As I was planning today, I came upon a fun little math game to reinforce math facts for any operation. It is called, "Squat and Score," and it goes like this:
1. Divide the class into 2, 3, or 4 teams. The students who are not working on the board will work on their white boards at their seats that way everyone is participating.
2. The first player from each team goes to the board.
3. The teacher will call out a fact.
4. Each player writes and works out the problem on the board.
5. When he/she thinks she is done and the problem is correct, they squat down. After the player squats, they cannot make any changes to their problem.
6. The first student who squats and gets the answer correct will win a point for their team.
7. Play for any amount of time. The team with the highest number of points wins!
I haven't actually tried this game yet, as I just stumbled upon this in one of my resource folders, but it sounds like so much fun! I can't wait to try it. We are about to start working on division, so I plan on incorporating this into my math plans starting next week.
What games do you all use to reinforce math facts? I need some more fun and unique ideas for reinforcing division!
Animal Adaptations and Their Habitats
After the Christmas break, which sadly ends tomorrow (sigh), we will be starting a unit on Animal and Plant Adaptations and Habitats. I always get excited about this unit because it's fun and kids generally already have a pretty good knowledge base so it makes things easier and you can do more fun and interesting things.
Here are some fun activities you can use to help you teach all about animals and how they have adapted to survive in their habitats.
1) Our science lab teacher did a fun activity with our students last year. After discussing what camouflage was with the students and showing them examples, she gave each student a blank butterfly to color. She asked them to think about a place in the room where they could "hide" their butterfly. You will want to discuss how to make your butterfly camouflaged in the room, i.e. coloring yours a color that will help it hide. After the students had all colored their butterflies, she had each student line up outside the classroom door so they couldn't see in the room. She let one student in at a time to tape or put their butterfly somewhere. Students may not actually hide their butteflies under things. They have to be able to be seen without moving anything. So, after each student hides their butterfly, allow all the students to come in and find as many butterflies as they can. Give them a 1 minute time limit. After the 1 minute is up, gather together and discuss which ones weren't found and why. One thing you may want to remember is to keep your eye on the ones hiding their butterflies so they aren't hunting for others. This is a really fun and great way to teach all about camouflage.
2) Play "The Hunter and the Hunted." Rules as follows:
1. Tell students that they are going to engage in an activity that should help them answer the question - How do animals and plants survive in their habitats. They will pretend to be animals.
2. Divide the class into two even parts. Label one group “the hunters” and the other side “the hunted”. Tell them that “the hunters” are animals that need to eat “the hunted” in order to survive.
3. Explain that the hunters will “eat” the hunted by tagging them. NOTE: As always, safety must be your first consideration. If you believe that your class is incapable of doing this safely, modify accordingly. For instance, you could insist that students walk instead of run.
4. Explain that when “the hunted” are tagged, they must squat down and remain in one place, indicating that they have been eaten.
5. “The hunters” may continue to hunt until all of “the hunted” have been eaten. NOTE: Before starting the game, define the physical boundaries and make one more reminder of safety.
6. Start the game and wait until all of “the hunted” have been tagged.
7. Ask any surviving “hunted” to raise their hands. There should be none.
8. Tell the class that you are going to introduce some adaptations into the game, and ask “the hunted” to come to you. Distribute the Physical Attribute cards (attached) to six of them. Explain that they are to follow the directions on the card.
9. Conduct the game again. This time, however, you will have to call time because not all of “the hunted” will be eaten. Ask again that surviving “hunted” show their hands. Ask these survivors to explain the difference between the first and second games.
This game is fun because it gets kids up, moving, and simulating how animals use their adaptations to survive.
3) Food Chain Sort - Distribute bags of pictures with different food chains to each group. Have students work together to put the pictures in the correct order of the flow of energy. Once completed, have groups mix up their pictures again for the next group. Have groups rotate to each table putting the chains in order until all groups have had a turn to do each bag. Hint: I just used Word Clip Art for my pictures and cut them all out. I would suggest laminating them as well for multiple uses.
4) Adaptation Concentration - Have students work with partners to match the physical or behavioral adaptation to it's definition.
These are just some fun things you can do to help students learn and enjoy learning all about animal adaptations and how they survive in their habitats!
Here are some fun activities you can use to help you teach all about animals and how they have adapted to survive in their habitats.
1) Our science lab teacher did a fun activity with our students last year. After discussing what camouflage was with the students and showing them examples, she gave each student a blank butterfly to color. She asked them to think about a place in the room where they could "hide" their butterfly. You will want to discuss how to make your butterfly camouflaged in the room, i.e. coloring yours a color that will help it hide. After the students had all colored their butterflies, she had each student line up outside the classroom door so they couldn't see in the room. She let one student in at a time to tape or put their butterfly somewhere. Students may not actually hide their butteflies under things. They have to be able to be seen without moving anything. So, after each student hides their butterfly, allow all the students to come in and find as many butterflies as they can. Give them a 1 minute time limit. After the 1 minute is up, gather together and discuss which ones weren't found and why. One thing you may want to remember is to keep your eye on the ones hiding their butterflies so they aren't hunting for others. This is a really fun and great way to teach all about camouflage.
2) Play "The Hunter and the Hunted." Rules as follows:
1. Tell students that they are going to engage in an activity that should help them answer the question - How do animals and plants survive in their habitats. They will pretend to be animals.
2. Divide the class into two even parts. Label one group “the hunters” and the other side “the hunted”. Tell them that “the hunters” are animals that need to eat “the hunted” in order to survive.
3. Explain that the hunters will “eat” the hunted by tagging them. NOTE: As always, safety must be your first consideration. If you believe that your class is incapable of doing this safely, modify accordingly. For instance, you could insist that students walk instead of run.
4. Explain that when “the hunted” are tagged, they must squat down and remain in one place, indicating that they have been eaten.
5. “The hunters” may continue to hunt until all of “the hunted” have been eaten. NOTE: Before starting the game, define the physical boundaries and make one more reminder of safety.
6. Start the game and wait until all of “the hunted” have been tagged.
7. Ask any surviving “hunted” to raise their hands. There should be none.
8. Tell the class that you are going to introduce some adaptations into the game, and ask “the hunted” to come to you. Distribute the Physical Attribute cards (attached) to six of them. Explain that they are to follow the directions on the card.
9. Conduct the game again. This time, however, you will have to call time because not all of “the hunted” will be eaten. Ask again that surviving “hunted” show their hands. Ask these survivors to explain the difference between the first and second games.
This game is fun because it gets kids up, moving, and simulating how animals use their adaptations to survive.
3) Food Chain Sort - Distribute bags of pictures with different food chains to each group. Have students work together to put the pictures in the correct order of the flow of energy. Once completed, have groups mix up their pictures again for the next group. Have groups rotate to each table putting the chains in order until all groups have had a turn to do each bag. Hint: I just used Word Clip Art for my pictures and cut them all out. I would suggest laminating them as well for multiple uses.
4) Adaptation Concentration - Have students work with partners to match the physical or behavioral adaptation to it's definition.
These are just some fun things you can do to help students learn and enjoy learning all about animal adaptations and how they survive in their habitats!
Making Math More Fun!
A colleague of mine attending a math conference a few weeks back shared with us lots of new math games that I thought I would pass on to you all. I feel bad I haven't been posting much lately, but this school year has been really stressful.
One game she taught us was called "Gobble, Gobble." This can be adapted for other holidays as well. Collect several empty, half-sized Pringles cans. Wash out and dry. Cover the outside with brown construction paper.Glue a turkey's head (any kind of turkey clipart). Glue to the front of the can and add feathers to the back side of the can. (Either use fake feathers from the craft store or just cut out of construction paper.) Now your game canister is complete!
Cut out small strips of paper with math equations on them. If you are studying addition, make addition cards; if you are working with your multiplication facts, make multiplication cards! On at least 10 of your cards, write the words, "Gobble! Gobble!" Place all of your cards in each canister.
How to Play: Pass out a turkey canister to small groups of students. Set your timer for 3 minutes. Instruct students that they are to pass the canister around the circle one at a time. When the turkey gets to them, they are to pull out one equation card. Next, they are to read the equation out loud to the group and answer the equation. If the group agrees that it is the correct answer, that person gets to keep their card. If the answer is not correct, that student may still keep their card, but the group must help them answer it correctly. Each group wants to continue passing around the turkey as many times as they can, collecting cards, before the timer runs out. But watch out! As soon as someone pulls out a "Gobble! Gobble!" card, EVERYONE must give their cards to that person! Continue play until the timer goes off. The person with the most amount of cards in each group is the winner! Play several 3 minute rounds for added enjoyment and learning.
Another fun idea is called, "Math Menus." I love this idea because of it's real world application to addition and subtraction of money. Go to your local restaurant and ask the manager if they have any food menus that they will be discontinuing or want to get rid of. (If not at the time, leave your name and number so they can call you when the time does come!) Take these menus back to your classroom and have a lot of real-world fun with your math lessons! For example, pass out the menus to your students and give them a math word problem such as, "You have $20.00. You need to choose something to eat for dinner and a drink. If you still have some left, you can order dessert. What items will you choose, and what will your change be?" They can even make up their own word problems! This works also really well as a great time-filler when you need something quick, but still have them learning! You could also use menus when doing an English lesson on adjectives and adverbs. What would a menu be like without them? They sure wouldn't be as appetizing!
I feel it's very important to teach math with games and interactive real world activities. You want students to be excited about math and games are a great way to help ignite the fire of learning! If anyone knows any fun games for teaching math, please share!
I hope you all have had a great Thanksgiving break! I know I have!
One game she taught us was called "Gobble, Gobble." This can be adapted for other holidays as well. Collect several empty, half-sized Pringles cans. Wash out and dry. Cover the outside with brown construction paper.Glue a turkey's head (any kind of turkey clipart). Glue to the front of the can and add feathers to the back side of the can. (Either use fake feathers from the craft store or just cut out of construction paper.) Now your game canister is complete!
Cut out small strips of paper with math equations on them. If you are studying addition, make addition cards; if you are working with your multiplication facts, make multiplication cards! On at least 10 of your cards, write the words, "Gobble! Gobble!" Place all of your cards in each canister.
How to Play: Pass out a turkey canister to small groups of students. Set your timer for 3 minutes. Instruct students that they are to pass the canister around the circle one at a time. When the turkey gets to them, they are to pull out one equation card. Next, they are to read the equation out loud to the group and answer the equation. If the group agrees that it is the correct answer, that person gets to keep their card. If the answer is not correct, that student may still keep their card, but the group must help them answer it correctly. Each group wants to continue passing around the turkey as many times as they can, collecting cards, before the timer runs out. But watch out! As soon as someone pulls out a "Gobble! Gobble!" card, EVERYONE must give their cards to that person! Continue play until the timer goes off. The person with the most amount of cards in each group is the winner! Play several 3 minute rounds for added enjoyment and learning.
Another fun idea is called, "Math Menus." I love this idea because of it's real world application to addition and subtraction of money. Go to your local restaurant and ask the manager if they have any food menus that they will be discontinuing or want to get rid of. (If not at the time, leave your name and number so they can call you when the time does come!) Take these menus back to your classroom and have a lot of real-world fun with your math lessons! For example, pass out the menus to your students and give them a math word problem such as, "You have $20.00. You need to choose something to eat for dinner and a drink. If you still have some left, you can order dessert. What items will you choose, and what will your change be?" They can even make up their own word problems! This works also really well as a great time-filler when you need something quick, but still have them learning! You could also use menus when doing an English lesson on adjectives and adverbs. What would a menu be like without them? They sure wouldn't be as appetizing!
I feel it's very important to teach math with games and interactive real world activities. You want students to be excited about math and games are a great way to help ignite the fire of learning! If anyone knows any fun games for teaching math, please share!
I hope you all have had a great Thanksgiving break! I know I have!
What's goin' on...
I know have I started that last 4 or 5 posts with, "I'm sorry it's been so long...," but I have just not had time to even dig a wedgie with all the work I have been up to my nose hairs in. This class has really been tough on me mentally with all the extra planning I've had to do to help cultivate this new crop. They are sweet as can be, but I have had and STILL have my work cut out for me!
We just started a fun little writing piece on "How to Make a Coke Float," since the kids have to know how to write a set of directions and use narrative transitions. I've modeled the steps of the writing process as we have progressed through and they have really enjoyed writing their pieces. We are in the revising and editing stages and they are so jazzed up to actually use their set of directions to make the coke floats!
We have been learning all about heat and matter in science. The day we talk about the three states of matter and how they change, we learn the Matter song to the tune of Three Blind Mice:
What is Matter? What is Matter?
Solid, liquid, or gas?
Solid, liquid, or gas?
It takes up space, it weighs something too!
It's everwhere that includes me and you!
Did you ever think such a thing could be true?
That is matter. That is matter.
Then we simulate what happens to matter when it changes from solid to liquid to gas. When particles heat up, they get faster and and spread out. When they get colder, they slow down and eventually can freeze if the temperature is cold enough. I have the students be the particles and we play a game. I call out a state of matter, and they have to do what the particles would do in that state. If they do the wrong thing, they are out and have to sit down.
We end the lesson with "The Particle Dance," which they love!
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(Snap fingers)
I am solid I quiver and shake
Quiver and shake, quiver and shake
(put arms straight down by side and wiggle, a bit)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I am liquid I pour and flow
Pour and flow, pour and flow
(use hands and arm to make a flowing motion)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I am gas I pop and fly
Pop and fly, pop and fly
(tap shoulder and “fly” hands into the air)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I will be posting some math multiplication activities soon! Stay tuned...
We just started a fun little writing piece on "How to Make a Coke Float," since the kids have to know how to write a set of directions and use narrative transitions. I've modeled the steps of the writing process as we have progressed through and they have really enjoyed writing their pieces. We are in the revising and editing stages and they are so jazzed up to actually use their set of directions to make the coke floats!
We have been learning all about heat and matter in science. The day we talk about the three states of matter and how they change, we learn the Matter song to the tune of Three Blind Mice:
What is Matter? What is Matter?
Solid, liquid, or gas?
Solid, liquid, or gas?
It takes up space, it weighs something too!
It's everwhere that includes me and you!
Did you ever think such a thing could be true?
That is matter. That is matter.
Then we simulate what happens to matter when it changes from solid to liquid to gas. When particles heat up, they get faster and and spread out. When they get colder, they slow down and eventually can freeze if the temperature is cold enough. I have the students be the particles and we play a game. I call out a state of matter, and they have to do what the particles would do in that state. If they do the wrong thing, they are out and have to sit down.
We end the lesson with "The Particle Dance," which they love!
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(Snap fingers)
I am solid I quiver and shake
Quiver and shake, quiver and shake
(put arms straight down by side and wiggle, a bit)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I am liquid I pour and flow
Pour and flow, pour and flow
(use hands and arm to make a flowing motion)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I am gas I pop and fly
Pop and fly, pop and fly
(tap shoulder and “fly” hands into the air)
Hey, hey it’s the particle dance
Hey, hey it’s the particle dance
(snap)
I will be posting some math multiplication activities soon! Stay tuned...
It's been a while and I don't normally rant...
So, I know I haven't been great about posting lately, but I have been soooo overwhelmed and busy with school that I just haven't found the time. After sitting down with administration last week and expressing my concern and frustration with my high number of struggling readers, I have realized that I am not alone in getting these kids where they need to be. We, as a school, are all responsible for each and every child in our building. It was a relief to the say the least to feel the pressure lift a little. I plan on meeting with them next week to continue brainstorming what we can do to help them.
Of course, I still feel a tremendous amount of responsibility for them, but a colleague and I have come up with a plan. We don't know how this plan will turn out, but we have got to give it a try. I have a class of 15 3rd graders with 5 reading on a Kindergarten level, 4 reading on a 1st or 2nd grade level, 4 reading on grade level, and 2 reading above grade level. My colleague has a high class with the exception of a few. She suggested that we switch my 4 highest with her 4 lowest to make it easier to do groups during Guided Reading. That way, my high kids are getting challenged like they need to be able to grow and my low kids are getting the help they need to grow as readers.
I couldn't even believe she would offer to do such a thing for me. It is going to be very different in my room starting tomorrow. I will teaching basic decoding strategies and skills with texts on their lexile level. I purchased a 1 year membership to Readinga-z.com to help level texts to their level. I will be benchmarking all of the students tomorrow and Tuesday to see what level they should start out on in their groups.
I am very excited, yet nervous as to how the rest of the year will pan out and if this plan will work at all. If you have any ideas or suggestions for teaching these babies how to read, I'm all ears!!
P.S. I am digging Readinga-z.com, like for reals! If you haven't been there, CHECK IT OUT! It levels texts all the way the 5th grade and it has wonderful fiction and non-fiction texts for printing. It also comes with worksheets and activities for each and every book!
Also, a first grade teacher at my school suggested I read, "First Grade Readers," by Stephanie Parsons and it offered tremendous help in providing strategies for decoding and tackling tricky words. If you teach lower grades or have a class with low level readers, I recommend this book.
Of course, I still feel a tremendous amount of responsibility for them, but a colleague and I have come up with a plan. We don't know how this plan will turn out, but we have got to give it a try. I have a class of 15 3rd graders with 5 reading on a Kindergarten level, 4 reading on a 1st or 2nd grade level, 4 reading on grade level, and 2 reading above grade level. My colleague has a high class with the exception of a few. She suggested that we switch my 4 highest with her 4 lowest to make it easier to do groups during Guided Reading. That way, my high kids are getting challenged like they need to be able to grow and my low kids are getting the help they need to grow as readers.
I couldn't even believe she would offer to do such a thing for me. It is going to be very different in my room starting tomorrow. I will teaching basic decoding strategies and skills with texts on their lexile level. I purchased a 1 year membership to Readinga-z.com to help level texts to their level. I will be benchmarking all of the students tomorrow and Tuesday to see what level they should start out on in their groups.
I am very excited, yet nervous as to how the rest of the year will pan out and if this plan will work at all. If you have any ideas or suggestions for teaching these babies how to read, I'm all ears!!
P.S. I am digging Readinga-z.com, like for reals! If you haven't been there, CHECK IT OUT! It levels texts all the way the 5th grade and it has wonderful fiction and non-fiction texts for printing. It also comes with worksheets and activities for each and every book!
Also, a first grade teacher at my school suggested I read, "First Grade Readers," by Stephanie Parsons and it offered tremendous help in providing strategies for decoding and tackling tricky words. If you teach lower grades or have a class with low level readers, I recommend this book.
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