Decimal Representations and Number Lines

     Students worked in groups using base ten blocks to create decimal representations. The flat (100) block represented 1, the rod (10) represented 0.1, and the unit (1) represented 0.01.

     Students created a number line. Then other students used a letter to represent a point of the number line we had to solve for. The students who were not on the number line helped solved for the unknown points.

Rain Rain Go Away

     We read One Little Raindrop. After we read, discussed and charted the water cycle on the whiteboard. Then students drew and labeled their own in their science journal. 

     Then we read One Rainy Day and talked with our partners about things we see on a rainy day. Then students illustrated and labels things they see on rainy days.

Weather

     In our weather unit, we learned about the four components of weather: precipitation, wind speed, cloud cover, and temperature. We practiced observing and describing the four components. We also discussed items that protect us from precipitation and temperature, as well as tools to measure wind speed, temperature, and precipitation. After discussing and charting on the board, students went back to their seats, choose a type of weather, drew it and a form of protection and a measurement tool. 

Fourth Graders Save Fred!

 For the first day of math class, I introduced myself to the students by telling them about my family and showing them a picture, telling them about how big a Crimson Tide fan I am, and reading them one of my favorite children's books Where the Wild Things Are by Maurice Sendak. We talked about rules and procedures for our classroom. 
      The first problem the students had to solve was to save Fred. Fred is a gummy worm that can't swim. He went boating in a clear plastic cup and his boat flipped over. His life preserver (gummy peach ring) was under the boat (clear plastic cup) with Fred sitting on top of the boat. The students had to get the boat turned back over and Fred in his life preserver. The catch was the only tool they could use to save Fred was a paper clip. Students worked together in groups of 4 to save Fred. When we finished, I had the students tell me what saving Fred had to do with math. Then we talked about strategies they used to save Fred and created a list. We also talked about their attitude during the activity and how they didn't get mad or give up.
    Then we took a place value preassessment so I would know which areas of place value we need to focus on in class and which areas could be practiced at home. We also read How Much is a Million? and I introduced place value through the hundred millions place. We created a class anchor chart and students took notes. We practiced identifying the value of different digits within a number.

Math 4A:

Math 4B:

First Grade Scientists

     For the first day of science class, I introduced myself to the students by telling them about my family and showing them a picture, telling them about how big a Crimson Tide fan I am, and reading them one of my favorite children's books Where the Wild Things Are by Maurice Sendak. We talked about rules and procedures for our classroom. Then we read What is Science? and talked about what scientists do and the different things they explore. I gave each child a 3X3 white square to draw a picture of something they learned from our reading and discussion about scientists and science. Then we created a class circle map together. We talked about their homework assignment and then it was time to change classes. 

Science 1A:

Science 1B:

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