Idenitfying Minerals: Scratch Test!

We have spent the last two science sessions learning all about how geologists use something called a scratch test to help determine what certain minerals are!  For this test we used a penny, a paperclip, and our fingernails as tools.  First we determined that a scratch is a permanent mark (that cannot be wiped away) left on one object by another.  You can do a scratch test on any two objects and know that the harder object will always scratch the softer object. We spent time last session using our tools to scratch different items like a tile, and some chalk.  Certain tools could scratch the items, certain ones could not.

With that in mind we spent time today using what we learned to try and identify minerals.  Each table group was able to observe a tray of 4 minerals that were only labeled by numbers.  The first mineral the boys and girls were to identify was Quartz.  I gave them a basic clue that quartz was white, and then asked if they could tell me which one was Quartz.  They quickly realized that color was not enough to identify minerals because 3 of the 4 minerals we observed were white :)  Then I told them Quartz is the hardest of the common earth minerals. 

We were able to deduce that if Quartz is the hardest, our best chance at identifying it would be with the hardest tool we have (which we tested was the paperclip- because it left a scratch on the penny). So we passed around the minerals, using our tools to scratch them to see if scratches were being made. We eliminated minerals that were scratched, because Quartz is the hardest and is harder than our tools. We will continue with the scratch tests tomorrow; can't wait!

Mulan: Chinese Writing

After finishing the story of "Mulan", the boys and girls were excited to get to try some Chinese writing of their very own!  We talked about how Chinese writing is made up of pictures called characters.  A long time ago the pictures looked like the things they stood for.  But over the centuries, the characters changed.  Over one billion people use this writing! 

In class we used a key to help us decide what characters we wanted to represent our art.  We made rough drafts and then hung the final drafts up above our Reading wall :)  These will be sent home next week!

Earth Science: Nature Vision!

Our Earth Materials FOSS science curriculum has provided many opportunities for the kids to observe characteristics of solid materials from the earth- rocks and minerals.  We have focused on geology- the study of the earth- including taking materials apart to find out what they are made of, and putting materials together to understand their properties. 

We have had a lot of fun conversations around earth materials and today we had an especially great time because we had Nature Vision!

We discussed a brief history of the earth, the different layers of the earth, and the 3 main types of rocks: igneous, sedimentary, and metamorphic.  We also talked about plate tectonics forming mountains like the many in our own state, and how the earth is constantly changing and moving!  We also talked about how you cannot see or feel it moving because it's happening so slowly- like your fingernails growing!

Here is a picture of some students using one of the science puzzle pieces we did earlier today to help them discover what kind of rock they were investigating!

Writing Stoplight!

 

Our Step Up To Writing curriculum teaches kids to write simple paragraphs in fun and memorable ways!  The 3 colors of the traffic light help us to remember key ideas. 

• Green- Topic Sentence:  Tells the reader what I am going to share, describe, explain, or prove.
• Yellow- Slow Down:  Support the topic with good details using reasons or interesting facts.
• Red- Give Examples:  Explanations and evidence bring paragraphs to life! 
• Green- Conclusion:  Use the topic sentence to remind the reader of the topic.

As we continue to grow as writers, this Writing Stoplight will prove to be very handy :)

Got GRIT?!

As we wrap up a fantastic week of learning, fun, and conferences I find myself continuing to visit the NBC video on GRIT, and thinking about what it means for our students' futures.

Perseverance is something that happens in the mind, so the way we think and talk to ourselves is essential to the idea of GRIT.

We have only scratched the surface of the topic of perseverance but my goal is for this character trait to become engrained in the kids :)  I want them to believe in themselves, as I do and as you do!  
 
This week we learned a lot about subjects/predicates- a new topic for most students.  If I ever heard a student say they "couldn't" or "I can't"- I mentioned perseverance and talked about what saying things like that does to the mind. Similarly, if I ever heard a child say "this is easy" or “I’m bored”- I mentioned perseverance and talked about how finding ways to keep busy and push your thinking is as much a part of GRIT as persevering through challenges :)

Squiz Tips

Today we brainstormed a list of basic tips to help us when we take small quizzes, or "squizzes".  The goal is for the students to utilize their time wisely and make good choices when it comes to writing down responses  - for math, science, writing, etc.

We discussed whether it's better to go fast and finish early, or go slower and give ourselves enough time to answer to the best of our ability.  Unanimously, the kids were able to state that it's better to take our time but "taking our time" can be vague so the list was created to help paint a picture of exactly what that looks like :)

4 Point Quick Check Responses

Quick checks are the EnVision end of Topic mini assessments that we take in class to see how we're understanding each area.  Today we worked through the above problem as a class.  We read the question carefully and underlined the important parts of it so that we could visibly see what our job was.  Then we went through each underlined part and made sure we followed directions. 

We also discussed what it means to "explain" something and how this is done thoroughly and thoughtfully.  The expectation is that the students can tell why they answered the way they did- it is not to repeat what they did.

It is still early in the year and my goal is for the students to grow in the area of explaining their mathematical thinking, not for them to become anxious over it :)  Therefore, we will dedicate as much time as needed to solidify this skill as it is something that will benefit the kids in all academic areas... not just math!