Inventors: Garrett Morgan

In Social Studies, we have been researching various inventors. One of the inventors that we studied was Garrett Morgan. Garrett Morgan invented the traffic light. We began our study by reading about him on Reading A-Z. We then discussed why he invented the traffic light which led into a discussion about how inventors first identify a problem, then find brainstorm a solution, and finally create a plan to put that solution into action. We then created a class Circle Map to record facts learned about Garrett Morgan. The students then created a traffic light out of construction paper to write "Did you know?" facts about Garrett Morgan on each "light."

Inventors: Thomas Alva Edison

In Social Studies, we are studying various inventors. One of the inventors we are studying is Thomas Alva Edison. After reading about his various inventions and how they have led to other inventions we use each day, the students created a Bubble Map using Kidspiration software to brainstorm as many inventions that we use today that have a lightbulb. The students then wrote papers about at least one invention we would not have if it had not been for Edison's invention of the lightbulb and typed them in Microsoft Word. They then exported their Bubble Map from Kidspiration and imported it into Word at the bottom of their sentences. It is amazing how much technology students can learn if they are just exposed to it. Their final drafts were printed and displayed in the hallway. They also uploaded their Kidspiration Bubble Maps into their KidBlog.

Fraction Caterpillars

To review parts of a set, the students created Fraction Caterpillars that were inspired by a lesson I read about on The First Grade Parade. On Mrs. Carroll's lesson, the students used pom pom balls to create the fraction caterpillars but we used Do-A-Dot paint. The students chose three different colors to create their caterpillar and then recorded the parts of a set on the recording sheet. They then cut out their caterpillars and glued them to the top of the recording sheet.

David Shannon: Comparing Stories

After reading Toy Many Toys and A Bad Case of Stripes by David Shannon, we discussed how the books were the same and different. We charted the student responses on a Double Bubble Map. The students then completed a Venn Diagram independently to compare the stories.

Using the Venn Diagram for help, the students created a four-tier foldable to identify one way that the two stories were the same and then something that was different yet related.

A Bad Case of Stripes

As a part of our author study on David Shannon, we read A Bad Case of Stripes. After reading, we created a class chart to write down our discussion about the characters, setting, problems, and solutions found in the story. The students then created their own Story Maps on construction paper to put the elements in their own words.

The next day we reread the story focusing on retelling the story from beginning, middle, and end. The students then created a three flap foldable to write and illustrate a retelling of the story in their own words.

Too Many Toys

As a part of our author study on David Shannon, we read Too Many Toys. After reading and discussing as a class, the students created a Story Map independently to write about the characters, setting, problem, and solution of the story.

The next day, after rereading, the students created a three-flap foldable to retell the story from beginning, middle, and end.

Author Study: David Shannon

We recently conducted an author study about David Shannon. He is the author of David Gets in Trouble, No, David!, Alice the Fairy, and more. As a part of our study, we watched a video interview from David Shannon on Reading Rockets. We also read a transcript of one of his interview's with Scholastic.

Eric Carle: Comparing Stories

After reading The Mixed-Up Chameleon and The Foolish Tortoise, both written and illusrtated by Eric Carle, we created a class Double-Bubble Map to compare the two stories. The students then used the class chart to help them create their own Venn Diagram independently. The next day, the students created a foldable to write sentences: one thing that was unique, or different, about each story, and one thing that was the same about the stories.

The Foolish Tortoise

As a part of our study on author and illustrator Eric Carle, we read The Foolish Tortoise. As we read, we discussed and charted the characters, setting, problem, and solution. The students then created their own Story Maps on construction paper to identify and write about the information.

The next day we read the story again but this time we focused on retelling the story from beginning, middle, and end. The students then created a three-flap foldable to retell the story.

The Mixed-Up Chameleon

As a part of our author study on Eric Carle, we read The Mixed-Up Chameleon. After reading, we discussed the characters, setting, problem, and solution. The students then created Story Maps about the book.

We then read the book again focusing on retelling. The students then created a foldable to retell the story from beginning, middle, and end.

Field Day 2012

Thanks to the great organization of our P.E. Coach, the students had a great Field Day. They rotated through various stations including Tug-of-War, Shoe Fling, Ball Hug Race, Scooter Races, and more. Below are a few pictures from our fun day!

Author Study: Eric Carle

In reading we are studying various authors. One of the authors we are studying is Eric Carle - one of my favorites. Not only do I love his stories, I love his illustrations. As a part of our study, we read about Eric Carle and his accomplishments on his website. Our specials teachers also taught the students about his artwork by showing examples of his artwork and taking them on a virtual tour of his museum.

Garden Research Visual Displays

After spending a few weeks researching the garden habitat, the students created visual displays to share facts that they learned. Because this was this first time to create a visual display to share their research, I taught the students how to fold the paper to plan out how to space the drawings and writing on their displays. In the center of each flower, the students wrote a "Did you know?" fact based on their research findings. We also talked about what quality work looks like - neat, accurate, etc. Because of this, their displays are very similar, as you can see in the pictures below.

Measuring Area

We had several lessons on how to measure area using non-standard units. One way was to measure the area of square rectangles using the tiles on the floor. We marked off various squares and square rectangles with painting tape and then counted how many tiles it took to cover that shape. To reinforce that area measures the amount of surface that is covered, the students covered crackers in spreadable cheese making sure to cover the entire area. They also made various squares and square rectangles out of color tiles. They then recreated those shapes on construction paper with paper color tiles. They then counted how many tiles it took to create the shape and recorded it. They also cut out various shapes and layered them on top of one another to see which one covered the most surface. We discussed that when you layered two objects, if you could still see the outside edges of one of the shapes or if the shape covered the other shapes completely, then it had a larger area. Last but not least, the students created squares and square rectangles out of Cheez-Its. They then went on a gallery walk to compare the area of the various shapes they created. After comparing the areas, then of course they ate them!

Measuring Length

In math we have been learning to measure using non-standard units. In the computer lab, the students drew three lines of varying length in Kidspiration. They then used electronic color tiles to measure the length of each line. They then wrote comparative sentences to identify which line was the longest, which was the shortest, and which was the middle length.