Third Graders Explore Native Americans

The students in third grade have been learning about Native Americans in many ways.  They used the textbook and watched short documentary videos to complete learning activities about the Navajo, Yurok, Cherokee, and Haudenosaunee tribes.

They did sand paintings to reflect Navajo art.

They wrote short stories on “skins” using only pictures. After the stories were written, they were recorded on the Seesaw App and are able to be shared over and over again in class.

Skin Story

This is the story: There was good weather at Indian camp.  The campfire was good. A bear came to Indian camp. Help!  Now there is peace.  Have a good night!

Currently, each student has a tribe assigned to them and they are doing research and taking notes in the computer lab in order to use Discovery Education’s Boardbuilder to share their information. They are researching location, crafts, clothing, housing, food and the daily life of children in the tribes.  The final product will include a picture that correlates to the research and will be uploaded in the class Seesaw account.  

By: Miss Amy Neben, 3rd Grade

First Grade Hands-On Science Investigation

First graders love getting their hands on tools and trying out new methods to investigate their world. During this activity, first graders were given the assignment of measuring a variety of objects using scientific tools. Students had to decide which instrument was best for accomplishing each task.

Learners measured water temperature, both hot and cold, using a thermometer. The students were surprised and excited to see the red liquid in the thermometer rise and fall quickly when immersed in water of varying temperatures. Afterwards, they were all ears when they learned how and why the liquid moved up and down. It was amazing how many children thought the answer was magic! No, curious learners,it’s not magic. It’s science!

Students also measured the length and circumference of objects in the classroom using rulers and measuring tapes. They soon realized that rulers were better suited for measuring flat objects such as books and measuring tapes work better for measuring round things like the head of a classmate.

Through science, we are able to investigate the amazing and glorious world God has created. He continues to amaze us. What a loving God to provide so many wonderful and interesting things for us to ponder and enjoy!

By: Mrs. Pilar Demarest, First Grade


8th Grade Science: Four Cs of 21st Century Learning and S.T.E.M. in Action

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  • Collaboration– Teams of 3-4 students worked together to design an egg vehicle that would protect a raw egg during a head on collision.
  • Communication– Students communicated their ideas with one another during the process and communicated their project through a narrative presentation.
  • Critical thinking– Students had to identify, analyze and solve a problem systematically using the engineering design process, science and math to complete the project.
  • Creativity-Students used creativity in their design solutions and in the materials used in the project.
    • Science- Newton’s 3 laws of motion, force, motion, mass and speed were some of the scientific concepts learned to help students solve the problem.
    • Technology- Students used a motion sensor and a laptop to test the speed of their egg vehicle, a digital scale to determine the mass of the vehicle and a laptop to create a narrative presentation of their project.
    • Engineering- Once the problem was given to the students, they researched vehicles, identified the constraints and criteria, brainstormed ideas, drew up their designs, selected a design to create a prototype, built their vehicle, tested it, made modifications, retested it and communicated their results.
    • Mathematics- Students measured their vehicle’s length, width and height to make sure they followed the criteria of 15 cm x 13 cm x 5 cm.  In addition, they drew their designs to scale and compared the mass and speeds of each vehicle.

Global Monster Project

In today’s world it is important to have a global perspective. We just finished up our Global Monster Project in 5th grade language arts.

The students created monsters and drew them on paper. The students then wrote detailed descriptions of their monsters that were so detailed that other students, perhaps in another state or county, would be able to exactly replicate the monster by using the description alone.  While we worked on our monsters, students in classrooms in Virginia and Shanghai, China were doing the same.

Once all of the classes were done with the descriptions, we used google docs to trade our work. The students had so much fun reading the directions sent to us from the other students. It was also challenging to figure out exactly what the directions stated in order to recreate the monsters. Once all of the drawings were complete, we were able to trade with the schools we partnered with and compare drawings. The students had so much fun looking at how accurate their drawings were and how precise their directions had been. We also connected with the other schools using FlipGrid, a video sharing app. This allowed the students to get a glimpse into the classrooms we had been working with.

This project was a great way for students to work on one of our Habits of Mind: Thinking and communicating with clarity and precision. This project led the students to be clear and precise in their writing as they had to communicate with students they would never meet.

By: Mrs. Keelie Knego, 5th Grade

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