Social Studies

Character, Community, Conflict, Connection, and… Comparing

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We started off our day today by spending time with Mrs. Kovacs, who is filling in for Mrs. Chofi while she is on maternity leave. Mrs. Kovacs conducted a Words Their Way assessment with us, which will help us identify areas for glowing and growing as scholarly spellers.

After completing the assessment, we had an opportunity to choose from a wide variety of mystery books featuring… famous fictional problem solvers.

We were able to read for 19 minutes without interruption or distraction. This was a great starting point as we seek to grow our reading stamina. While hard to put our books down, we managed to pull ourselves away for a brief discussion of key characteristics of the mystery genre.

 

We then gathered on the carpet to share a reading of Eve Bunting’s book One Green Apple (Interview with Eve Bunting). While reading, we discussed character, motivation, point of view, author’s purpose, conflict, and theme. As part of our analysis, we referenced TASOK’s Learner Profile, trying to identify qualities evidenced in the main character, Farah. We will be rereading this text to further discuss Farah as a problem solver. Our captured thoughts will allow us to compare and contrast ideas with several other texts.

Continuing our search for details to help design a detective story, we examined a variety of maps of China. Since setting can play such a critical role in a story, it is important to know where our mystery will take place and how location and place will impact the character and plot.

After recess, our math-magical minds were put to work as we compared and ordered large numbers. Being able to justify and explain our thinking was a critical component of today’s work. Using the place value chart and expanded form was one way we were able to compare today.  Thankfully, we had our multiple source as a reference.


The highlight of the day was hearing such scholarly math conversations happening as we provided evidence for our thinking.

Digging for Details to Delve into Detective Drafts

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Each day (except Wednesdays) begins with French. Today, we headed to two separate classes to engage in language learning.

Upon returning from French, we started with a brief review of Friday’s reading of The Invisible Boy followed by a fresh book by Shirin Yim Bridges, Ruby’s Wish. This reading enabled us to make connections about problem solvers, but it also caused us to inquire about China, our country of focus for this unit.


We then transitioned to our observations of images featuring a variety of problems in China. With fresh eyes, we applied the visible thinking routine – See. Think. Wonder., adding on to the observations, insights, and inquiries of others.

After recess, we reviewed our work in our mathematical multiple source and sought to apply it to problems posed in our Everyday Math Journal. This will be a common practice this year, as we consider different points of view and provide evidence for our thought processes.

In the afternoon, we immersed ourselves in inquiry, examining an assortment of books and magazines about China with the intention of being inspired. Scholarly sleuths were presented with the task of finding something interesting about which they can write a mystery. Similar to Mary Pope Osborne’s Magic Tree House series, which contains nonfiction companion texts, we plan to use facts to create fabulous fiction.

Here are  a few resources that might get you thinking:

Kids World Travel Guide

National Geographic Kids

Ducksters

Mr. Donn: China

The World Factbook

China Facts for Kids

 

Cinnamon, Citrus, and… Celebration of Learning

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To finish out our first week of fourth grade, we began by revisiting yesterday’s read aloud and analyzing the text and our central idea through the lens of story elements.

To expand our understanding of problem solving, we read another book entitled The Invisible Boy by Trudy Ludwig. As we continued our pursuit of powerful problem solving ideas, attending to the primary problem, proposing possible solutions, and pondering perspective were prioritized. In addition, we examined the illustrations and discussed their connection to the text. As was true in What Do You Do with a Problem?, color was a key to communicating emotion and the message of the text.

Challenge: What do colors communicate? How can we make the invisible visible?

Use the Google Drawing document to create a list of colors and their related emotions. (**You will need to make a copy of the document before completing.**) This final product will come in handy as we write our own compositions.

We also continued our exploration of place value, a key to mathematical problem solving.

How do the following resources expand or deepen your understanding of place and value?

Scholarly Multiple Source: Math is Fun


Make a Multiple Source: Place Value Cups

As part of out first unit of inquiry, we will be contextualizing the power, process, and perspective of problem solvers in China. Today, we started to study a set of snapshots set in China, each featuring a possible problem. Using the visible thinking routine See. Think. Wonder., we began to consider the implications of what we saw depicted in the images.

One of the images we looked at is included in the following video. What do you see, think, and wonder about what you see in this video? What problem is being presented in this video? How could solving this problem impact society? (positively? negatively?)

In addition to being the first week of school, we have had two big birthdays this week – Maada and Mathys. In honor one of our birthday scholars, Maada’s mom brought in some scrumptious cinnamon buns and lemonade. Yum! Everyone was thrilled with such tasty treats. Thank you, Maada, for sharing one of your favorites with us!

Do you have a favorite birthday cake recipe you are willing to share? If your tasty treats are not top secret, please share your recipes using the form below. We will assemble all contributions into a book of birthday bounty. Mmmm…

Finally, to end our week, we had our first assembly, led by former scholars, now in fifth grade, and one of our very own… Celeste. With the guidance of Ms. Paula, our new principal, the fifth (and fourth) grade facilitators presented most professionally. As we entered the CAC, the lights were dim and jazz music, selected by Morgane, created a calm and cozy atmosphere. Photos collected throughout the week were projected on the screen and we all looked on with smiles, snickers, and satisfaction. We were introduced to a number of new and returning teachers. The team also introduced us to our assembly essential agreements. We can’t wait for the next one… next Friday!

 

Stand Proud!

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As part of their Fifth Grade PYP Exhibition related to the central idea of sustainability, two groups of students have opted to organize projects in response to their trip to Stand Proud, an organization that helps survivors of polio and youth with other disabilities.

Pool Party

One group is organizing a fundraising pool party to help Stand Proud purchase water filters.

After surveying possible attendees (students in grades 3-5), the student organizers decided on this Wednesday, May 15 from 1:30-3:30 p.m. The cost of the event is $7.00 (Note: A discounted price of $5.00 is available for those who bring food donations to share).

Students must have a signed permission slip in order to attend.

Note: The event will have adult supervision.

Shoe and Clothing Drive

Another group of students is organizing a shoe and clothing drive, also to support Stand Proud.

The clothing drive will run from Tuesday, May 14 through Monday, May 20. The student organizers are inviting students and other members of the TASOK community to donate old shoes and clothes that are still in good condition.

Note: Students have specified that clothing donations must be thoroughly washed.

 

Multiple Sources

To learn more about polio, check out the following links:

STRUCTURE Challenge

As you reflect on this post, the fifth graders’ projects, and polio… what kinds of connections can you make to our unit on STRUCTURE?

What role does STRUCTURE play in organizing these events?

What types of STRUCTURE cause or are affected by polio?

What STRUCTURES have been established worldwide to help prevent polio?

Digital Citizenship

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After working with our preschool buddies, we ventured over to the middle school to learn about digital citizenship and citations.

The sixth grade students had prepared a lesson featuring some important information about citations. As students who are to show integrity and be principled, this is important information to become knowledgeable about. It is information we will need apply to our work as scholars this year and in the years to come.

After a brief introduction, students worked in groups facilitated by the sixth grade students to create correctly-formatted citations and sort sources into those that are reliable and unreliable.

In addition to learning the content, we also learned a lot about preparing presentations, sharing information, and facilitating groups. Challenging!

Multiple Sources

The following is a GREAT overview of citing sources.

As we learn more about citations, STRUCTURE will play a key role.

           

Reduce. Reuse. Recycle. Redux.

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Once again today was buddy day. This week, PS2 joined us for our extended Earth Day activity.

After our read aloud, students started tracing hands, coloring globes, and sharing ideas related to reducing, reusing, recycling. It was great to see so many students, unprompted, place their excess paper in the recycling tub during clean up time.

In Fifth Grade, students are currently working on their PYP Exhibition projects. I would encourage you to ask them what kinds of things they are doing to reduce, reuse, and recycle and how does those actions connect with their central idea about sustainability.

Multiple Sources

       

Developing Data Detectives

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Today, as we prepared to look at a variety of data representations, we warmed up with a visual activity from Math 4 Love. (*Great multiple source.*)

Working with their tables groups, students took time to make observations, identify relationships, consider the role of STRUCTURE, and connect to our learning.

Scholarly conversations were instantaneous. Without invitation, students instinctively were drawn to the board for a closer look, where they shared their ideas and inferences with other math-magicians.

Mr. Collins was witness to our enthusiasm and eagle-eyed observations. He was almost as excited as we were.

We then took our detective skills to the next level by examining data representations related to our countries of focus. Like our initial activity, we looked through the lens of STRUCTURE and its role in understanding the information.

  • What can you learn from each of the representations below?
  • Why do the STRUCTURE differ?
  • Could the data be represented with a different STRUCTURE? If so, how? Why?

Histogram

Line Graph

Bar Graph

Stem-and-Leaf Plot

Double Bar Graph

Scatterplot

Pie Chart / Circle Graph

Infographic

 

Not for Me, Please…

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In an effort to extend our Earth Day explorations, we welcomed our Preschool 1 buddies to participate in the action. We began our time together with a read aloud of Not for Me Please, I Choose to Act Green by Maria Godsey. As we were reading, students were able to join in the repeated refrain, “Not for me, please!”

Due to some absences, we were doubled up  – each fourth grader working with two preschool buddies. The activity involved coloring a globe, tracing and cutting out hand prints, and reflecting on and recording real ways each person can “act green.”

Some suggestions included:

  • using reusable containers for snacks.
  • eating healthier snacks that don’t have packaging.
  • recycling or reusing paper.
  • shutting off water when brushing teeth.
  • composting leftover food.
  • using reusable straws.

Patient and proactive, we managed double duty with great dexterity. Our little buddies were delighted.

 

Multiple Source

To learn more about Luke (the main character of Not for Me, Please) and “acting green” check out the following website:

Luke’s Story

Earth Day Extraordinaire!

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Earth Day was extraordinary! This morning, students came to school ready to rally round the ideas of reducing, reusing, recycling. With only 15 minutes to prepare, everyone sprang into action to finalize the last-minute details.

 

At 8:20 a.m., after students from third and fifth grade settled into our space, our first group got our attention with a powerful and provocative Google Slides presentation.

Once they had everyone’s attention, the team introduced their “treasure” hunt. Equipped with two baskets, groups rummaged ’round the room for rubbish, which they were required to sort into trash or recyclables. Each items was assigned a certain number of points, which added a strategic element to the search.

After adding up their points, teams dispersed to explore other activities which included a variety of games, videos, an outdoor scavenger hunt, up-cycled creative constructions, and an examination of live lettuce. The variety of activities providing an opportunity for everyone to explore and learn.

 

This afternoon, we took time to tie our Earth Day endeavor to our central idea. Reflection, a critical part of the process, allowed us to consider the following key components – concepts, clarity, cohesiveness, and creativity. Tomorrow, we will revisit our work and reflect again through the lens of STRUCTURE.

 

 

 

 

Homework for Apr. 22-26 (Week 31)

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  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Explore some lessons on IXL.com and / or Khan Academy in the following areas:
    • Math
      • *Division (E.11 – E.20)
      • Angles (Z.1 – Z.5) **Multiple Source**
      • Multiplying Fractions (S.1 – S.6)
      • Word Problems (Q. 11, R.7, 12, 15)
    • Language
      • Inference (G.1-G.2)
      • Prefixes and Suffixes (R.1 – R.12) *STRUCTURE*
      • Sentences, Fragments, & Run-ons (CC.1 – CC.10) *STRUCTURE*
    • **A Scholar has a goal: This week, we answered 2,600 questions and almost 27 hours on IXL. What a great start for our final quarter.
    • Log on and “Launch” into some learning with Everyday Math. (Note: Log on information is in your planner.) **Alert: Any lessons in Unit 5 can be reviewed.**
  3. Reflect back on Week 30 and complete the “Reflection: Learning Habits” form.
  4. Note: Homework is due on Fridays.**Check back later in the week for additional homework related to in-class discussions and activities.

    Announcements

    1. Library is scheduled weekly on Mondays from 9:30 – 10:10 a.m.
      • Be sure to bring your book bag!
    2. P.E. is scheduled weekly on Mondays and Fridays.
      • Come dressed to exercise – sneakers, hat, sunscreen.
    3. Our new administration team will be visiting this week. Be sure to greet them and welcome them warmly to TASOK.
    4. Earth Day is Monday, April 22. We will be celebrating with students in the third and fifth grades.
    5. We will be spending time with our buddies on Wednesday.
    6. The Celebration of the Arts rehearsal is on Thursday afternoon.
    7. The Celebration of the Arts is on Friday, April 26 at 8:15 a.m

Coming Soon

  • April 26 – Celebration of the Arts
  • April 29 – MAP Testing (Language)
  • May 6 – MAP Testing (Reading)
  • May 13 – MAP Testing (Math)

 

Learner Profile Trait of the Month – BALANCED

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