IPS/Butler University Laboratory School

Today in Math Workshop, I introduced a new area to the students.  As I have said before, the workshop is split into two sections, one working with me on the lesson and the other playing math games.  Today I introduced math puzzles. (These will take place during math game time.)  Each student has a folder that will hold different independent puzzles.  These are not what you would typically think of as a puzzle, but rather a number game.   For example, today each student started with a hundreds chart that had spaces left blank.  The students had to look and figure out which number was missing.  They could count or they could notice patterns in the numbers to figure out their answer.  Either way they are working with numbers in their head!  As we get into this routine, I will add more advanced puzzles and mind games for the students to complete.  I know I have said this all week, but I was so proud of their work today!  They all took these puzzles very seriously!

So today we started talking about biographies and main ideas.  In school we have been talking about non-fiction for a couple of weeks now.  Now we are talking about non-fiction specifically biographies.  We read a book today that the children thought was fiction when we started because of the colorful pictures and story like plot, but then after we read it the children and I discussed that it was a biography because it was about a real person.  They really enjoyed it so I am excited to talk about it more tomorrow with them!

In Reader’s Workshop we just started having the conversation about the main idea of the story.  We have talked a lot about “What is the story about?” but we have not dived into usually the vocabulary of “What is the main idea?”  Today we read a non-fiction book about tornadoes (which the children were SO fascinated by), and then we talked about the main idea and what they thought it was.  Most said, “TORNADOES!”  But we talked about being a bit more specific to tell what the overall idea of the book was.  The main idea is that the book is giving us information about tornadoes so we are more knowledgeable about them.  I then asked the children to draw the main idea on a piece of paper.  They did a really nice job of drawing tornadoes.  Tomorrow we will explore adding words to the page so that it explains the main idea.

Kaitlyn offers Aidan his preference on marker color choice for our new game. FRIENDSHIP!

Jenesis works on the new game.

As you may know, have been investigating measurement during Math Workshop. To continue practicing measurement with a ruler, Miss Schmidt invented a new game that the kids absolutely love. Here are some pictures of our friends working together on the new game.

Tags: arithmetic, friendship, problem solving

Each day we ask the kids to answer a lot of questions.  Instead of telling them what to do, it is more effective if the kids problem solve to figure out the process and answer themselves.  Today, I posed two questions.  In Math Workshop I asked, “Which line is longer?”  During our science exploration I asked, “How do you grow grass?”  I am very proud to say that both questions were answered quite well!

During Math Workshop, we have been focusing on measuring.  So today, there were two tape lines on the floor.  Once I asked the kids about the lines, I observed them brainstorm.  One student said, “Maybe we can use a ruler, no wait…that didn’t work for the straight line yesterday.”  Another student jumped in and said, “Wait!  We can use the tape measure that we learned about yesterday!”  (In my head I thought ‘connection!’)  After the group had decided what their process was we went off to measure and answer the question.  With the use of the tape measure, we actually found out that the zig-zag line was longer even though it appeared shorter!  The group’s conclusion was it is always important to measure!!

Which line is longer?

This afternoon, I was working with a group of students on this week’s science exploration.  Once I posed the question we had a list of ideas!  “Grass needs soil!”  “Grass needs water!”  “Grass needs food!”  With very excited students I introduced the idea of growing grass in gloves.  By putting a water soaked cotton ball into each fingertip of the glove, the kids had their “soil” and water.  They then added grass seeds to each cotton ball.  Once this process was complete, I posed another question.  “Can you grow grass in a dark room?”  The students all thought I was funny and instantly responded, “NO!  We need sunlight!”  Then as a group, we decided to tape the gloves out in the hall on the window so the grass would have a chance to grow.

A few of our grass gloves taped in the window.

When reflecting back on just these two situations, I am so proud of the kids and how they were constantly problem solving!  They are continually working together to accomplish goals 🙂

This week we are experiencing a new science experiment that is exploring volume, properties of water, and observation.  The children with Mr. Nored there beside them take a dry penny.  Then they predict how many drops of water they think they can drop on a penny before it spills off the penny.  Was there prediction correct or not?  I have seen so much engagement with this experience so I look forward to seeing more of this throughout the week.

This week we are talking about what would be the most appropriate tools to measure something.  Yesterday we put a straight piece of tape on the ground.  Then, I asked them, “How long is it?”  We talked about what we could use, and we talked about why we thought that tool would be most appropriate.  Today we added a zig zag line next to the long line of tape, and I posed the question, “Which one is longer?”  We had such a great discussion about which one was longer and why they thought that.  Then, we talked about which tool would be most appropriate.  The zig zag line although it looked shorter was actually longer than the long line of tape.  It was such a great experience with the children where I saw their thoughts blossom and be respected among the other peers in their group.

Jason doing the penny/water experiment!

Makayla, Oliver, and Isaac working together to measure the zigzag line.