Comparing Surface Area and Volume

A great activity for those "talented students" that you are urging to think about ideas on their own.

Give the student sentence strips that contain the above phrases.  In small groups, they create the Venn Diagram.  Then, challenge them to create their own Double Venn Diagrams that compare two mathematical concepts.  

Have the students generate a list of pairs of mathematical concepts that they could compare, and then confer with their teacher

 for final approval of their basic idea.

Lately, I've been thinking about this poem.

Perhaps we need to let our "Talented Learners"  FLY?

Smiles,

Deborah

Morning Meeting to Create a Sense of Community

Yesterday, Antionette commented, "

I have taught a split classroom two different years. I decided both years to not group them by grade level because I didn't want my class to feel divided. I wanted to create a community in which we acted as one. It worked really well I think. I have seen it both ways though. 

 

Her comment reminded me about

Morning Meeting.

 

 One strategy that I've seen used to increase this sense of community was "Morning Meeting" from Responsive Classroom.  

What about a meeting that answered questions like:
"One of my strengths when working with a partner is..."
"When I work with a partner on a project, I always ____ so we both contribute to the final project."
"My partner knows that I am listening to their ideas about our project when I ..."
"Today, we are going to practice listening to a partner. I'll give an idea to you, and then you repeat it back to me. Here's a good sentence opener: "I heard you say ....."

 

I'll always remember an interview that I saw with Lee Iacocca, the businessman who in 1980 revived the Chrysler Corporation.

He said that he hired employees that know how to work together in small groups or with a partner. He believed that when ideas are discussed and refined, the quality of those ideas increase.

 Partners see new ideas.   .

 

Deborah

 

 

Fun Independent Practice for 3/4 and 4/5 Multigrade Classes on the Moon

When Bruce Miller looked at the research concerning multigrade classrooms he found:                  
"Since the teacher cannot be everywhere or with every student at the same time, the teacher shares

instructional responsibilities with students within a context of clear rules and routines. Students know what is expected. They know what assignments to work on, when they are due, how to get them graded, how to get extra help, and where to turn them in.

Students learn how to help one another and themselves. At an early age, students are expected to develop interdependence. The effective multigrade teacher establishes a climate to promote and develop this independence."

When learning about the moon, provide experiences that allow students to learn independently. Below are some example of independent practice activities that enhance students understanding of the moon phases that are available on internet sites:

This one is called Moonlight  Madness :http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/moonlight.html
This is from a project at NASA. It allows students to check their ability to identify the different moon phases by name. 

This game is timed and is called Moon Phases from Space and is found at http://www.purposegames.com/game/1016:

This game is called Lunar Challenge from http://www.sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html:
Science Net Links is connected to NASA. This game highlights the "pattern" of the moon phases.

How will you let students know that it is their time to use the computer? What ROUTINE will you develop to structure the experience so it flows smoothly?  I suggest a chart that is posted near the computer, that quickly identifies a list of students (by reading group) in the order that they can use the computer.

For exampleduring small reading groups time, while you are working with one reading group the students from other groups (that are working independently "Daily 5" style) know that the students with a clothespin clip on their name can use the computer during their "Read to Self" time. When they are finished with their turn, THEY move the clip down to the next student. The routine is systematic and fair. 

Deborah