Lately we have been engaged in an ecosystem study. The first part of our study was to understand vocabulary related to ecosystems. Each student was assigned a vocabulary word. They then researched the definition from three different sources. Once they had an understanding of the meaning, the students created their own definition of the word. From there, we created an ecosystem dictionary to share our learning with the class about ecosystem vocabulary words.
Next, we decided to create our ecosystem vocabulary word on a large piece of paper using watercolor pencils and Sharpies. Each student wrote their word in a creative way and included the definition somewhere inside of the word.
Finally, we created a life-size web of ecosystem vocabulary words that is now displayed outside of our classroom along with our ecosystem dictionary definition and illustrations.
Researching an ecosystem was the next step in our study. Each student was assigned one of seven ecosystems. We have been using a variety of print and non-print resources to find information about our assigned ecosystems.
We have been using a personal Ecosystem Weebly that was created by Miss Gibbons, Mrs. Slater, and Mr. Stevenson as a way to easily access reliable resource databases.
The fifth graders have been doing a wonderful job at gathering information and taking notes on their assigned ecosystem. We are at the end of the research part of our study. Next, we will be working on writing an informational piece using the research we gathered. Through this writing piece, we will be meeting the following Common Core Writing Standard:
W.5.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
We have been very hard at work in 209, but we managed to squeeze in a little Halloween fun as well...
Last Friday, we enjoyed browsing the Informal Affair Gallery Hop and seeing our finished piece in person.
We may not be old enough to vote in the presidential election just yet, but we did have a chance to exercise our right to vote today in our classroom. We had several candidates interested in representing our classroom as a Wickliffe Student Council representative. The candidates did a wonderful job speaking in front of their peers and bringing up several important issues such as long lines at lunch, better recess equipment, and recycling and compost bins in the lunchroom. It was a very close vote for classroom representatives. I was so pleased with the thoughtfulness and wonderful questions that the students came up with today during the election process!
