Ms. Hujber’s Class – “Blowin’ in the Wind”
To welcome March, the students in Room 212 learned about wind. After listening to the story, The Wind Blew by Pat Hutchins, everyone was eager to experiment with wind during our STREAM activity. The students learned that wind is moving air. They took turns blowing bubbles to observe how air moves. Students quickly discovered that the best way to make bubbles was by blowing gently. To retell the story of The Wind Blew, the students used a hair dryer and story props. It was very exciting to become the wind and blow objects around the room! Sophia enjoyed trying to catch a blowing balloon. Diana was surprised to see the wig blowing all around. Ashley noticed that the hair dryer needed to be on the highest setting to move the top hat. Tanuj and Samarth observed the mail and newspapers blowing across the floor. As the students experimented with trying to use wind to move a variety of objects, they realized it was easier to move the lighter objects as compared to the heavier ones. To experience the wind first hand, the class took a walk and discussed how the wind felt and what items they saw blowing.
The March holiday of St. Patrick’s Day provided an opportunity for a little math magic. Our math activity was to explore measurement by making Leprechaun Pudding. The students first investigated the tools (measuring spoon and cup) used for measurement by scooping and pouring. Then they measured the amounts of dry and liquid ingredients needed to make the pudding. The magic happened when the students combined the two ingredients together. Suddenly, the white powder turned green when the milk was mixed in!
Mrs. Parker’s Class – “Shake your Phalanges!”
Our class recently completed our Science unit on the Human Body. The class enjoyed participating in the many experiments and hands-on investigations centered on the various systems of our bodies. One of our favorite and most memorable systems, however, was the skeletal system. We began by observing a model of a skeleton and learning the names of many bones, such as the scapula, patella, phalanges, and cranium, to name a few. We looked at X-rays and observed our hands using a strong flashlight in a darkened room to see our own finger bones, aka phalanges! We got to know other bones as well through various activities, such as putting them together to make a large skeleton pattern. We also practiced putting a magnetic skeleton together and, during a Smart Board lesson, put together one that we found on a fun website. Here, once we clicked and dragged the bones properly, the skeleton came together and danced for us. We also used the Smart Board to view a digital rendition of “Dem Bones” and were entertained by a group of dancing skeletons. While in class, the students played the game “Skeletons in the Closet.” They worked in teams spinning the wheel which landed on a specific bone. The students then had to find the correct bone to place on their skeleton card. The players who found the most bones won the game. It was great way to enhance a cooperative learning experience as well! We also changed a “Simon Says” type of game into our own “Skeleton Says” game using the names of our various bones in the directions. “Shake your phalanges” was one of our favorites! In the end, the students learned many interesting facts about our skeleton through these various lessons such as: we have 206 bones in our body; our ribs protect our heart and lungs; muscles attach to the bones to help us move; and many more! The class learned about our joints and we compared them to various objects around the classroom that had hinges or ball and socket type of attachments. Lastly, the class performed an experiment to show what happens to bones when they do not get enough calcium and minerals. We placed chicken bones in a jar containing vinegar. After a few weeks, we removed the bones and compared them to those not placed in the jar. The bones from the jar were soft, spongy and easy to bend and break. The students learned an important lesson on how nutrition plays a vital role in our body’s well-being. We hope that those of you who visited our Program Fair got a chance to see some of our skeletal system displays.
Mrs. Andia’s Health Class – “R-E-S-P-E-C-T!”
Students just finished learning about respect. We watched a DVD program called The Respect Connection in which a teenage student created a blog about respect. Students got to see and hear other teens talk about what respect means to them. Respect means to treat others the way you would want to be treated, listen to the rules, and be thoughtful and caring. Students talked about who they respected at home and at school. We learned that you can respect property and things as well as people. Next, students brainstormed ideas to create a “Code of Respect” for Midland School. They listed ideas on a large yellow lined sticky note sheet and hung it up on a wall. Here Joshua points out Room 510’s Code of Respect.
Classes are learning about feelings. We looked at a poster which displayed several different faces. Students tried to recognize happy faces, sad faces, angry faces, surprised faces and scared or afraid faces. We discussed whether or not you could tell how a person was feeling by how they looked or by what they said. We used picture cards and viewed two different iPad emotion apps on the Smartboard to try to see how different emotions are displayed. Malen picks out the picture card that matched the emotion on the app. We talked about what you see when a person is Happy people smile, their eyes and mouths are opened wide. Sad people might be frowning, crying, have tears in their eyes, shoulders slumped, may shuffle when walking. Eyes may droop. Angry people may have narrow eyes, clenching fists and facial features, lips pursed, may stomp around. Surprised people may have their eyes and mouth opened wide, eye brows raised up. Afraid people may be trembling or shaking, breathing fast, cover their eyes to shield themselves. We also talked about what someone might say when they are feeling different emotions. Someone who is angry might say: “I’m angry,” “I’m going to hit someone,” “G-g-r-r-r.” Students then created an anger word wall listing those words.