We learned about the difference between reflected and refracted light. Students then had some homework where they needed to find a clear reflection of themselves and a distorted refraction of themselves. We had some fun looking up silly examples of refraction. We learned that white light is refracted by a prism into the visible spectrum. Students did a spinning wheel experiment to investigate what happens to reflected light when the object is moving to fast to properly reflect a color to our eyes. |
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Students just completed a guided writing unit on organizing fictional writing! They worked hard and are eager to write stories ALL the TIME!
We started out learning about a new graphic organizer that could help the student organize the basic parts of a story. I used it in front of them and then created my story in front of them. We them worked on one together, trying to incorporate many people's ideas to make it the best! Student groups then went ahead and used the organizer, showing what they had learned from the previous lessons. I walked around to answer questions and provide pointers. I was very impressed to hear the cooperative think alouds and compromises going on. Student groups wrote out their stories and them shared with other groups to get feedback. And after all that effort, we celebrated with a presentation period in the Drama room where we took time to praise and admire. Transparent, Translucent and Opaque! Students explored various materials around the room and how light passes through it or not. River found a transparent water bottle, Grayden and Malcolm found an opaque book, paper towel was translucent and Abby and Rylynn found a translucent bucket.
They students went through quite the process to create their assemblages. Once materials were brought in, they needed to arrange them inside their container, paint a few coats and then glue the arrangement down. Each students's assemblage was attached to the rest to form one piece, ready for St. Patrick's Day. Come check out the bulletin outside the office!
Students were introduced to the term ecosystem this week and we played a 'game' to hit it home. I picked to partners of an ecosystem out of a hat and students had to connect the two. For example, beaver and soil, when a beaver dies it decomposes into the soil OR beavers eat and use trees which grow in the soil.
At the end when they could visualize how connected an ecosystem is, we symbolized what happens when a part of it dies, is polluted, cut down, over hunted, unable to find food, etc, by dropping a string. We could see the damage the ecosystem took as well as a ripple effect of what one action might cause. I am so proud of the class this morning. They were asked to choose partners, of whom they don't often partner with, to edit and revise a piece of Emerging writing and make it better. We have been focusing on the six traits of writing: IDEAS, ORGANIZATION, VOICE, WORD CHOICE, SENTENCE FLUENCY, and CONVENTIONS. I am very impressed by the communication between partners and their focus on writing traits. What did the students think?
Nolan: "It was fun revising this story." Rylynn: "It was fun working with different people." Malcolm: "I like that at the end we could read everyone's revisions." Ariana: "I'm glad that we got to work with people we don't really know." Riley L. "Everyone's ideas were juicy." Korbin: "The stories were good." Bentley: "It was fun working with someone new." Riley K. "It was fun working with somebody different than you usually work with." Grayden: "I enjoyed revising and editing other people's writing." Abby: "I liked putting ideas into the stories." River: "I hope we can do it again but harder." Hugh: "I enjoyed working with Bentley as we revised over the writing." Mrs. Seifried: "I think the kids enjoyed the process more, using an exemplar and not having to write their story first. Maybe they felt safer writing together with a partner too." |
Home Reading
300 minutes a month (approx. 10 min. per night) Word Work (due Wed.)
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"Observe and reflect, and become a little wiser every day" |