Simple Simple Machines Scavenger Hunt

After having lessons on the six simple machines, Kent and I wanted the kids to expand their understanding from the examples we had in class.  We made them a table with a row for each machine and one for compound machines.  They were to list examples they saw in their environment.  We gave them some time in the class then walked them around the school and went outside to the playground. Finally, we went for a walk around the neighbourhood.  They were observing, questioning, debating and noticing more things than I'd have imagined.  It was quick ansd simple and they always enjoy being outside.  Today we went to the S.S. Sicamous and students were noticing simple machines around the boat.  It reminds me how great it is when we can get them out of the class to apply their learning.  Just a little shift in how they see things.

Science Explaining What Students Know

We're into another science unit, this one is simple machines.  Again, being years since I've taught science, I didn't want to do the same old, even if it did involve more hands on than other topics.  Our first task was to explain force, with reference to friction, slope and load.  We spoke briefly, putting the terms on the board and telling the kids we would be having a lesson outside.  Afterwards, they would be using the given terms to label a 'doodle' illustrating the lesson. 

We took the kids to the sliding hill with a sled and a mat.  With students making predictions and observations along the way, we had one child, then two, slide from a marked point where Kent and I held them back.  This also gave us an opportunity to introduce potential and kinetic energy.  We repeated this with the slide, the smooth side of the mat and the woven side of the mat.  They could easily predict what would happen so they were just getting the science behind what they already knew.

Back

A second year participating in TADL had me looking at my new students considering who might be the best one to track.  As I started to get to know them I saw there were more than a few that would be considered at risk.  Although I have to admit feeling a bit exhausted before we really started, I was also relieved knowing that planning TADL would make the year the best it could be for me and all the students regardless of who I tracked.

The first Science unit I have taught in years, being that I returned to full time, was on the human body systems.  The amount of information seemed overwhelming to me and I worried how we could teach this keeping everyone's focus and understanding.  I felt encouraged after my planning session with Kent and Jeff.  After that Kent and I met for a detailed planning session for the launch and each of the body system sections of the unit.  Each time I was excited and clear about what we were doing and why.  We were able to address all the learning outcomes and balanced some non-fiction text reading skills and experiments with games, songs, videos, models, parodies the kids wrote and even the dissection of a roasted chicken.  We will have to post some of those classes if we can figure out how to attach some of the videos.  We ended with a Jeoprody study game where the kids wrote the questions, I typed them out and Kent set them up on a computer Jeoprody game.  The summative test was comprehensive and many kids aced it, some did very well and a few totally bombed.  Although I was discouraged that anyone failed, looking at it TADL made me consider that the format (which was not conventional) may have confused them so I chose to reassess them using a different format and had much better results.  I am very happy with the success of the unit.

I still feel exhausted but I am passing out with a satisfied grin.

Referendum Surprise

To finish up our government unit, Kent and I planned to run a referendum with our classes.  They brainstormed then voted on some changes they would like to make at school.  Once we had our 4 questions we formed 8 groups, each assigned a question and position.  They were given time to prepare a campaign and presentation that was attended by the other grade 3 and 4 classes.  They made posters, prepared speeches, filmed commercials and created powerpoints.  Although they all made pros and cons T charts with points highlighted as important, some groups' messages got lost in the excitement of the campaign.  The following day students ran polling stations for the three grade groups at recess and lunch.  THey had class lists and photo books to mark off voters, ballots with the questions on them, private voting stations and ballot boxes.  At lunch students counted and scruteneers recounted votes.  We did not expect the votes to go as they did but it gives us more points to discuss about democracy and also sending clear messages.  Voter turn out was quite good but we can talk about whether the vote could have been different had everyone voted.  We also talk about abiding by the decision whether you agree with it or not and the power to initiate change if you are willing to be involved.  The kids were excited the whole way through but we have to read their self assessments and reflections to see what they learned and what we may do differently.

Better Together

Kent and I just tried putting our classes together for a Remembrance Day writing activity.  The kids enjoyed the opportunity to work with the other class.  We could have done the same activity in our classes separately but it was better together.  Kent found the idea and we met , did a little planning, produced some notetaking and assessment sheets and got everyone together that week.  Just changing things up a bit and blending the classes went over well.  I also like having the chance to plan things with Kent; we have some other ideas brewing for the novel we are both reading to our class ( I am way behind him) and social studies (we want to pick Jeff's brain).  I am appreciating the push this project is giving us.

Easier by the Dozen

It's the Naramata X country run today so I only had 12 students in class this morning.  Wow, zero management and productive.  We tried Jeff's suggestion for learning with movement by posting numbers to 31 around the room.  I said a number in French and they had to try and be the first to find the sign and touch it.  I thought it was better to try it first with a small group.   For French they made little cartoons of dialogue we will be doing 'live'.  Their cartoons will be on the bulletin board as a prompt.  They were happily working on the proper pronunciation and spelling for the presentation.  They each chose the context of their different conversation lines.  Dice games as a group in math.  They all said they loved the morning. 

Here I go.

I have never blogged before and was never too successful with journaling either.  I have heard that having kids write out anything they are worried about before an assignment or test lessens their anxiety.  Maybe I should give it a try.  I am worried that I won't be able to come up with enough creative ways of meeting the learning outcomes, that time will burn away and we will be left with untouched curriculum (more than usual), that I will have difficulty keeping enough records and then won't get enough data for the project. 
I know the desire to change the way you do things doesn't always make changing any easier but it does motivate you to take the first step.  I feel relieved that the Different Lens project gave me a place to put my foot down and has such great supporters to move me down the path.  I am already thankful for the blog since I signed on and saw a great lesson from Kent (Thanks).