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Category Archives: Science

Yesterday as we continue to learn about apples and how they are an important to our community and our state, we read a story called The Biggest Apple Ever. We learned how to identify a problem and solution in a story and created a co-constructed chart that identified the problem and solution of the story.

Today we read a number book called Ten Red Apples where in the story each farm animal ate one apple from the apple tree until there were zero apples left. Then students worked on completing an emergent reader that counted apples one at a time from one to ten by writing the sight word that we’ve been learning so far this week, see. Students learned the repetitive text to help them learn how to read one word at a time.

For science we continued our discussion on living things and we talked about how apple trees are living things and apples are part of the apple tree that contain the seeds. We also learned about the different parts of an apple and we created and labeled a diagram of an apple.

All these apple activities come from my apples mini-unit found here.


As we continue with our IB unit on Who We Are we are learning about what we harvest during the fall time. Today we read about children taking a trip to an apple orchard. In the book we learned about how apples grow. For our learning target this week we are learning how to retell stories or parts of stories in the correct sequence. We then created a life cycle of the apple. We also learned the song Way Up High in the Apple Tree where students practiced subtraction with every apple we ate in the song.


As we continued to learned about living and non-living things we spent this week learning all about spiders. We learned about the vocabulary word called schema. Students know that their schema is stuff that they’ve already know about and understand.

We started the unit creating an anchor chart and then writing about what we already know about spiders.

Then we read the non-fiction story Spiders from National Geographic and then finished our writing about what we learned and added to our schema.

The next day we watch sciences videos where scientists observed how spiders grow and change as well as how mother spiders take care of her eggs. Then we created spider lifecycles.

For emergent reading students partner read the story The Spider. As a class we discussed the story’s main idea and the details that supported that main idea. Students should have brought this book home to read.

To illustrate the spider facts that spiders have two body parts and 8 legs, we created a construction paper spider art. Students got to decorate their spider with any color bow that they wish. For our last writing activity students wrote about if they liked spiders or not.

This week we have been really focusing hard on writing and being able to segment sounds from words and put them into writing. One of our phonics activities from this last week was writing spooky CVC words.


As we continued to learn about how fall effects our community and the rest of the world, we read the book Autumn’s First Leaf and wrote about if we were the character Point, what fall color we’d like to turn into.

To help our students be able to read on their own, students read an emergent reader book about different fall colors. They wrote in the sight word ‘I’ and colored the leaves based on what the book said.

We also went on a scavenger hunt and searched for different items that represented the season of fall. Students searched for things like different color leaves, acorns, pinecones, grass, etc.


This last week we started learning about seasons and how our community and family adapt to the seasons. We started out by making a Venn Diagram showing things that are different and the same between fall and summer. Then students sorted pictures into the correct season.

For writing students wrote about the season that they liked the best and worked on adding details to their pictures as well as writing word wall words correctly.

In science we learned about living things like plants grow and change. We read the story Pumpkin, Pumpkin and created an anchor chart that illustrated the life cycle of a pumpkin. Then cut and glued the correct order of how a pumpkin grows in an art project.


As we continued on with our apple week, we read a fiction story called Max & Mo Go Apple Picking, and learned about the different elements of a story. Together as a class we filled out an anchor chart that showed the different elements.

For science we’ve been learning about things that are living and nonliving. We examined some apples and created our own diagram that displayed the different parts of the apple.

Today on Friday we celebrated our second Fiesta Friday by putting apples in a juicer and making hot apple cider in a crock pot. Students got to enjoy the apple cider while watching a virtual field trip to an apple orchard on Blippi.


This week students learned how the weather and seasons determine our activities and how we live. Students learned that during the fall time we harvest food such as apples for winter. For reading, we read a nonfiction book called A Day at the Apple Orchard and created the life cycle of an apple.

During math students talked about matching quantity with numbers and number words. They read the emergent reader book Apples in the Basket and worked on being illustrators for the book. They drew and colored the matching number of apples to the correct page.

Students also learned the song Way Up High in the Apple Tree that introduce students simple subtraction story problems by counting down each time the boy eats an apple. Ask your children to sing this song to you!


This week we started our unit on cold weather animals and the season of winter.  We read the book Eskimo, Eskimo What Do You Hear discussed about different kinds of animals that live in very cold places such as the North Pole or Antarctica.  We also read an emergent nonfiction text and student wrote about what their favorite polar animal is.

The next day we watched a science video about the Walrus and discussed different things that walrus have to adapt to such cold weather.  For art we made construction paper walrus art.

 


As we continued the fall unit we read the story Autumn’s First Leaf by Steve Metzger and wrote about if we were Pointy what fall color would we want to be.

On Thursday we went outside to go on a fall scavenger hunt.  Students founds things such as; different colored leaves, acorns, twigs, bark, and nuts.


As part of our fall unit we read the story Pumpkin Pumpkin by Jeanne Titherington.  In the story it was about a boy who planted a pumpkin seed and the stages it goes through as it grows.  We then completed a sequencing activity that showed the life cycle of a pumpkin.

 



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