Paint, Glitter, and Egypt, Oh My!: An Introduction to Ancient Egypt

My students thought it was the best day ever when they saw that we'd be using paint and glitter. It all started when I came across a map of Africa that was in my drawer from a previous teacher (originally from our gifted specialist). This was not just any map though...there was sand, easter grass, and paint on it! I didn't have all of those materials handy but improvised with paint, glitter, and yarn and knew this would be a perfect way to start our unit on ancient Egypt developing a foundation of the environment and geography of Africa.

The next day I started this activity by giving my students a look at Africa on Google Maps. I asked the students: What can you tell from looking at Africa? What kinds of habitats cover Africa? Where is Africa located in relation to the other continents? After this brief inquiry session, I shared some fun facts with them about Egypt and Africa including the importance of the Nile River. 

Then came the most fun part….paint and glitter! I had already precut Africa and outlined Egypt for my students so they started by glueing Africa to their blue paper, writing their title, map key, and compass rose. While they were setting up their map, I simultaneously squirted paint on the appropriate sections of their map to represent the different habitats. They used q—tips to spread the paint and glued red yarn for the equator. To complete their maps, they used blue glitter for the Nile River and added gold glitter to the desert area. For accountability, my students completed the exit ticket, which I counted for a grade. If you're interested in my exit ticket, it's available for purchase in my TpT Store. 

Happy painting! 

Learning Across the Curriculum with Native Americans

Do you ever feel like there are just NOT enough hours in the day? All the time, right?! Well I’ve got a solution for you…integration! I’m talking about making connections across the curriculum, using content meaningfully and authentically, and engaging students in learning in multiple ways. Doesn't that sound great?! Take a look at how our unit on Native Americans was integrated with writing, reading, math, science, and within social studies. 

Writers’ Workshop

During the third quarter, we focus on informational writing...what better way to do that than to have students take on the role of a news reporter for the Powhatan, Lakota, and Pueblo?! Students researched each Native American group and then went through the writing process to write their news. Topics they wrote about ranged from announcements of  contents where a long house was the prize (as in the example above) and the arrival of the English settlers to warnings about tornados and buffalo stampedes. As long as they were informing the "public" about something related to the Native Americans, they could go wherever they liked with it. The final step was to bring their news to life with the free app, Telestory! 

Readers’ Workshop

We were focusing on some TOUGH skills in reading this quarter and using the Native American content was a great way to make inferences, asking questions, and locating information more accessible to all of my students since they all had background knowledge on this content from the work we had done in social studies.

First we started with poems...I wrote poems for each Native American group where the students had to infer what each line of the poem meant and then infer who the poem was about/what was happening in the poem. Students also used a Prezi I made with authentic Native American photos to make inferences about which Native American group was pictured. They had to use their connections about each tribe's home, transportation, environment, and occupations along with the clues in the pictures to make their inferences. They were making inferences just like a historian!

Pebble Books is an excellent resource for kid-friendly nonfiction books! My kids had been doing a great job generating questions before, during, and after reading but they were not always asking the most accurate questions that reflected what they had read. To help them with this skill, I copied and pasted text from Pebble Books into five paragraphs. Then I generated five different questions that were specific to each paragraph. My students' goal was to match each question to its related paragraph and then highlight key words in the paragraph to prove that the question did indeed relate to that paragraph. I did something similar to help them practice locating information. I again copied and pasted five paragraphs from Pebble Books but this time I generated five questions whose answers could be located in each of the paragraphs. Then students matched each question to the paragraph with that question's answer and highlighted the answer in the paragraph to prove their work. You could do this with any text to help students practice both of these challenging skills!

Math and Science

Google Maps in math?! Yes! Students "traveled" to destinations related to our three Native American groups, illustrated a picture of the environment (connection to habitats in science), and then added their miles as they traveled from place to place. Students got to "visit" long houses in Jamestown, buffalo at the Yellowstone National Park, and multi-story terrace buildings in Albuquerque. This was a great real-world context for the students to experience adding with regrouping as they progressed along their trip AND was so much fun (they especially liked the street view)!

Social Studies

Students mapped the houses, transportation, occupations, and environment of each tribe with specific mountain ranges, lakes, and rivers they are expected to be able to locate in 2nd grade.

Economics beautifully integrates with Native Americans...the different resources, needs and wants, goods and services, bartering, scarcity...it's the perfect opportunity to integrate across social studies objectives. First I gave the students a list of economic academic vocabulary words and we discussed examples of each vocabulary word and how it related to the Native Americans. Students organized this information into a Tree Map (photo above, top left). After that, they used the Tree Map to create a Native American good or service...students made jewelry, buffalo skin, a feather game, bows and arrows, teepees, pottery, etc. The next day they bartered their goods and services in exchange for goods and services from each other. This simulation was a hit! Following the simulation, they completed a reflection on bartering and scarcity and a resource sort. The documents for our economics simulation are available in my TpT store. Enjoy!


Keep in mind that my students did other Native American activities and tasks that did not lend themselves to integration. When it was appropriate and connections were seamless, integration was a great way to supplement this content-based unit. What connections can you see across your curriculum? in other content areas? Give it a try!

Students As Authors: Writers' Workshop Part III

What do writers write?! Each quarter we focus on a different type of writing (narrative, persuasive/opinion, informational, and back to narrative), and I pick a topic that is related to one of our current units of study in science or social studies for their writing pieces. Integration = Connections = DEEP LEARNING! Then when all is said and done, I offer the students activities that extend upon their writing, which often involves technology or art. 

My ultimate favorite writing unit we have done is Who Should be Mayor of Pickle City? for persuasive writing. During this writing unit, the students are simultaneously learning about the elected leaders and responsibilities of local government in social studies. To hook the students, I created two fictional mayoral candidates of the fictional Pickle City. 

Meet…Kate Ketchup and Pete Pizza! 

I presented each candidate’s platform to the students with Voki (a free tech tool used to make talking avatars). They loved it and thought it was hilarious. Then we summarized each candidate’s platform and discussed pros and cons for each point. Following this overview of the candidates, students decided who they wanted to side with. Who would make the best mayor for Pickle City? 

During the Planning stage, they used a flow map from Read, Write, Think (I printed the blank map) and brainstormed introductions and recorded the main points of their candidate’s platform. Then they caucused with their like-minded group through an inner/outer circle format to develop arguments for each of their points. This worked out so fabulously! They collaborated with many different people and gained great information from each other. 

After they had developed a strong argument for their candidate, they developed counterclaims. We started by having a VERY guided debate (debate inspiration from professional development by our county’s language arts supervisor). I asked the students, “Why do you think Kate Ketchup or Pete Pizza should be mayor?” A student would offer an opinion about Kate Ketchup’s platform and then another student would offer their thoughts about Pete Pizza. I continued switching between both sides recording their arguments on chart paper. 

Caucus with Like-Minded Group                                                                                                                  Guided Debate

THEN came the counterclaim. I explained that it’s important to see both sides. and that politely refuting another’s idea can make for a stronger argument. I proceeded by asking the students to look at the arguments documented on the chart paper for the opposition and think of a reason as to why it’s not a good idea and what your candidate could do that would be better. Following this direction, the students developed at least one counterclaim with the following sentence frame: 

"Some may argue that…however… "

What the students wrote was unbelievable! They had become expert persuaders! I wish I had a student example to share with you but from what I can remember, they wrote things like, "Some may argue that more cars equals more pollution however Pete Pizza will offer cars that run on electricity."

After our debate, students completed their planning by adding a conclusion. They wrote things like, "Obviously Kate Ketchup is the best choice for mayor," and, "In my opinion you should vote for Pete Pizza." Then they proceeded through the stages of the writing process. When they reached the Publishing stage, they composed their final draft as a letter to the citizens of Pickle City. And when all was said and done, our classroom was covered with campaign posters, voting booths, and ticket ballots. 

Technology Integration First Year Recap

Love me some technology!! Here are a few highlights of how I integrate technology to engage students and enrich their learning. Enjoy!

1. Unit Reviews with Jeopardy

Who doesn't love a good ol' round of Jeopardy? This isn't your typical PowerPoint Jeopardy...have you heard of JeopardyLabs? It's free and looks so authentic! I started creating these as test reviews but then thought, silly me, I should have the students make these! So they did. :) But they only did it once because it was rather time consuming for them to create their own. However they got so into Jeopardy that they were making them at home with the categories as different members of their family!  Two other students created a Jeopardy about Greek Gods and Goddesses for fun too. Here are the links to a few we used in class: Ancient Egypt and China, Fractions, Estimation, Tables, and Calendar, Matter, Measurement, and Probability.

2. Research, Writing, and Egypt with Puppet Pals

Click Photo to View Movie

This may be my favorite project from this past year because it was FUN and integrated reading, writing, and social studies. When I discovered the Puppet Pals app I couldn't wait to use it in the classroom. The students created videos where they acted like a tour guide in ancient Egypt. Here's a description of the app from iTunes:

"Simply pick out your actors and backdrops, drag them on to the stage, and tap record. Your movements and audio will be recorded in real time for playback later."

First I had the students research ancient Egypt. This opportunity gave the students practice locating information in a nonfiction text (our social studies textbook), which is a comprehension skill they struggled with. I created a research guide using the essential questions from our state's curriculum. The students recorded their research in a tree map.

Then the students used their research to write a five paragraph script as a tour guide. The students got really creative and into their role as a tour guide! I recall some of them writing in their introduction things like "I hope you had a safe plane ride!" and "I hope you brought lots of water because it's going to be hot in the desert!"

After they finished writing their script, they were ready to begin using Puppet Pals. First they selected their backdrops from Google Images (photos of pyramids, the Nile River, the desert, etc.). Then I took their photo so they could upload themselves into Puppet Pals. I also permitted them to use two to three other characters as people on their tour. In the video above, the student chose Barack Obama, Mitt Romney, and Sarah Palin as participants in her tour. Too funny! Finally, they would record their script! As a result of this project, EVERY STUDENT became an expert on ancient Egypt! I look forward to doing this project again next year!

3. Word Study Tests with Spelling City

I absolutely love using Spelling City to give word study assessments! Spelling City makes administering different word study tests for differentiated groups SO EASY. Once you create your own lists, they'll be available for future use, which equals working smarter, not harder! I included Spelling City as a center during our rotations on Fridays.

4. Economics Vocabulary with Motivational Posters

You know those Motivational Posters? Well there's an app to create your own! Our awesome ITRT shared this app with us at one of our monthly staff technology trainings! The students used our classroom costumes and props to illustrate/demonstrate an academic vocabulary word. I love their angry faces in this poster! I'm always on the lookout for other exciting ways to incorporate academic vocabulary...any ideas?!

Stay tuned for my next post on gifts for students and parents!

Hello, again! First Year Recap

Hello, again! I'm back! Turns out my first year of teaching was a little VERY busy... but it was also AWESOME, rewarding, challenging, and FUN!! There are so many things I want to share but for now I'll leave you with a recap of some of my favorites activities...Enjoy!

1. Native American Tribes in the United States

 

In Virginia, 2nd graders learn about the Powhatan, Lakota, and Pueblo Native Americans. They must know their regions, land, climate, modes of transportation, occupations, architecture, and contributions. Students worked in groups using construction paper and markers to make a map (I already had the outline of a blank US map printed for them) demonstrating the essential knowledge.This was an excellent hands-on, cooperative activity, especially for the art smart and visual learners!

 

2.World Map with Sugar Cookies

This cooking activity was a hit! The final outcome it what you see above... to have a world map labeled with the continents, oceans, and specific rivers and mountain ranges. So much happened before this though and we got a little messy!! First, the students made the sugar cookie dough!

I had stations set up around the room with an ingredient and measuring utensil at each station. Then each group of 5 to 6 students had a big mixing bowl at their table. Each group member received one or two ingredient cards with a measurement. They were responsible for using their ingredient card(s) to go to an ingredient station, measure, the ingredient, and put the ingredient in their mixing bowl. Everyone was held accountable, had an important role, and had to make sure their measurements were correct! If your students haven't learned measurement yet, I suggest doing a mini-lesson beforehand so their cookie dough comes out...normal. Then came the mixing, the cookie cutters (purchased from Amazon), and the baking.

The next day, when the cookies were all done, the students used their textbook to research the location of the continents, oceans, rivers, and mountain ranges that are listed in our state's standards. Each group received a baggie of labels and divied up the labels between the members of their group. I had the students put the labels on toothpicks and write their student number on their labels so I would know who was responsible for what. Not only did we integrate our measurement and map skills, we had a yummy treat when all was said and done. :)

3. Inferencing Investigation (from The Inspired Apple)

I LOVE this reading activity from Babbling Abby at The Inspired Apple!! Here's a synopsis from Abby's TpT store:

"By investigating "Snow Day Case Files" students will sort through evidence to determine what the main characters in a mini-story did during a snow day. As "Inference Investigators," students are encouraged to make inferences based on the clues in the evidence."

Tree Map for classifying evidence (the heading of the map says "Clues")

I had my students work in pairs and each pair made inferences about two pieces of evidence. After the students made inferences about their evidence, we had a whole group discussion about their discoveries. I had discussion questions, like Abby suggested, but I also made a tree map with masking tape on our rug to classify our evidence. Each branch of the tree map connected with a discussion question. For instance, if the first discussion question asked, "What are some activities Tim and Grandma Sue did," then the students would place any evidence that they thought answered that question under the first branch on the tree map. Classifying the data with the tree map really helped students see the connections between their evidence.

I LOVE the "Snow Day Case Files" because the kids LOVED it. However, my favorite thing about this activity is how it makes inferencing, an abstract reading comprehension skill, concrete and hands-on. As a result of this activity, the students really knew what it meant to inference and be a "reading detective". They became expert inference investigators!! Be sure to check out Abby's Inferencing Investigation!

4.  Gallery Walks

 

I love using Gallery Walks to get kids up and moving around the room! During a Gallery Walk, students rotate around the room to an image or piece of text, like a discussion question or problem. The students may work independently at each gallery or may have some kind of discussion, it's up to you! My students have done Addition and Subtraction Story Problem Gallery Walks, Fraction Gallery Walk, and Matter Gallery Walks. In the picture above, the students had to identify and illustrate the change in matter based on a real-world example. Here's a close-up of one of the galleries and recording sheet:

Stay tuned for a recap of my favorite technology integrated activities!! Thanks for visiting. :)

An Assortment of Happenings!

Hope you are enjoying the weekend! I took a much needed nap this afternoon...isn't it nice to catch up on sleep?! Here is a picture walk with explanations of what's been happening in the classroom lately:

For Dr. Suess's birthday, the students made Thing 1 and 2 glyphs. I got the template from Kimberly Edgerton's TpT's shop. To introduce this activity, I created a Prezi on hieroglyphs. I asked the students if they had ever heard or seen the word 'hieroglyphs'. Then I showed them a picture of hieroglyphs, which turned a light bulb on in some of their brains...one student said, "Hey, I've seen those in Scooby-Doo!" I explained to the students a brief history of hieroglyphs (how 5,000 years ago people used pictures to communicate and tell stories, etc.). Then I explained how pictures are used to communicate information in our world today, typically in the form of graphs. I accompanied this explanation with an infographic. Then they created and shared their glyphs! If you click on the Prezi link above, you can see the pictures and glyph key I used. 

The students planted sunflower seeds! Some of their seeds have already begun sprouting! We did this activity while learning about George Washington Carver since he studied agriculture. I poked holes in the bottom of the cups and set them on plastic paper plates for them to drain excess water. The students love checking on their plants!

Compound cards! Before the students created their cards, we did the the Compound Boogie by Dr. Jean. They loved it and were singin' and dancin' right along! I love to get them up and moving!

I Spy time! I got this idea from Teacher Tipster. I placed ten mini Judy clocks around the classroom, and the students had to find all ten clocks and record the time in their math journal. 

We'd been having a issue with mixing up the tag pens with the wrong set of books (the tag pens only hold a certain amount of memory). I did have each pen in a bag with a set of books but that just wasn't working out even though I had modeled and modeled how to take care of them. So Dollar Tree to the rescue! I got these baskets from the Dollar Tree and they have solved our problem...the tag pens now stay with the right books!

Poem for the week that I created and the students wikki stikked: short oo. They always notice when there is a new poem up and are eager to read it!

I implemented Writer's Workshop this week! The students are writing stories about our Noun Town we created the other week. I have emphasized to the students that we become better writers by writing. Everyday I asked them, How do we become better writers?" and they respond, "Just keep writing!!" (the way they say it reminds me of Finding Nemo, "Just keep swimming, just keep swimming.") On the first day, we brainstormed what they could write about. Then over the following three days they planned their stories with a story map and a beginning, middle, and ending map that I got from The Teacher Wife. I created my own planning maps and story too to serve as a model for them. Once they had their plans and checked them over with me, they began writing their stories. They're really getting into their stories! I just love reading about their ideas!

The Mystery Box (labels from Babbling Abby) is one of my favorite activities. I got the box at Hobby Lobby for $1. The students get so excited when I bring it out! I've been using the Mystery Box to introduce our themed story for the week. I give the students clues as to what might be in the box, and they have to use their inferencing skills to make an educated guess. Examples of what I have put in the Mystery Box are a toy red-eyed tree frog (for the story The Red-Eyed Tree Frog), friendship necklaces (for the story That Toad is Mine!), and a bear puppet (for the story Lost). 

If anyone has any suggestions on Writer's Workshop or would like to share how they implement Writer's Workshop, I would love to hear about it! 

George Washington

Happy Wednesday!

Need some ideas for teaching students about George Washington? Here is what I did!

First, I made a somewhat life-size George (I was inspired by this one for Abe). His head is a little large but his height is accurate. I had him laminated too. If you do this, you will have to cut George at the neck and ankles to fit him through the laminator. For morning work, I had an interactive display where the students had to identify what coin GW is on, find him in two historical photos (one of GW leading the Continental Congress and the other crossing the Delaware River), and write two questions about what they wanted to know about him.

  

The next morning, I moved George to the hallway and measured the students' heights next to GW. I would ask the students questions like, "Who is tallest?", "Who is the shortest?", "Who is taller than you?", "Who is shorter than you?", "Who is the same height as you?", etc. This was a great introduction to measurement, which the students will be learning more about in a few weeks. 

 Then, we had our second virtual field trip to Mount Vernon. The children met with a storyteller, who was dressed in colonial attire, and listened to her tell the story of George chopping down the cherry tree. After the story, the students had an opportunity to ask the storyteller questions (they used the questions they had written from morning work) about GW. Here are a few of the questions the students had:

Where were you born? 

What did you do for fun?

Did you go to school?

Did you wear a puffy wig?

You can schedule a virtual field trip to Mount Vernon through the Center for Interactive Learning and Collaboration. There was a miscommunication from the staff at Mount Vernon about the program we had been expecting to participate in but the program we did see was done well. The storyteller was enthusiastic and involved the children through the story. 

How do you teach students about famous Americans?