It has been a busy couple weeks in first grade. We have wrapped up unit 5 of our Everyday Math program, as well as finished our UOI on Weather. We have begun a new maths unit on addition fact strategies, and a new unit of inquiry on storytelling. This new UOI falls under the transdisciplinary theme of 'How We Express Ourselves.'
Math
In maths, we have been doing all sorts of adding, measuring, graphing, etc. The photos above are of students measuring a path using non-standard units. Our Maths seems to be 'all over the place', and that's because it is. Everyday Math distributes learning through a spiral curriculum.
What is a spiral curriculum? In a spiral curriculum, learning is spread out over time rather than being concentrated in shorter periods. In a spiral curriculum, material is revisited repeatedly over months and across grades. Different terms are used to describe such an approach, including “distributed” and “spaced.” A spiral approach is often contrasted with “blocked” or “massed” approaches. In a massed approach, learning is concentrated in continuous blocks. In the design of instructional materials, massing is more common than spacing. Why does Everyday Mathematics spiral? Everyday Mathematics (EM) spirals because spiraling works. When implemented as intended, EM’s spiral is effective: EM students outscore comparable non-EM students on assessments of long-term learning, such as end-of-year standardized tests. Spiraling leads to better long-term mastery of facts, skills, and concepts. Spiraling is effective with all learners, including struggling learners. Learning difficulties can be identified when skills and concepts are encountered in the early phases of the spiral and interventions can be implemented when those skills and concepts are encountered again later in the spiral.
We have been working on adding two digit numbers using base 10 blocks. Students use these blocks to show 10s and 1s. We know that when we have 10 ones, we can trade for a ten. We also know that we need to add the ones first, and then the 10s. This visual representation of 2-digit numbers shows students visually how the process of adding works.
With adding in mind, we have been using addition number models to solve number stories involving how many more. Our little learners are getting much better and finding and solving for unknown addends.
Our new unit focuses on addition strategies. One strategy for young learners to build addition fluency is to use doubles facts and anchors for near doubles fact. We have been working on solving near doubles facts by adding or subtracting 1.
Language Arts
In language arts, we have been looking at parts of speech. We will continue working with phonics through the 'words their way' program. I love teaching parts of speech by playing games. So much of this type of learning is repeated practice. Board games make this more fun.
We began by learning about common and proper nouns. We learned that proper nouns need to begin with a capital because they are a name.
We also learned all about adjectives. We played a game where students had to role dice, and describe the picture that was assigned to the number on the dice. We will continue to focus on adjectives as we work on writing stories.
We began learning about root words, prefixes and suffixes. We will continue to work on this skill into next week. We learned that prefixes and suffixes are used to change the meaning of a root word.
As we worked on our research papers on weather, we learned about non-fiction text features and how to use them. We learned that we read non-fiction books differently than fiction books, and that there are 'tools' to help us read them. We explored indexes, tables of contents, diagrams, labels, glossaries, photographs, illustrations, and bold text.
Unit of Inquiry
To finish our unit of inquiry on weather, students researched about different types of weather, using the skills that they have learned about non-fiction texts. Students used an organizer and post-it notes to write down different types of facts. They were so impressed that they could do 'real research.'
They then transferred their research to a weather report format, and began to rehearse for the green screen.
To view your child's completed green screen weather report, please click on their name below. If you have any difficulty, please send me an email, and I can share it with you in another format. Weather Reporters: Lia John Min Soyane Nina Luca Angéle Enzo Noah Seoyeong Juliana Tifanny Sohan Gabriela Imran Emmy Imara Anastasia
It was a wonderful unit, and I was so impressed by all of the inquiries that we followed throughout our learning.
The day after we finished our 'Weather' unit of inquiry, we came to school to find a question mark on our UOI board, and a box that had been 'delivered.' Students knew that our new unit fell under the transdisciplinary theme of 'how we express ourselves.' We unpacked everything in the box to try and figure out what our new unit would be. It had puppets, dvds, costumes, books, toys, instruments, and other artifacts inside.
After unpacking the box, we also did a 'picture priorities' activity with different pictures relating to our unit. Students were asked to sort the pictures 4 ways, and make a guess about what the unit was based on what they all had in common. I heard some really great arguments when circulating the room about where different pictures should go and why. All of the groups came up with 'stories' or something similar. Our new unit is on 'Storytelling.'
Fairytales is one of the related concepts to this unit. We began by focusing on Cinderella, as many students know this story, and because there are so many different cultural, and other versions to this song. One of our lines of inquiry is: 'there are many ways to tell stories.' Students worked together in groups to retell the story using puppets. It was so much fun! It was also a great way to cover RL1.3 of our common core curriculum - Describe characters, settings, and major events in a story, using key details.
We have begun to read different versions of Cinderella stories and compare them. This helps us cover RL1.9 of our common core curriculum - compare and contrast the experiences of characters in stories. We will be focusing on this skill and assessing it throughout this unit. You can find out more about the common core standards by clicking the link in our resources section above.
All this talk about fairy godmothers led to a wonderful discussion and writing about what we would do if we had a fairy godmother. Our little learners are getting great at writing paragraphs that begin with a topic sentence, use sequencing words, and end with some type of conclusion. I have displayed their writing at the top of the stairs. Please take a minute to pop up over the next two weeks to view your child's awesome writing.
Student Agency/Planning Our Day
Our agency journey has continued with some amazing workshops and student centred passion projects. I LOVE the workshop selection, but also the passion projects that the students choose to do during that time. The green 'mess' pictured above was something that we created together out of our love for I Spy books. We studied them together and made our own page. The students have come up with some awesome writing from this activity too.
We also took this time to join the Maker Faire Miniature golf challenge. Our class is building a fairy tale themed hole. There is so much great designing, and engineering involved in this. Every child has now delivered a workshop. Before we cycle through again, I would love some feedback on what you think about this, how it went, and if you find it a good use of instructional time. Please send me an email this week if you have an opinion that could help us improve how we learn.
All of this making and the workshops make me really excited about the maker faire. If you or your children have something that you would like to showcase fill out the ASA Maker Project Proposal Form from this link.
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We have been so busy in first grade, that I haven't had a moment to collect my thoughts and share our our learning with you in weeks. I apologize for the belated response, but hopefully the photos and explanations below will show you why I have been busy prepping lessons and not blogging about the awesomeness that is first grade. MathIn preparation for teaching students about 'greater than' and 'less than' symbols (>,<) We began to explore the equals symbol, and defining it's meaning. We realized that in order for an equation to be equal, we needed to have the same amount on both sides of the equals sign. We sorted equations into categories defining whether they were 'true' - correct, or 'false' not equal. After understanding '=' we began to use angle brackets to identify numbers that were greater and less. We used pac man, and an alligator mouth to help us with this, knowing that each creature would like to eat the amount that was more. We have also been working on number stories and reading data that require calculating how many more or how many fewer. Students have been using pictures and quantity and difference boxes to help solve these type of problems. Students have been enjoying counting money using pennies (1 cent) and dimes (10 cents). While American currency is not something that all students will use in their lifetime, the concept of counting on 10s, 5s, and 1s is an essential skill. I will be focusing more on counting than on currency with your children. Additionally, we have been learning about weight in lbs. in first grade. Students have been measuring, calculating, and comparing the weights of different animals. 100th Day of SchoolAnother massive math moment was our 100th day of school celebration. Students counted, predicted, and completed several activities around the number 100.
With Mrs. Lucia, students worked on making a 100th day of school crown that had 100 polka dots on it. With Mrs. Danielle, students worked together to make a list of 100 reasons why we love school. With Mrs. Mbola students worked together to build a tower using 100 cups. With myself, students played a dice game called rolling to 100. Once we were finished with our kindergarten friends, we returned to our room. In small groups, students; put together number grid puzzles, ordered numbers from 1 to 100 using base 10 cards, and made predictions around the number 100 and then checked to see if their predictions were correct. Language ArtsThere were also several literacy connections that we made around the 100th day. First, we wrote a class book called 'Things We've Been Told 100 Times!'. Students brainstormed sentences that they have heard their teachers say nearly every day this year, and each wrote a page stating what they are tired of hearing. I certainly am a broken record.
In language arts, we have been learning about parts of speech. This is something that we are digging back into that was introduced early in the year. Students completed an activity where verbs in different tenses were blown up in balloons. Students had to pop the balloons, read the word inside, and decide whether the word belonged in the past, present, or future tense. During our Daily 5 time, we have introduced our last component, word work. Students are using the 'Words their way framework for word study. 'Words Their Way' is "based on years of research into invented and developmental spelling, the classroom-proven framework of this successful series is keyed to the five stages of spelling and orthographic development. Teachers everywhere have grown to love its no nonsense method for studying words. Each stage-specific companion volume features a complete curriculum of reproducible sorts and detailed directions for teachers working with students in each stage of spelling development, from emergent through derivational relations." (Pearson) Your children have been grouped into ability groups based on an assessment that was given before beginning the program. When we are finished with each sort (about 2 weeks each) students will be assessed on the vocabulary, their understanding of the word patterns, and the spelling of some words. I will send each sort home to continue to be practiced at the end of each cycle, and students will receive a new sort. Please come speak with me if you have any questions related to this program. Below you can find some photos of what our Daily 5 time looks like in class. "The Daily 5™ is a framework for structuring literacy time so students develop lifelong habits of reading, writing, and working independently. Students select from five authentic reading and writing choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring. These choices include
Our little learners have also been dabbling in procedural writing. Now that we are finished introducing all of the necessary phonics sounds for first grade, we will be focusing heavily on writing. Our first procedural writing piece was on how to make s'mores. If you don't know what s'mores are, read on... Unit of InquiryWe had the lovely ladies of ADES Solaire come in to visit us to speak about solar energy, and how we can use sunny weather to help us cook. We learned that this is important as the rainforest in Madagascar is being cut down to make charcoal, and animals are losing their homes. We were so inspired by the amazing solar ovens, that we decided to build our own. Students were given the task of creating a solar oven that they could melt chocolate and marshmallows in to make s'mores. We learned that a s'more is melty chocolate and marshmallow sandwiched between two biscuits, traditionally gram crackers. After building our solar ovens, we placed them in the sun in the parking lot. Each solar oven had a thermometer in it. In small intervals students went outside to record the temperature of the ovens, and any noticeable changes that they could see happening to the s'more. Mr. Joe also helped us set up a camera on the real solar oven purchased from ADES to make a time lapse movie. You can see our s'more time lapse video here. We then enjoyed our delicious snacks heated by the suns energy! We also learned about the water cycle. We completed a number of investigations about how the cycle works. In the photos above we used shaving cream to represent a cloud, water to represent the sky, and then took turns dropping blue died water to represent rain drops into the clouds. Students learned that clouds can hold billions of drops of water in the sky, before they get too heavy and rain down. We also learned a few songs, and built 3 different models to help understand evaporation, condensation and precipitation. While learning about how most of the water in the world comes from the ocean, one student had a brilliant inquiry; if the rain comes from the sea...why doesn't it taste salty? I loved this inquiry. This is what the PYP is all about, getting students to ask good questions and guiding them toward answers. We set up an experiment to find the answer. We put two plates of water outside. One with salt, and one without. When we checked them at the end of the day, we noticed that the water had evaporated from both plates, but that the salt had stayed in the bottom of the salty container. In order to better understand weather, the first graders engaged in an inquiry on tools that meteorologists use to measure weather. Students learned about several tools, and how to use them. We also made different tools that we can use to measure the weather, and engaged in hands-on experiences with thermometers, rain gages, anemometers, and wind vanes. We also finally got our beautiful clouds hanging in our room! Celebrating KindessFirst grade joined the elementary school students and participated in the global Great Kindness Challenge. During the week, students had opportunities to show acts of kindness in our classroom and the school. We used a 50-item checklist to mark our progress throughout the week. The acts of kindness included, not only being kind to others, but being kind to yourself, animals, and the earth. The intent of this one dedicated week was that it will hopefully spread into the rest of the year, off school grounds, into neighbourhoods, and local communities. You all know that I am the biggest proponent of kindness. The Workshop Approach to Learning
The above photos show some of the diverse workshops that students have been delivering, and the different models that students have been using. Again, I am wowed by all of your brilliant children and their unique talents. MusicA note from Mrs. Van,
Hi Mason, Your class did really great today! I snapped some pictures if you'd like to put it on your website. We have been learning about the pitches "sol" and "mi." The students can sing from handsigns, read from the staff, and today we wrote these pitches on the staff. They used these pitches to create a compose a melody for a "Singing Valentine." When they give it to someone, they should be able to sing it to their Valentine. Thank you! Kristen photos can be accessed via the link below https://drive.google.com/file/d/0BzyvkIOgHiXeTnR6Y2pFd2wtYjhMbFNxSHhIdG5qdjhjMkdN/view?usp=sharing MathWe have had a brilliant first two weeks back this year. In Mathematics, we have been focusing on measuring using standard and non-standard units. We have also been looking closely at place value, and base 10. Our little learners are learning how to make two digit numbers with tens and ones. They are also learning how to trade 10 ones for a ten. Language ArtsIn Language Arts, we have been reading about weather, and researching different types of weather. Over the past two weeks, we explored voiced and unvoiced sounds. We did this in order to identify how to pronounce -ed endings. ED appears at the end of regular verbs in the past tense (e.g. wanted, helped, lived) sometimes in adjectives ending in ED (e.g. tired, embarrassed, relaxed) as well as in some Past Participles. However the pronunciation of ED sometimes causes problems for non-native speakers because it can be pronounced in three different ways: as / id /, as / t / or as / d / Before learning the difference ways to pronounce ED, we first had to know what voiced and voiceless consonants are. A voiced consonant (or sound) means that it uses the vocal cords and they produce a vibration or humming sound in the throat when they are said. A voiceless sound (sometimes called an unvoiced sound) is when there is no vibration in your throat and the sound comes from the mouth area. Connecting to our unit of inquiry on weather, we studied the book 'Cloudy With a Chance of Meatballs.' When we finished reading the book, students created their own type of wild 'food weather,' and wrote a weather report for it. Next week, students will be working on creating a list of adjectives for different food that it could 'rain.' Unit of InquiryReturning to our UOI on weather, students studied the 'movement' of the sun, by tracing each other's shadows throughout the day to see how they moved and changed. This led into an investigation about how the earth revolves, and rotates around the sun. This sparked some wonderful discussions and inquiries about seasons. Students engaged in a number of activities around the changing seasons. Our central idea for this UOI is that weather affects people's daily lives. One of the ways in which it does this, is through the clothes we wear and the accessories we need. We had a 'seasons fashion show' to further understand this concept. Photos below. After discussing the clothes that we need to wear, we got talking about wearing sunscreen, and the energy that is produced from the sun. This reminded us about how plants use the suns energy, a topic we learned about in our last UOI. To experiment with this new understanding. Students put sunscreen on black paper, and put their papers outside for the day. When we returned at the end of the day, we noticed that the suns energy had made the paper lighter in all areas, except where students had placed their sun screen. This was an important lesson on how our skin can be damaged in the sun, and how to protect ourselves. Talking about the sun and the sky led us into an inquiry on clouds. Students learned about 4 types of clouds, where they are placed in the sky, and their attributes. We then sang about them, looked at them, modelled them, and even constructed them. With the help of the amazing Mr. Joe, we used balloons, paper maché, paint and cotton to build the different types of clouds. When they are finished, we will hang them at 'different altitudes' in our classroom. 'How are clouds made?' was another student inquiry. Our provocation to get us started on this was to trace around puddles outside in the parking lot. We then continued to check on them, and noticed that the water was going... but where? We began to learn about evaporation. We will continue to look at the water cycle soon. We did learn that clouds are made of tiny drops of water that have joined together in the sky. At the beginning of the unit, we learned that weather is made of air, heat, and water. We made windsocks to look at wind speed and direction. Students learned that wind is created by hot air rising, and cold air taking it's place. Student Agency/Workshops/Planning Our DayWe are continuing to work on student agency in our first grade class. Last week, we planned our days, and Nina, Imara, and Sohan set the stage for leading workshops. Nina taught us how to make pancakes, Imara demonstrated a science experiment on how to make Oobleck, and Sohan did an amazing presentation on home aquariums. I am so proud of the amazing job that all three of them did. It was amazing to see how they were able to speak to their passions.
I would like to begin this post, by guaranteeing that there is not another first grade class in the world that has had as much fun and has learned as much as we have in the past two weeks. MathMoney comes in many shapes and sizes. It comes in metal and in paper. Different units of money have different value. Size doesn't count, it’s the denomination that matters. Money is a form of exchange and a measure of value. Currency is a term for a country's money in circulation. Adults take these simple facts for granted, yet they're precisely the things that prove problematic for children. Learning about money is hard! Learning how to count, use, and identify coins is an important basic money skill to learn at an early age. We use American currency at the ASA, but the concepts remain the same. This week, we learned about the basics of money with the recognition and value skills of the penny through the dime. Our little learners are becoming aware of the differences of colour, shape, feel, and value. We are continuing to work with money to help improve addition and subtraction skills of the basic numbers of single placement up to two digits. We will also learn about higher amounts of money and how to use combinations of coins. Adding three numbers is one of my favourite first grade math concepts. It's one of those things that students look at and say "whoah, that is hard" and then feel so proud of themselves when they can do it. I love that! We started by working in groups, making sums to 10, and discussing how that can be done with three numbers. Afterward, we looked at number trees (pictured above) and learned that we should look for doubles facts, and 10s facts first to make adding three numbers simpler. We finished by using school supply cards (also pictured above) to write number stories involving the use of three numbers. While we are on the topic of solving number stories. This week we reviewed how to use the 'CUBES' strategy to solve difficult number stories, and make sense of the question. I encourage you to use this method when solving word problems at home (click the pictures to enlarge). Language ArtsLast week, we were invited to attend the second grade publishing party for their personal narrative stories. Publishing parties are so important, and I look forward to having you attend ours later in the year. If students know that their writing work is “real” and will culminate in a “real” book for a “real” audience, they get a lot more interested in their work. This was a great provocation for us as well for when we begin to write our stories in the new year. We also took the last two weeks to continue working on silent letters and review our phonics knowledge up to date. I am so proud of how far we have come, and how all or our learners are shooting up reading levels, and decoding tricky words. In the new year, we will introduce a few more 'sounds' and then begin our elementary school-wide word study program called 'Words Their Way.' You can learn more about this in the resources section of our class website. Unit of InquiryLast week, we went on a field trip to Mr. Kresko's beehive. It was an amazing experience to see bees in action, and consolidate our learning on bees. We saw drone bees, worker bees, and the queen bee. We learned about pollination, and the process of making honey. We also learned about man-made hives, how to be a beekeeper, and why keeping bees is important. You can view all of the photos from our trip here. After our trip, we read the book, the beeman, and wrote a thank you card for Mr. Kresko. Gratitude is an important concept that I am trying to engrain in all that we do at school, and in our lives. We also began writing research reports about bees. Research skills are one of the International Baccalaureate's (IB) approaches to learning, that are assessed on your child's report card. The approaches to learning (ATL) are the IB's response to changes in the world, and creating students who are prepared for an unknown future. The goal of the ATLs is to ensure that our core curriculum includes developing transferable skills to help learners address the challenges in their school and home life. The approaches to learning are
Last Friday, we went to La Ferme D'Ivato. Very few farmers in Madagascar use mass-farming methods or spray their crops with pesticides. As such, most fruits and vegetables sold in marketplaces throughout the country are organic. However, for those who want added assurance, La Ferme d'Ivato is a farm dedicated to organic farming which produce, package and sell fruits and vegetables. We explored the beautiful farm, learned about different vegetables and how they grow, and saw how different types of chickens are farmed, and prepared for sale. All photos can be seen here. A special thank you goes out to Sophie, Aurora, and Mihaja for coming with us to the farm to help supervise our very excited little learners. We are now finished our unit of inquiry on life cycles. We will continue to care for our garden as one of our actions. We are hoping that it provides some fruits and vegetables that we can share with the needy. --This is one of the actions that we decided on when asked "What are you going to do with what we have learned to make the world a better place?". We also worked on constructing an insect hotel as part of an action for this unit. More info below. We have tuned into our new unit on Weather, and developed an understanding of our central idea and lines of inquiry. I look forward to all that we will learn about weather in the new year. Design TechnologyStudents decided that they wanted to build an insect hotel as an action for our unit of inquiry on life cycles. I enlisted Mr. Joe to help us with a 'quick project' before the holidays. I should have known better, knowing Mr. Joe now for 5 months, that he illuminates my ideas, and elevates them. Rarely, however, is anything quick. After putting together a quick document (below) and sending it to Mr. Joe to introduce insect hotels to the children, the idea started to snowball. Tools came out, materials were everywhere, and students were engaged! After a long three days with lots of work, learning, and some students volunteering their lunch time, we finished our insect hotel right before break. I am so proud of the outcome that these tiny humans were able to produce. The teachers in and out of the makers space, could not believe that this was a grade 1 project and that the students had done most of the work themselves (under direct supervision). In the new year we will find a good place to hand this functional work of art so that insects have a safe, dry place to stay during the rainy season, and can pollinate our garden. Student Agency - Voice Choice and Ownership of our LearningMy professional learning goal this year is to provide your children with more 'agency' or ownership of their learning in the classroom. This idea come from the new primary years program that the International Baccalaureate is rolling out next year. During some days, I have been giving students the opportunity to plan their days using the MoSCoW method. The MoSCoW method is a prioritization technique used in management, business analysis, project management, and software development to reach a common understanding with stakeholders on the importance they place on the delivery of each requirement - also known as MoSCoW prioritization or MoSCoW analysis. We have been using it to look at things we Must do, Should do, Could Do, and Want to do in our classroom. I have also taken on a workshop approach to learning, where students sign up for the workshops that they are interested in, and use the rest of their time to complete the projects that they have outlined based on the MoSCoW method. (pictured below) I began by listing some workshops for skills that we have been working on (doubles facts, measurement, reading fluency) and some support sessions (bee report help). I also had students suggest some things that they would like me to run a workshop on to support their learning (tying shoes, playing guess who). Students then could sign up for up to 4 workshops. When they signed up, they added them to their own daily schedule. After slotting them in, they then placed their 'must do' items on their schedule, and were free to slot in any other activities from their MoSCoW charts after. After scheduling our day, I was waiting for the chaos, but instead, I had students excited, on-task, and engaging in authentic, student-led learning. What I found was purposeful, and responsible learners! I am still amazed. I have been bragging about your children and how responsible they are. After going on about this to several colleagues, I have been asked to run a workshop for all staff on this process and what agency looks like in our classroom. I will be presenting it to the staff on the PD day before the students return after the break. While this is not something that I could do everyday, in that I need to address and assess all standards, it is something that I am planning on incorporating at least once a 6 day cycle. Malagasy Cultural CelebrationThis week, we also celebrated Malagasy culture. With our Malagasy cultural show, and fair. International schools are enriched by their relationship with their host countries, which serve as an important resource for strengthening the learning experience. Thank you to all of the parents who came out. International ConnectionsContinuing our discussion on international connections, first grade teacher, Tabitha Whittacker, from the United States reached out to me earlier this year to see if our class was willing to work with hers to make international connections throughout the year. We got off to a late start, but began this week by both reading the story 'Same Same, But Different.' This sparked so many amazing conversations, and since then we have been sending videos back and forth, and working on posters that discuss who we are. Check out our Flipgrid here. Holiday RotationsTo finish off our last week of 2017, and to send us off smiling into the new year, the amazing Mrs. Jennifer planned a holiday event for the students in the lower elementary school (pre-k - grade 2). Between lunch and break on Friday, students were divided into mixed groups and rotated through each classroom to do the following activities. Grade 2 - Art Grade 1 - Minute to Win it Games Kindergarten - Songs Pre-K - Stories It was a great way to see all of the little learners in the elementary school before the break. Happy Holidays!
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We ended our week by labelling the parts of an egg, and discussing what the purpose of each part is. This diagram was sent home on Wednesday. Check with your child to see if they can tell you the parts, and purpose of each component of an egg. Happy Thanksgiving! I hope you all enjoyed your extra long weekend with your little ones. |
It was quite a wild week of school with Halloween, the All Saints Day holiday, and parent conferences on Thursday. We trudged on in first grade though, and did a lot of learning in a very short amount of time. This week we continued learning about pumpkins, dressed up for Halloween, helped Mrs. Mbola design and decorate our classroom door, and went to a costume parade. It was so much fun! |
This week, we looked back at our 'wonder wall' to see what we still needed to find answers to regarding plants. One student wonder was 'how do plants breath?' We explored this by using leaves to show us. For this experiment (see left), we created an environment where we could actually see the oxygen/carbon dioxide process of plants! It was a great way to actually SEE something that is normally invisible! We started by asking your kids what would happen if they held their breath, went underwater in the pool and then let their breath out -- they would see bubbles coming up in the water. |
We are caring, balanced , reflective, openminded, risk-taking, knowledgeable, principled, thinkers, communicators, inquirers, explorers and learners.
Mr. Mason McCormick
I am: a husband, father, teacher, friend, researcher, student, mulitliteracies specialist, designer, social media fanatic, lover of all things tech, creative, and progressive. I am an energetic, life-loving person; passionate about respectful, rigorous, and relevant teaching and learning in the 21st century.
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