Final Update on Research

Once again, my students have hit a grand slam with their research projects.  I discussed in this post about how I set research up differently this year.  I am so pleased with the outcomes because every project connected their learning to a standard in 5th grade and most of them enriched their learning with going above and beyond. Sometimes I learn better with pictures so I want to take you on a visual discovery.  

 All students had to choose 10 vocabulary words from their science book that supported their project.  Several students randomly chose 10 words but through revision realized they need to choose better words.  This was powerful because they took ownership of the these words in their final project. 

Six students decided to do a science experiment that they designed and following the scientific process from the book. This student chose this experiment because he was reading Diary of a Whimpy Kid and one of the characters was wondering about this question. The light bulb moment for me was on the 2nd day of presentations several students commented they did not make this choice because it was too hard, but now after seeing the projects they wish they would have chosen to be a scientist.  

Most of the class chose to write a literary non-fiction project or write a book of poetry.  There were so many wonderful connections with our focus skills this year that I could not have been happier with their final projects.  It was hard for me to know how to share their writings, so I just started lifting lines as I graded on my iPad to share some with you.  

James:  The Close Call

Let's rewind a bit ... his opening hook for the reader

He flew to his parent's room.

Peter now raced to the computer where he found his brother.

Now all Peter could rely on was his bookshelf.

Peter did most of his thinking on the lawn.

Peter was about to admit defeat and be as melancholy as a pooh bear with no honey or a scientist with no research. 

Christine:  Yellowstone National Park Fires of 1998

The fire smoke turned the daylight into night in some areas of the park.

Flames still burned inside the trunks of the trees. (new fact for everyone including me)

"I'll go get my notebook and sketch the glacier lily and write a few new facts."

Finally a student in my class, who LOVES science and has never been able to choose his own experiment chose to research his favorite pond where he spends all of his time.  He collected water samples. Using his sister's microscope which he had to made "a deal" to be able to use, he counted up different organisims from his pond water.  Never in 25 years, I have seen such a thorough and well thought out presentation. He made a CD of the specimens and shared it with our class. You should have heard the oooohs and ahhhs- WOW is all I could say.

And we can teach so much through our feedback on projects-it's not always about the final grade. Although for C. he knocked this project out of the park!!

Turning Research Inside Out

Research has turned upside down in my room this year! It was time to turn research on it's side and try something new.  For the past year, honestly, I have been thinking about how to change it so that it involved higher level thinking, allowed students better choices (not just their favorite baseball player or roller coaster) and most important integrate more reading into their project.

The picture above is the perfect introduction to this year's research project.  I gave my students choice to either write a business letter, take a "field trip" or an interview of a professional in their area. Three boys took their field trip to the zoo after school this past Thursday.   The four areas of research are listed below:

As you can see, I used the Ohio newly released Science standards and allowed students to choose their area and then they had to choose 3 indicators to focus their research on for 2 weeks.  Finally if they chose A, B, or C their final project is to present their research in a poetry book (poems they would write) or write a literary non-fiction story.  Six students chose "Thinking as a Scientist" and they are following our science book for procedures (#1-#5) and their final project will be 3 fold board and their lab report explaining their experiment. We are right in the middle of the project, and I will be grading their research this weekend. That was also important to me breaking the project into smaller parts, so I could check in with them more often.  Check back in two weeks to see their final projects. Turning research up side down is exciting for my students, but I think even more exciting for me.

See their note cards-ready to research at the zoo.

Physical Science and WONDERing

Thanks to Google Images

It's always fun for me when Sarah and I start our new science unit and I spend time searching for wonders that will support our unit as well as my WONDER Wednesday homework for connecting reading and writing.  After some time searching and some help from John at NCFL, I have found the following wonders to support Physcial science.

  #72: What Does  Conductor Do? (http://wonderopolis.org/wonder/what-does-a-conductor-do/)
  #420: How Do Touchscreens Work? (http://wonderopolis.org/wonder/how-do-touch-screens-work/)
  #414: Can You See Sound? (http://wonderopolis.org/wonder/can-you-see-sound/)
  #698: How Do Night Vision Goggles Work? (http://wonderopolis.org/wonder/how-do-night-vision-goggles-work/)
  #709: Why Do Some Things Rust? (http://wonderopolis.org/wonder/why-do-some-things-rust/)
  #161: What Makes Sounds Louder? (http://wonderopolis.org/wonder/what-makes-sounds-louder/0
  #445 When Does the Wind Chill? (http://wonderopolis.org/wonder/when-does-the-wind-chill/)
 
It's always fun the first week when we give the students one battery, two wires and a lightbulb and ask them to light the bulb.  For some it takes few minutes, but for others it can take 20 mins and several clues.  Exploration and inquiry are so important in science. Over the years, I have learned to allow the students time for exploration is crucial for my  scientists to become their own thinkers.  Several years ago, I would have handed my class a worksheet or told them how to to light the bulb. But no more-investigation is the key!  As you can see and hear in the video below the conversations are crucial for the students to understanding their own learning. 

WONDERing all Rolled into One Lesson

 There have been several occasions when I have overhead this conversation at school.  "I am out of time I don't know how I am going to fit it all in?" Typically with exasperation as well as a sense of panic as the state tests are rolling around for this school year.  My quick response "Have you looked at Wonderopolis?"  Wondering can be a game changer in your classroom. This past week in our classroom, I wove all these skills into one
Wonder: #701  Who's at the Top of the Food Chain?




 Reading Focus Skills:
-Students wrote predictions and confirmed their predictions.
-Answering the 3 focus questions, and I differentiated by having some students write higher level questions (evaluative)
-Searched for evidence in the text to support their answers
-Sequence of events within the article
-main idea and supporting details
-cause/effect review lesson

Writing Focus Skiils:
-students wrote a summary of the article including topic, detail and closing senteneces
-I reviewed parts of speech with a small group who needed help with pronoun agreements
-some students extended a concept by doing a word web
-some students wrote a poem using the vocabulary about Food Chains

Word Study Skills:
-using the vocabulary list we review syllable boxes and "every box has a vowel rule"
-parts of speech and how to change nouns from singular to plural
-looking in the text, they practiced context clues and if they did not know the meaning they used their iPods for definitions
-some students wrote their own sentences using the new vocabulary

Science Focus Skills:
-Food chains/webs was our topic for the week, so we used this article in class along with our text book.
-students drew and wrote about the food chains from the article
-students labeled their food chain with correct vocabulary
-students watched the video (which they LOVED) and drew the food chain

Math Focus Skills:
-students could draw the Energy Pyramid and discuss the flow of energy that starts with 100% and decreases as the amount of energy is used
-students could write story problems using the vocabulary for math class

So if you're looking for ways to save time and want to  weave several core lessons into one chunk of your schedule I would suggest using Wonderopolis.  It is extremely easy to use with the search button in the top right hand corner. You type the topic you're looking for, and I promise the rest of the lesson will fall in to place.

Thinking as a Scientist

We (Sarah and I)  just started our first  science unit:  "Thinking as a Scientist."   I love this first unit because we push the students to think beyond the scientific method.  We ask them to think above and beyond experiments.  We will give the students a list of supplies for an experiment and ask them what experiment can they do with these materials. They will make paper airplanes which they love, but then they must think of an experiment that supports flying an airplane.
We ask several "why" and "how do you know that" questions.  As we prepared for this unit, I searched Wonderopolis and found these wonders to include in our first unit. 

#779 Why Do Some People Chase Storms?  We will discuss scientific tools along with review of weather formations from fourth grade.

#213 What Does a Barometer Measure?  We will connect this with the wonder above and discuss the importance of accurate measurements. 

#458 What's So Special About Your Fingerprints?  This is a fun wonder to continue discussing the tools a scientist uses in addition to talk about the importance of observation.

In addition, we will show the students several videos from Dragonfly TV which is another free site that has excellent videos of scientists in their real jobs.  Milk Carton Boat Race is one that we will use to discuss the Design Process for the first time this year.  Another part of this site that I like is on the right hand side, Science Surprise, which gives several videos to choose from for your units.  Our science journey has just started.

Poetry Friday Summer Finds

Not often do I purchase books anymore without visiting my local library. Actually the librarian told me I make the best referrals for new books. I took that as a high compliment. However, I broke my rule for these two new poetry books after reading the recommendations I purchased them instantly.  

 As I researched the Green Mother goose I found this amazing website:  Poetry for Children that helped me with my final decision.  First of all I am shocked that some of my students don't remember basic nursery rhymes. I learned this the hard way when I read Spot the Plot last year and my students didn't know traditional picture books, so I have decided it's my last ditch effort to help my students remember the oldies but goodies. 

Here is the summary:  Mother Goose has gone green in this recycled book of 30 familiar Mother Goose rhymes. Jack Pratt addresses healthy eating in this new green version where he eats junk food fat and outgrows his pants. This Little Piggy saves water, bikes, uses alternative energy and squealed “Re-re-recycle!” all the way home; Mother Hubbard shops with cloth grocery bags. This eco-friendly picture book introduces recycling, organic gardening, free-range chickens, alternative energy, and protecting the environment to children through the use of nursery rhymes. The illustrations further the eco-friendly theme by creating collages from ticket stubs, newspapers, and other reused items. The book is printed with soy-based ink on paper made from mixed sources including recycled wood and fibers.

The other book I purchased is Edgar Allan Poe's Pie by J. Patrick Lewis.  This is a list of classic poems written in puzzle form. I have been searching for math openers and this will be perfect, I am so excited to share this on Friday with my math class.  Thanks Karen for suggesting it in your blog post: It's Monday, What are You Reading?   I researched it and found a great review on Kirkus Reviews.  

It is almost too easy to purchase books, but I am trying to stay true to my rule.  But I just couldn't after reading this review:  Fourteen famous poets and some of their more prominent works are the basis for Lewis’ parodies, which are all in good fun and retain the structure, rhyme and rhythm of the originals. Each poem presents children with at least one math problem to solve, and many of them require several steps to get to the final answer. The level of difficulty varies as much as the poems themselves. Teachers will appreciate the wide array of mathematics required to solve the puzzles. In addition to the four basic operations, the challenges test knowledge of fractions, percentages, decimals, area, perimeter and money.

 Poetry Friday round up is at A Teaching Life.  Thanks Tara for hosting, and I hope you enjoy your conference today. Can't wait to learn more from you!

Enrichment is NOT about Worksheets

I have been struggling with a new focus on using diagnostics to guide my instruction.  For the first time in my teaching career, I was required to give reading and math diagnostics (both fall and spring). This blog post is not going to include my thoughts on these diagnostics however; I might consider writing one after I get my OAA scores back this summer.

Where I have struggled the most is with students “who already know the material.” These students need enriched – they need to be pushed to the next level.  Not necessarily to the 6^th grade indicators but deeper into 5^th grade indicators  I struggle because with all the differentiation that is required I find myself giving my students a worksheet and calling that enrichment.  OK I typed it:  the cat is out of the bag.

Fast forward to April reading, I had 11 students who showed they had mastered their non-fiction reading skills, and I was bound and determined not to give them a worksheet and call that reading instruction.  I spent a weekend reading blogs and going back to Choice Literacy searching for an idea. Finally I decided on having the students create their own game boards. I know that the best teaching comes when you have to teach someone else.  I hit gold with this idea. 

The planets are 3 dimensional: clay and different size planets made out of clay.

I divided the students into groups of 3-4 students.  They chose their own groups-more ownership. I assigned them a rubric that I found on line and adjusted it to our topic:  Earth and Space science.  I gave all the groups the same book and explained the project. Their timeline was one week to read the text, create the game board including directions, game cards, and pawns. We spent an entire afternoon playing Earth and Space games.  It was the BEST afternoon of the month.  The students laughed as they played “Eating Space” after Hungry Hippo. See the video below. They learned several new facts because the rest of the class had to use the text to locate the answers they did not know. That was exciting to hear, "Look on page 13 and skim for the answer." Many of the students made connections to the unit we just completed. It was a great review for our unit test. Finally I have 5 game boards to use for a review and hopefully I can beg to keep one of them for next year’s class as a mentor game board. Now that the "cats out of the bag" I am thankful because I believe enrichment is NOT about worksheets.

Having Fun in Science-oh my!

Lions, tigers and bears - oh my! Having fun in science - oh my!  Enjoying science with the state test (OAA) three weeks away-not possible.  Well luckily for our classes, we have not abandoned all the fun in order to prepare for the state tests.  

 As you can see from the photo, we build craters all Thursday afternoon.  The word ALL is important because we did science for two hours.  We started with reading the amazing true story by Patricia Polacco called Meteor!  I shared with the class when Patricia Polacco came for an author visit to our school several years ago.  She brought a piece of the meteor that landed in her grandparent's yard.  Our whole school got to touch it and that was a special memory for me as I read the book to our classes.

 After building the anticipation, we got out the blue tubs, white flour, cocoa powder, measuring tapes and the 3 meteorites which were a marble, wooden ball and a tennis ball.  We reviewed the scientific procedure, set up their lab notebooks, and discussed the importance of variables. Then the students created their own craters dropping the "meteors" from 150 cm. They had so much fun. First of all what fifth grader wouldn't enjoy dropping stuff into a pan full of flour? The scientific part was fun to observe also.  They learned about the importance of measuring the diameter of the crater and also how cool it was to observe the rays that "shot" out which was the white flour on top of the chocolate cocoa.  They repeated the experiment three times, so they had to clean the lunar surface with their index card.  What a fun way to spend Thursday afternoon.  I checked at Wonderopolis and found the following wonders, and I encouraged our classes to check them out during their three day weekend.  


Wonder #422 Is the Sky Falling?
Wonder #268  How Will Future Astronauts Travel to Outer Space?
Wonder #11  What Causes a Shooting Star?
 

 

February Science Reflections OLW - 2012

As the month ends, and I reflect back I realize that some of the BEST and most EXCITING lessons were in science.  I know a little out of my comfort zone, so enjoy a photo tour of our month. I am lucky enough to team teach everyday with my friend, Sarah. Almost every day before, during or after school, I am thankful to teach with her.  Her gift in writer's workshop always gives me inspiration. All of our conversations about students always help me grow as a teacher.  Thank you Sarah for being such an integral part of life.

The first picture is captioned, "Many hands can light a bulb."  This was one of the best science classes of the year!  We gave each group 3 things (a light bulb, a battery, a one wire) and allowed them time to explore.  I wish you could have heard how excited the students were when they lit the bulb.  It was a "Eureka" kind of day!

Another fun experiment: How can we put out this candle without blowing it out? Some of the predictions included: clapping loudly, singing loudly, yelling loudly, and finally whispering. It was a very LOUD day in science class. Do you see the yellow container in Sarah's hands?  It is a margarine container with a small hole cut out of it.  After trying all of the class predictions, Sarah gently tapped the container right above the flame and the flame went out.  Viola-introduction to sound energy!


Finally science would not be complete without linking it to past Daily wonders  @wonderopolis. The students had weekly Wonder HW in which they connected their learning at school with home by leaving strong comments.  Check out these past wonders for Physical Science.


*Wonder #161 What Makes Sound Louder?
*Wonder #98  What is Static Electricity?
*Wonder #494 Why is Ice Slippery?
*Wonder #312 How Can a Voice Break a Glass?

Our class is still wondering if some possible future wonders might include:
*How do electrons flow in electricity?
*States of matter (solid, liquid and gas) 
*The Design Process in science experiments
*The difference between reflection and refraction in light energy


Does your class have any science wonders???  We are cross posting today on our end of the month reflections. Check out my friend's blogs. 

Barbara @Wondering Through 2012

Tracy @ Thinking Stems 

Tara @ A Teaching Life

Melissa @Technology figuring out how the piecesfit

Wonderopolis is WONDERful Science HW

Thanks to Google Images

We just started our life science unit, and I wanted the students to learn about food chains and most important some key vocabulary.  Every Wednesday, we do WONDER homework and last week's homework was fantastic.  The students continued to focus on writing STRONG comments and had a choice to leave a comment or complete the Still Wondering activity. 19 out of 23 students left a comment, and the comments were excellent but more important the transfer into our class the next few days was HUGE!!!

I value wonderopolis for many reasons but one of the most important parts is the integration of school and home.  I am focused on extending the school day allowing my students to integrate 21 Century skills with my science curriculum. Also the connection between the parents and the students and their discussions at home are so important to my students as learners.  In addition to have instant feedback is such a positive experience for the students as well as me.


In addition I am excited for the different learners in my classroom.  I have had the opportunity to learn about my students.  I am so pleased with Harshitha's comments because she is working on learning English. Her family just moved to the United States 5 months, and she is helping her parents also with learning English through Wonderopolis.  How exciting :)

Next is a comment that reinforces the connection with the wonder and a conversation with her mom about horses.  Connecting learning with a student's life is a so important!

Next the connection with our Word Study (WS) and integrating new vocabulary into all writing..

Finally, the highest level of learning the transfer of learning to someone else or better yet to another life experience.  Read this comment and see how the learning transferred.

If you haven't used Wonderopolis for HW I would encourage you to try it-it is WONDERful!!

Hold the Plane-A Science Blog Entry

Yes I know you are probably saying what a science entry? Science is not my favorite subject of the day but the best part of science is opening our wall and team teaching with my best friend, Sarah. Together we team teach Science and Social Studies every afternoon. 

We decided to start science different this year-we flew right into a science having the students design paper airplanes. Typically we discuss science tools, the scientific method, and typically "hand feed" the first experiment but not this year. We decided to allow the students time to explore, challenge their thinking to push to a higher level and more importantly setting the stage for future conversations. 


The goals were to fly the plane the longest and farthest.  We let the students choose their groups, gave them one sheet of paper, a stopwatch, and a tape measure. That was it and it was only the third day of school. We observed the groups and noticed some groups rushed into the experiment and wanted a new piece of paper quickly, other groups using their background knowledge designed their airplane, and even some groups drew their plane out and thought about how to accomplish the two goals. 

Finally they flew their planes, and that is where the learning curve hit the peak. Students forgot to time the planes, forgot to mark where they flew the plane from, they forgot to record their data from the 3 different test flights. So we reconvened had a HUGE conversation about those areas as well as the scientific term: variables. Also we had students share their longest flights times and why they thought their flight was successful.  Again students learning from students =the best learning!


Finally we allowed the students to redesign their plane and had the students complete the experiment again-all of a sudden the students understood all parts of the experiment! They did a wonderful job and most importantly they learned how to think like scientists. Next week, we are moving on to Lifeboats.