ELA: This week we revised our small moment writing and wrote their final draft. In reading, we read one book titled stand in my shoe that is connected to the SEL unit, social awareness. Based on the book, we shared ideas about how we can have or develop empathy for others' feelings. As an extended activity, we had a role play to understand other's feelings and see ourselves from the perspective of a 3rd party. Students also read another book titled What does it mean to be global? that tied to social studies unit, cultural diversity and we discussed how people in the world can interact with each other and share their cultures.
Science: We are working on our final project. Students shared their ideas about how they can change the speed of their racing car and make their car move to different directions effectively. They came up with the idea of cardboard under their track, so they could hide their magnet and control their car without showing their hands or magnets. Math: This week we made our final graph with complicated patterns. Students chose a couple of objects and measured the heights of their chosen objects with standard measurement tools, such as a ruler, or tape measure. Based on data, we made a graph with their own patterns. We also compared their graph by using comparative adjectives. Social studies: This week each student chose one aspect of their chosen culture as their final project. An individual student in the same group made their poster. Students designed their poster with pictures, writing, different materials and collected information from books and online search. ELA: This week we are writing one of our personal narratives, the small moment on a special day, such as the children's day. After organizing their pictures in order, they described each picture with sequential words, such as first, next, then, and finally. In reading, we watched one book titled Rude cakes and the Skin you live in that are connected to the SEL unit, social awareness and we had a discussion about how negative words or behaviors can affect other's feelings. Also, we shared their opinions about what words and behaviors can hurt our feeling and make a wrinkled heart. We made a heart with sticky notes and made heart wrinkled by folding it.
Science: This week we continuously work on our final project. Students shared their ideas on how to make a magnet-powered car or magnetic car and created their own car with magnets. We also decorated the car race track environment with flags, car signs, etc. Students brainstormed and designed how we could make their car move by itself. In addition, we experimented on how magnetism works under or in the sand. Math: We reviewed patterns, counting numbers by 10s in math stations. In the stations, students worked on pattern block puzzles, math journals, such as a pattern journal, and creating pattern puzzles. Also, each student predicted their heights and measured another classmate's heights with one of standard measurement tools, a tape measure. Students planned how we could measure our heights properly or accurately. We also compared each student's heights with comparative words. Social studies: We watched two e-books called If the World Were a Village and The Skin you live in that are tied to cultural diversity. We are continuously building knowledge of their chosen project and designing what aspects of the culture students would like to present. Students discussed in a group to choose their visual aids for their poster. ELA: This week we wrote narrative writing, a small moment when I went shopping. students wrote it and revise their writing with the teacher. Also, we started working on another personal narrative about our special days, such as children's day or camping day. We organized pictures on these days and wrote the major activities sequentially. We also learned sequencing words. In reading, we read two chapters of one book titled Magnetism: a question and answer book that tied to magnetism. Also, we read one book titled My neighbors that are connected to cultural diversity.
Science: This week we used magnets to experiment whether magnet can use the forces underwater. Students planned their experiments to reveal how they could measure magnetic forces and what we need to investigate it. In fact, students shared their ideas in every step of our experiment. Also, students drew their blueprint of our final project, Magnetic racetrack to design their own race track environment. Math: This week we are working on creating complicated patterns, so we made a caterpillar pattern with pompoms. In math stations, students made one of the standard measuring tools, ruler and worked on pattern block puzzles. Moreover, we reviewed addition, subtraction skills, and comparing numbers. Social studies: This week students chose a country for their final presentation. We have been building knowledge about how countries are similar and different from each other while each group of students explored the culture of their chosen country. They started to read a book and watch video clips. ELA: This week we played sight words hunting game to reorder scrambled letters and write them on a white board after reordering them. Also, students wrote one of their personal narrative writing, small moments based on what we brainstormed, vocabulary web, and answers of questions related to their writings. In reading, we read one book titled what makes a magnet? that tied to the science unit, magnetism and for the social studies unit, two more books titled How are we the same and different? and Come and eat! were introduced to students.
Science: This week we used magnets with different shapes, such as bar, horseshoe magnets. etc. to experiment what will happen when the same poles or different poles of the magnets get close to each other. In addition, we tried to find the south pole of round black magnets by using both poles of a bar or horseshoe magnet. We also made a poster that includes the result of an experiment on how many magnets are needed to lift magnetic objects. After the experiment, we concluded that the numbers of magnets that we need to lift each object depends on the weight of an object and amount of iron included in the object. Finally, we experimented on a magnet's power or a magnetic field to see how much iron power can be pulled toward or pulled away from different magnets. Math: We are continuously working on count numbers by 1's and 10's, so we made a poster with 10's numbers. Moreover, students learned complicated patterns and created their own patterns on a poster. Social studies: This week we learned about diversity and how cultures in different counties can be influenced by each other? As one aspect of culture, we explored food culture around the world and compared with Korean food culture. ELA: We are continuously making sentences with sight words and expanding vocabulary by creating our own sentences with a couple of sight words. This week students reviewed the differences between fiction and non-fiction books while they were introduced fiction and non-fiction narrative books. In order to write a small moment narrative, we brainstormed ideas for the topic. In reading, we read two books titled motion and the first chapter of what makes a magnet? that is tied to the science unit, forces that move an object.
Science: This week magnetism was introduced to students and we explored what objects are magnetic and non-magnetic. We collected objects in our class and put them together in a box. Also, we made predictions of magnetic and non-magnetic objects and created a poster on our prediction. Furthermore, we played magnetic treasure hunt, so students used a magnet to search through a box of items and discover what types of things are magnetic. Math: We counted by 100 with the hundreds chart. Also, we reviewed the addition skills by counting and coloring 100 pennies. Moreover, we discovered number patterns when we counted by 10s and used number lines. Students continue practicing math skills, such as sorting, making patterns, etc. in math stations. Social studies: This week we reviewed geographic identities and explored how geographical region can represent national identities. In addition, the brief definition of culture was introduced to students and we watched video clips called what is culture? and the world's family to investigate unique elements of culture. ELA: We started to write alphabets on a three lined paper. Since we started to pay more attention to alphabet stroke order, students were encouraged to write accurately within a given time, such as two or three minutes. We are continuously creating sentences with sight words and students made sentences by themselves. Also, we continued on informational writing about our chosen animal habitat.
In reading, we read one book titled Endangered animals, so we made connections between human activities and the animal migration that we read last week. Students discussed how humans can preserve animal habitats. Science: We are continuously reviewing animals' needs and animal adaptation in their habitats. As the final assessment of our habitat diorama project, we presented three things about the choice of animal habitats. For example, students were talked about the weather, animals, and animal adaptations in their natural habitat. After the video presentation, students evaluated their own performances and discussed how they can improve some of the presentation skills. Math: Each student watched their video presentation and self-evaluated their own work. This week we reviewed math skills, such as subtraction, addition, shapes, and number comparison. To do this, students worked on math journal and engaged with a lot of activities to practice their math skills. Social studies: This week we made our maps and presented them individually. Also, students evaluated their own work and matched landforms puzzles. ELA: We have been learning sight words in sentences and creating sentences In reading, we read two books titled World Atlas and Far East and Southeast Asia to explore different geographical communities. Also, students have learned how to use basic map skills and symbols of landforms on the world map. We continuously wrote habitat journals for the final science and book project.
Science: This week we are continuously reviewing how habitats differ from one another and match animals and their habitats. Also, we learned that changes in animals' natural habitats have a significant impact on animals' life and discussed the ways of helping these animals who need to migrate to a different habitat. Math: This week each student created a research question and made a survey sheet. They collected data by themselves to ask their questions to others. Based on the result of the survey, each student made a table graph and analyzed them by comparing and ordering data. Moreover, in math stations, student practice how to use symbols for comparing numbers and compare each number by using appropriate vocabulary. Social studies: We have been exploring what is around us in our community. We reviewed landforms and the world map. For our final project, me on the maps, students designed the shape of their maps. We found different sizes of circular objects in class and drew circles with them. Also, students cut out maps of our communities and wrote where we live on each map.
|