How Your Eye Sees an Object?

The 5th grade students have continued working through their senses unit. Recently, a classroom teacher and I, planned a lesson to allow the students to work towards learning how their eye actually sees an object. The CT Science Framework asks the students to "create a diagrams that show the straight path of light rays from a source, to a reflecting object to the eye, allowing the object to be seen." We decided to pull in a variety of texts, both in print and digital, for the students to use. This allowed the students to continue working on synthesizing information from a variety of non-fiction texts.

The students were put into groups prior to beginning this lesson. Once they were in their groups they were given a graphic organizer, which can be found below, and given a certain amount of time to read the short text and find the information they needed. We used the Online Stopwatch, a favorite of mine, to allow the students to keep track of the time they had left in each station.

How Does Your Eye See an Object?

We reminded the students during each station that their evidence should be focused on helping them answer the focus question we provided. This was a big help to the students and kept them aware of the task at hand. Students then had to make a claim based on the evidence they collected. 

Once the students were done with the stations, we allowed some time for the group to form a plan to create their diagram. Each group had an iPad and we had them use Doodlecast Pro. We chose this app primarily because down the road we are going to use it in much more detail. We did not tell the students all the features of the app, but just wanted them to be able to create their diagram and record their voice. There are a ton of apps out there that we could have used, but like I said this is something we plan on using in the future in much more detail. 

Each video was created, saved to the Camera Roll on the iPads, and then combined into one video using YouTube Capture.

Vocabulary and Senses - Day 2

The next day I returned with the students work that they had completed the day before. The task today has them taking their learning and creating a page or two to be used in our iBook. The students will be creating some pages using the Book Creator app and allowed to import their video from 30 Hands if they so desire.

We split the class in half this day, so I could work with half the class in the creation of their pages. To introduce Book Creator I showed the students some of the features, but for the most part allowed them to create however they wanted. Some groups chose to use the video they created in 30 Hands and others chose to start from scratch.

Each group had access to the graphic organizer they created to help guide them along the way. They had to include some sort of visual and include the definition of their word. These were really the only parameters we had set for the students. After they created their pages in Book Creator, the students sent their files to be stored in our class Dropbox account. Dropbox and Book Creator play together quite nicely. Storing your pages in Dropbox allows you to open the pages/books right in Book Creator and then combine the pages all into one book. Learned this feature by participating with another class in a global iBook project created by Mrs. Wideen's students.

Check out the links below to PDF versions of the books.

Mrs. Green's Morning Session

Mrs. Green's Afternoon Session

Clink the links below on your Apple device, if you have iBooks installed. This will open up to an interactive version of our iBooks.

Mrs. Green's Morning Session - iBook

Mrs. Green's Afternoon Session - iBook

Vocabulary and Senses - Day 1

5th grade students recently began their unit dealing with the senses. As an introduction to the unit we decided to have the students each make a few pages to be put into an interactive iBook that would be able to be used throughout the unit. We took the vocabulary words from the CT Science Framework as well as using vocabulary the teacher had added throughout the unit as she taught.

Before it was time to teach the lesson we put together some items the students would be able to use in developing their definitions for the words their group had been assigned. We pulled in some books from the library as well as some links for the students to use. As well as found a graphic organizer that would help the students along the way. Our goal throughout the lesson was to have the students be able to pull information from various non-fiction text, synthesize that information, and develop a definition that they would be able to understand.

The students were put into groups before we began the lesson. Each station the students went to had a QR code as well as a book that had information to help them with their definition.

Senses QR Codes

To scan the QR code the students used the Scan app that was already on their iPad. This is my favorite QR code scanner, and the one I find to be the most reliable. They were to read through the text they were provided and complete the Vocabulary graphic organizer. I found this graphic organizer on the Teaching in 220 blog and it fit the exact needs I was looking for. 

After the students completed the graphic organizer we made sure they showed either myself or their classroom teacher. This way we were able to check for accuracy and clear up any misconceptions the students may still have. Once their graphic organizer was complete the students used 30 Hands to create a few slides that showed what their words meant and allowed them to show their learning how they saw fit. This was another great way for us to measure the groups understanding of their words. In the next steps you will see they have the opportunity to use the video they created for their pages in the iBook.

Eric Carle Books

Before Winter Break this year our Kindergarten students created books in Art class inspired by Eric Carle's books and illustrations. Our Kindergarten teachers wanted to make these books come alive and allow the students to be able to tell their stories.

We used the 30 Hands app to take pictures of each page the students created, which was done by adults, and narrate the stories. The work the students did was unbelievably and their stories were so incredibly creative!

After we complete this task the videos were uploaded to Dropbox to be stored and available on the iPads. What I really love about the Dropbox app is that it allows you to download the videos and save them to your iPad from within the app. I have not found another app that allows for this at this point.

Eric Carle Videos

After the videos were all uploaded to Dropbox, our next goal was to have the students import these videos to their blogs on KidBlog and give that blog post a title. The students very successfully imported their videos, we did this in small groups, and added their name for the title of their blog post. A teacher added the end of the title for the students for the sake of time. 

Mrs. O'Neil's Student Blogs

Food Chains vs. Food Webs

Through all my teachings in 4th grade science, one concept for the students year after year is a difficult one to grasp. I find students when learning about food chains and food webs have a much easier time understanding what a food chain is. They are able to articulate that concept with great ease. And each year when we move on to food webs, most students, want to explain a food web as a bunch of food chains. While I get what they are trying to explain, there are some holes in that explanation.

This year with a 4th grade class we used a Science A-Z book called Food Chains and Food Webs. The students were broken into small groups and assigned one chapter from the book to read. They either read Food Chains or Food Webs on that first day. After they completed reading their assigned chapter students had a task to complete using the graphic organizer below. The focus of the chapter on food chains was how energy is passed from one living organism to the next. The food web chapter focused more on how complex a food web is and how it shows the relationship between organisms.

Food Chain/Food Web Graphic Organizer

After each group completed their graphic organizer, each group was to make a quick video explaining what either a food chain or food web was, as well as provide an example of each.

The next day with the students, they were given the chance to switch roles. The groups that read about food chains, now read about food webs and vice versa. After they read we provided an opportunity for some discussion to take place in their group to help clear up some misconceptions.

The final steps of our plan combined some groups and allowed for more guided discussion to help further clear up some still lingering misconceptions. These conversations were facilitated by myself and the classroom teacher. Once we felt confident the students then had to make one last video explaining the difference between a food chain and food web. Students again used PicPlayPost to complete their final product.

Plant Adaptations

3rd grade students have been studying adaptations that focus on the physical and behavioral adpatations of plants and animals. We began our lesson by making a claim about what adaptations are, using evidence to support our response, and explaining our reasoning. The students had a chance to share out their initial thinking. We then watched the brief video below about plant adaptations.

Study Jams - Plant Adaptations

After watching the video we gave the students an opportunity to share their thinking or make any changes to their thinking based on the video. 

Once each group had a chance to share the groups were given a picture and brief reading about plants and their adaptations. 

Plant Adaptations Picture and Reading 

During their reading the students were instructed to have a discussion about the physical and behavioral adaptations for each plant. During that discussion, or after, they were to complete the graphic organizer below to collect data and be placed in their science notebooks.

Plant Adaptations Graphic Organizer

Once the students completed the graphic organizer they were able to use an iPad to take pictures and create a video based on the adaptations of their plant. We used the app PicPlayPost to create our final products. In their final products the students were to share a picture of their plant, the data they collected, and then create a video sharing each adaptation and how it helps that plant to survive.

Ecosystems Research Project

Today we began a research project with 4th grade students who have been studying ecosystems. They have done a variety of learning activities with their homeroom teacher and are now ready to begin some research.

Our plan is to put the students in collaborative groups. We have pulled in a variety of non-fiction text from our library here at school. To take it a step further, I created some Google Custom Searches based on the ecosystems we will be researching. For more information on how to create a Google Custom Search check out How to Create Your Own Google Custom Search by Richard Byrne. It's not only a great post, but the blog is one of my main go-tos.

Today the students will use the Scan app to scan the QR codes below. These QR codes will take them directly to our custom searches.

Ecosystems QR Code Google Custom Search

The students will use the graphic organizer below to take notes. Each group has one ecosystem they are researching. We will then come together to share our information on the other ecosystems to complete our graphic organizer.

Ecosystems Graphic Organizer and Note Taking Sheet