You can scroll the shelf using ← and → keys
You can scroll the shelf using ← and → keys
Written by Miss Garrity’s 4th Grade Class
If you give a child a chance, he’ll probably ask you to read him a story. He’ll like the story so well he’ll want to you to teach him to read. When he learns to read, he’ll want to read many different kind of books. He’ll probably become curious about the world around him and will begin to ask a lot of questions. After he has read many books, he will want to learn how to write. After he learns how to write, he’ll probably want to write a story. After he writes a story, he will want people to read it. Since he wants people to read his story, he sells it. Once his story starts to be sold, he decides he wants to travel the world. He travels the world and spends the money he made from selling his story writing more stories. The more stories he writes, the more money he earns. When he earns more money, he’ll probably use his money to build a library to help give other children a chance. He will probably begin by teaching other children how to read. By teaching them how to read, he is giving them a chance.
One of the children that was given a chance grew up to love to read so much that she became a librarian so that she too could read to children. By reading to children, she was giving a child a chance to use their imagination. She will probably read a book about space and one of those children will become curious and want to learn more. He will want to travel to the world he has been reading about, and he probably will grow up to become an astronaut. After his time in space is up, he will probably visit a classroom to tell of his adventures. He will probably tell them how he once had an adult give him a chance. The teacher of that class will probably be inspired by his story, and chose to follow her dream of publishing her poetry. Encouraged by the children in her class, she will probably write a book of poetry that shows when given a chance, the opportunities for your future are as vast as space. In giving all of these children chances, chances are they too will give a child a chance. Will you give a child a chance?
The Futaba app is incredible!! It contains a number of teacher recommended learning sets and is designed to give your students an engaging review by supporting curriculum standards. These include lower-case and upper-case Alphabet Matching, Dolch Sight Words for 1st through 3rd grades, Addition, Subtraction, Multiplication, Division, Telling the Time, Currency, Countries and Flags, Shapes, Animals, Foods and more.
Teachers can also create their own games using their own images and text. They can create a FREE Futaba Cloud Account, which allows you to easily share your games from iPad to many using a simple class code.
Find Futaba in the App store for $6.99
In Ms. Duncan’s Project Based Learning math class, we were challenged to construct a Cornhole game. Through this process we learned math skills like:
locating the diameter, radius, and circumference of a circle
communication with group members
changing measurements in order to put into a scale
We learned what tools, lumber, hardware, paint, and supplies we needed to make the Cornhole game. Our Marketing team called local businesses to find out prices of materials, asked for donations, and helped us publicize our project.
Parents and volunteers donated their time and helped us learn how to construct the Cornhole games. We want to thank all of the adults that helped us with the cutting, constructing, and painting of the boards.
How many bean bags can be made from a yard of fabric? What items do we use to fill the bean bags? How do we sew the bean bags so the rice doesn’t come out when we play the game? We have answered all of these questions in order to make the correct Cornhole game for you.
Please be sure to visit the Farmer’s Market in downtown Plymouth on Saturday, May 18 to see our finished Project Base Learning cornhole projects. We will be selling the sets for $70.00.
Ms. Duncan’s Class, Lincoln Junior High
1st Graders from Webster elementary presented to the school board on how they have been using iPads as a learning tool in their classroom! The presentation they created is below. Way to go 1st Graders!!!!
Go Animate was used to make expressive language practice meaningful and functional with a first grade student at Webster School. The teacher had expressed that this student was having difficulty making friends. By using Go Animate, the student saw the need for practicing good sentence structure in verbal communication (his speechand language goal). Not ready at this point to type his own responses in, the scribing by the therapist allows him to express himself and hear himself be successful in being friendly to others. The teacher picks it up from there and reinforces his success by replaying the ‘video’ in the classroom.
by: Paula Neidlinger
(Priceless reaction to a “Tweet” they had just posted)
Thursday night #Inelearn “Tweet-Ups” inspired my Call of the Wild- “Tweet-Up” this past Wednesday.
Twitter “Tweet-Ups” each week have enabled me to build a strong network with educators throughout the state of Indiana and understand the power of social media professionally. Before integrating any social media into the classroom, it’s crucial that we as educators, understand its power and even limitations. Teaching the responsible usage of social media is imperative, if tools such as Twitter are going to be utilized as part of the “real world” learning process in the classroom.
“Come “Tweeting” With Us” – What did Wednesday’s “Tweet-Up” encompass?
Each class participated in three rounds. Each round consisted of 1 question in which students had 7 minutes to ‘tweet’ back and forth utilizing our class hashtag- #Neidlingerla7
Q1: The survival of the fittest is still operating in our society.
Q2: Within every creature, including man, there are still primitive urges that come to the surface.
Q3: It is both human and animal nature to seek power and dominance over others.
I utilized TweetDeck as my platform, which enabled me to schedule out the questions, in advance, simultaneously throughout the day at exact times. This also gave me the flexibility to move throughout the classroom prompting higher-level thinking as students ‘tweeted’ feverishly. Before the start of the event, I invited other students, teachers, and classrooms to join in the ‘tweet-up’- utilizing hashtags such as #globalclassroom, #TEAMLJH, #PCSCelearning, and #Inelearn. At the conclusion of the ‘tweet-up,’ I constructed a Storify- ‘Sound of the Call’ . I promoted and posted it to Twitter and to our class website and our Call of the Wild website.
Twitter in the Classroom- How have we utilized Twitter this semester?
Earlier this semester we established a classroom Twitter Account #Neidlingerla7. Additionally, all students were invited to set up their own Twitter account. We have utilized this social media tool in many ways this semester including the following:
* Announcements – I have used our class account to post information regarding projects, deadlines, activities, and newsworthy world events.
* Promoting Class Blogs and ePortfolios- Students have utilized Twitter as a promotional tool for updates to their blogs and ePortfolios. Additionally, Twitter has proven to be a viable source in promoting updates to their student International Blogging Challenge posts during the last ten weeks.
* Book Study- We just participated in our first book study of Call of the Wild, by addressing three main themes through a “Tweet-Up.”
* WebQuest /Reasearch During a recent WebQuest, a group of students constructed their own Twitter Account as a vehicle to showcase their research #WomeninTheYukon
* Blogging and Debate- Twitter is yet another source for creating on-line discussions between students. We have utilized Twitter as a platform for expressing opinions and supporting arguments based on evidence.
Modeling is the key to success in utilizing any social media tool in the classroom. The power of the tool can be misused if we do not teach the responsible use of these 21st Century Tools.
Kindergarten at Washington was surprised by a hot air balloon this morning!! They are doing a PBL project on transportation called “How do we get from here to there?”. The kids were so fascinated by how they setup the hot air balloon and had so many questions for the crew. What an experience to remember!!
What is your J-Day Style? A dozen PHS yearbook students were on a quest to discover more about all things yearbook-related at Ball State University’s annual Journalism Day on Friday, April 19. The day started with a keynote address by Joe Ward, the sports graphics editor at The New York Times. As a member of an award-winning multi-media team that makes interactive graphics, Ward gave students a behind the scenes look at the hours of work that go into creating 3D, avatar-like graphics using motion-capture technology. He has covered the London Olympics, Hurricane Katrina, Ground Zero after 9/11, Super Bowls and more.
During the breakout sessions, student writers Kelsey Schnieders and Stephanie Boyle learned about the writing process and how to go about publishing their work from freelance author Colleen Steffen. Stephanie said, “The best thing I learned was how to do research for a nonfiction novel.”
Seniors Bobbie Stiles and Hayley Long learned about what to expect during the college years and how to prepare for their careers post-college from a panel of Ball State students. Instructor Tim Cleland taught Nadia Baca, Olivia Baca, and Brayden Davis more about selling senior ads to generate revenue toward publication costs. Gloria Garcia, Diana Peynado, and Ramon Luna received design inspiration from instructor Robin Bilinski. Cindy Todd, National Yearbook Adviser of the Year, shared leadership tips and answered questions about becoming editors from students Morgan Oberley and Dayana Ortiz. Additionally, students submitted five of their favorite photos at an on-site critique by Chris Townsend.
Nadia said, “My favorite part of the day was seeing the Olympic sport presentations. They were really cool.”
PHS graduates Lindsey Downs (Butler University) and Samantha Hellinga (IPFW) received an Honorable Mention in display writing for their work published in the 2012 Mayflower Yearbook.
Chemical reactions, phases of matter changing , and sound waves traveling were just some of the scientific topics covered during Jefferson Jets fourth grade reading enrichment time. These ambitious learners hosted their very own science fair on Friday, April 19. The students wrote their own scientific questions and created their own hypothesis. They followed the steps of the scientific method by planning and conducting experiments, observing and collecting data, as well as researching a variety of resources. Students created presentations that included iMovies, keynotes, iPhoto and artistic displays. The students concluded their learning experience by scientifically proving if their hypothesis was correct. Please browse through their science fair; we hope you enjoy it as much as we did.
Makenzie is very happy to be Skype with NASA!
A women for NASA was kind enough to come in and talk to us about -solids, liquids, and gas.
She is making water boil with no HEAT!
She put a little balloon with little air in her machine and turned it on and it started growing BIGGER and BIGGER and she is not even touching it!
Doing an experiment with the students making them from solids to….
Here we are being gas particles floating around.
Photos by Makenzie and Alexa, Mrs. Dennie’s 5th Grade Class, Riverside Intermediate