Critical thinking
Ups and downs
First grade scientists used tubes, marbles, and tape–lots of tape!–to turn Room 123 into an amusement park.
Students worked in self-selected groups to complete this challenge: create a roller coaster that has at least one loop-de-loop. To accomplish this task, they had to use their earlier science learning as well as their cooperative learning skills. Take a look at how they rose to this challenge!
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In a spin
Scientists in Room 123 continued their study of motion, this week focusing on spinning. They were challenged to find a way to make this paper twirler spin without using their hands or fingers to add force. Here’s how they did it!
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We need how many??
Wouldn’t it be cool to have a bracelet like this to wear on Richards Spirit Mondays? First graders in Room 123 and Mrs. Bornheimer’s room thought so! But before they could make the bracelets, they had to figure out how many beads to order for all the students in both classes. It took some thinking–and rethinking–but students did it!
This challenge provided students with a real-life context in which to develop a critical math concept: unitizing. Unitizing is the understanding that objects can be grouped into sets of 10; these groups can then be thought of as 10 ones or 1 ten. This understanding is the basis for our place value system. Special thanks to the Richards PTO for funding this project!
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What is a hero?
What makes a person a hero? Over the next few weeks, first grade students will listen to biographies to find answers to that question.
We began our study with a biography of Abraham Lincoln. We paused after every page or two to identify the topic and details found on the pages. Retelling nonfiction in this way helps ensure readers understand and remember important information.
Then we analyzed that information to find evidence for and against Abraham Lincoln being a hero. As we did so, students engaged in lively discussions about each piece of evidence.
As we continue our study, students will first work in pairs to retell and analyze information from the biographies we read. By the end of the unit, they work individually to do so.
Getting to the point
Can you balance a pencil on its point? Yes–eventually! Scientists in Room 123 had to form initial hypotheses, test them, revise them, and test them again before succeeding.
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What is a family?
To find answers to this big question, students in Room 123 are reading and analyzing fiction texts. Then they take their thinking a step further: they apply the lessons to their own lives.
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Scientists at work
How do scientists find answers to their questions? Students in Room 123 are learning how to use the scientific method to do just that! Take a look at the process:
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The Pigeon Project
A challenging project awaited students in Room 123 when they returned from winter break: creating a presentation to teach everyone at Richards School how to follow the Richards Way in the computer lab!
Inspired by Mo Willems’ Pigeon books read to them by Media Specialist Ms. Roberts, they decided to create a fotobabble slideshow using a Pigeon puppet. To develop an effective presentation, they knew they needed to keep their audience in mind as they planned the photos and wrote the voice-overs.
The completed project will premiere at the February School Meeting and then be posted on our blog. But you can take a look at the process now!
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So, show me…
Mathematicians in Room 123 are always eager to share their thinking! That poses some problems, though. If students share their thinking one at a time to the whole group, only a few students can do so during a math lesson. If students work in small groups, it is difficult for me to get to every group so that I can hear and assess student learning.
Fortunately, we can use our iPads to solve those problems. When students work in small groups, they often use an app called Show Me to record both their math work and math talk about the work. I can circulate and assist groups as necessary, and then listen to all their recordings later in the day. Take a look:
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