First graders in Ms. Edmonds’ class at Holladay Elementary have been reviewing for upcoming tests, so today I showed them how to create their own review questions using two web tools, Padlet and Socrative. First we talked about what makes a good multiple choice question. Most importantly, it should make people think. If the answer is obvious or if some of the choices are ridiculous, then it’s not a good question. Next we discussed topics that they could write questions about: In Social Studies they’ve been studying famous Americans (SOL1.2). In Science they’ve been learning about animals (SOL1.7) and force & motion (SOL1.2). In Math they’ve been adding doubles (SOL1.5). Once they thought of their question, each student went to a wall I created for them in Padlet and posted their question to the wall. Click the link to see their questions. Next they logged into our class on Socrative and I gave them questions to answer from the wall. Socrative is similar to ActivEngage in that questions appear on each student’s screen, they answer them, and the teacher gets instant feedback with a graph that shows how their responses. The students enjoyed answering each others’ questions, and they had a great review through the process.
Archive for the ‘1st Grade’Category
We had Monday off for Presidents Day (SOL1.3), so many 1st grade students have been learning about George Washington and Abraham Lincoln (SOL1.2) this week. Today 1st graders in Ms. Reese’s class at Laburnum reviewed facts about the presidents, practiced writing sentences, and learned a new program called Comic Life. I gave them a template with 4 panels that you can download by clicking here. I also gave them a folder of pictures to use that you can download by clicking here. First they chose which president they wanted to write about and typed his name in the title. I showed them how they could change the font and color using the Style button. Next we added some pictures to three of the four panels. There were portraits and photographs of the presidents as well as pictures of money, monuments, and memorials. For each picture they chose, the students had to write a short sentence in the speech bubble. Finally they took their picture with the Capture button and typed a sentence about themselves in their speech bubble. I combined them all together into one PDF document and uploaded it to Flipsnack. You can see their finished comic book online here.
First graders in Ms. Long’s class have been learning how to create and solve one step story and picture problems using basic addition facts (SOL1.6) so today we made animated Keynotes to illustrate an addition problem they created. First we opened a blank Keynote (there’s no template to download) and the students added a title “Addition” and their name. Then I showed them how to create a simple snowman using the Shapes tool. We grouped it together and made copies of it. Next the students added a text box to show the number of snowmen they started out with. We used the Build In animation feature to make the number appear. Then we pasted in more snowmen and added another text box for that number. The students added their numbers together and typed the answer. Finally I showed them how to record their voices as they told their story problem. We exported the Keynotes as videos, and you can take a look at a few student samples here: Eric, Madeline, Natalie, and Tommy.
First graders in Ms. Gerrard’s class at Davis Elementary have been learning about goods & services (SOL1.7) so today we reviewed those concepts with Comic Life. I wanted them to understand that people can provide goods as well as services. So all the pictures I gave them are of people: farmers, builders, cooks, doctors, firemen, and teachers. You can download the folder of pictures here. I also gave them a Comic Life template that you can download by clicking here. We discussed what kinds of goods and services each job provides. You could use this site to help review those ideas. There are four panels on the template, so I instructed them to add two people who provide goods and two people who provide services. Then I taught them how to type a simple sentence in each speech bubble: “I make a good,” or “I do a service.” Next we added a new page and showed them how to take their picture with the built-in camera and how to type their name with the special lettering. We also added a speech bubble for them to type in what kind of job they wanted to do and whether it provided a good or a service, but we ran out of time. You can take a look at a couple of student examples: Connor and Nardeen.
First graders in Ms. Collins class at Holladay Elementary have been learning about the U.S. Symbols in social studies (SOL 1.11) and addition strategies in math (SOL 1.6) so today we combined the two topics and created an “Adding U.S. Symbols” Pixie. First we opened up a blank Pixie template and the students typed the title and their names. Next I showed them how to use the paint brush tool to paint a picture of themselves. We used the built-in camera feature to take a picture of their faces. Then I showed them where to find stickers of the U.S. Symbols that they’ve been learning about (it’s in Stickers > Symbols > American). They created their own addition problem with a maximum sum of 18 using two of the symbols. For example, they might add 5 bald eagles and 7 flags. Next they used the stamp tool to write out their sums, like 5 + 7 = 12. One of their addition strategies has been to “make a 10″ so I told them to use the paint brush and circle 10 symbols. They used the stamp tool to write out another sum showing their new grouping, like 10 + 2 = 12. Some of the students even had time to show one of their other strategies, “make doubles.” So for my example, they would circle six and write out 6 + 6 = 12. You can take a look at a couple of student examples: Caroline, Jassem, and Matei.
First grade students in Mr. McFarling’s class at Davis Elementary have been learning about the Earth and sun and how the Earth’s rotation causes day and night (SOL1.6). So today I taught them how to make some simple animations explaining those concepts using Keynote. First I gave them a template that you can download by clicking here. I showed them how to make text boxes to label the day and night side of the Earth. Then we went to the inspector and added a “build,” or animation, to each label. On the next slide, the students used the Shapes tool to make a circle for the sun. I explained how to change the color to yellow and how to move the shape to the back so it went behind the other shapes. They placed the sun behind the hills in the east (or right side) and added an “action” to it by making it move from the horizon to the top of the slide, showing the sun rising in the east. Then they put the shadow in the correct spot. On the last slide they did the same thing but changed the animation and shadow to show the sun setting in the west. Finally they recorded a voiceover explaining the different animations. Take a look at a couple of student examples: John and Aden.
First grade students in Ms. Gerrard’s class at Davis Elementary have been learning how to county by tens to 100 in math (SOL1.2). They have also been studying about the Earth and sun in science (SOL1.6). So today we combined both topics into one lesson using Pixie & Keynote… a big task for first graders, but they were up for it! In my research I learned that the sun is about 870,000 miles in diameter and the Earth is about 8,000 miles in diameter, so about 100 (more like 110) Earths can cross the sun. But I wanted to find a unit they could use to count by tens, and I discovered that Jupiter is the perfect unit. It is about 87,000 miles in diameter. So about 10 Earths can cross Jupiter (more like 11) and 10 Jupiters can cross the sun. I created a Keynote template with most of the animations for this activity pre-built into it. You can click here to download it. I’ve done my work, now it’s time for the students to do their work. First they opened Pixie and, working with a partner, one drew a big picture of the sun and the other drew a picture of the Earth. We helped them take screenshots of their pictures and place them into their Keynotes. Next they added some transitions and animations using the Inspector. Finally they recorded their voices telling about how big the sun is and counting the Earths by tens to a hundred. You can see some student examples here: Mickaelly & Adin, Jakob & Nardeen.
First graders in Ms. Long’s class at Davis Elementary are doing research projects on the U.S. Symbols (SOL1.11). One great place to do research is PebbleGo because they have pages about all the U.S. Symbols, but did you know you can make your own webpage for research like PebbleGo? The advantage to making your own is you can include everything you want and customize it for your class. I wanted the students to be able to see on a map where some of these symbols are located and be able to zoom down and actually view them. So I created a webpage about each symbol using CheckThis. With CheckThis, making a website is as easy as typing a few sentences, uploading some pictures, and adding links to whatever media you want to include. I embedded some Google Maps for the interactive zooming feature (the students were surprised to see that the Statue of Liberty is on an island in the water). With Google Maps you can click the Satellite view and actually see the real place, which the students enjoyed doing. I also added a Soundcloud recording of myself reading the webpage for students who needed help. You can record your own voice right in Soundcloud then link to it in Checkthis. Finally I added a poll so anyone who visits the website can vote on their favorite U.S. symbol. The students were able to complete their research in just an hour, and hopefully everyone, including Ms. Long, learned something new! Here are the links to the individual sites: Bald Eagle, Washington Monument, Statue of Liberty, U.S. Flag. Or you can see where I put all the links on one page for the students here.
First (SOL1.7) and third (SOL3.4) grades are both learning about migration at this time since it’s the fall. So I’ve been doing research projects with both grades and we’ve been using Pixie to present our findings. First students selected an animal that migrates (monarch butterfly, wildebeest, caribou, whale, salmon, etc), then they went to PebbleGo to research their animal. PebbleGo is a great site for elementary research because it’s easy to navigate, it uses simple vocabulary, it has lots of pictures and videos, and it can even read the text to the students. I wanted the students to also see how far the animals traveled on a map, so I created a Migration Google Map, where the students could click on a line and see a picture of the animal and read about its migration route. After the research part was finished, students opened a Pixie, added a sticker of the world map and a sticker of their animal, and then drew a line to show the animal’s migration path. Next they recorded their voices telling about the amazing journeys their animals make. Third grade was also able to animate their animals so they moved north to south. Check out a third grade student example here. You can download a Pixie template for this lesson by clicking here.
First grade students at Davis Elementary have been learning about animal migration (SOL1.7) and we discovered that scientists learn about where animals migrate by attaching tracking devices to them. We discussed why scientists wouldn’t be able to directly observe where the animals went (some swim, some fly, and some travel faster than a scientist can!) Here’s an example of a map scientists created after attaching tracking devices to blue whales: National Geographic: Mapping the Blue Whale Migration. So today, the first graders were “mini-scientists” and tried tracking some “animals” using the iPads as tracking devices. We attached the iPads to their hungry teachers who migrated around the school in search of food. When the teachers returned from their journey we examined the photos on their devices and tried to figure out where they went. I gave the students a map of their school in Pixie (see photo) and they used the arrow tool to draw their teachers’ migration routes. If you are up for a greater challenge, you could send the students out to migrate with the iPads. We just weren’t ready for that yet!