KidBlog: Space Art

Today in the computer lab the students began using their KidBlog.They were very excited. In reading we have been learning how to research using informational texts. Since they have been researching space in reading and learning about day and night in science, the drew a picture using Pixie 2 software of a few key facts about space. In their pictures they had to include the sun as the center with eight planets orbitting around. They also had to include stars as a part of the Milky Way Galaxy. The technology skills that we worked on were "click, hold, and drag" as well as how to resize and fill shape objects. Afte they created their pictures, they exported them (with my assistance). I then taught them how to login to their blog and upload their pictures. They were so excited and thought it was "magic!"

Space Research

As mentioned in previous posts, we have been learning about space over the last few weeks. The main purpose of our space unit was to provide the students an opportunity to conduct research. We began our research by asking questions. The students divided up in small groups to write down questions they have about space on post-it notes. We then added those post-it notes to a chart. We then created a class Circle Map to record information about space found from various sources. We wrote the information from each source in different colors to keep track of where our answers to questions came from. As a class, we read through various sources, including the online source Pebble Go. Fellow teachers, if your school does not subscribe to Pebble Go, I highly recommend it. After we read each source, we stopped to see if any answers from our chart had been answered. If they had, we added the answers to the chart and put a colored dot, corresponding to the souce it came from, on the question. This taught the students that we could look at the remaining unanswered questions and narrow down if they had a common theme. For example, once we answered a few questions, we realized most the remaining questions were about astronauts and space shutttles so we were able to use the Table of Contents and Index to narrow down specific sections of the sources to look at. This was a good way to hit home the importance of text features.

After researching as a class, the students divided into small groups to conduct their own research. They created their own Circle Map on large construction paper and chose their own sources. After a few days of research, they wrote their own sentences based on their research findings on topics such as astronauts, planets, stars, and space shuttles. They wrote their sentences on chart paper as groups as a way to get them used to taking information from the sources to the Circle Map to sentence form.

The following week, the students used Pebble Go again, but this time by themselves in the computer lab, to record information about space on an individual Circle Map. In class they added more information from various library books. The students even checked out their own space books from the library for their research - I didn't even have to tell them or ask them to! Once they had completed their Circle Maps, they wrote an introductory sentence for their first draft of their research paper. They wrote their first sentence as a "Did you know fact?" Once they had their first sentence, we talked about the need to stay on topic. For example, if their first sentence was about stars, the rest of their sentences needed to be about stars. If they did not have enough information on their Circle Maps, they were free to go back and look at more sources.

After writing their first draft, they met with me during Guided Writing (which we usually do on Thursdays instead of Guided Reading) to edit their work. The students then rewrote their research paper. They then glued their Circle Maps and final draft to a large piece of black construction paper. They added planets to the paper with dot paints and then added start stickers. We hung their final research projects in the hallway and they were so proud. I am so proud and amazed at how well they did on their first official research papers!

To Be or Not To Be An Astronaut

As a part of our writing program, Write From the Beginning, the students wrote to explain why or why not they would want to be an astronaut. They used Thinking Maps to brainstorm an introductory sentence along with three logical reasons why or why not they would choose to be an astronaut. They were required to use adverbs with their reasons to create a more interesting piece of writing. After meeting with me in Guided Writing, the students wrote final drafts of their papers. While I met with students individually to edit their work and provide instant feedback, the rest of the class colored astronauts to display with their final drafts.

Space Word Problems

In math we have been working on solving addition and subtraction word problems using a variety of strategies. One of the strategies we use is using manipulatives. Another is to draw pictures. For Guided Math time, four or five students at a time would come to my table to write their own word problems with a space theme. The students came up with the word problem scenerarios as a group and I helped them with the spelling. They then supplied their own numbers for the problems. The students then had to solve their word problems by drawing a picture and identifying the related fact family number sentences. After all students had a chance to write and solve their word problems, the students then used beans and space problem solving mats to solve each other's problems. This also provided the students a chance to come up to the ELMO to be the "teacher." By the time we were done with this lesson, the students had the opportunity to solve eighteen different word problems. Because the problems were written by their friends and were related to our thematic unit, they were highly engaged.

How the Milky Way Came to Be

In reading, we read the Cherokee tale of "How the Milky Way Came to Be." In this tale, a family was collecting cornmeal to store for the winter when they noticed it was going missing. The mom and dad told the children that it had to be "Great Dog" who was from another world. Knowing that he would continue to steal, the parents and villagers knew they had to scare away "Great Dog" with drums. When they did, he retreated to the sky in fear leaving a trail of cornmeal behind which turned into stars. After reading, we made connections back to the constellations that the students had made and then the students retold the story on a foldable.

Constellations

In science we have been learning about the difference between night and day. This went perfectly with our two week unit over space. As a part of our study, we read Stargazers by Gail Gibbons to learn about constellations. The students then created their own constellations on black paper using white crayons and silver star stickers. The students then discussed with table groups what their constellation was and how it came to be in the sky. My teammate, Mrs. Timms, had her students create "constellation profiles" as a writing extension. This was a great idea that I will have to incorporate next year.

Space Day: Long A

Over the last several weeks we have been learning about space in both ELA and Science. We have also been learning more about long vowels. To help the students make connections and help them remember the long /a/ sound, we had "Space Day." The students were asked to wear black to school. They then made yellow starts and wrote various long /a/ words on the stars. They glued the stars to headbands and taped the extras to their shirts. They then practiced reading the words with their table groups.

One Giant Leap: A Story of Neil Armstrong

As a part of our study of day and night and space, we read "One Giant Leap: A Story of Neil Armstrong." After reading the biography, we watched the video of his actual landing on the moon through TeacherTube. The students were amazed to see this part of our country's history. The students then made connections to what they read and watched by writing if they would or would not want to go to the moon.