Students create a slow drop machine.
Quality: Effective communicator - Problem-solver & collaborator
Evidence: Students in teams were asked to produce a device that would “slow drop” a marble from a height of 1.8 meters to the floor. The device could not be manipulated after the marble was released & the marble had to traverse all the way thru the device. Teams were given 3 chances, with the longest time counting toward the competition. Students actively engaged in the project, coming in after & before school as well as during advisory in addition to class time. Winners had a best time of 17 seconds for their drop (28 times the time it takes for the marble to fall this distance). Amnesty, Jordan, & Zhala won the event, creating an amusement park type of slow drop device.
Food Webs, the movement of matter and energy.
Evidence: My students were illustrating food webs and how matter and energy move from one organism to another. They used a ball of yarn to pass to the next organism in the food web. They had to communicate and work together to get the yarn going to the correct places.
The best part was the students making the connection of all the relationships within an ecosystem-each organism affects the other organisms. When I had them drop the yarn if it had been connected to a rabbit, they began to understand the impact such a small animal has on the overall health and sustainability of an ecosystem.
Great Americans in the Wax Museum
Quality: Hardworking, Set & Achieve Goals, Discern and Synthesize Information, Use technology as a tool to accomplish tasks and be a life-long learner
Evidence: Students have been involved in a research project. They have gathered information about a great American. They have researched this person, wrote a report, created a speech in 1st person, created a costume and backdrop for a culminating project. This final project is Living Wax Museum. Students will pose as their topics and give information about him/her as visitors go through each “exhibit.” During this process they have used books from the library as well as kid-friendly search engine on the Internet to gather their information. They have used Google Classroom to submit assignments and create the components for their backdrops.
Prep for EOC's
Quality: Confident - hardworking; Technology literate - use technology to solve problems; Effective Communicator - set and achieve goals
Evidence: Students in English II, prepare for the EOC STAAR English II test that is coming up in April. Students have been answering and explaining sample questions on the Promethean board. Questions have been focused on terms such as setting, imagery, and character dilemmas.
Quality: Responsible-physically, Confident-hardworking, Effective Communicator-collaborator
Evidence: Working in groups of 4-5, students visit several different stations and record their reactions to specific prompts or questions on pieces of chart paper. With each group’s comments identified by different colored marker, kids read and discuss what previous groups have written, as well as add their own new ideas to the mix. Later, they read an article about employers cracking down on employees who have bad health habits and they make connections to the ideas in the charts. They do this by reading the article and annotating the text and discussing with a partner.
Donations to First Responders
Quality: Respectful - Servant Leader, Responsible - Citizen
Evidence: Students in third grade were charged with helping first responders by donating Gatorade and snacks. Classes had previously discussed importance of first responders to communities.
Virtual Field Trips
Quality: Technology Literate - Discern and Synthesize Information, Use technology as a tool to accomplish tasks and be a life-long learner; Effective Communicator - Problem Solver
Evidence: Students used virtual reality equipment to explore virtual field trips from the moon to Hawaii.