Mrs. Walker, our IB coordinator is leading the faculty through a book study of “Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners” by Ron Ritchhart, Mark Church and Karin Morrison, which is a research-based approach to teaching thinking that develops students’ thinking dispositions. I bought the book and I’m about half way through reading it and I wanted to start using some of the routines.
IB Concept Perspective
I have in the past I explored the concept of perspective by having third grade students view an interesting photograph. I chose one from the New York Times feature, “What’s Going on in this Picture?”. I have used Padlet before to record students thoughts after viewing a photo.
But this year I decided to use one of the thinking routines from the book and chose “See, Think, Wonder”. I modeled the routine as a whole group with the teacher recording the student responses on chart paper.
See, Think, Wonder
Then, using a new photo, I walked the students through the thinking routine again. They used a sheet of paper folded in thirds which they headed each section, “See”, “Think” and “Wonder.” We went through the steps together viewing the photo and they recorded their writings.
I think the students began to have a better understanding of their thinking after this activity.
I am anxious to incorporate more thinking routines in library instruction and activities.
Our first grade classes are begining their unit of inquiry on plants and animal, one of their lines of inquiry being animals and plants depend on each other for survival. I read Eric Carle’s book, The Tiny Seed and we focused on the IB concepts of connection and change. How were the plants (seeds) in the story connected to the animals and how did the seed change?
After reading the book to one class and the discussion that followed, I realized that our students did not have much experience with seeds. I went home and looked through all the seeds I have and brought some in for the students to look at.
Variety of Seeds and Magnifying Glasses
I brought in eight different types of flower seeds that I had on hand that showed a variety of shapes and sizes. I put a few on white sheets of papers with index cards as labels. They enjoyed using the magnifying glass and they made a number of observations about the seeds. They said one type looked like raisins, another like chocolate chips. An easy way to bring to the idea of seeds to life; well easy for me as I am a gardener and have lots of seeds on hand!
Fourth grade is studying the American Revolution and I wanted to introduce them to primary documents as an information resource. I also wanted to acquaint them with the book, George vs George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer. This book is a great example of the IB key concept of perspective.
Borrowing an Idea from WritingFix
I found a lesson plan on Writingfix.com and used the first part of it (http://writingfix.com/WAC/HistoryFix/George_vs_George1.htm) which used portraits of George Washington and King George. The website also provided a graphic organizer for the students to use to analyze the primary source document. This was also an opportunity to have the students practice making inferences, an ELA skill they work on in this grade level. I marked the word, “infer” in dictionaries and had one student read the definition while the others followed along.
Model First and then Small Group Work
First I modeled what the students were going to do. I have a large poster of a portrait of Paul Revere from a collection of posters, Picturing America: America’s History Through Our Nation’s Art, from a grant from the National Endowment for the Humanities. This portrait by John Singleton Copley is a good way to have the students, as a whole group, work through “reading” this painting. They noticed the tea pot, the tools, his plain clothes, etc. Then they brainstormed what that might mean (inferring) about this person (I covered up his name). Then they worked in small groups looking at the two portraits.
Two Men-What Can We Infer?
I gave each group a small copy of each of the paintings, one of King George and the other of George Washington. At this point they had just begun their study of the Revolutionary War and most didn’t know who these men in the portraits were. I gave them about 5 minutes to observe the first portrait and make notes on their graphic organizer and then I had them move onto the second portrait.
For the most part the students did a good job and were surprised to see what they could find out about a person, just by looking at a painting. After we shared a few observations, I revealed who each man was and showed them the book, George vs George.
I will be sharing this book with this grade level over the next couple of weeks. Just not sure how yet!
Sometimes inspiration strikes when you least expect it. I wanted to design a lesson for first grade students to introduce them to a couple of historical figures they will be studying for their IB Unit of Inquiry. Sometimes grades will also have what we call “stand-alones” or standards that don’t fit in with their Unit of Inquiry, but they will cover during the six weeks.
So I was looking to combine historical figures and magnets (their stand-alone science standard). As I was mulling this over I remembered a box of business cards and magnets that my son left behind when he changed careers and moved to Atlanta. So I have this box of cards and the magnets that can be adhered to make the business cards into a refrigerator magnet. Bingo! It came to me. Have the students draw a portrait of one of the historical figures on the reverse side of the business card, peel off the protective sheet on the magnet, place the card on the magnet and you have a project!
Britannica School Elementary via Galileo website
We are so fortunate that the state of Georgia provides libraries free access to some fabulous web resources including Britannica School Elementary encyclopedia via Galileo. I projected the website on our large screen and we read some basic information about three of the historical figures from the social studies standards.
Georgia Standard of Excellence: Social Studies: SS1H1 Read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).
George Washington Carver, Ruby Bridges and Theodore Roosevelt
I found several photographs of each of the individuals and placed copies on the tables so that students could refer to them. I also included the names on each sheet so they would know who was who and how to spell their names.
After reading about these three people students decided who to draw portraits of and I had them include the name of individual on their drawing.
I helped them attach their drawing (business card) onto the magnet. I set up a station of several objects for their magnet testing; cardboard, plastic, metal, glass, and wood. Fortunately I had a volunteer or a teacher to assist the children as they tested to see what the magnet would stick to.
S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.