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

"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.

Brainstorming 

Beginning to construct

The triangle is the strongest shape

Demonstrating a tightly rolled strut

Working together to hold and tape

This one was a square based pyramid

This one had ambitions of being a tall house

This one was closer to a geodesic dome

This one resembled a pup tent.

Gotta test it out

Gotta test the struts?

This one was a bit like a fancy sarcophagus

Trying to get into the geodesic dome

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

A week of dancing

Dear Parents,

Every year for Earth Day, our school celebrates with the awarding of the golden pineapple for the class who's done the best fundraising and a day of dancing with DJ Trevor.  Friday, we danced with DJ Trevor and this week is off to a great start as we begin our dance residency with local dance Artist Candice Irwin. We've worked two half days with her so far this week, and have 3 more sessions in total together.

As you can see from the pictures below, students are moving in creative, controlled ways, thinking about the elements of dance, and generally having a great time. We had a good discussion about how dance is a form of storytelling and I look forward to seeing how we move forward together in our understandings as the residency progresses.

From one of our "Promenade" warm ups

Students had to creatively link themselves  across the room

In different activities, different elements came into focus more clearly

5 relationships exercise

Students had to create 5 different connections

Each connection told a story 

Viewers were encouraged to reflect on the story they saw being acted out

Students really took risks and were willing to play

From the 8 moves up, 8 moves down exercise

Different qualities of movement were emphasized

Some were sharp

Some were smooth and flowing

In any case, I'm sure you'll agree it's been an exciting week to be back in the classroom. 

In other curriculum news:

We filmed our Canada 150 video segment today, making mosaic flags of different provinces.

I've begun DRA testing to get a more formal assessment of reading levels with individual students, which is going well so far. Students are in line so far with where I hoped or expected to see them. We're writing letters to some of our favourite people this week in writing.

We continue to work on addition and subtraction strategies in math. Most students can see that 7+2 and 2+7 are the same things, but right now the challenging bit is getting students to see the relationship between 7+2=9 and 9-2=7.

We're continuing to look at structures and materials in Science and have finished the Social Studies unit on Community (though one student still needs to finish a final assessment). 

This is also Ms. Vijan's last week in the classroom. I personally want to thank her for her support and professionalism over the past few weeks and know that students are looking forward to celebrating her last day with us on Friday. 

Sincerely, 

Ms. Goegan