120- Today, I pushed into 120 while they began their science kits. I love when I can push in and record dialogue and watch the students experiment with new materials, so this was a fun experience for me.
The students are starting a lesson on solids, liquids and gasses. They are being given supplies of solid items- Popsicle sticks and clothespins to start.
Teacher- What are you doing?
K- we are making a castle
J- we are making houses
Teacher- Is this whole thing a castle?
Both girls- yes
The teacher then hands out twist ties.
K- what is this?
Teacher- what do you think it is?
They have no idea.
W shows me that it twists and begins to attach it to a Popsicle stick.
W- I don't know how to tie it.
Teacher- Try.
She quickly figures out that twisting works. Now she has a new tool to build with the other solids she's experimenting with.
The other two girls continue to make little houses with the materials, systemically making each house the same. They are unsure about the twist ties.
K begins to attach clothespins together.
Teacher- what do these things have in common?
W- you can use them to tie.
Teacher- can you use a Popsicle stick to attach things?
W tries to demonstrate, but realizes that you can't.
Teacher- so maybe that isn't something all three things have in common?
W- no. I need some glue!
Interestingly, K's sister, E, is building a structure very similar to the "house" or "castle" and she's at a completely different table. She's also made a star out of the Popsicle sticks. I previously mentioned that the class is decorating their room with a star motif, so it's interesting to see it popping up here.
I move to another table.
N quickly shows me the "flashlight" she made with clothespins.
G is building a castle out of corks, bottle caps and clothespins.
I ask them the essential question- What is a solid?
G thinks I say "salad" and we laugh at the language mix-up.
I say, "this is a solid. So is this. They don't look the same, but what makes them all solids?"
G- they don't look alike.
The teacher places wooden blocks of different sizes and shapes on the table and the students begin to build with them.
116- I brought the group in again to work on the non-living parts of our community for their classroom mural.
108- I brought two boys in to finish painting their buildings and a small group to continue making the map on which their sculpted community will be displayed.
112- I wanted this group to give me ideas as to where we should take our next project, but attempts at brainstorming didn't really have the desired effect. Ms. Natal suggested that we study ocean life, as the students were previously interested in the shell project and would soon be covering ocean life in science class. I logged onto a live ocean webcam from the Aquarium of Monterey Bay. The students were supposed to be writing down a question they have or something they are interested in learning about, but soon all eyes were on the webcam, anxious to see what creatures would swim in front of the camera. This led to a brainstorming session of all the sea creatures they could think of. They were very interested in seeing videos of ocean creatures and they all wanted to learn more about this topic. We ended up deciding that we would use the school's student iPads to give the students time to watch videos on National Geographic Kids about the animal they want to learn more about. They will write about the animals and create drawings from observation of their animals. I would like to give them the opportunity to sculpt their animals in clay in the studio, as well. I love when a project comes together like this.
103- I had the students finish their drawings of houses made from cut shapes. They added their families and wrote their addresses. Two students finished early, so they built their houses out of clay.
104- I had the students think about what kind of building they live in. Is it a single family home? A double? A big apartment building? They then drew their houses. Some were extremely detailed- the correct amount of floors or the buzzers in apartment buildings, garages and street signs for houses. They enjoyed this activity and were busy for the entire period.
104- I had the students think about what kind of building they live in. Is it a single family home? A double? A big apartment building? They then drew their houses. Some were extremely detailed- the correct amount of floors or the buzzers in apartment buildings, garages and street signs for houses. They enjoyed this activity and were busy for the entire period.
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