In science we are exploring freezing. Yesterday, we made mini freezers and observed how water freezes. Today we conducted experiments with our freezers. Some groups compared the freezing time of different amounts of water (1/8 & 1/4 oz.), while the other groups froze the same amount of water in different containers (a medicine cup & plastic bag). Ask your child how their experiment went and what they learned.
I strung together clips of each group as they worked on their experiment and made a movie: Freezing Water! If you like our movie . . . please let us know by commenting!
Anyone who’s spent any time in my class knows I love The Giver. I have read it at least 15 times and look forward to reading it at least 15 more! We recently finished reading The Giver and used a tool called VoiceThread to reflect on the major themes in this book. In this VoiceThread you will hear each class member share their deep thinking about this award winning book.
Our VoiceThread begins with a picture of the cover. Students were asked to share their opinion of the book on this page. Next, we have an image that is related to the setting of the book. The setting of The Giver is integral to the plot, so students used this page to think about how the image related to the setting of the book. Finally, on the last page of our VoiceThread students were offered two quotes from the book to reflect on.
To begin click the play button. You can click on one or two responses and listen or listen to them all! Either way enjoy a glimpse into the wonderful deep thinking our classroom community regularly engages in.
This week’s reader’s theater group had the opportunity to share their fluency work using technology. Aidan, Ammie, Livy and Brooke used Photostory 3, a free program preinstalled on most Windows machines, to create a video. Now that they know how to use Photostory, they will be our class helpers on our first project later in the year.
We have been focusing on questioning in reader’s workshop. We read Cheyenne Again and practiced asking literal and interpretive questions. Literal questions are answered with the text and help students restate what’s in the text. Interpretive questions can’t be answered with the text and cause student to interpret and think beyond the text. We are getting good at using our background knowledge, research and small group discussions to answer our interpretive/unanswered questions. Ask your child to share with you a literal and interpretive question about their home reading.
Could you use the word “rose” in a sentence as an noun, an adjective or a verb? That’s exactly what we do when we play Parts of Speech Bingo. Each group choses a space on our bingo board (noun, verb or adjective) and then picks a word. If they use the word correctly in a sentence, they can color the square. Both teams were neck and neck . . . not one wrong answer (this is impressive!) until the very end. What a fun and engaging way to practice parts of speech.
In science today we did our least experiment with ice. In this exploration we added a small amount of water to crushed ice and measured the temperature of the water every 5 minutes. It took most tables an hour and a half before the ice melted! They expected the water temperature to drop quickly and then rise just as quickly. However, once the water got as cold as it was going to get, it stayed at the same temperature until most of the ice melted. This was unexpected 🙂 Check out our pictures below.