The Little Red Hen Sequencing and Planting a Garden

On Tuesdays and Thursdays our class is fortunate to have an intern, Mrs. Sanford, from Dallas Baptist University assist in our class for a few hours as a part of her coursework. Today she taught a fantastic integrated Language Arts and Science lesson to the students. Mrs. Sanford started her lesson by greeting the students at the door and having them choose an animal card. The animal cards correlated to the book she was going to read during her lesson. She red The Little Red Hen by Byron Barton and as she read, the students sequenced the events in the story using picture cards and the Follow the Yellow Brick Road Retelling cards from The First Grade Parade.

Mrs. Sanford then had the students transition to the Promethean Board where they reviewed, wrote, and repeated the defition of sequencing. At the board, they reviewed various transition words that can be used to make writing more interesting. They then decided which transition words to use on the class Flow Map. After deciding this, students built their own garden in a large container. Mrs. Sanford explained how to plant seeds and the needs of plants. As she explained the steps, the students followed the multi-step directions. With each step, the students used interactive writing to record the steps they took on a Flow Map on the Promethan Board.

After planting the miniature garden and sequencing the events on a Flow Map, the students wrote the events using complete sentences on a flower template. On the petals of the flower, the students wrote transition words. The students were engaged the entire lesson. Mrs. Sanford and the students did an excellent job!

Celery Experiment

In science, we created a Brace Map to identify the parts of a plant and their functions. We discussed how a plant is a system and that the parts are dependent upon one another. As a grade level, we conducted a celery experiment so the students could visualize the function of a stem. First the students had to identify that the celery stalk was the stem and that there were leaves at the top of the stalk. They made predictions about what they thought would happen if we placed the celery in cups of water. Most students predicted that the celery would suck up the water because plant stems carry water to the flower and leaves. We discussed the function of roots and asked the students if they thought the stem could suck up the water, like a straw, even though there were no roots. We also asked them to make predictions about the level of water in the cup: would the level stay the same, increase, or decrease? In one cup we used plain water and in the other cup we added blue food coloring. We asked the students what they thought would happen in the cup with food coloring and some predicted that the stalk, or stem, would change colors. When we asked about the leaves, it took a little thought but then most predicted that they would change colors also because the stem carries water to the leaves. It is so nice having teammates that like to teach lessons together!

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.

A First Look At Plants

To introduce our study of plants and the garden habitat, we created a KWL Chart on our Promethean Board. The students first shared what they know about plants and gardens. They then brainstormed things they wondered or wanted to know. We then watched the video AFirst Look: Plants on Discovery Education. They then shared what they learned about plants and gardens and we added it to our KWL chart.

M&M Parts of a Set

To teach about parts of a set, the students again used M&Ms. I would instruct the students to pull out a certain number of M&Ms of two different colors. They would identify the parts of a set for each color. I would use questions such as "What part of the set is blue?" and "What part of the set is not red?" Although we only have to identify fractions and parts of a set up to four parts in first grade, it was good practice for the terminology.

M&M Probability

To introduce the students to the concept of certain and impossible, I gave each student a bag of M&M candy. I told the students that they could eat the candy but they could only eat the pink ones. Of course they immediately yelled out "There aren't any pink ones!" I said, "Oh. Well, you can only eat the white ones." Of course they yelled out "There aren't any white ones!" So I asked them, "Is it possible to eat pink or white M&Ms from your bag?" and they said "No!" This led into a discussion that it was impossible because there weren't any of that color to begin with. I then had them eat all of the yellow M&Ms except for two. I think asked them if they thought would pull out a yellow piece of candy from the bag if they closed their eyes. They said no because there were only a few of that color left. We discussed that it was possible, but not probable. I asked them if they closed their eyes if they would pull out a piece of candy from the bag and they said "yes" because there was only candy in the bag. So, we discussed that since there was only candy in the bag, it was certain they would pull out a piece of candy and it was impossible to pull out anything else. We continued with this lesson through various different scenarios.

SeaLife Aquarium Field Trip

At the conclusion of our ocean study, we were fortunate to be able to visit the SeaLife Aquarium in Grapevine. Thank you to our PTA for funding this fun trip for the students and to all of the parents who went on the trip with us. The students were able to see the live animals that we had researched.

Ocean Research Movie

During a computer lesson, the students used their ocean research notes to create a computer slide in Pixie 2 about their ocean animal. They first added an ocean background, then they imported clipart of their ocean animal. Next they added a text box of their choosing and wrote at least one fact about their animal. They wrote their facts in first person and then recorded themselves reading their facts. All of the slides were then put together as a movie using the Pixie 2 software. The video was uploaded to our class podcasting site hosted by PodBean. You can view the video there or below:

Podcast Powered By Podbean

Ocean Research and Scuba Divers

As I blogged about before, our fantastic Instructional Media Specialist worked with all of the first grade students in small groups to research various ocean animals. After conducitng the research, the students wrote research papers based on their findings. They had to include a "hook" at the beginning and then write how their animal looks, where they live, what they eat, and any special adaptations they have. They then labeled a diagram of their animal using PebbleGo as a resource. The students put their final draft of their research paper and the diagram in a stage-fold foldable which they decorated to look like an ocean. A previous librarian had come up with an idea a while back to have scuba divers hold their final research projects. The students created faces to go on the scuba diver bodies and then we added their research and coral reef art to the display.

Ocean Animal Graphing

To review graphing, the students took a survey of ten friends to see what their favorite ocean animal. We discussed that when making a graph, first you need to ask a question. Then you need to have some choices. Those choices need to be placed on a table where you can tally the results. The tally marks can then be transferred into a graph. Following these steps, the students tallied their friends votes, then graphed the results. They then compared their results to the other students at their table.

Fish Word Problems

We have been learning how to solve a variety of addition and subtraction problems. One of our lessons was to solve fish word problems. When solving word problems, one of our strategies is to draw pictures. First we read the word problems together as a class and the students decided which numbers they wanted to insert into the blanks in the word problems. Because the students could choose their own numbers, each problem was unique. The students then drew the pictures to match the numbers in their word problems. For addition, they were able to use the strategy of counting all of the pictures to identify the number sentence and answer with label. For the subtraction problem, they had to use the strategy of crossing out the pictures, or fish, that were subtracted and then count what was left to identify the number sentence nad answer with label. The students then worked in small groups to solve one another's word problems.

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!

Pattern Block Fish

To review patterns and shapes, we read Pattern Fish by Trudy Harris and then the students created their own pattern fish. Fellow teachers, I received this particular pattern fish template from a former teammate but you can find similar patterns at PreKinders. The students had to find two different ways to fill in the pattern fish with foam pattern blocks and then they had to choose their favorite one to create with paper pattern blocks. The students then counted and graphed how many of each type of pattern block they used. The students compared the various different ways the fish could be filled using pattern blocks.

Beluga Whale Research: Final Product

When I originally posted about our Beluga Whale Research, I failed to take a picture of their final product. Below is their final draft:

Coral Reef Art

During March our grade level taught integrated lessons about the ocean habitat. One day during indoor recess, we read Over in the Ocean: In the Coral Reef by Marianne Berkes. The students then worked together to create coral reef artwork. I had previously cut out various coral reef shapes out of bulletin board paper. The students then tore pieces of construction paper and created colorful collages on the shapes. We added their coral reef art to our class ocean display.