Sharing Our Learning

We are in our 3rd Case Study, Garden Organisms.  Students are researching ladybugs, bees and butterflies.  Students have been collaborating in small groups to learn about the physical features and the life cycle of each of these garden organisms.   Students have been reflecting on how these garden organisms help our garden thrive.  

This week, I gave each student the charge of creating something to share their learning.  

Students collaborated to make a bee hive to teach others the importance of the pollen, nectar, queen bee and drone bees.

Students could work alone, in partnerships or in small groups.  Students were in charge of the creation process.

 Some students collaborated to create a garden with plants (to include petals, leaves and roots) plus important garden organisms.

This student worked alone to show the importance of the ladybug to eat harmful aphids (the dots on the green dominoes).

I was amazed at the creativity and important facts each group shared.  Our entire crew learned so much about these garden organism through these creations.

Learning Targets

I can identify the body parts of my garden organism.

I can explain the life cycle of my garden organism.

I can zoom in one one body part and explain how it helps a garden organism thrive.

I can reflect on how this garden organism helps our garden thrive.

I can create something to share my learning about my garden organism.

Case Study #2 - Plants

In our first case study, we learned all about soil, compost and earthworms.  We have now moved into the plants found in a garden.

Students have been researching what plants need to thrive and how the Colorado climate affects garden planting.  We learned all about the parts of a plant and how these parts help a plant thrive.

Students wrote persuasive sentences to explain what and why they wanted to plant certain fruits and vegetables in our school garden.

Students were excited to head out to our outdoor classroom to plant our cool weather crops.  Students collaborated to mix the soil, add healthy compost and plant the seeds of kale, spinach and lettuce.

After all of our collaboration and hard work, it is always fun to have some time to build with our logs and enjoy some play!

Learning Targets:

I can identify the parts of a plant.  

I can explain how the parts of a plant help the plant thrive.

I can identify what plants need to thrive.

I can identify the seasons.

I can infer the best season to plant in Colorado.

I can identify cool and warm weather crops.

I can persuade others what we should plant in our garden.

I can collaborate to plant a cool weather crop.

Mindfulness

This year, I am asking my students to BE instead of DO.   In our first grade classroom, we are practicing mindfulness by settling ourselves and paying attention to what is around us.  We began this journey in the fall, as we sat outside to reflect and listen closely.  We began our gratitude journals. 

As the year has gone on, we continue to incorporate mindfulness throughout our day.  One simple routine we have is a tone bar.

I ask students to concentrate on something as the tone bar is rung until it is silent.  We also enjoy most of our day with out lights off and use the natural light that comes in through our beautiful, big window.  For quiet teaching time, I use classical music as students work independently.

After a busy lunch and recess, students listen to one of these favorite activities in the afternoon.

This helps our crew to unwind after a fun filled recess and get ready to focus for our afternoon of writer's workshop and expedition workshop.  

As our lives get more busy, I love to incorporate time to just be.  Mindfulness has been a great addition to my passion of nutrition (eating green light foods and drinking lots of water) and movement (brain breaks, exercise and plenty of recess to include outdoor play).

As a mom, I am working to incorporate more mindfulness at home.  I highly recommend this book

Here's to more quiet, slow and present living in the classroom and at home!