Bringing the Heat- Hallie Heat!

This week the boys and girls settled into class quickly and were ready to work hard!  We started our day by meeting our newest Quirkle, Hallie Heat.  From Hallie and her friends, we learned that dark colored clothing captures the sun's heat, while light colored clothing reflects the heat.  We also learned that heat rises and cold falls.  Ask your child to share his/her Quirkles science log, to tell you about his/her hypothesis and about our experiment shown below.

This week, we had our first Brown Bag Luncheon.  Our speaker, Sally Cook, is from the Children's Center for the Visually Inpaired, CCVI.  She share information on different types of visual impairments and allowed the students and parents to try on different goggles that simulated many of these impairments.  She also passed around children's books that were in Braille and ones with raised lines and textures.  At the end of our luncheon, Mrs. Cook used a Braille type writer and typed each child's name in Braille.  She was a very interesting speaker!

After lunch, we started our individual Exploratory tasks.  The newer students are on their knowledge level task (reading and watching a video) to learn more about their center topic.  The rest of the students continued working on their projects. Ask your child about his/her current center and task.

In the computer lab, the boys and girls continued to explore Microsoft Power Point.  They learned to insert a shape, resize it and move it around the slide.  The students also learned to format the shapes fill color.

Understanding the basic tools and functions of this program will transfer in the application of other Microsoft products and web based slide show applications.  Power Point is a good slide show program, but it is also great for digital story telling, book reports, posters, and even holiday cards.  Primary students soak up the functions with minimal instruction.  When my own children lost their "computer gaming privileges" for one offense or another, they would always say, "But can we still do Power Point?"

If you have Power Point available on a home computer, consider allowing your child to practice.

Another busy, but fun day!  Have a great week!

Could States of Matter Be Any More Fun?

This week we added a new 1st grade student.  She is going to fit in great with our group!  We started our day working individually in the TOPS Math program.

We had a tremendously fun day Monday!  We have been waiting for the exciting arrival of our favorite Quirkle, Gilbert Gas.

My first graders that were with me last year said, "I remember him.   I loved those experiments."   Thanks to Steven Spangler Science and a Google search or two, I was able to find new and even more exciting experiments that teach the states of matter.  We discussed the different forms water can take.

The students easily shared what they knew about the water cycle.  They knew water was a liquid and when it it frozen, it forms ice which is a solid.  They knew water evaporates when it is heated and becomes steam or water vapor, a gas.  A few students knew clouds were made of water vapor and when the clouds are too full of moisture, the gas changes to liquid in the form of rain.

I wanted to explore the states of matter with something with which they are unfamiliar.  Dry ice was perfect.  We learned dry ice is a solid and that it is the frozen form of carbon dioxide.  We discussed carbon dioxide freezes at -109 degrees Fahrenheit so we needed to protect our skin from it by using gloves or tongs to handle the ice.  The students also learned dry ice sublimates and goes from solid straight to a gas.  Check out some of our experiments in the video and slide show below.

The students continued to explore Microsoft Power Point during our computer lab time.

It was a busy but really fun day!  Boys and girls, what was your favorite experiment?

Getting to Know Friction Fred

This week, we added a new first grader to our D day SAGE class.  She is a great addition to our group!

In the morning, the students worked at their Exploratory centers.   The newer students selected their first center, filled out their contract and started the Knowledge level task.  The rest of the students continued their individualized tasks.  Ask your child about their center choice and/or current task?

This week, the students were introduced to our newest Quirkle scientist, Friction Fred.  In our lesson, the students learned about friction and how this resistance helps us to keep our footing on slick ground.  The students also conducted an experiment to explore friction.  After recording their hypothesis, they shook a sealed test tube with a steel marble in the bottom that was cover 2/3 the way up with table salt.  Even though the marble had a greater density than the salt, it climbed to the top of the salt!  The students recorded their observations and conclusion on their science log.  Ask your child how friction caused the marble to rise through the salt?

In the computer lab, the students reviewed how to locate a document on their SAGE shared drive file.  They also learned to insert a text box and adjust its position on the page.

We had just enough time at the end of our day for a quick game of SET.  SET is a perception and spatial relations game where players must make sets of three cards.  Each "set"  must have all attributes, all the same or all different.  This is another exciting game where your age doesn't matter.  You can be 5 or 50 and compete on an equal level.

Wow!  What a busy day!

Learning a Crucial Life Lesson

The past two weeks,  we have been exploring our creativity, flexibility of thought and ability to handle stress and frustration.  To do this, we completed our first "hands-on" problem solving challenge. Using only one pair scissors, two paper clips, a 9 x 12 inch sheet of paper, two drinking straws, and three folder labels the students had to create the tallest, free standing structure possible.

They began with five minutes to brainstorm designs for their tower on their planning form.  They were then given twenty minutes to actually construct their tower.  It is fun to see the room go completely silent as each student's brain is fully engaged in the task. The students used a variety of designs for their towers.  Some were successful, while others struggled to overcome design obstacles.  They ended the task by evaluating their designs, construction and finished structure on their hands-on planning form.

 
 To be successful, students must be fluent, flexible thinkers.  They need a steady stream of ideas and they must be able to adapt and change direction or strategy as new problems arise. 
Our 2nd Try:

 
This week, the students had a chance to try the same problem a second time.  We usually do not have time to do this, but I wanted the students to recognize that they learn from their experiences and have the ability to improve with practice.  You would think they would know this and, in most situations, they do but most gifted children are not used to struggling or failing at a task.  When they face a new and very challenging problem they can't master on the first or second try, they want to quit.  They appear to only want to do tasks or activities where they are successful.  In reality, they are doubting their ability to overcome the obstacles.  They are afraid they can't or won't be successful.  They just haven't had enough experience with struggling, feeling frustrated and failing. This is where I see our children as "developmentally delayed." They are learning (hopefully) a crucial lesson other children learn between the ages of 3-5 years old.

For bright children, learning to be a "risk taker" and learning perseverance takes more than just practice.  They also need encouragement and support as they build their confidence and recognize they can find success on a task at which they once failed.  For most students, they need an opportunity to build success with increasingly more complicated challenges.  In the child's eyes, the more important the task- the more difficult it will be for him or her to accept the learning curve necessary for mastery.

The problem solving tasks we do in class develop the skills needed to solve real world problems and provide wonderful opportunities for affective conversations.  We discussed how individuals handle frustration and challenge, why some students quit and others persevere and how their classmates that struggle academically might feel each day.  For some it is the "Ah Ha!" moment that enables them to empathize with their peers and avoid hurtful bragging.  Having said that, it takes a great deal of maturity and wisdom for an individual to celebrate their academic success in a way that does not make someone else feel less and so, the conversation continues...

Next, the students were introduced to our newest Quirkle, Ellie Electricity.  Our experiment asked the students how static electricity would effect a soap bubble?  Check out your child's science log sheet to discuss his/her hypothesis.

 
In the computer lab, the boys and girls were introduced to using Microsoft Word.  This week, they learned to open a new document, save it in their SAGE- shared drive file, and to format their text for size, style, color, bold, Italics and underlining.

We ended our day working in TOPS Math & The Problem Solver.

Meet Rosie, the Newest Member or Our Class!

This week, we started our day by meeting, Rosie.  Rosie is a Chilean Rose or Rose-hair tarantula, Grammostola rose, donated to our class by the family of a former student, Samantha.  Samantha knew that in the past, I had two tarantulas as class pets.  When her great Uncle decided to reduce his collection, she suggested we might make good caretakers for one of his tarantulas.   I'm glad she thought of us!  Rosie is definitely an exciting addition to our classes.  Ask your child to tell you a little about what he/she learned about tarantulas today.  If you or your child would like to learn more about Rosie, check out this link on tarantulas.

 










In math, the students were introduced to the strategy: Use or make a picture or diagram. We had to read the clues carefully, but we were successful using the strategy.

 Next the students worked at their Exploratory centers.

Next, the students worked on our second Creative Problem Solving lesson.  This week, they were given 20 minutes to complete the "squiggle" below.

In this task, students are asked to create a single, cohesive picture that includes all of the given squiggle figures and lines.  This exercise focuses on the students' flexibility and elaboration.

Flexibility is the ability to change your way of thinking about a problem or situation.  It is the ability to think of alternative ideas and to adapt to different situations  

• You are flexible in your thinking when you approach a complicated math problem you missed in a different way.
• You are flexible in your thinking when you can think of indoor games to play when your birthday swim party is rained out.

Elaboration is the process of expanding an idea by adding detail.  To elaborate, you must understand the original idea and see a way to clarify or improve it by adding specific details.  

• You are elaborating when you add to, enlarge, enrich, or expand descriptions, designs, drawings, explanations, instructions, reports or  stories. 
• You are using elaboration when you edit your stories and add more descriptive vocabulary and more details.

We ended our day meeting our newest Quirkle scientist: Density Dan.

Ask your child to tell you about our experiment to see which solution has a greater density, fresh water or salt water?

Have a great week!

Color & Creativity

Last week, we read the book Scaredy Squirrel.  It may be our new favorite book!  Scaredy lived in a nut tree and felt very safe and comfortable there.  He was not very flexible and he was NOT a risk-taker! He worried about what might happen if he left the safety of his nut tree, so he had a very specific plan and an emergency kit in case disaster ever struck.  One day, a “killer bee” showed up and Scaredy’s emergency kit fell out of the tree.  As he dove for it, he discovered he was actually a flying squirrel!  He discovered that nothing bad happened to him in the “unknown.”  We related Scaredy’s anxiety to events in our own lives and drew the conclusion that “It is through our experiences that we gain courage to become a successful risk-taker.”  As a personal reflection, each student created their own mobile about a fear they overcame with support.  We explored how this would help us face future challenges and and become better risk-takers.

For more about Scaredy Squirrel, visit this website: scaredysquirrel.com

This week, we started our day by revisiting the math problem solving strategy “Use Logical Reasoning.”  Today's problems were in a different format than last time.  It really required us to do some very careful reading.  After our strategy lesson, we worked individually in TOPS math.

Today, the students met our newest Quirkle, Colorful Caroline.  We learned about primary and secondary colors and had a lot of fun with our experiment.  The students

discovered black marker ink is made from a combination of several different colored inks.  Have your child tell you about their hypothesis and observations.  We also sent the materials with the students to conduct and share the experiment with you too!

Next, the students were introduced to the Components of Creativity:

• Fluency- to brainstorm many ideas
• Flexibility- to redirect and approach a problem from a new angle
• Originality- to generate unique ideas
• Elaboration- expand on ideas by adding details

They also learned/reviewed the Rules for Brainstorming: 

• Accept the unusual
• Never criticize or compliment
• Piggyback when possible
• Never stop too soon.

They individually brainstormed "things you might find in a pocket."  Quinn thought of a Brown Recluse's spider web, Anastasia thought of a hand in your pocket, Giles thought of a lost button and Mia thought of lint.  We judged their ideas for their fluency and originality and if they were relevant to the problem.  Have your child tell you more about their list.  They are a very creative class and had several unique ideas!  

At the end of our day, each student evaluated his/her first quarter in SAGE.  I will have your child's self evaluation along with his/her progress report to share with you at our Fall Conference.

Have a great week!

Learning About Plants With Botanist Bert & the Briarcliff Garden

This week the boys and girls were introduced to Botanist Bert and the study of botany.  We started our day by brainstorming what we already knew about plants and what we wondered about them.  We were very excited and fortunate to have Mrs. Garrett and Mrs. Poole, Briarcliff's Community Garden mentors, give us a tour of our school garden.   They answered many of our questions, shared their knowledge and expertise with us and inspired a whole new round of questions.  

Today, we learned:

• Briarcliff does three plantings a year; our spring planting in late March, our summer planting in June and our fall planting in mid to late August.
• Our garden currently has several herbs growing as well as lettuce, radishes, swiss chard, kale, sweet potatoes, celery, carrots, bush beans and beats.
• In some vegetables, we eat the root, some the stem, and some the leaves.
• Some vegetables grow slowly all summer, while lettuce and radishes grow pretty quickly in the spring.
• Some of the garden plants have really long, leafy vines that take over the garden bed.
• Briarcliff's community garden is organic.  That means they use no chemicals like fertilizers or pesticides on it.

Mrs. Garrett and Mrs. Poole also asked for our help.  They need garden markers to show everyone what each plant is that is growing in our beds.  Our K/1st grade SAGE students are creating new plant stakes to mark the fall garden.  We are glad we are able to help with the garden.

In the afternoon, the students worked on "Making an Organized List" in the Problem Solver and then continued their work in TOPS Math.  They also worked on their individual Exploratory tasks.

We hope to see you at our fall Open House Tuesday, October 2nd from 6:00-7:00 in our classroom.

Math Problem Solving, Andy Acid and a New Friend

Today we welcomed our newest classmate.  She is going to be a great addition to our group!

This morning, I introduced the boys and girls to our math programs.  We began by working together in the Problem Solver series.  This program breaks down and targets one of ten strategies for solving math problems in each of its lessons.  This week's focus was on the strategy, “Use Logical Reasoning.”  The students worked well together to identify each clue and to solve the problem.  

Next, I introduced them to the TOPS (Techniques in Problem Solving) Math program.  TOPS is a challenging, individualized program that allows students to progress at their own pace.  As the students learn each of the 10 Problem Solver strategies, they will build their personal "toolbox" of skills and be better equipped to solve their TOPS Math cards.  Your child will have an opportunity to show you their TOPS Math work at our Oct. 2nd, SAGE Open House.

Today the students met our 2nd Quirkle Scientist, Andy Acid.

As a part of our experiment, the students used litmus paper to test lemon juice and a baking soda water solution to see if they were an acid or base.  

We moved through the scientific process, recording our hypothesis, observations and conclusions.  We also had an opportunity to discuss what a chemical reaction is.  

Anastasia shared that sometimes her stomach hurts after she eats.  She called it a "tummy bubble."  This was a perfect real world problem that could be explained by the carbon dioxide created during the chemical reaction between the baking soda and lemon juice.

Next, we reviewed our procedures for using our Exploratory centers and how to keep our Exploratory learning contract up to date.  The students rotated between their center tasks and typing last week's rough draft of their, "Take a Closer Look at Me Poem."  They did a great job on both!  The poems will be on display at our fall Open House.

Rotation D, Our 2nd Week of Exploratory on PhotoPeach

Next we spent time discussing our classroom rules:

1. There is no such thing as a dumb question or answer. 
2. This is a safe place to try new things.
3. It’s okay to say, “I don’t know.”
4. If you don’t understand, ask.
5. If you still don’t understand, ask again.
6. Be respectful of other peoples’ feelings and ideas.
7. It’s okay to disagree– try explaining your ideas.
8. It’s okay to be yourself, originality is in!
9. None of us are perfect.
10. This is a safe place to make mistakes- jump in a give it a try!

I am confident the boys and girls will find success with these rules.

At the end of our day, we looked at some of the comments that have been posted by our Quadblogging friends.  This week, our blog is the focus for our group.  The classes from Gisborne, New Zealand, Formby, England and Norwich, England are stopping by our blog to see what we are learning and to leave a comment or two (or five or six!)  

The D day students addressed the comment from our new friends, Miss Grant & the boys and girls at St. Luke's School.  Each day, our different classes will read and respond to the comments left on our blog by our Quadbogging friends.  Take a moment to read some of their comments on It's Our Turn.  If you and your child have a little time, go and visit each of their blogs.  They would love your complimentary comments too.

Have a great week!

Week two and we are off and rolling!

At the start of our SAGE day, the boys and girls finished writing the rough draft of their "Take a Closer Look at Me" poem.  Next week the students will type them.  They should be finished and on display by our Oct. 2nd Fall Open House.


Next, the students learned about International Dot Day and we read the book, The Dot. International Dot Day is a time to celebrate creativity in our children.  More than a half a millions teachers and students are participating in the global project.  Each child is asked to create their own dot image.  The students came up with a diverse gallery of dots. 

 For anyone who has been afraid to express themselves - from a child in art class to an adult whose fear has shut down a dream, Peter H. Reynolds' book The Dot (Candlewick Press) is there to remind us all to "Make your mark, and see where it takes you."

After recess and lunch, we discussed Bloom's Levels of Thinking and what each level might look like.  I introduced our Exploratory centers and the procedures we follow to select and complete a center.  The students had an opportunity to look through the choices and list their top three picks.  The boys and girls met with me individually to be sure their first choice center is a good fit for them. Ask your child which center he/she chose and what drew them to that center. 

The first step in beginning any center is to fill out their Exploratory Contract.  This helps me keep track of their individualized work and it empowers the children to become more independent in their learning.

After filling out their contracts, they had about 20 minutes to begin the reading at their chosen center.  Next week, they will have time to continue their reading and/or watch their center’s video.  (The Knowledge Level task usually takes 2-3 SAGE days to complete.)

Today, we also wanted to take advantage of our new podcasting booth.  Below you will find our very first podcasts.  We used the site, Audioboo.fm to make our recordings.  Each student made their podcast about something they learned from the center’s Knowledge Level reading task.

listen to ‘Rotation D-1’ on Audioboo

listen to ‘Rotation D-2’ on Audioboo

listen to ‘Rotation D-3’ on Audioboo

listen to ‘Rotation D-4’ on Audioboo

listen to ‘Rotation D-5’ on Audioboo

listen to ‘Rotation D-6’ on Audioboo

listen to ‘Rotation D-7’ on Audioboo

listen to ‘Rotation D-8’ on Audioboo