Friday, May 24, 2013
Thursday, May 23, 2013
Wednesday, May 22, 2013
A Walk Outdoors
We went outside today to use our senses to explore and discover all we could about our environment. We discussed things we observed, described them in as much detail as possible, and recorded our observations in our science notebooks. Our focus was to record (with pictures and words) things we observed under two categories: living & non-living. Back in the classroom we made a class list of what what we saw. Our scientists were amazing! Ask your scientist to tell you about it :)
Tuesday, May 21, 2013
Science
We are learning about living and non-living! The essential questions for this unit are:
1)How are living and non-living things alike and different?
2) How do plants and animals get what they need to survive?
Classroom activities will help students to . . .
Identify living and nonliving things
Observe and record what happens when food and water are given to living and non-living things.
Explain the process of an investigation before and during the process (e.g. planning, investigating, and explaining can happen simultaneously.) Use procedures that are safe and humane.
Drawing scientifically:
a Record shapes and prominent features with supporting details and color.
b. Spatially organize and differentiate significant parts observed.
c. Add essential information to a diagram provided by the teacher.
d.Use simple equipment and non-standard measurement tools to gather data and to extend the senses (e.g. balances, scales, counters, magnifiers).
Follow teacher guidance to complete steps while investigating a question.
Explain observations with the support of material props, photographs, drawings, or diagrams.
(MK:25 Organizes and display data using diagrams, models, or tally charts through written or verbal/ scribed response to answer questions related to the data, to analyze the data to formulate conclusions. )
Identify similarities between past experiences and current investigations.
Care for plants and animals by identifying and providing for their needs.
Last week we began this unit through a connection to literacy by reading "In The Tall, Tall Grass" by Denise Fleming. We spotted many living things in this book and started a discussion about how we can tell when something is living or non-living. This led us to an investigation of non-fiction books, including "Alive or Not Alive" it also gave us a great opportunity to really look at the features of non-fiction text (table of contents, glossary, headings, etc). Before finishing, we started a chart about what we know, want to know and learned about this topic. Later in the day we went out and planted our garden! We planted spinach, lettuce, summer squash and carrots.
1)How are living and non-living things alike and different?
2) How do plants and animals get what they need to survive?
Classroom activities will help students to . . .
Identify living and nonliving things
Observe and record what happens when food and water are given to living and non-living things.
Explain the process of an investigation before and during the process (e.g. planning, investigating, and explaining can happen simultaneously.) Use procedures that are safe and humane.
Drawing scientifically:
a Record shapes and prominent features with supporting details and color.
b. Spatially organize and differentiate significant parts observed.
c. Add essential information to a diagram provided by the teacher.
d.Use simple equipment and non-standard measurement tools to gather data and to extend the senses (e.g. balances, scales, counters, magnifiers).
Follow teacher guidance to complete steps while investigating a question.
Explain observations with the support of material props, photographs, drawings, or diagrams.
(MK:25 Organizes and display data using diagrams, models, or tally charts through written or verbal/ scribed response to answer questions related to the data, to analyze the data to formulate conclusions. )
Identify similarities between past experiences and current investigations.
Care for plants and animals by identifying and providing for their needs.
Last week we began this unit through a connection to literacy by reading "In The Tall, Tall Grass" by Denise Fleming. We spotted many living things in this book and started a discussion about how we can tell when something is living or non-living. This led us to an investigation of non-fiction books, including "Alive or Not Alive" it also gave us a great opportunity to really look at the features of non-fiction text (table of contents, glossary, headings, etc). Before finishing, we started a chart about what we know, want to know and learned about this topic. Later in the day we went out and planted our garden! We planted spinach, lettuce, summer squash and carrots.
Friday, May 10, 2013
Thursday, May 9, 2013
Monday, May 6, 2013
FUNdations
We have moved from identifying letters and their corresponding sounds (although we still practice these every day), to building words! In this activity students listen as I read a word, then tap the sounds they hear, and finally write the corresponding letter.
Ten & More Memory
One of our new work places is a game of memory matching 10-frame cards and numerals 0-20. We all have quick strategies for counting with ten-frames, ask one of us to tell you! :)
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