Do your students like games? Are they willing to learn without realizing they are learning because it feels like a game? I know my classes (especially the morning class) will do anything if it is a game. Vocabulary acquisition can … Continue reading
Using new vocabulary words in our daily lingo is a fast track way to making these new words a permanent part of our personal dictionary. So how do we help students use their new vocabulary on a daily basis? The … Continue reading
My students LOVE science, so when we came back to science after several weeks of social studies they were pumped! We have done several fun and easy science activities with this standard and I wanted to share some of them … Continue reading
As a science teacher it is our jobs to teach the information, give students opportunities to explore the standards, and engage the learners in real science! This year I started my cells unit with a great video. The video has dramatic music, but I wanted to make it more dramatic, SO not only did we turn the lights off and turn the volume up, I read the words that come across the screen in my best and most serious dramatic movie introduction voice.
Then we began our unit. We talked about the standard, achievement descriptors and I gave them a few teasers on what was coming their way (Fear Factor lesson, growing mold, and medical masks). We also put our vocabulary into our journals (I still haven’t found a way to do digital interactive notebooks, but I am open to suggestions) You can grab my vocabulary packets (which also have the standard posters in them) for these two units here and here. They will be on sale until February 1st!
We will look at several power point presentations during this unit, but that is not the focus I want to give you. We used technology (computers, cameras, microscopes) to look at cells. My new school had several prepared slides for the kids to look at cells under microscopes and I had a few slides to share with them also. While I was pulling kids up to the microscopes the rest of the kiddos were playing games with our vocabulary words on Quizlet. You can access my word set for FREE here. If you haven’t used quizlet before, now is the day to start. As a teacher you type your words and definitions in and share the link. Quizlet does the rest! They make several games and activities out of the words you enter in. My students love it and we have access without a username or password because my word sets are not private.
We start looking at the organelles of the cells using Jennifer Findley’s FREE poster resource found here.
Then we complete a webquest here. I like for students to have as few struggles as possible though, so I offer diagrams for my students who do not want to draw. Smith Science and Lit has a great set of FREE plant and animal cell diagrams here.
After this we really get into the hands-on stuff!!!!! Eeeeekkkkk!!! I love hands-on learning and so do my students!
My students had done the glow germ lesson before, so I wanted to do something different. I started the lesson with putting on my lab coat (one of my new “costumes” for teaching), lab safety glasses (the kids each had a pair to wear too!) and medical mask! We talked about sneezing and the different ways kids sneeze (uncovered mouth, Kleenex, into their hands, into their sleeve. Then we started our lesson!
Each team had a piece of large white construction paper (I would have preferred white bulletin board paper but we didn’t have any at school —also next year I will have 4 different sheets of paper for each table), a spray bottle with water and food coloring in it (I did all different colors, but that didn’t matter —next year I will not use yellow because it didn’t show as big of an impact), a Kleenex (they really need about 5 Kleenex though), a piece of a T-shirt (I used gray this time because it is what I had with me, but next year I will use white), and a latex glove.
We used a spinner with the four different options on sneezes today and did 20 spins for the 20 sneezes. Next year I will do 5 sneezes of each type onto their own piece of paper for better scientific analysis.
When we landed on uncovered sneeze, the students simply sprayed the paper with the colored water. When we landed on sneezed into hand, the students sprayed the glove (on one of their hands) and then touched the paper once. When we landed on sneezed into sleeve, the students sprayed into the piece of T-shirt. When we landed on sneezed into Kleenex, the students sprayed the Kleenex and then crumpled it and set it on the paper.
We talked about which one had the least spread of “germs” (colored water), which one had the most, why they should cover their mouths with something when the cough, sneeze, or having a runny nose, etc.
It was a great lesson! They had so much fun with it! And the safety glasses and masks were a hit!
Fear Factor Lesson
I started with a Google Slide presentation on the board that had the Fear Factor logo on it. I also played some dramatic music. You can find a YouTube video of the Fear Factor theme music here. I used blind folds to add to the intensity of the moment, but I didn’t blind fold the students until I explained how the game would work.
Students would roll a dice to get a random number. Each number on the dice correlated to a edible microorganism. I promise that none of the foods will cause them to be sick or die, but that they may or may not taste very good. Then we put on our blind folds!
My six foods are:
- vanilla yogurt
- blue cheese crumbles
- bakery fresh bread (yeast!)
With each student, I place a die in their hand and have them roll it. Then I give them the food that they have rolled. Some of them feel all over it. Others smell the food. A few will decided not to eat what they are given. Others will dive right in!
We have a great discussion afterwards of why foods would have microorganisms in them, like bacteria.
As a math teacher, I am constantly trying to get my students to give me more details, explain their thinking, represent their answers…it’s a struggle. After a training with Brenda Erwin I decided I needed to make a poster of one of her slides (and then of course one slide turned into 5 more).
She suggested having students solve a problem using more than one point on the star. Encouraging them to answer with 2 or 3 points on the star. I loved the idea and hope to be putting it into practice more the second half of this year.
Grab the posters HERE for FREE!!!
If you like the RACE image, I have it as a poster in all of my Moving Kids UP! products!
As I shared on the Facebook page a few weeks ago, I am piloting standards based reporting with two other fifth grade math, science, and social studies teachers. So far we all love how well we know our students. We know who needs to continue to work on each standard. Who has met the standard and needs to be pushed to exceed it. We know our kids. The struggle for me has come in getting the students (and parents) to understand that standards based reporting is a growth model. We want to see students grow throughout the year! Success does not come immediately but must develop over time!
So I have finished teaching Unit 1 (order of operations, numeric expressions, multiplying and dividing large whole numbers, and powers of ten with whole numbers). These standards have made their way through Teach 5. Now I need to work with the students in small focus groups to Move Them UP to the next level.
We are using the Georgia Milestones Achievement Level Descriptors to determine the level of mastery on our report cards. This has allowed us to align ourselves to the state’s assessment and should give us a good idea of how the student will perform on the standardized test at the end of the school year. It also allows us to know how to move our kids up to the next level.
I am meeting with all of my level one students in a standard one day, doing a few practice problems, talking about what they are capable of doing on this standard and what I want them to try to do on this standard. Then I reassess with a quick “Move UP!” sheet. Some students show they deserve to move up a level, and others show we need more time working on this standard. The next day I will meet with my level twos, then my level threes on the following day. My goal is to meet with my students each nine weeks to work on our “Move UP!”s.
I have two Moving Kids UP! products completed and will add more throughout the year as I get them ready. And of course, as I grow my resources for this, I will add to these packets. But as the packets get bigger the cost gets higher, so grab them while they are cheap and redownload them as I update them!
As I continue to share new products, especially the vocabulary packets, I want to highlight a different part of the packet each time.
Today’s packet is over World War I and the piece out of each packet that I use no matter what is the interactive notebook pieces.
I have used these two different ways. 1. I have students cut out the pieces with the word and definition attached. We then fold them and glue one side down. We write the word on top so that they can see the word, try to remember the definition, and then flip it open to see the actual definition. 2. I have students cut out the definition and put a post it note on top of it (like pictures).
The Georgia Standards of Excellence are being taught this next school year and that means more changes. Luckily for fifth grade there are not a ton of adjustments to be made. I have updated four products to include these new … Continue reading
I have learned that students do not seem to understand grades or data unless they are working with it. My first few years of teaching I was so frustrated that the kids were not motivated to improve. Didn’t they see the potential that I did? The answer was NO. They didn’t see their own potential and their grades meant nothing to them. When I first started student data notebooks I realized that kids were amazed at what their grades meant. I would conference with them and we would talk about their grades. I would help them graph their progress and they became more inspired.
Math facts are allowed in some schools and not in others. But I still do math facts. They go to it atleast once a week. If they need more practice they go their more than that. They set the time and begin. Afterwards they have a partner check their paper with an answer key and graph their progress. It takes some training, but my 5th graders get it pretty fast. Third grade took a little longer, but they can do it.
Unit tests are graded by myself and we graph these together in math conferences. We talk about their pre-test scores, where their weakness was, and how we can improve. I let them tell me what I can do to help. I make notes on carbon paper to send home to the parents so they know what we talked about as well. We celebrate the post-test growth also and talk about how we can keep growing!
Have you heard about Growth Mindset vs. Fixed Mindset? A ton of schools are moving to a Growth Mindset initiative. It inspires to kids to celebrate their growth and not be defeated by their scores. I have looked at a … Continue reading