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:

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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.

Beluga Whale Research

Did you know Beluga Whales are often called the "canaries of the sea?" As a part of our oceans unit, each first grade class chose a different whale to research. Our class chose the Beluga Whale. We used a variety of sources to find interesting facts about the whale but our favorite was PebbleGo because the online source includes actual videos and sound clips of the Beluga Whale. The students used interactive writing to chart their research findings on a Circle Map using our Promethean Board. They then used their finished Circle Map to help them write a shared research paper. Before writing, we discussed that good writing should include a "hook" to get the reader interested followed by the important facts including what the whale looks like, where it lives, what it eats, special adaptations it may have, and any other interesting facts that want to share. Each student took a turn writing a phrase or sentence while the other students provided spelling and grammar support.

Oceans in a Bottle

As a part of our thematic unit on oceans, the students created their own ocean in a bottle during science lab. They first added sand to the bottom of the bottle. They then added water to the bottle followed by vegetable oil. Before adding the oil, they made predictions about if the two liquids would mix together or stay seperate. Once they added the oil and discovered that they did not mix, they added blue food coloring. They then shook the bottles up to disperse the food coloring. Once they settled again, we discussed how the darker part of the ocean is at the bottom (the water in our model) and the lighter part (the oil) is at the top. We then talked about how the oil is actually heavier than the water but because they do not mix, it stays on the top. They then turned the bottles to the side and made waves with them. Following the lab, they completed a lab report to take note of their findings.

Ocean Research

Over the last several weeks the students have been working hard on researching and writing about various ocean animals. They visited the library to learn how to use a variety of sources to research. Mrs. Thornton, our Instructional Media Specialist, taught the students how to use online sources and text sources to find interesting facts and details about their specific animals. One of the sources they used was PebbleGo. Parents, if you need the username and/or password to login to this site at home, please let me know. The students wrote their notes down and later used their notes to write a paper in class. (I will write a post next week sometime with the final drafts of their research papers.)