Literacy time was divided into fiction and nonfiction times. Students read informational text on magnets and electricity, focusing on the features of nonfiction, as well as identifying the “Big Ideas” in each section of text. During February, which is African-American History Month, they selected a significant person to learn about. They read articles and/or books, took notes in their journals, drafted a mini report, and created a poster with information and illustrations. We are displaying these soon as an Alphabet of Famous African Americans in the hallway. They were also given the opportunity to select a book of fiction, and spend time reading independently and responding to writing prompts in their journal. Some students have also been writing pen pal letters to students in Kyrgyzstan, and we hope to expand this project.
Math
Fourth grade students have been learning more efficient methods for addition and subtraction. Although number lines are a great way to solve problems, students have been testing out a variety of other strategies, including the standard algorithms (sometimes referred to by students as “the parent way.”) We began the process with manipulatives, moving to more representational forms, and eventually to more abstract. However, we also focused on the importance of creating a “story”, or context for the problem, to help them understand that the numbers could represent real objects and problems in their world. They particularly enjoyed using real cookies as one form of manipulative - seeing them packaged in bags of 10, boxes of 100 (10 bags with 10 in each) and cases of 1,000 (10 boxes with 100 in each.) This also reinforced place value and the “Powers of 10” in our number system.
The third graders have been working on multiplication and division in a unit called, “Equal Groups.” Students have used 100 charts and arrays to discern patterns in sets of multiples, comparing and contrasting these. They have explored the relationship between multiplication and division, and solved problems within a story context. They are continuing to work on fact fluency.
Science
We are finishing up a unit on magnets and electricity, which has been a lot of fun. We explored the relationship between the two, as well as learning about them individually. Students performed a number of experiments with magnets, and then designed their own, including the documentation of the process. They recorded the materials they would need, the procedure they would use, and their hypothesis. After completing their experiment, they recorded the results, conclusions and new questions that developed.
For their first task in our electricity study, they were handed a small light bulb, a battery and wire, and were asked to find a way to make the bulb light up. They worked with a partner, and found it to be a challenging process. Once they were successful, we added switches and additional wires, and explored open and closed circuits in more detail. We also created “Jitterbugs”, made from old CDs, an idea we got from Mr. Stevenson. Again, students had to create a circuit with a battery and a motor to make their bug “dance.” Once they had solved the “science” problem, they were able to decorate them as they wished. Some created names and personalities for their jitterbugs. Check out the pictures and video of these creative creatures!