April 22 - 26
How are we alike? How are we different?
The neurological system was the focus of science classes for a couple of weeks. We looked at what a single brain cell or neuron looks like. We identified the main parts of the system, which include the brain, spinal cord and nerves. We also went over the 5 senses because this is the way in which the brain takes in information from the environment around us. The students also learned about how different areas/lobes of the brain control different functions of the body. The students made “brain hats” and wrote what they learned in their own personal body books.
Students have been learning about the experiences of being an immigrant. We shared true and fictional accounts of people leaving their homes to make new lives in America. We discussed difficult decisions immigrants of the past faced when undertaking such journeys. In the years between the late 1800s and the early 1900s, the ancestors of many of our present day citizens transported their personal belongings from cultures all over the world to this country in handmade trunks. The number of personal possessions, mementos, and material goods that could be brought from home to begin a new life was limited to what could fit in the trunk. Many immigrants gave up most of the contents of their original homes to come to this country.
As a group, we brainstormed a list of items people might pack nowadays if they were moving and had limited space. We considered the following reasons for deciding on items:
• To remind someone of home or family
• As entertainment
• Because of its usefulness
Each student is in the process of drawing the contents of a personal trunk on sheet paper. We asked students to list the items that each would take if his or her family had to move to another country. Students took turns explaining the reasons for their choices.
Grade 1: The students are moving past the number 20 and into numbers from 21 – 100. Using a hundreds grid or chart the students counted by 2s, 5s and 10s to 100. There are just so many ways the hundreds grid can be used to help build number sense by allowing for the discovery of patterns and relationships between them. The students colored the numbers in the grid three different colors to show the patterns that emerged when skip counting by these numbers. We also started to talk about the larger numbers seen on the hundreds grid using the place value concepts of tens and ones. When looking at them students were asked to think about the place a digit holds to determine what it is worth. The diagram below shows how we are figuring out larger numbers.
30 + 2 = 32
Grade 2: Students have been reading, writing, and solving multiplication and division equations. Division problems so far have involved sharing an amount of objects equally into a given number of groups. We have used rectangular arrays to relate division to multiplication, writing two multiplication problems and two division problems for each array.
2 x 6 = 12 6 x 2 = 12
12 ÷ 2 = 6 12 ÷ 6 = 2
You can have fun solving simple word problems involving multiplication. Some examples are:
• If a stool has 3 legs, how many legs are there on 6 stools?
• How many toes do 4 children have?
• How many fingers are there on 6 hands?
• How many legs do 3 insects have?
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Jeannie – email@example.com
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Have a fantastic spring vacation!
and Jeannie, Brit and Renne