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

Blogging in Kindergaten, Senses, and Some iPads

Yesterday we had a chance to continue blogging with one of our kindergarten classes using Kid Blog. The students have been studying and doing tons of activities all about their senses. This time around we decided to read one chapter from a book titled You Can't Taste a Pickle With Your Ear, this time around we chose to read the chapter on hearing.

Before the lesson began the teacher began by brainstorming some sounds that were familiar to the students and even some that she had heard just that morning at home. This was a great way to bring the students knowledge front and center for them. The class gave some responses like my dog barking or dad snoring. Once the brainstorming was complete, the teacher read the chapter on hearing. She paused at each point and allowed the students to act out the sounds they might hear if they were in the story. I felt that this was very powerful for the students and gave them more opportunities to have some sounds they could be thinking about.

Once the chapter was finished we had the iPads all set up to their 30 Hands slide that they needed to begin. This was the first time the kindergarten students had used 30 Hands, but we were quite confident they would be fine. One of the many great things about the 30 Hands app is that it's really user friendly, both teacher and student. The classes task was to illustrate one sound they can hear or have heard, some students were able to get to more than one illustration. After they completed their illustration we had the students record their explanation of the picture they drew.

Students then saved their 30 Hands video to the camera roll on the iPad. They did this for the next part of our task. Students were then going to take their 30 Hands video and import it to Kid Blog to make a new blog post. This is always the most challenging part, in particular with kindergarten students. We had the students upload the video first and we were then able to go around and help those who needed help with their titles. There is a link to the final products below.

Mrs. O'Neil's Class Blog

Abiotic vs. Biotic

4th grade students recently began their Living Systems unit and have focused on ecosystems. Yesterday we had the opportunity to discuss abiotic and biotic factors in each. To begin the lesson we had written on the board the words biotic and abiotic. Students had 2 minutes to discuss what they thought those words meant. Students were required to give a reasoning to support their answer. Some of the answers included:

• "I think they are opposites because they look that way from how they are spelled."
• "I think they are like antibiotics and have to do with medicine."

After the students had the opportunity to share and discuss their thinking, as well as share their reasoning we watched the video linked below.

Assignment Discovery: Abotic and Biotic Factors

The students were then given the opportunity after watching the video to generate a list of abiotic and biotic factors to write in their science notebooks. We then shared those out as well which allowed for students to add to their list if they need a little more support with this.

Next the students were given pictures, since it was raining, of animals in an ecosystem. Their task was to identify the biotic and abiotic factors in their picture. After they were able to identify the abiotic and biotic factors, they needed to create a short video, using an iPad, explaining what they listed and how they knew it was biotic or abiotic.

Upon completion of their video, students had a QR code at their desk that linked them to a Padlet page. They used an app on their iPad to scan the QR code and upload their video to Padlet.

Egg Drop Challenge

Last week some 4th grade students in Mr. Donnelly's class were able to participate in our Egg Drop Challenge as a brief introduction to force and motion. The class was given some basic directions about what they could and could not use for their contraption. Students were grouped together and given the opportunity to discuss what they had planned on creating, as well as sharing the reasoning behind their idea. Group members often asked "How will this idea keep our egg safe?".

The discussions that resulted in the students brainstorming these ideas were amazing.

Each group was given an iPad and was told to use the 30 Hands app to illustrate their design. Once their illustration was complete they had to explain the reasoning behind their design. 30 Hands was a great resource throughout this process. Check out one group's initial idea in the video below.

After the discussion and designs were done the students tested them out with plastic eggs in the classroom. This allowed them the opportunity to see how their invention might fall, as well as allow them to change any ideas based on their observations.

On Friday, we were finally ready to test them out. Mr. Donnelly went up to the roof with each invention and was ready to launch each one. He battled a sheet of ice on the roof and a steep slope of our roof, but was successful nonetheless.

During the process we had a few students taking pictures and videos using an iPad to document the whole process. This week Mr. Donnelly's class will be discussing what happened and how they could improve their invention. We did have a casualty or 2, as you can see below. Students were so excited for their group and the other groups as well. It was a true team effort.

We had planned this lesson using the FERA learning cycle. The FERA learning cycle focuses on learning science through inquiry, which is something we hear a ton about.

Focus

Explore

Reflect

Apply

There is a great info graphic linked above.

Idea Paint, Some Blank Space, and Twenty 4th Graders!

This week students in a 4th grade math class were given a problem. We have a new space here at RES that has been created for a STEM lab. We are still waiting on tables and chairs, but really who needs all that. It's quite a nice space and will only get better with time.

One item I did specifically order was IDEA Paint, it was an idea I found here, thanks Kevin! Originally I had planned on finding some spaces, which I did, measure those spaces (which I also did), and then apply the paint. Easy enough!

The problem they were give was, "You have 50 square feet of paint to work with. Mr. Evans wants some areas in the room painted with the IDEA Paint. These spots have to be accessible to students and teachers, so they can write on it. Make it happen!"

Through the first few weeks of school and planning with some teachers, we had an idea! Why not do a mini-lesson about finding area? Give the students some guidance and let them decide where the paint should go! They find the area of various spots around the room, document that using an iPad and Skitch, calculate their measurements to make sure they do not go over 50 square feet, and work on a skill they will definitely need throughout their life.

This week the students came down to the lab after the mini-lesson. We briefly described to them the areas they were not allowed to paint (tile floor, ceiling, places that were not easily accessed, etc), supplied them with measuring tapes and an iPad to take pictures of their spaces. The class was shown how to use the Skitch app and some of the features. Then they were off!

First, students were told they had about 50 square feet to work with. They then identified some places in the room they were interested in painting. And took some measurements.

They used the Skitch app on their iPad to take pictures and label the measurements. Some of their examples are below. This generated some great discussion and allowed the students to do some problem solving. 

 

We have all the pictures and will show the work to the class. They will then decide what gets to be painted. Next up, applying the IDEA Paint later this week. Stay tuned!

Raising Chickens and Blogging with Kindergaten

Recently I was able to work with one of our kindergarten teachers on a project. Each of our kindergarten classes were raising chicks from eggs to hatching. I had never been apart of something like this. What an experience it was. One of the teachers came to me with an idea about making this more real world for her students and wanting to incorporate technology into this process in some way. We met to collaborate and I am quite proud of what resulted from that meeting. Once the incubator was set up and the eggs were placed inside, then the real fun began. There were tons of great classroom activities done by the teacher to make this a more authentic experience for the students. One day she had a local farmer come in to talk with the class about caring for the chicks and what to expect. This spiraled into a conversation about why chicks are different colors. Do you know why?

On the first day the teacher read the book "Are You My Mother?" by P.D.Eastman. From there the students were asked to create an illustration of the incubator and the eggs inside. The next step had the students learning about KidBlog.org and learning the steps to sign in to their blog.

After we logged in to KidBlog on our iPads, we had each student write one sentence about what they learned today. This was the most time consuming, as we had expected, since they had to type out their sentences. The students then used the camera feature within the KidBlog app to take a picture of their illustration and insert it into their post. And just like that we had 21 kindergartners, and a teacher, all sharing their experiences with the world.

Mrs. O'Neil's KidBlog

In the beginning of this project the teacher had wanted to class and community to be able to watch this process after school as well. Our tech department was able to pull together a web cam and laptop for us to use. We decided to use Ustream to broadcast this event throughout the week and weekends. I am so glad we had done this. The chicks began to hatch on a Friday afternoon, the classroom teacher took the chicks home with her, and the students watched throughout the weekend as they continued to hatch. 

Before the chicks hatched we were able to connect with a few different classes and teachers doing this same project. We joined a Wiki and were able to connect with one class in Illinois via Skype. 

21st Century Pen Pals

A few weeks ago I came across a post on Skype in the Classroom from a class of 2nd graders in Delta, British Columbia looking to connect with a class. The teachers in this classroom were looking for a way to motivate their struggling, or resistant, writers. I thought this was an amazing idea and shared the idea with some colleagues. Fortunately a co-worker also thought this was a great idea and it would fit well with what was going on in her classroom. So our journey began.

The four of were able to collaborate via Google Hangouts and were able to iron out most of the details. We had decided each student would read a piece of writing to another student on the other end, really the entire class, and that student would then respond to the writing. Jann Kwasnicki  developed a Feedback Script for the students to use and allow them to take notes before they provided their feedback.

Christina and Erin, the two classroom teachers, were able to collaborate via a Google Doc. This also allowed for us to pass some notes back and forth about what was working well and not so well. As well as any upcoming changes that needed to be made.

Each student was so proud to share their writing. The feedback received was well thought out. In addition to  the writing project, the students definitely learned a bit about social skills as well. Overall I think it was an incredible experiences for our students....and the teachers as well. If you want to check out our work we created a hashtag to use throughout the experiences as well #BCtoCT.

Phases of Matter - Liquid

2nd grade students at RES have been studying phases of matter. Two of the 2nd grade classes I have worked with generated questions/wonderings they had about liquids and wanted to test them out. It was amazing to see the difference in the questions generated by both classes. One class focused more on the freezing of liquids and the other focused their questions more on the mixture of liquids.

The questions generated by each class were put into a graphic organizer for the students to discuss, test, and make their observations.

The graphic organizer below, focused more on the changing of liquids to a solid by freezing them. We live in Connecticut and this experiment was done during the coldest week we have had in a long time. So we used that variable to our advantage. We made two sets of liquids and placed one outside and one in the freezer over night. Students checked out their liquids in 15 minute intervals throughout the day and discovered that most liquids, except the oil, were frozen within 90 minutes.

The next day when we worked on this experiment the students tested out their predictions to see if they were correct. In the "What happened?" column they made their notes or drew a picture about what they observed.



In another 2nd grade class had the same theme for our experiment, but used different questions to test out and observe. The questions that were generated are in the picture below and we selected five questions to test out.

Once we narrowed down the questions to five we put them into a similar graphic organizer (see below) to record our data. We supplied the students with all the materials they needed and put them into five different rotating stations. The observations the students made and the discussions that happened during this experiment were amazing and the discussions that happened during this experiment.

The next day I went into the classroom to complete our science notebook entries. Up next the classes, which are next door to one another, are going to use FaceTime to share their data and observations.

Blog for Liquids

Adaptations and Skype

Our 3rd grade students at RES have been studying adaptations during science. They have done experiments and read tons of non-fiction text during this unit. Mrs. Blessey's class had the opportunity to Skype with a Yellowstone Park ranger and discuss animal adaptations in their park. The students read up on Yellowstone Park using non-fiction books from our school library, as well as some links from the Yellowstone Website (see below) and play a WolfQuest game.

Animal Alphabet Book

Windows Into Wonderland

The students really put in a lot of hard work to researching the animals so they were able to ask strong questions about the park. It was an amazing way to wrap up the unit on adaptations. Check out the link below if you are interested in participating. It was an amazing experience for our students and a great way to be connected using technology!

Yellowstone National Park Skype link