~ HIGH FIVE FRIDAY ~
Mark it on the Calendar!
Monday, November 11th: Veteran's Day
Veteran's Day Program in Gym at 1pm
Thursday, November 14th: Picture Retake Day
Wednesday, November 20th: 4th Grade Musical
at 6:30pm Chesterton Middle School
Wednesday, November 27th: Thanksgiving Break
No School
Thursday, November 28th: Thanksgiving Break
No School
Friday, November 29th: Thanksgiving Break
No School
AROUND DUNELAND:
Winter Card Contest 2019
The Duneland School Corporation is excited to announce our 3rd annual Winter Card Contest! All Duneland students in grades K-8 are eligible to participate. Please see the flyer below for contest guidelines. Submissions are due to the student's school art teacher on or before November 26, 2019. Only one entry per student, please. Student winners will be recognized at the mid January school board meeting.
This week the students completed different word ladders. We reviewed the rules from last week and they were ready to go. In past years, I would model one and then allow the students to try the next individually. That was not okay for this group - they were ready to give it a go on their own and off they went. We worked together on the last set of word ladders when they needed a little assistance. I was so impressed with these students taking this challenge on, on their own at their request.
This week we looked at a poem called The Quarrelsome Kittens by an unknown author. We used this poem to look at how the author used interesting words and phrases to make his writing exciting and come to life for the reader. The students shared some of the interesting words they found and we discussed what simple word they author may have substituted in its place. Next, we moved onto focusing on the phrases, which introduced the students to similes and metaphors.
We will wrap up this lesson next week.
3rd Grade: BEATRIX POTTER:
We finished looking at the biography of Beatrix Potter. Similar to when we studied the author Paul Goble, I had the students track important notes or traits about Beatrix Potter in a rabbit. The students were curious to know why I selected a rabbit, but quickly figured it out when they discovered she was the author of the Tale of Benjamin Rabbit and The Tale of Peter Rabbit. They saw how she incorporated her childhood pet rabbits Peter and Benjamin into her famous stories. To end the week, we started to listen to the story of Mrs. Tiggy-Winkle.
Imi and Zani asked us to play the Weight Challenge Game in our Think Deeply. The game was all about using transitivity. After they looked at two different scales, the students had to order all 3 bags from heaviest to lightest. Then they were asked to explain the relationship between a coconut and a papaya - these were the two items not weighed together with the scales.
To end the game, the students needed to tell them how they knew the order of all 3 bags only using the scales twice. I was excited to see students writing that they knew this because of TRANSITIVITY on their own! We took some time together as a class and described the scales for Imi and Zani to help us define transitivity to our friends.
2nd Grade: TRANSFORMATIONS:
This week my transformers were asked to describe the different transformations a triangle made as it moved its way across the paper. They would have to color in the triangle either red (slide), green (flip) or blue (turn) as they identified if it was a flip, turn or slide.
Before they began we identified that the triangle was scalene meaning no sides were equal. This was important for them to remember when determining between the flip and the turn. We took a moment afterwards and used a cut-out model of the triangle and transformed it to match the movements. This definitely helped them see the transformation. We ended the week by practicing our tessellations with a basic design (using only one shape for the design).
3rd Grade: WHAT'S NEXT?:
This week we came together to review their results from What's Next. We regrouped and shared our discoveries, but were trying to find a general rule to utilize when looking for any term in a sequence. This week I shared with the students the two functions that are needed to solve What's Next depending on if the pattern was increasing or decreasing. This gave them an understanding to why we first identify the pattern and then the starting number - both of these are needed to create the function for our tables. If a pattern is adding to the previous number, the students will always multiply the term by the number they found for the pattern and then add the starting number to their answer. We identified this as F = (T x P) + S. If the pattern was subtracting from the previous number, the formula would be F = S - (T x P). This meant to start with our starting number and then subtract the difference from multiplying the term from the number they identified in the pattern. In both formulas, they are always multiplying the term with the number they identified with the pattern. How they utilize the starting number in the function is determined by if the growing pattern was increasing or decreasing. As soon as the students identified how the pattern changed, then they could determine the formula to utilize.
The students did a great job using these two phrases when describing what they saw. To wrap up the lesson, we had enough time to look at our Think Deeply question for next week and began to fill out the message board with our thoughts and ideas. The students were asked which shapes have rectangular cross-sections and to create a general rule for these shapes. We concluded that any 3-D shape with a rectangular face would have a rectangular cross-section. This got us thinking a little bit more and led us to draw out some different prisms. We concluded that all prisms would have a rectangular cross-section.
Veteran's Day Program in Gym at 1pm
Thursday, November 14th: Picture Retake Day
Wednesday, November 20th: 4th Grade Musical
at 6:30pm Chesterton Middle School
Wednesday, November 27th: Thanksgiving Break
No School
Thursday, November 28th: Thanksgiving Break
No School
Friday, November 29th: Thanksgiving Break
No School
AROUND DUNELAND:
Winter Card Contest 2019
The Duneland School Corporation is excited to announce our 3rd annual Winter Card Contest! All Duneland students in grades K-8 are eligible to participate. Please see the flyer below for contest guidelines. Submissions are due to the student's school art teacher on or before November 26, 2019. Only one entry per student, please. Student winners will be recognized at the mid January school board meeting.
1st Grade: WORD LADDERS:
This week the students completed different word ladders. We reviewed the rules from last week and they were ready to go. In past years, I would model one and then allow the students to try the next individually. That was not okay for this group - they were ready to give it a go on their own and off they went. We worked together on the last set of word ladders when they needed a little assistance. I was so impressed with these students taking this challenge on, on their own at their request.
We will start a new lesson next week.
2nd Grade: GRAMMAR TIME:
This week we looked at a poem called The Quarrelsome Kittens by an unknown author. We used this poem to look at how the author used interesting words and phrases to make his writing exciting and come to life for the reader. The students shared some of the interesting words they found and we discussed what simple word they author may have substituted in its place. Next, we moved onto focusing on the phrases, which introduced the students to similes and metaphors.
For this lesson, we focused on similes. The students completed a worksheet to practice to identifying the simile in the sentence.
We finished looking at the biography of Beatrix Potter. Similar to when we studied the author Paul Goble, I had the students track important notes or traits about Beatrix Potter in a rabbit. The students were curious to know why I selected a rabbit, but quickly figured it out when they discovered she was the author of the Tale of Benjamin Rabbit and The Tale of Peter Rabbit. They saw how she incorporated her childhood pet rabbits Peter and Benjamin into her famous stories. To end the week, we started to listen to the story of Mrs. Tiggy-Winkle.
We will continue with this lesson next week.
4th Grade: RUBY BRIDGES:
As we study the unit of change,we study biographies/autobiographies and look for moments in a person's life that trigger or inspire change. Sometimes the change might just be to that one person and other times it might inspire an entire community, nation or world. This helps us further develop our definition of change is happening all around us. In our unit, the students will study the life of Ruby Bridges and the change she brought to the school system during the civil rights movement.
Prior to the students reading the book, we discussed how old Ruby Bridges was during the story they were about to read. Ruby Bridges at the age of 6 became a change maker to the civil rights movement. I also prepared them that they will see vocabulary from the time period in the book and that it is unacceptable to use those words today. From there, the students began to ready Through My Eyes by Ruby Bridges.
We will continue with this lesson next week.
1st Grade: THINK DEEPLY:
Imi and Zani asked us to play the Weight Challenge Game in our Think Deeply. The game was all about using transitivity. After they looked at two different scales, the students had to order all 3 bags from heaviest to lightest. Then they were asked to explain the relationship between a coconut and a papaya - these were the two items not weighed together with the scales.
To end the game, the students needed to tell them how they knew the order of all 3 bags only using the scales twice. I was excited to see students writing that they knew this because of TRANSITIVITY on their own! We took some time together as a class and described the scales for Imi and Zani to help us define transitivity to our friends.
Next week the students will complete a Chapter Check-Up.
This week my transformers were asked to describe the different transformations a triangle made as it moved its way across the paper. They would have to color in the triangle either red (slide), green (flip) or blue (turn) as they identified if it was a flip, turn or slide. 
Before they began we identified that the triangle was scalene meaning no sides were equal. This was important for them to remember when determining between the flip and the turn. We took a moment afterwards and used a cut-out model of the triangle and transformed it to match the movements. This definitely helped them see the transformation. We ended the week by practicing our tessellations with a basic design (using only one shape for the design).
Next week we will create our tessellations.
This week we came together to review their results from What's Next. We regrouped and shared our discoveries, but were trying to find a general rule to utilize when looking for any term in a sequence. This week I shared with the students the two functions that are needed to solve What's Next depending on if the pattern was increasing or decreasing. This gave them an understanding to why we first identify the pattern and then the starting number - both of these are needed to create the function for our tables. If a pattern is adding to the previous number, the students will always multiply the term by the number they found for the pattern and then add the starting number to their answer. We identified this as F = (T x P) + S. If the pattern was subtracting from the previous number, the formula would be F = S - (T x P). This meant to start with our starting number and then subtract the difference from multiplying the term from the number they identified in the pattern. In both formulas, they are always multiplying the term with the number they identified with the pattern. How they utilize the starting number in the function is determined by if the growing pattern was increasing or decreasing. As soon as the students identified how the pattern changed, then they could determine the formula to utilize.
We will wrap up this lesson next week.
4th Grade: CROSS-SECTIONS:
This week the students explored cross-section in their 3-D shapes. We began by watching a short-video that introduced this topic to the students. Then, we looked at a few shapes and predicted what the cross-section might look like.
Next, it was time to explore the cross-sections by taking a look at the inside of our shapes. We took our class set of 3-D shapes and filled them with water. This allowed the students to turn the shapes and see the different shapes the water formed - this was the cross-section. For this project they were asked to record their results on a chart. We focused on two ways to describe our cross-sections: a horizontal plane to the base or a perpendicular plane to the base.
The students did a great job using these two phrases when describing what they saw. To wrap up the lesson, we had enough time to look at our Think Deeply question for next week and began to fill out the message board with our thoughts and ideas. The students were asked which shapes have rectangular cross-sections and to create a general rule for these shapes. We concluded that any 3-D shape with a rectangular face would have a rectangular cross-section. This got us thinking a little bit more and led us to draw out some different prisms. We concluded that all prisms would have a rectangular cross-section.
We will wrap up this lesson next week.
Have a Great Weekend,
Ms. Losinski
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