Ocean in a Bottle

In Science the students created "Oceans in a Bottle" to model how the ocean gets darker the deeper it gets. The students first poured in sand, followed by oil, and then water. Last they added blue food coloring. After making their bottles, they completed an "Ocean in a Bottle Lab Report." Fellow teachers, you can download the lab report from my TpT store.

Whale Research

Ms. Willemin, our student teacher, taught the students a Social Studies lesson on the different types of whales and their habitats. She taught them about the similarities and differences between toothed and baleen whales as well as their migration patterns. The students then created a whale booklet to sort examples of toothed and baleen whales.

Dory Story

During our ocean unit, we read Dory Story by Jerry Pallota. Before reading, we took a "picture walk" to ask questions about what we saw and to make predictions. As the students asked questions, I charted them on the board. Then, as we read, we charted the answers to those questions. If we did not find an answer in the text, we left it blank to reinterate using text evidence to support answers.

 

The next day we read the story again but this time the focus was on sequencing the ocean food chain from the book. As I read the students verbally retold the order of the food chain. They then wrote the food chain on a Flow Map and illustrated their favorite scene from the book.

 

 

Ocean Animal Research

In reading we have been learning about author's purpose, informational texts, and using text evidence. As a part of these lessons, the students worked in small groups with our Instructional Media Specialist, Ms. Hollingsworth, to research various ocean animals. The students took notes about the appearance of the animal, where they live, what they eat, and other interesting facts. They then used those notes to write a research paper. Their research papers were displayed with scuba divers in the hallway for Open House.

Research: Broad to Narrow Topic

This week we began a new research project. The students are learning more about how to use a variety of sources to find factual answers to questions. To begin, the students brainstormed a variety of research topics which we added to a Circle Map on our Promethean Board. We then talked about how some of the research topics could go in the same categories. The students then worked in small groups to write down at least 12 of the topics on notecards which they then sorted into conceptual categories. They then went on a gallery walk to see how each group sorted their cards. Back on the class Circle Map, we highlighted the topics that we thought went together. To go along with our science unit over plants and since it is Spring, we decided to research the garden habitat. Using the topics that we grouped together under the conceptual category of gardens, we discussed how you could have a broad topic about the garden or choose one specific part of the garden habitat to research.

The next day, we reviewed the various question words. In small groups, the students brainstormed questions they had about the garden habitat. We added them to a flipchart on our Promethean Board. If more than one group had the same or a similar question, we placed a check mark next to the question. This let us know which questions our class found the most important. After finding the questions our class found the most important, the students then voted on which was their favorite question that they would like to ask our garden expert. We will be having a garden expert visit our school next week and we will be emailing questions to another local plant expert.

On the third day, the students chose six questions that they felt were related and wrote them on a their research plan handout. Noticing that most of the questions they had brainstormed were about either the plants in a garden or the insects in a garden, they were then able to narrow down their broad topic of garden habitat to one of two more narrow topics: Plants in the Garden and Insects in the Garden. Of course this could be narrowed down more but for first grade, this is sufficient. Next week the students will be using a variety of sources to find answers to their research questions and then they will create a visual display based on their findings.

Dory Story: An Ocean Food Chain

To teach the students the concept of a food chain, we read Dory Story by Jerry Pallotta. In this book, we follow the adventures of a little boy who is "lost" in the ocean in his little red boat. Only to find out that there is a surprise in the end...I wish you could have seen the kids' faces when they got to the end of the story! As we follow the little boy on his ocean adventure, we learn about the different ocean animals and what they eat. As we read, we charted what each animal ate on a Flow Map. We then discussed what would happen if a piece of that food chain wa missing. The students were able to discuss on the animals are dependent upon one another for survival. The students then wrote their own Flow Map based on the class Flow Map and illustrated their favorite part of the story.

Kelp Forests

As a part of our research on the ocean habitat, we learned about the kelp plant. We learned the parts of the kelp and compared them to what we know about the parts of land plants. The students then labeled and colored a diagram of the kelp plant. The students added a picture of at least one animal that uses the kelp forest for food, shelter, or protection.

Ocean Zones Foldable

Using PebbleGo and BrainPopJr., we researched the different zones found in the ocean along with examples of animals that live in those zones. We discussed how certain animals had to adapt to their environment because of the cold water or lack of light. To help the students remember the different ocean zones and the animals that live there, they created a four-tier foldable. One the top flap they colored the water a lighter color, indicating it is the closest to the sun, and then each following flap was gradually darker. They glued the name of the zone along with a brief description of the zone, which we read together as a class. They then chose animals that can be found in each zone to glue down. Fellow teachers, if you would like a copy of the printouts that go on the foldable, feel free to email me. I would be happy to share!

Moseley Garden Blog

Our literacy strategist, Mrs. Reed, who also teaches gardening lessons to our students, has started a Moseley garden blog. She has posted pictures of the various plants that the students have planted and nurtured. Our grade planted onions and potatoes. The students really love going out to water the plants and see their growth. Through the garden they are learning various math, science, and social studies skills such as measurement, life cycles, energy, recycling, animal habitats, and natural resources. Thank you Mrs. Reed for all of your hard work!

Earth Day Lesson: Earthworm Towers

Today we had an early Earth Day lesson with our literacy strategist, Mrs. Reed. Mrs. Reed teaches our first graders all about gardening throughout the year. Today's lesson was focused on the world's best recyclers - earthworms. We first learned about vermiposting from Vermi the Worm through videos and interactive games on the Promethean Board in the science lab. Your students can visit Vermi the Worm at his website to learn more about composting. The students then observed a compost bin filled with soil, shredded newspaper, and potato peels. Mrs. Reed then helped the students build a worm tower. The students added soil, shredded newspaper, water, and lettuce leaves to the top half of a 2-liter coke bottle. They then added earthworms to the mixture. The top half was then placed with the spout down onto the bottom half of the 2-liter coke bottle. Then they filled the bottom of another bottle with soil and planted lettuce seeds in it to grow on top of the worm tower. The students will continue to take care of the earthworm tower by feeding the earthworms and making sure they have plenty of moisture which they need to breathe. They will also observe to see if the lettuce grows and what drainage comes from the compost. Eventually the worms will be added to our grade-level garden. Our potatoes and onions that we planted a while back are almost ready!

Earthworms!

Last week and this week we have been learning about the garden habitat and life cycles. As a part of our study, we have had an earthworm habitat in our classroom. We have been having fun observing them and learning interesting facts about them. To reflect on the learning, the students each created their own earthworm which we then added to our garden bulletin board. They then shared one thing that they learned about earthworms and shared it with their friends.

Habitats: Where Animals Live

Last week we read "Habitats: Where Animals Live" to talk about the different needs of living creatures. After reading, the students worked in teams to list the animals from each habitat region on a Tree Map. After listing the animals, each student illustrated one animal for each habitat region on a six-part chart.