with a little damage from flooding, 2 long weeks without school, and a month of catch-up. Missing those early weeks made it feel like we started the school year in October, because we had to go back and reteach and reinforce procedures just like we did in August.
We finished out the physical science units (we'll be reteaching those in the spring, though).
Next come earth science - my favorite! What great ideas do you have for teaching the very abstract and elusive earth science objectives?
Monday, September 29, 2008
Wednesday, September 10, 2008
Measurement Matters
Just for fun - a quick, eye-opening assessment for tools and measurement.
My table teams have jobs, as many of yours do. I asked for all 4 Engineers to go to the area where we keep the tools and bring me a tool that can measure length.
I did this with every grade from 2nd-5th. Invariably, the tool they picked first was the triple-beam balance. Then the graduated cylinder.
When I changed the question to bring me a tool that can measure "how long" something is, then I started to get rulers, meter sticks and measuring tapes. Obviously, they have not internalized what "length" means. This is something we will work on all year.
I continued this game for volume, temperature, mass, direction, time and tools that make things look bigger. I had them write the names of the tools for each measurement in their notebook and draw a picture of it. Then I added the tool to the word wall, along with what it measures.
The benefit was that both I and the classroom teacher knew immediately where we needed to start with measurement AND the children know where to find the tools.
My table teams have jobs, as many of yours do. I asked for all 4 Engineers to go to the area where we keep the tools and bring me a tool that can measure length.
I did this with every grade from 2nd-5th. Invariably, the tool they picked first was the triple-beam balance. Then the graduated cylinder.
When I changed the question to bring me a tool that can measure "how long" something is, then I started to get rulers, meter sticks and measuring tapes. Obviously, they have not internalized what "length" means. This is something we will work on all year.
I continued this game for volume, temperature, mass, direction, time and tools that make things look bigger. I had them write the names of the tools for each measurement in their notebook and draw a picture of it. Then I added the tool to the word wall, along with what it measures.
The benefit was that both I and the classroom teacher knew immediately where we needed to start with measurement AND the children know where to find the tools.
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