time for our first Cognitive Growth lesson, as we learned about Convergent Thinking.  What do twins, hugs, shoes, and scissors have in common? The answer is "pairs." After modeling a teacher created convergent web, each student made their own, and we tried to stump our classmates. We discussed the components of "The Way to Convergent Thinking" which include:

• Find and organize clues
• Take time and reflect
• Put clues together
• Determine the answer

In order to reinforce Convergent Thinking, students were introduced to the Convergent Thinking Song (to the tune of Old MacDonald). We discussed the first couple of lyrics and assigned movements to them, consisting of moving our arms like gathering up things or putting up 2 fingers then 4 fingers to represent 2+2 is 4. Hopefully, these will provide us with memory triggers to recall exactly what Convergent Thinking is.

Mrs. Hutto's class moved into Primary Algebra to discover how to use the mathematical meaning of equivalence in problem solving. After discussing the meaning of prefix, students looked up words in the dictionary that began with the prefix "equi" and wrote definitions of those words related to "equal". Ask your child to tell you what equiangular and equilateral means. Mrs. Shaw's class will get to this activity next week.

Homework: Complete the movements to the lyrics of the Convergent Thinking Song to the tune of Old MacDonald. Students were given the lyrics in a tabbed-foldable that they made. As each tab is unfolded, students are to write movements to go along with the lyric and draw a picture. For example, Gather facts to find one answer, can be "moving your arms as if your're gathering things." Like two plus two is four, can be "holding up 2 fingers then 4 fingers."

First Grade "Personality Box"

Dear First Grade Target Students,

Welcome to Target!   I am so excited to begin working with you on Fridays beginning February 3^rd.   Since we will be spending a day together each week, it is important that we learn about each other.   Learning about each other will help us build a strong Target community. 

To help us learn about each other, I would like for each student to bring in a personality shoe box on Friday, February 10^th.  Each student should place ten items in a shoe box that tells about him or herself. You may use small items, pictures, drawings etc. However, three of the items should tell something about your personality traits.   Example: If you think that you are a shy person you might put in a mouse since a mouse is a shy animal.   Students may also choose to decorate the outside of the box to represent their personality.  Please put your name on the outside of the box. 

I look forward to seeing your personality box on February 10th.  If you have questions as you work on your box at home, please let me know. 

Have fun creating your personality box!

 

Week Ending February 3, 2012

Fourth and Fifth Grade:

A warm welcome goes out to all our new 5th Graders who started Target class this week. We're glad to have them part of the program.

As a way to learn not only about our new students but our returning students, each student answered “If you were an ocean animal, what would you be?” They were to associate some of their characteristics with an ocean animal that shares some of the same characteristics.  This activity allowed the students to reflect upon their own abilities, recognize the strength of others, and value individual differences.

Which animals have been around for more than 300 million years, long before the first dinosaurs roamed the earth? The answer is sharks, and in fact, they've changed very little in this time. We watched a video called "Sharks and How They Live." We learned that the shark is a fascinating creature, surrounded by myth and misconception. It is often vilified as embodying the ultimate ferocity of the natural world. Hopefully over the course of the next few months, we will learn that these creatures don't deserve the nasty reputation they have. Students did some research to compare and contrast bony fish and sharks. They learned that sharks are fish, but unlike bony fish, sharks have no bones; their skeleton is made of cartilage.

Homework: Fish Comparison: What is wrong?

Second and Tird Grade:

We began our day with an introductory activity called “Who are you?” Each student was given two cards. On one card students wrote their name, on the other card students illustrated one of their strengths. Once they were finished, they scrambled the cards at their table and another table of students tried to match the cards of their classmates. Afterwards, students were asked to share their strength to the class to help us get to know one another better, and to build a sense of community in our classroom.

“Are you me?” is the next question students were asking. Each student was given a card with a picture of an aquatic insect. Some of the pictures were the adult form of the bug and some pictures were the bug as a larvae or nymph. Students walked around the classroom trying to find the other students with the same animal as they had, just in a different part of the life cycle. This was difficult because many bugs look very different in the earlier stages of the lifecycle than they do in their adult form.

Next, students watched a short presentation called “Macroinvertebrate Lunch.” This video introduced us to macroinvertebrates and allowed us to understand why they are so important in monitoring our stream.

We found out in the video that pollution has a huge impact on our macroinvertebrate friends. So, in our next activity, we learned that Granville has polluted rivers, lakes and wells.  Students used facts about pollution to prove townspeople in Granville “Guilty or Innocent.” Students read up on five individuals and their daily practices with water. Students then decided whether they contributed to the pollution problem or not. Upon completing this activity, we realized that not only were all the Granville people guilty, but that we are all guilty. We discussed that every little things that each of us do adds up to quite a big impact when it comes to our natural resources, so we all have to be mindful of our daily activities and their impact on the world around us.

Finally, we wrapped up our day by working on Hands on Equations (3rd grade) and Primary Algebra (2nd grade).  Hands on Equations is a program that uses manipulatives and a balance to teach students about equations and how to solve them.

Homework: Brainstorm things that change and complete a before and after picture of your best  idea. Pictures should be colored and have lots of details. Also, please return your field trip form by next week.

First Grade:

Welcome to our newest Target members. This year we will be using some tools for "thinking smarter" and exploring how Target helps to learn more about ourselves, through a unit called "P.A.C.E." This is an acronym for Primary Algebra, Affective Growth, Cognitive Growth, and Extension of GPS.

We began the day with an Affective Growth activity that made the connection that just as a family is its own small community, our Target classroom is also a community. Using a visual Target and four arrows, we discussed four important components of the Target community: self-reflection, input of others, self-directed learners, and respect for others. Students worked on their personal arrows reflecting upon their strengths and weaknesses, respect for others and their points of view, and perserverence in the face of obstacles. We have saved this visual in a student portfolio which will follow them throughout their elementary Target lives.

Teachers then shared their Personality Box (homework for this week), reminding students that three of the items they include should be related to the child's personlity traits. (For example a curious child might include a magnifying glass, a kind child a bandaid, a funny child a joke book.) Ask your child to share what things were in their teacher's box and the meaning they had.

We then introduced Primary Algebra and the mathematical meaning of "equivalence" to solve problems by giving one student 3 Skittles and another student 2 Skittles, asking whether the distribution of candy was fair. After much heated debate, we guided students to undestand that fair is an opinion and equality is measureable. We discussed the mathematical symbols to represent their relationship. Then we talked about the meaning of prefix and introduced the prefix "equi-" which means equal.

Homework: Students should be ready to share their personality boxes next week. Three of the items should be related to the student's personality traits. The other items can reflect the interests and abilities of the student. The boxes may be decorated and should have the child's name on the outside.