Rhyming and Alliteration Poems

Several weeks ago the students worked in small groups to write rhyming and alliteration poems. They wrote them together on scratch paper first or the Promethean Board and then transferred them to  chart paper. They then illustrated their work as a team.

What is Your Dream Vacation?

Using the software Kidspiration on our Promethean Board, we had a quick review of how to create a bar-type graph. We reviewed that first you need to ask a question. Then, you need to have some choices and record those choices on a table. Once you have choices, you can take a survey and mark your results with tally marks. The results can then be put into a bar-type graph. Kidspiration had premade templates with a question and table so the students used those to practice. They then created their own table on paper with at least four choices of dream vacations. They then surveyed ten classmates and created a corresponding bar-type graph on grid paper.

Area Animals

The students created various animals on one inch grid paper using color tiles. They the colored their animal on another sheet of grid paper. They then paired up with another student to compare the area of their animal with the area of their partner's animal. They then recorded which animal covered the most space and which animal covered the least area.

Measurement: Capacity

The students worked in small groups to compare the capacity of various containers. They poured beans into the various containers focusing on leveling the top to make sure they were filled to capacity. They counted how many cups it took to fill the containers and also transferred from one container to another to see if there were beans left over or space left over.

Measuring Length

The students worked in small groups to measure a lizard family with various non-standard units. They used pop cubes, paper clips, beans, etc. They then ordered the lizards from longest to shortest and compared their findings with other groups.

Probability Spinners Foldable

Using an online spinner on the Promethean Board, we practiced identifying what was certain, possible, and not possible. To assess the students understanding of probability, the students worked in small groups to create probability spinner foldables. On each flap of the four-flap foldable, they created a spinner by tracing a small bucket. On the first flap, they could only use one color. Under the flap they had to write one sentence about what color it was certain they would spin and one sentence about what is was impossible to spin. On the remaining three flaps, they created spinners with two, three, or four colors. They then wrote sentences under each flap about what was possible and what was not possible.

Shape Attributes

The students have recently been learning about the various attributes of shapes. They worked on various lessons including sorting shapes into 2D and 3D shapes. They also identified the number of edges, vertices, and faces of 3D shapes using garage sale dot stickers (it helps them identify which they've already counted). Additionally, they sorted cards of various 2D and 3D shapes into categories such as rolls, has 3 or more faces, has vertices, etc. They also made various 3D shapes out of playdough.

Comparing Larger Numbers

When possible, I think students should be able to work together in small groups. It not only adds to their engagement and motivation, it gives them an opportunity to explain how they did their work and why they think something. Recently the students worked in small groups to build various larger numbers with Base Ten Blocks. As they built, they checked one another's work. Once all group members had built the correct number, they drew a model of the number with sticks (tens) and dots (ones). They again checked one another's work and then proceeded to the next part. They identified how many tens and ones, the expanded notation, and then ordereed the numbers from least to greatest and/or greatest to least.

Living and Non-Living

In science the students have been learning how to differentiate between living and non-living objects. They have brainstormed various objects, illustrated them, and sorted them according to their categories. They have also created a Circle Map to identify the needs of living organisms. They then worked in small groups to cut out various pictures from magazines. In their small groups, they sorted the pictures into living and non-living categories. They then created collages in larger groups of living and non-living.

Modeling Larger Numbers

In math we are working on modeling, ordering, and comparing numbers to 99. In this lesson the students worked in partners to build larger numbers with Base Ten Blocks. They then checked on another's work. After both partners agreed the models were correct, they represented their numbers on paper by drawing sticks (tens) and dots (ones). They then identified in writing the number of tens and ones, the expanded form, the standard form, and the written form of the numbers. They then again worked with their partners to check the work.  After checking, they discussed which number was the greatest and which was the least. They had to justify their thinking by explaining how many tens and ones were in their numbers. The partners then switched numbers with another set of partners and repeated the process.

Space Research

In reading we have been learning about informational texts. As a part of those lessons, the students have been using various non-fiction sources to research space. The students were divided into groups. In their groups they chose a specific topic about space: astronauts, space shutttles, stars, the sun, or the solar system as a whole. They worked in small groups with me to research using PebbleGo. They recorded important information on a Circle Map. They then worked together to find book sources to record addtional important information.