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Wednesday, April 25, 2012
We began our study of Ladybugs by sharing our schema (what we think we know) and then we added to our new learning all week.
We read From Larva to Ladybug and charted the life cycle. Then students created their own ladybug life cycle.
We read Ladybug Fiery Red and Bright. Then we graphed our favorite color ladybug and analyzed our data.
We used a leaf mat and ladybug counters (ladybug stickers on index cards, laminated, and cut out) to tell addition stories. We recorded in our math journals.
We went to the science lab to find out which temperature ladybugs like better. We graphed our predictions before we did the experiment.
Students used a hand lens to observe the ladybugs in the tubing.
Then we put one end of the tubing into ice water and one end into warm to hot water and observed where the ladybugs went.
Then we recorded on a small sheet of paper where we observed our ladybugs once we put the tubing in the water cups.
For teachers who are interested, these activities (and more) can be found in my Ladybug Learning Fun unit.
Tuesday, April 17, 2012
We began by reading Goldilocks and the Three Bears and discussing and charting the big idea of the story. Then we made personal connections with the big idea and characters.
Then we read Goldie and the Three Hares which is a story about what happens to Goldie after she runs away from the the three bears. We discussed and recorded the big idea and personal connections.
Then we made connections with Goldie by writing how Goldie was a bad guest and a time we were a bad guest. Then we created hares to go with our responses.
For teachers who are interested, you can find these activities in my Bunnies, Eggs, and Chicks Learning Fun unit.
Monday, April 16, 2012
We began our fraction study by me posing a problem for the students to help me out. I told them I had my son and one of his friends after school and I needed to give them a snack. I told them I only have 1 poptart, 1 cookie, and 1 cheese stick. I asked how I could share them so they get an equal amount. Students helped me divide the snacks in half so that both kids got the same amount. Then we read Give Me Half!. We sorted pictures by whole and half. We came up with a definition for the words fraction and whole. Then students illustrated an example of whole.
We read Pizza Counting and reviewed what we learned about whole and half. Then students created their own pizzas. They left one pizza whole and labeled it whole; then they cut one pizza in half and labeled it half. We came up with a definition for half and students illustrated an example of half.
We read What's Happening on the Farm?. Then we sorted farm pictures by whole and halves. We added the farm sort to a math station. Then students cut a cupcake in half.
Fractions Learning Fun and Farm Learning Fun.
Saturday, April 14, 2012
Friday, April 13, 2012
Mrs. Riggins used a dried sunflower middle to show us where the seeds are held. Then we examined the plants on our tables and discuss the parts of our plants and their purposes. Then students illustrated and labeled the plant parts in their science journals. Mrs. Riggins took the students who finished their journal entry early outside to look at the parts of the plants in our garden.
Mrs. Riggins helped us plant and water grass seeds.
Sunday, April 8, 2012
I divided students into 5 color groups. I labeled the eggs 1-20. Students had to work with their group to find the eggs in order. The students had to bring them to me one egg at a time with everyone in their group. They had so much fun!
After our egg hunt, we packed up and went out to our garden area to enjoy popsicles for the last few minutes of school.
Friday, April 6, 2012
We went outside in the front of the school where some bushes had been dug up. We used a shovel to scoop our soil in a cup. Then we used hand lenses to look with our partners and identify the living and nonliving components of the soil.
When we returned to the classroom, we illustrated and labeled the living and nonliving components on a T chart in our science journals.