The Uncorker of Ocean Bottles-Messages to their Future Selves

We are operating in a new way for all of us. We have students in the building and some joining class virtually, so it is a challenge to do activities or instruction. I have a cart that I bring to each classroom once a week in order to do instruction and checking out books and all in a 30 minute time slot.  What ever activity I do, students at home have to be able to also do it.  Supplies are thus problematic, so the only thing I can count on them having is paper, pencil and crayons.  

Uncorker of Ocean Bottles

I read The Uncorker of Ocean Bottles by Michelle Quevas to fifth grade classes, but first we talked about how people sometimes used messages in bottles to communicate. After reading the book I asked them to write a message to themselves or anyone about what their dreams are for this school year.  I told them I would hold onto them and that they would read them at the end of the school year.  Each student took a photo of their letter and uploaded it the Google Classroom assignment, which I purposely included as some students hadn’t really practiced that skill. The virtual students did the same and I printed out their photos and rolled them up as I had done with the in-school students.

Writing a message of their wishes or dreams for this school year.

Taking a photo and uploading to Google Classroom.

Students rolled up their messages and they will be saved to be read in May 2021.

 

 

Third Designs Galimotos

     We read Karen Williams’s book, Galimoto about an African child who builds his toy galimoto from wire he has collected. After designing on paper the students created their galimotos using 10 pipe cleaners. This activity was a good way for students to use creativity and work on those fine motor skills.  Some of them had a more difficult time translating their two dimensional drawing into a three dimensional object.  We also see that some children need more opportunities to practice and develop their fine motor skills (twisting wire, using scissors, etc.).

Students used Flipgrid to describe the process for viewers. Creativity and engineering on display.

Fourth Grade Reflects with Padlet

I wanted to share the book, The Wolf, The Duck & the Mouse by Mac Barnett (illustrated by Jon Klassen) with students.  It’s a quirky, interesting book that can spur discussion. It has some different points of view for them to consider. I read it to the fourth grade classes and then asked them to reflect on it.

We used Padlet as I wanted to expose the students to the choices available for expression.  I encouraged them to explore the voice and video recording options and many did!

IB PYP Learner Profile and Reflection

I asked the students to consider the attributes of the IB PYP Learner Profile and if they woud have made the same decision as the duck and mouse to remain inside the wolf.

Students wrote their answers out on index cards before accessing Padlet.  Having the students write in advance really helps the process when they start using Padlet.

Padlet-Tool for Reflection

Part of the motivation for using Padlet with students in the library is to expose teachers so they can feel comfortable using it in the classroom.   Padlet is also very easy to use for both the creator as well as the students.

 

Fourth Grade and Website Evaluation

I try and touch on website evaluation every year with fourth and fifth grade students. So many topics and so few weeks!

I created a poster using Kathy Schrock’s 5 W’s of Website Evaluation to use as a visual as we cover the different points.  Sometimes I use the old State Farm commercial with the two young people talking and the young lady says they can’t put anything on the internet that isn’t true.  Sad, but some students do believe everything on the internet.

 

Fourth grade students start to learn how to be effective users of websites by evaluating those websites as a source of information following Kathy Schrock’s 5W’s of website evaluation (who, what, when, where, why).  They looked for the places where the reader can find information about the website, the header and footer.  They also examined URLs for clues about who created the website.

At a second meeting, working in teams, students turned into website detectives to look for clues about the who (who created the website) and the where (where is this organization located and can we contact them?).  I use as many local organizations as possible for the examples so students can recognize and relate to the websites.

Third Grade and ChatterPix Rock!

Third grade students were beginning their unit of inquiry on rocks and minerals.  I created a Livebinder curating online encyclopedias and websites and students chose which websites they wanted to use.  Their only directions were to write interesting facts on notebook paper.  No guidelines, just whatever they found interesting.

After succesfully collecting 5-7 facts the students used those facts to write their first person script, as if they were the rock.

ChatterPix app

I pre-selected some images of rocks to speed up the process.  After editing the scripts the students chose an image and used the app, ChatterPix to record themselves.  They had a blast!

This activity incorporates a wide variety of different skills: reading non-fiction, determining important facts, recording information, writing scripts, verbal skills (reading aloud) and self evaluation.

Sharing to a Wider Audience-YouTube

After recording the ChatterPix video, I upload them to YouTube and then share the link with the teacher.

Check it out!

 

Fifth Grade Research Historical Figures

Our fifth grade students are studying the United States around the turn of the 20th century and are required to know about several historical figures.  I made a list of the names and divided them among the three classes.  Each teacher assigned the students groups (about 4 students in each group) and they pulled a name from a hat.

Research

I had the students use either World Book Online (we have a subscription) or Britannica School Encyclopedia (available online in Georgia through the state). They used their Chromebooks to independently read about their person and take notes, each student required to record about 5-8 facts.  I narrowed their focus on the time period around 1900, as several of the historical figures had long lives with many accomplishments.

Besides including the facts, each group had to cite their resources on the poster. I’m trying to repeat this requirement over and over.

Social Skills-Group Work

Each group then had to decide which facts they would include on their large poster (white butcher paper).   I had a copy of a photo of each figure they could use to draw their person from.  I could tell they need more practice working in groups as a lot of time was spent on deciding who would do what. Or one person was telling everyone what they were going to do–and I had to remind them how to decide as a GROUP who would do what.  After observing for a few minutes I also had to tell them that I should NOT see anyone just sitting there, that the paper was sufficiently large to allow ALL group members to be working at the same time.

Repeat Activity?

I’m not sure I will do this activity again; too much time was spent coloring in dresses, etc.  The third grade classes did a similar activity and they were much more effecient in accomplishing the work in much less time.

Finished Products

It was a struggle to get the students to fill the large piece of paper.  Many of them wanted to draw very small portraits of the people.  They also wrote very small for the most part and it was hard to read.  If I do this again I’ll let them use markers as this might make reading the sentences easier (not as easy to correct mistakes, however) and have a model product for them to view.

Extended Activity-Making Connections

I tried something different this week to follow up on the poster research and poster activity.  I had the students make connections with the accomplishments of the historical figures with the world today (or their life). Using a basic graphic organizer they chose one figure and with a partner read the facts on the poster and then decided how the discoveries/accomplishments of that person impacts our lives today.  We then went back into the library and each group shared.  I think it went very well and hopefully they now have a better understanding of why we study these “old” people!

Third Grade Research, Posters, Native Americans

Our third grade students study Native American groups, Georgia Standards of Excellence-Social Studies: SS3H1 Describe early American Indian cultures and their development in North America.  I wanted the students to practice reading for content, taking notes, working in groups, and citing their sources.

Working individually or in pairs (I did one class one way, the other classes the other) the students used their Chromebooks to access a Livebinder I created to curate some websites.  Since each teacher already had a class Portaportal account I just sent the link to my Livebinder and they added it to their science section…so much easier than having third grade students type in a URL-even an easy one like a Yellkey (which is my favorite URL shortener).

After collecting information about the Arapaho’s lifestyle (shelter, food, where they lived, other interesting facts) the students worked together.  They chose an image to use, how facts would be included and they were required to list the online resources they used.

It took us about three library visits to complete the projects.  They really enjoyed the process. I displayed one class’ posters in the hall outside of the library for about two weeks.  I’m keeping one poster up where I have examples of all the work done by all grade levels. The other classes were given their posters.

Fourth Grade Uses ChatterPix to Explore Space

It’s always fun to see the students’ faces when they hear themselves on an audio recording!

During a unit where the fourth graders are learning about the solar system,  I have them choose a planet or a spacecraft to research.  Their goal is to have 4 or 5 interesting facts that they use to write a first person script.

ChatterPix App

Using the ChatterPix app they take a photo of an image and then record their voices to create the video.  They are limited to 29 seconds so they also have to edit to make sure they don’t run over their time.

Speaking Skills

Our students need opportunities for reading aloud.  This helps them with their writing as they can correct their written word as they realize their mistakes (in word choice, verb tense, etc.) as they are reading aloud.

YouTube Upload-Last Step in Process

After everyone has completed their ChatterPix recording I create folders in my YouTube channel and upload all the videos from each class.  Time consuming but worth it as it creates a wider and authentic audience for the student work.

 

Dot Day and Google Hangout

I have been wanting to do a Google Hangout and thought a Dot Day occasion would be fun.  There is a new library media specialist, Abby,  in my school system who was willing to be a guinea pig (she’d never done one before either) so we worked out the details and gave it a whirl!

We came up with a second grade class at each location that would be attentive and interested.  She collaborated with the art teacher at her school as she hadn’t done Dot Day before.

Planning Was Important

I sent blank circles to Abby so her students would be creating dots just like our students.  I also sent questions about The Dot for the students to answer.  I chose several completed dots from our end and took photos of them as ours would already be up on the wall by the time of the Google Hangout.  Our second grade teacher had her students answer the questions and then gave me several good responses.

Abby and I tested Google Hangout a couple of days before hand to get a feel for how it worked.

Google Hangout Success

Our students were not really sure of what to expect, but they soon got into it.  They really enjoyed it.  After introductions I had our students come up and share the photos of their dots that I had printed out.

After each group shared their dots and writings we all watched a YouTube video of a reading of Peter Reynolds’ book, Ish.  I thought it continued and extended the theme of The Dot about creativity, risk-taking and art.

Watching a reading of Ish on YouTube.

Our first Google Hangout was a success!

What we looked like from the other end! That’s Kelvin reading his written response to a question.

After completing the Hangout I showed the students where the other school was located using Google Maps.  During the Hangout we each shared a photo of the exterior of our school so our students would have a context to the other location.

I will encourage my teachers to reach out to other schools or experts who they could contact and have an exchange of ideas or information.

 

Connecting with an IB PYP School Across the Globe

I found out about an IB PYP school in Queensland, Australia whose year 5 students were gathering data for their Exhibition inquiry; they were inquiring into education around the world.  They were using Padlet to gather information and included a list of questions.

I worked with one of our 5th grade classes to add to the Padlet.  We divided the class into small groups and each group answered all of the questions.  I looked at all of the responses and chose the best (the most well written and accurate) answer for each question.  I had a student from that group type in their response.

I then took a photograph of the students in their classroom to add additional information about what our school looks like.

The teacher and several of the students had an “aha moment” after this experience.  They remarked that maybe we might be able to use this method of gathering information when they get ready to do their Exhibition in the spring.

Wink, wink, nod, nod…..I thought they might get it!  So glad they did (without me having to say it).