4th Grade Jazz Glogs

Fourth graders enjoyed working with the online tool, Glogster, to make creative posters about famous jazz musicians in conjunction with their class production, We Haz Jazz. Students quickly learned to navigate the program tool bar to add text, images, and videos. A quick review of copyright ensured students included URL's on their posters to document their resources. Click here for links to all the projects.

Here is the link to the final 3rd grade Spanish Scratch projects. Enjoy!

3rd Graders Teach Spanish with Scratch

Back in November, I posted about the LEGO WeDo Robotics program that is part of the third grade curriculum. The program facilitates critical thinking, problem solving, and collaborative work, all essential 21st century learning skills. I just loved watching how engaged the students were, building and programming their robots. I thought it couldn't get better than this! Then, I introduced Scratch.

As a way to build on these beginning programming skills and to help make their experience more authentic, the students used Scratch to design games, simulations, and interactive animations to teach Spanish vocabulary to their kindergarten peers. The kindergarten students will be viewing the projects in Spanish with Ms. Diaz-Leroy in the next few weeks. This was the first time I tried such an ambitious project with the third graders. They amazed me yet again.

As with many of the technology projects that take place in my lab with the older students, I asked them to take some time to reflect about their experiences. Taking time to think about one's work, the good and the bad and it how impacts you as a learner, is very powerful.  I will be posting all the final projects in the next week to share but thought I'd share one project and reflection with you to help you understand the process the students undertook to complete their projects.

"In computer lab, I learned a program called Scratch. Scratch is a program that teaches children about the things that you program it to do and say. For example you could put a character to say a word that you wanted them to learn. My project was a snowman. There were also clothes to one side. You had to drag the clothes to the snowman to hear their name in Spanish. What I found easy about my Scratch project was making and finding the clothing and snowman. What I found difficult about the Scratch project was programming. I learned Spanish words that I did not know before from my Scratch project." - Brenna

Brenna and Hailey E.'s Snowman Project Link

Here is a screen shot of the Scratch platform.

Gudli.com Learning Games

I recently stumbled across a new site I wanted to share. Gudli.com is a free website of educational activities geared for preschool to second grade. In addition to games, there are videos, worksheets and arts/craft ideas. The site has a nice layout and easy to use interface, and all of the games are labeled to help parents and educators choose appropriately leveled-games. Games can be located by age-level or content area and cover all areas of the curriculum. Worth a look.

Relative and Absolute Location with Google Earth

Relative and absolute location are important geographical concepts for young children to understand. A great way to help children visually see these concepts is to use Google Earth.

After looking at a globe we turned to Google Earth, where the students and I discussed the seven continents and the oceans. Using the rotation tools, we looked at the poles, the oceans, and the placement of the continents on Earth. We discussed how we live on the continent of North America.

Next, we talked about the United States and the 48 contiguous states and the location of Alaska and Hawaii. We looked at our borders and discussed how Hawaii was formed. Of course, the students remarked that Hawaii is made up of a series of islands.

Next we flew to Florida and talked about the concept of a peninsula. The children were quick to notice the different shades of blue and knew it represented the different depths of the water.

Flying into Tampa Bay, we looked at another peninsula.

Finally, we flew to Shorecrest. The children were quick to notice this satellite picture must be old - the track is black not red. We spent some time talking about the perspective of bird's eye view before turning on Street View.

But the best part of class was the excitement and chatter as students flew to their own houses and viewed where they lived using both a bird's eye view and street view. If you have never used Google Earth, I encourage you to download the free software. It really is an amazing learning tool. There is also a free app available for mobile devices.

Second Grade Alliterations

The second graders performed beautifully in their annual program, A Small Part of the World. Here is the alliteration slideshow students completed to showcase their countries and flags to their families. After a lesson on the differences and purposes of nouns, adjectives, and verbs, students used dictionaries to brainstorm a list of potential worlds based on the sound of the first letter of their first name. Students were challenged to use at least ten words in their alliterations as well as include a picture of their country's flag in their illustration. Enjoy!

Lego Collaborations

Over the last two weeks, third grade students have been building and programming Lego models in the lab as an extension on their simple machines science unit. After building models using blueprints, the models are attached via USB to the computers and programmed using special software. Students are paired in teams of three and take turns as designers, builders, and recorders:

• Designer: Uses the book or computer and directs the builder on how to build the project. This person finds the needed materials based on the blueprint and hands them to the Builder.
• Builder: Follows instructions from the designer. This person assembles the project and uses the WeDo software to program the project.
• Recorder: Takes notes about the project in the journal. Answers reflection questions with input from the group. This person also uses the digital/video camera to record the overall process.

 Today, students had the opportunity to build kickers, goal keepers, and cheering fans. After the builds, students participated in math extensions. For example, kickers measured the distance of kicks with kicking leg programmed at various heights. When asked "Did the height of the kicking leg impact how far the ball travelled, " one team in Ms. LaDuke's class responded the following:

"If it was positioned low, the leg had less time to get momentum. When it was set high, it over kicked the ball. When it was medium, it had just enough time. The medium kickers had the highest average distance."

 

Students building goal keepers took turns scoring goals by 'flicking' styrofoam balls. They learned that "If you did it from closer, then you would be more likely to score. Also, the goalie moved in a pattern, so you could watch when he was opened."

Two teams in Mr. Wolfrath's class gathered together for a friendly competition to see who could score the most goals. One group built the kicker, while another group built cheering fans that would move up and down and cheer when goals were scored. The second build used a sensor, so when the ball passed through the goal, the fans were programmed to sense the ball and cheer.