Dear Parents,
The date was readjusted because the weather forecast hasn't been cooperating. Remember to send an extra set of clothes because students will be playing with water!
Sincerely,
Ms. Goegan
Tuesday, June 27, 2017
Monday, June 19, 2017
TInfoil Hats and Father's Day Crafts
Dear Parents,
Last week, we had a fantastic tinfoil hat workshop and fashion show. This was a fantastic celebration of our structures theme and students had a blast making their hats. Many thanks to Diane for supplying the tinfoil and creating team challenges. Students worked in groups of 3 in order to create different hats out of tinfoil. They were allowed to use tape as needed.
Some years Father's Day can be fraught for families, but when I broached the subject with my group this year, they were enthusiastic about making things for their dads, so even though I initially gave them a choice of 3 things I thought we might do, we ended up doing all of them. I delayed posting so as not to ruin the surprise (but at least one student admitted this morning he'd forgotten it all in his backpack, so ...worth checking if you haven't seen it!)
A medal (gold painted yogurt lid with personalized inscription):
Some writing (Seeing yourself through kids' eyes is just entertaining):
A spinner card (students chose their own rewards, and I helped with spelling when asked):
Last week, we had a fantastic tinfoil hat workshop and fashion show. This was a fantastic celebration of our structures theme and students had a blast making their hats. Many thanks to Diane for supplying the tinfoil and creating team challenges. Students worked in groups of 3 in order to create different hats out of tinfoil. They were allowed to use tape as needed.
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| Debating procedure |
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| Making the "horn" for the tall hat. |
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| Not as painful as it might look. Very focused on getting those tentacles to stick. |
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| To start, plenty of tinfoil |
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| Adding noodley appendages to the noodle hat |
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| The original model for the chicken hat, in process |
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| Tentacles being added to the octo-hat |
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| Getting the claws on the lobster hat was pretty tricky |
This one makes me laugh:
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| Can I take a picture? |
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| Smile! |
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| Final elements coming together |
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| The chicken hat |
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| The octopus hat |
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| The lobster hat mid-fashion show |
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| I had to get closer! |
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| Moving like an octopus |
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| Flailing like a noodle |
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| Final poses! |
Some years Father's Day can be fraught for families, but when I broached the subject with my group this year, they were enthusiastic about making things for their dads, so even though I initially gave them a choice of 3 things I thought we might do, we ended up doing all of them. I delayed posting so as not to ruin the surprise (but at least one student admitted this morning he'd forgotten it all in his backpack, so ...worth checking if you haven't seen it!)
Hung on a festive ribbon:
A spinner card (students chose their own rewards, and I helped with spelling when asked):
Another stellar week in Room 105. It's hard to believe the year is almost over!
Sincerely,
Ms. Goegan
Friday, June 2, 2017
Birdhouse workshop
Dear Parents,
Today was the payoff: we spent the afternoon building the birdfeeders that we had planned. Students used a variety of recycled materials to make their bird feeders and one of my favourite parts of the afternoon was the variety of results. This was definitely a case where there was more than one right answer.
Even with all our careful drawings and plans, I was still very much on deck cutting last minute holes, so I didn't get process photos, but while I was cutting, students were solving last minute problems like that the popsicle sticks they'd planned on taping extending horizontal to the outside of their yogurt container weren't going to stay there, at least not without a lot of extra support.
A variety of solutions happened--some students used the lip as a fulcrum, some asked for a hole in the plastic to help stabilize the stick, some glued popsicle sticks onto the surface of the container to build up a lip they could use as a support.
That problem solving is where all the learning happens--I saw it when we did our last design challenge as well. Students apply skills that they then consolidate and apply next time. And the independence they showed throughout this challenge was also refreshing, because they're learning to trust themselves and their ability to solve problems.
Here's the results (a couple of students didn't want photos today--but everyone completed the challenge with flying colours):
Today was the payoff: we spent the afternoon building the birdfeeders that we had planned. Students used a variety of recycled materials to make their bird feeders and one of my favourite parts of the afternoon was the variety of results. This was definitely a case where there was more than one right answer.
Even with all our careful drawings and plans, I was still very much on deck cutting last minute holes, so I didn't get process photos, but while I was cutting, students were solving last minute problems like that the popsicle sticks they'd planned on taping extending horizontal to the outside of their yogurt container weren't going to stay there, at least not without a lot of extra support.
A variety of solutions happened--some students used the lip as a fulcrum, some asked for a hole in the plastic to help stabilize the stick, some glued popsicle sticks onto the surface of the container to build up a lip they could use as a support.
That problem solving is where all the learning happens--I saw it when we did our last design challenge as well. Students apply skills that they then consolidate and apply next time. And the independence they showed throughout this challenge was also refreshing, because they're learning to trust themselves and their ability to solve problems.
Here's the results (a couple of students didn't want photos today--but everyone completed the challenge with flying colours):
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| Here's the triangle support from the side |
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| 2 birdhouses, 1 birthday ribbon |
All this makes me think we might do a third design challenge--maybe hats? maybe shoes?
Have a great weekend!
Sincerely,
Ms. Goegan
Tuesday, May 30, 2017
Bird feeders
Dear Parents,
We spent some time in class today planning the bird feeders we're going to make on Friday. Today I sent home the preliminary plans with student requests for specific materials.
If students chose to use one of my yogurt containers as a base, they took it home in hopes that you can help them cut the holes they need cut in the plastic, and return with it on Friday, ready for assembly (If you don't feel comfortable cutting, I can help, but cutting twenty or so by myself seemed like it might take a while).
I do have more yogurt containers and some other materials available to help construct the feeders, but we're going with their visions for the feeders. Feel free to help students brainstorm these preliminary designs as well, just don't do all the work at home.
Each feeder needs a place to put bird seed, a place for the bird to sit and eat, and a way to hang from a tree branch.
We talked today about ways to ensure that it might also be
--safe from the elements like wind and rain
--safe from other animals stealing the food
--a place that birds felt safe going to in terms of location
We're using materials that are available to us, just like birds use the things from nature that are available to them. In the interests of being environmentally conscious, we're also using materials that can be easily recycled or reused.
Regards,
Ms. Goegan
We spent some time in class today planning the bird feeders we're going to make on Friday. Today I sent home the preliminary plans with student requests for specific materials.
If students chose to use one of my yogurt containers as a base, they took it home in hopes that you can help them cut the holes they need cut in the plastic, and return with it on Friday, ready for assembly (If you don't feel comfortable cutting, I can help, but cutting twenty or so by myself seemed like it might take a while).
I do have more yogurt containers and some other materials available to help construct the feeders, but we're going with their visions for the feeders. Feel free to help students brainstorm these preliminary designs as well, just don't do all the work at home.
Each feeder needs a place to put bird seed, a place for the bird to sit and eat, and a way to hang from a tree branch.
We talked today about ways to ensure that it might also be
--safe from the elements like wind and rain
--safe from other animals stealing the food
--a place that birds felt safe going to in terms of location
We're using materials that are available to us, just like birds use the things from nature that are available to them. In the interests of being environmentally conscious, we're also using materials that can be easily recycled or reused.
Regards,
Ms. Goegan
Friday, May 19, 2017
"Doing" Science
Dear Parents,
Last Friday, we said goodbye to Ms. Vijan, who students will miss. We celebrated through learning by using our last day together to complete a stem challenge related to our structures and materials unit. Students were asked to create a structure "for Ms. Vijan to sleep in".
The success criteria were:
1. Ms. Vijan had to be able to fit into it.
2. It had to be able to survive Ms. Vijan getting into it.
Other qualities we looked for were the relative comfort of the position and the stability of the structure. We tutored students on the strength of tight versus loose paper roll and reinforced the idea of "the strongest shape": the triangle. When structures began to collapse, we looked for places to add triangles, which surprised students, when they really worked.
3 of the 5 structures survived to the testing stage, so this was a hard challenge, but it was also an opportunity to experiment with building structures mid-unit, as we've still got a ways to go in our learning.
I also loved the self talk the students had amongst themselves. When some teams got frustrated about their structures not standing, other students were quick to jump in with comments like, "It's okay, we're still learning!" and "This is a hard job and we're only in Grade 1. Don't worry, we'll get there." When one group completed their structure early, they automatically went to help the other teams as well. It was kind of heartwarming in general and it really made me reflect on how good they are at supporting each other, sharing their learning, and allowing each other to take risks.
Today, we had a completely different science experience when students from the U of T medical school came in to do some experiments and discussion on DNA and biology. Students extracted DNA from a banana, used magnifying glasses to compare different fruit flies, and looked at a genetically modified mouse that glowed under ultraviolet light because some jelly fish genes had been inserted in its DNA.
Students enjoyed the process, and asked some good questions along the way, but my favourite question came at the end, when Felix asked if the mouse's babies would also glow in the dark. (They will.
First we mushed the banana, then we added a dish soap and salt mixture to break down the cell walls which are made out of lipids (ie. oils) :
Then we filtered out the plant matter by pouring it over a coffee filter, which let the water and the dna filter through:
Next, our scientist poured rubbing alcohol over the remains to help separate the dna material into long stringy visible clumps:
To learn more about how to do this at home, with other fruit perhaps:
http://imaginationstationtoledo.org/educator/activities/extract-dna
http://www.instructables.com/id/5-minute-DNA-Extraction-in-a-Shot-Glass/
So, along with our dance workshop, that was a busy week! I hope you have a wonderful long weekend.
Sincerely,
Ms. Goegan
Last Friday, we said goodbye to Ms. Vijan, who students will miss. We celebrated through learning by using our last day together to complete a stem challenge related to our structures and materials unit. Students were asked to create a structure "for Ms. Vijan to sleep in".
The success criteria were:
1. Ms. Vijan had to be able to fit into it.
2. It had to be able to survive Ms. Vijan getting into it.
Other qualities we looked for were the relative comfort of the position and the stability of the structure. We tutored students on the strength of tight versus loose paper roll and reinforced the idea of "the strongest shape": the triangle. When structures began to collapse, we looked for places to add triangles, which surprised students, when they really worked.
3 of the 5 structures survived to the testing stage, so this was a hard challenge, but it was also an opportunity to experiment with building structures mid-unit, as we've still got a ways to go in our learning.
I also loved the self talk the students had amongst themselves. When some teams got frustrated about their structures not standing, other students were quick to jump in with comments like, "It's okay, we're still learning!" and "This is a hard job and we're only in Grade 1. Don't worry, we'll get there." When one group completed their structure early, they automatically went to help the other teams as well. It was kind of heartwarming in general and it really made me reflect on how good they are at supporting each other, sharing their learning, and allowing each other to take risks.
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| Brainstorming |
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| Beginning to construct |
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| The triangle is the strongest shape |
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| Demonstrating a tightly rolled strut |
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| Working together to hold and tape |
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| This one was a square based pyramid |
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| This one had ambitions of being a tall house |
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| This one was closer to a geodesic dome |
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| This one resembled a pup tent. |
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| Gotta test it out |
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| Gotta test the struts? |
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| This one was a bit like a fancy sarcophagus |
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| Trying to get into the geodesic dome |
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| In the pup tent |
Today, we had a completely different science experience when students from the U of T medical school came in to do some experiments and discussion on DNA and biology. Students extracted DNA from a banana, used magnifying glasses to compare different fruit flies, and looked at a genetically modified mouse that glowed under ultraviolet light because some jelly fish genes had been inserted in its DNA.
Students enjoyed the process, and asked some good questions along the way, but my favourite question came at the end, when Felix asked if the mouse's babies would also glow in the dark. (They will.
First we mushed the banana, then we added a dish soap and salt mixture to break down the cell walls which are made out of lipids (ie. oils) :
Then we filtered out the plant matter by pouring it over a coffee filter, which let the water and the dna filter through:
Next, our scientist poured rubbing alcohol over the remains to help separate the dna material into long stringy visible clumps:
Which we packed into little containers and sent home with the kids.
Next, we put on special glasses and looked at that mouse--a magical experience that didn't photgraph very well:
To learn more about how to do this at home, with other fruit perhaps:
http://imaginationstationtoledo.org/educator/activities/extract-dna
http://www.instructables.com/id/5-minute-DNA-Extraction-in-a-Shot-Glass/
So, along with our dance workshop, that was a busy week! I hope you have a wonderful long weekend.
Sincerely,
Ms. Goegan
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