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Grammar

One of my professional goal for this year is to manage to teach grammar in a real life context.

I have started by asking the children to read book titles and categorize them. We also looked at punctuation. Next steps? Any idea, good book, blog, website?

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Call for help! We want to talk to you!

Grade 3 are looking to speak to people who have been directly effected by disaster/natural phenomena situations, or responded in aid to those situations.

The students are inquiring into: Humans RESPOND and ADAPT to the continual changing nature of the earth, and are particularly looking at

Human responses to the Earth’s changes

right now.

We have been talking about how people respond in “disaster situations” as both directly effected people and as helper. We brainstormed ideas today (after I set the classroom up as a disaster zone) of how we could respond, and have already spoken to someone from a voluntary group in Italy called Protetzione Civile, who responded to the earthquake in Abruzzo.

The students are developing some questions, but generally just want to see what makes people act as as outsider (what makes us take action) and how people feel and deal with situations like that.

We would preferably skype with you, but if that is not possible, we would love some email contact with you.

Please comment if you can help us!!!

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Evidence of learning

What does understanding of this central idea look like?

“Humans respond and adapt to the continual changing nature of the Earth”

Key Concepts: Change, form, causation
Related Concepts: Adaptation, movement

Lines of Inquiry:

  • How the Earth changes and continues to change
  • Why the Earth changes
  • Human’s responses to the Earth’s changes
  • How the different components of the Earth are interrelated

The summative assessment is an open-ended performance task: Students propose and explain a way in which humans could respond and adapt to the continual changing nature of the Earth in an area that has been effected by change.

 

This unit is taught in Grades 3 and 4 / 7-9 year-olds!

Discuss!!!!!!!

 

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New Unit of Inquiry.

Our new Unit of Inquiry started today.

1. Brainstorm on what is History? Kids were struggling trying to understand the difference between story and History.

2. We come up with an easy definition that explain what History is.

3. I asked the children to name a specific event in History they would like to investigate. They decided on bombarding during the war. This is a topic they are, with some respect, kind of familiar with, because grandparents discussed it with them.

4. I asked them where they could find information. They, obviously, began with internet, tv, videos, books and then newspaper, to move then into original newspapers from the period of the events, or even letters and diary.  I have then split them into three groups, told them to copy the 15 ideas they come up with and sort them.

5. They were very good at it, sorting the into Primary and Secondary Sources, of course without knowing that they were doing it.

Tomorrow I will ask them to justify their sorting and luckly we will be discussing Primary vs. Secondary Sources.

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Exploring part 2


ImageChef.com Flower Text

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Exploring part 1

ImageChef Word Mosaic - ImageChef.com

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New Teaching Tools

After a day on the internet, these are the web I found and I am looking forward to use them with my classes

www.wallwisher.com

www.answergarden.ch

www.wordle.net

www.glogster.com

www.memoov.com

I hope you will find them useful!

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