2nd Grade Personal Timelines

Over the last couple of weeks, students in 2nd grade have been scouring baby books and photo albums to identify the top ten events of their personal timeline to date.  Among the list of significant events are family trips, first lost teeth, first broken arms, the birth of siblings, first steps, baseball games, surgeries, the day they were baptized and many, many more.  Each year, it is always interesting to see which events students choose as their most iconic, memorable, or life changing. 

At the beginning of last year, I’m sure none of us realized that we were about ready to enter into an iconic, memorable, or life changing event on our timelines as well.  Much has changed and this event called “COVID-19” has affected us all in so many ways.  Yet these timeline projects remind me that this event is temporary and our timeline keeps moving.  While we have not always enjoyed the changes that this event has brought, it has molded us nonetheless.  Just like these students recognize, sometimes the most influential events in our lives are not the ones we enjoy going through.  

I am excited to watch the students create their timelines over the coming weeks because they have so many more to add!  What a gift it is to step back and see how far you’ve come and how much you’ve accomplished, and then find joyful anticipation for the future.  We, just like these students, have so much left on our timelines.  Let us find hope (and rest) in an open future that is in the hands of a God that can change, restore, and heal. 

By: Mrs. Morner, 2nd grade

California Landmarks: Learning and collaborating

As part of the history-social science standards in third grade, students are to learn about landmarks, both on local and national levels. Our students just enjoyed a fun learning experience that allowed them to learn about a variety of our famous landmarks here in California. 

The California Landmarks project is one of the first collaborative projects done in third grade each year. Students were assigned a partner and specific landmark for this activity. Throughout the project, pupils utilize and develop a variety of academic and social skills. The research was done online, so students practiced digital learning and citizenship. Once they finished their research, students communicated the information they learned by designing a poster that sharing interesting facts, marked its location on a map, and included an illustration of their landmark. The final step incorporated Mrs. Grack’s STEM class and saw students design a ‘Clips’ presentation of their landmark. Throughout this learning process, students collaborated with a partner, which increased learning and more importantly, developed teamwork.

The collaboration between students was not just occurring in the classroom. Currently there are students participating in the Mustangs Online program and learning from home, and in this particular project, in-person students in the classroom were able to connect with Mustangs Online students via Zoom. These partners worked together over the course of multiple days and brought students in our ‘classroom’ together.

By: Mr. C – 3rd Grade