On Monday morning we released the butterflies in Keysor's bird garden. The students got very excited each time one flew away. This was a great way to learn about life cycles.
Tuesday, May 14, 2013
Butterfly Release
Our first butterfly emerged from its chrysalis on Friday. It was cold on Friday, so I didn't want to release it them. I figured the rest would emerge soon, so I took them home for the weekend. My own two children had a great time "babysitting" them over the weekend, and watching them emerge. By Sunday night, all five butterflies were out of their chrysalises.
On Monday morning we released the butterflies in Keysor's bird garden. The students got very excited each time one flew away. This was a great way to learn about life cycles.
On Monday morning we released the butterflies in Keysor's bird garden. The students got very excited each time one flew away. This was a great way to learn about life cycles.
Sunday, May 12, 2013
iPads on a Field Trip?
This week we had an experiment as we took our iPads off campus for the first time. We took our Minis on a field trip to Litzsinger Road Ecology Center. I have to admit, this venture made me nervous, as I even had a dream about an iPad falling into the creek.
Before the field trip, I sent students several documents through Edmodo that I wanted them to have on the field trip. Normally, I would have printed these documents and given the students paper copies, but The Bartin Bunch is all about saving paper. One document was a form that all Keysor second graders used on this third trip to Litzsinger (the other classes used paper) to document our learning about life cycles. The other was a butterfly identification chart, which was four pages long. Knowing that we would not have internet access on the field trip, I made sure that all students had the documents ready to go in Notability before we left school, and we went over the expectations.
In addition to using these two documents, we talked ahead of time about taking pictures of what we saw on the field trip. I encouraged the students to use the camera to document what they saw, but we also talked about not letting that distract from listening to their volunteer or staying with their group.
When we got off of the bus, I could tell that some volunteers were surprised, and perhaps uncomfortable, with the students having iPads. I am sure this was new for them. We found that the volunteers definitely handled the iPads in different ways. One volunteer was worried about them, so she collected them from her group, and they didn't have many pictures or notes. Other groups took full advantage of their iPads, taking pictures and videos, making notes in Notabillity, etc.
When we came back together at the end of the field trip, I told students to take a few minutes to complete the life cycle observation sheet in Notability. This sheet involved an illustration of a life cycle they observed, along with some writing about it. I found it very interesting how kids chose to complete the assignment. Some students imported pictures they had taken, while others chose to draw their observations. Some students typed their ideas, while others annotated by hand.
When we got back to school, I gave the students time to work on their notes and assignments. Students finished their life cycle observations, and several kids mirrored their page to the projector (did I mention we now have an Apple TV?) to share them. Then everyone uploaded their assignment and sent it to the class through Edmodo.
We also looked at the butterfly identification chart. Some groups had seen a lot of butterflies, and students found their own ways to record this data. Some students made tally marks on the note to keep track of how many butterflies they had seen of each type, while others circled pictures and wrote notes about what they noticed.
Finally, each student used the pictures they took to create a Pic Collage. I often do this after a field trip to share with the class, and they loved creating their own collage of the field trip. A few students didn't have many pictures, but other students were able to share their pictures through the Dropbox.
Overall, I think the experience was a positive one. I love that students used their iPads to document what was most important to them- some students recorded bird sounds, others took pictures of insects. I also love that the iPads did not keep students from interacting with nature. Kids still waded in the creek (with the iPads sitting safely on the shore) and picked up caterpillars and rocks. In the future, I would want to communicate better with the volunteers to make sure they understand the expectations. I think I would also give students a choice to bring an iPad or use paper and pencil.
All students and iPads were intact and accounted for at the end of the trip, so I would say the experiment was a success.
Before the field trip, I sent students several documents through Edmodo that I wanted them to have on the field trip. Normally, I would have printed these documents and given the students paper copies, but The Bartin Bunch is all about saving paper. One document was a form that all Keysor second graders used on this third trip to Litzsinger (the other classes used paper) to document our learning about life cycles. The other was a butterfly identification chart, which was four pages long. Knowing that we would not have internet access on the field trip, I made sure that all students had the documents ready to go in Notability before we left school, and we went over the expectations.
In addition to using these two documents, we talked ahead of time about taking pictures of what we saw on the field trip. I encouraged the students to use the camera to document what they saw, but we also talked about not letting that distract from listening to their volunteer or staying with their group.
When we got off of the bus, I could tell that some volunteers were surprised, and perhaps uncomfortable, with the students having iPads. I am sure this was new for them. We found that the volunteers definitely handled the iPads in different ways. One volunteer was worried about them, so she collected them from her group, and they didn't have many pictures or notes. Other groups took full advantage of their iPads, taking pictures and videos, making notes in Notabillity, etc.
 |
| Eddie recorded bird sounds that he heard. |
 |
| Alexis got a close-up shot of an interesting plant. |
 |
| Kira took a picture of tadpoles that her group found. |
 |
| Marin and Sydney organized their notes when we met back together at the end of the trip. |
When we got back to school, I gave the students time to work on their notes and assignments. Students finished their life cycle observations, and several kids mirrored their page to the projector (did I mention we now have an Apple TV?) to share them. Then everyone uploaded their assignment and sent it to the class through Edmodo.
We also looked at the butterfly identification chart. Some groups had seen a lot of butterflies, and students found their own ways to record this data. Some students made tally marks on the note to keep track of how many butterflies they had seen of each type, while others circled pictures and wrote notes about what they noticed.
Finally, each student used the pictures they took to create a Pic Collage. I often do this after a field trip to share with the class, and they loved creating their own collage of the field trip. A few students didn't have many pictures, but other students were able to share their pictures through the Dropbox.
Overall, I think the experience was a positive one. I love that students used their iPads to document what was most important to them- some students recorded bird sounds, others took pictures of insects. I also love that the iPads did not keep students from interacting with nature. Kids still waded in the creek (with the iPads sitting safely on the shore) and picked up caterpillars and rocks. In the future, I would want to communicate better with the volunteers to make sure they understand the expectations. I think I would also give students a choice to bring an iPad or use paper and pencil.
All students and iPads were intact and accounted for at the end of the trip, so I would say the experiment was a success.
Tuesday, May 7, 2013
iPad Scout- Week 5
Last week saw fewer new activities with the iPads, but we are again getting better and more confident with what we are doing.
Here are a few highlights from our week:
- Printing: Mrs. Handley got us set up to print directly from the iPad Minis. This is huge, as it took a lot of steps earlier to save things to the Dropbox, open on a computer, and then print. Since we are using the iPads more often as word processing devices, this is very handy. We have already printed poetry and letters to our fifth-grade buddies, and it went very smoothly.
- Music Class: This should have been in the week 4 update as well. Our students have brought their iPads to music class for the last two classes. They have been working with Mrs. St. Clair to learn to use GarageBand. This has been a huge hit so far.
- Research: As I talked about in my post on butterflies, we did our first mini research project, in which students worked together to find answers to their questions about butterflies. What I like best about this is that students did the research, typed their findings, inserted pictures, and printed it all directly from their iPads. This was great practice for some future work I hope to do.
Here are a few highlights from our week:
- Printing: Mrs. Handley got us set up to print directly from the iPad Minis. This is huge, as it took a lot of steps earlier to save things to the Dropbox, open on a computer, and then print. Since we are using the iPads more often as word processing devices, this is very handy. We have already printed poetry and letters to our fifth-grade buddies, and it went very smoothly.
- Music Class: This should have been in the week 4 update as well. Our students have brought their iPads to music class for the last two classes. They have been working with Mrs. St. Clair to learn to use GarageBand. This has been a huge hit so far.
- Research: As I talked about in my post on butterflies, we did our first mini research project, in which students worked together to find answers to their questions about butterflies. What I like best about this is that students did the research, typed their findings, inserted pictures, and printed it all directly from their iPads. This was great practice for some future work I hope to do.
Butterflies!
We have actually been doing things in our classroom other than use iPads, although that is pretty much all I have been blogging about lately. In second grade we study life cycles. What better way to learn about life cycles than to study butterflies. I have always had a fascination with butterflies, so when I found out I was going to teach second grade this year, I got pretty excited about a butterfly unit.
It started when we got caterpillars in the mail, about two weeks ago. This is the second shipment of critters we have received this year (see previous post about our worms). They are painted lady caterpillars, and we have watched them grow. They ate and ate in their little cup, until they got huge and turned into chrysalises at the end of last week. I was glad all of the changing happened before the weekend, as the students (and me) were very excited to see the changes happening.
Meanwhile, we have been learning all about Monarch migration. This is one of those topics that the more I learn, the more questions I have. We have read a lot of books, and we regularly check out the Journey North website, which is amazing and has weekly updates. Here is it http://www.learner.org/jnorth/monarch/
After doing lots of learning, we had more questions, as well as things we wanted to share with other people. We decided to do a mini research project to teach others about Monarchs, with the goal to create a bulletin board. The students and I genereated questions, such as
In less than an hour, most partners had done their research, typed up their finding on their iPads and inserted appropriate pictures, printed their work, and put it on the bulletin board. It looks pretty great, and the kids found some great information.
We have learned that the Monarch migration to Mexico saw the smallest number of Monarchs on record. Last summer's hot weather was not kind to the butterflies. We are trying to find ways in which we can help increase the Monarch numbers. One way is to plant milkweed, since that is the only food that Monarch caterpillars can eat. We hope to plant some at Keysor, and many students also said they want to ask their parents to plant some at home. We have been learning about geography and culture through the lens of the Monarch migration. It has been some truly engaging, cross-curricular learning.
In case you are wondering, our butterflies have not yet hatched from their chrysalises. We hope they will later this week or early next week (hopefully not over the weekend). Stay tuned for future updates on our butterflies.
It started when we got caterpillars in the mail, about two weeks ago. This is the second shipment of critters we have received this year (see previous post about our worms). They are painted lady caterpillars, and we have watched them grow. They ate and ate in their little cup, until they got huge and turned into chrysalises at the end of last week. I was glad all of the changing happened before the weekend, as the students (and me) were very excited to see the changes happening.
Meanwhile, we have been learning all about Monarch migration. This is one of those topics that the more I learn, the more questions I have. We have read a lot of books, and we regularly check out the Journey North website, which is amazing and has weekly updates. Here is it http://www.learner.org/jnorth/monarch/
After doing lots of learning, we had more questions, as well as things we wanted to share with other people. We decided to do a mini research project to teach others about Monarchs, with the goal to create a bulletin board. The students and I genereated questions, such as
- How can you tell male and female Monarchs apart?
- How long is a butterfly generation?
- What is the Monarch life cycle?
- Where do they go for the winter?
- and so on.
In less than an hour, most partners had done their research, typed up their finding on their iPads and inserted appropriate pictures, printed their work, and put it on the bulletin board. It looks pretty great, and the kids found some great information.
We have learned that the Monarch migration to Mexico saw the smallest number of Monarchs on record. Last summer's hot weather was not kind to the butterflies. We are trying to find ways in which we can help increase the Monarch numbers. One way is to plant milkweed, since that is the only food that Monarch caterpillars can eat. We hope to plant some at Keysor, and many students also said they want to ask their parents to plant some at home. We have been learning about geography and culture through the lens of the Monarch migration. It has been some truly engaging, cross-curricular learning.
In case you are wondering, our butterflies have not yet hatched from their chrysalises. We hope they will later this week or early next week (hopefully not over the weekend). Stay tuned for future updates on our butterflies.
Monday, April 29, 2013
iPad Scout- Week 4
As we get more comfortable with the iPads in our classroom, the students are becoming so much more independent. Last week we did not do as many new things, but the ways in which we used the iPads helped us be much more efficient in our learning.
One thing I have been doing more of is using Edmodo to send students a document I want them to have. I can attach a PDF file to an Edmodo assignment, and students can download the file and open it in Notability. They can then annotate on top of the image. I have to thank Mr. Krena for showing me how to do this because it makes getting information to and from students much easier.
Because we are studying geography, I sent the students a blank world map. I put directions on the ActivBoard about labeling each continent with a specific number (1= Asia, 2= Pacific Ocean, etc.) Students completed the assignment, and then they saved the assignment in their Edmodo "backpack." They could then send the assignment back to me to be graded. It was a quick and easy assessment piece, and the students were much more engaged than if it had been on paper.
Another way we used the Edmodo to Notability feature was a reading self-assessment. I sent the students a rubric for reading fluency, which they downloaded. Students listened to their previous recording of themselves reading a poem aloud. They then scored themselves on the rubric. Here's the best part- not only did they circle their rubric score, they also recorded their voice as they explained why they gave themselves the score and discussed what they could work on for next time. Students then saved this note to their Dropbox, so I could listen to it later. (Unfortunately, it would not save the voice recording to upload this to Edmodo). I loved listening to their reasoning and giving them an opportunity to assess themselves. If I had done this aloud with students one-on-one (which is of course also very valuable), it would have taken up a lot of class time. This did take up more of my own time, but I love that I have the recoding to keep to document their thinking. I have to thank Jennifer Bearden from Robinson for giving me this idea. I love it and will definitely use it again.
All of these ideas are saving paper. In the past few weeks, I have made fewer copies than I have all year. For Earth Day, our class set a goal to have a paperless day. Except for our spelling list (which was already copied anyway), we did not use any paper. We were creative and found other ways to do things that didn't need paper. For example, we took our spelling pretest on the iPads using Notability. I would certainly not want to eliminate the use of paper and pencil in our classroom completely, but I do love that we are saving trees and money.
Another thing that I have noticed is that students are developing their own preferences. Some students prefer to type when we are working on problems or taking notes on the iPads, while others prefer writing with a stylus or their finger. Some have preferences as to which apps they use- like Notability over Pages to word process, or Educreations to work out a math problem, rather than Notability. Just like adults, they are finding ways to use technology that works best for them. Some students even independently organized their apps into folders because they didn't like that their iPad home screen looked "messy." These second graders are not only becoming more tech-savvy, they are also becoming independent thinkers and problem solvers.
One thing I have been doing more of is using Edmodo to send students a document I want them to have. I can attach a PDF file to an Edmodo assignment, and students can download the file and open it in Notability. They can then annotate on top of the image. I have to thank Mr. Krena for showing me how to do this because it makes getting information to and from students much easier.
Because we are studying geography, I sent the students a blank world map. I put directions on the ActivBoard about labeling each continent with a specific number (1= Asia, 2= Pacific Ocean, etc.) Students completed the assignment, and then they saved the assignment in their Edmodo "backpack." They could then send the assignment back to me to be graded. It was a quick and easy assessment piece, and the students were much more engaged than if it had been on paper.
Another way we used the Edmodo to Notability feature was a reading self-assessment. I sent the students a rubric for reading fluency, which they downloaded. Students listened to their previous recording of themselves reading a poem aloud. They then scored themselves on the rubric. Here's the best part- not only did they circle their rubric score, they also recorded their voice as they explained why they gave themselves the score and discussed what they could work on for next time. Students then saved this note to their Dropbox, so I could listen to it later. (Unfortunately, it would not save the voice recording to upload this to Edmodo). I loved listening to their reasoning and giving them an opportunity to assess themselves. If I had done this aloud with students one-on-one (which is of course also very valuable), it would have taken up a lot of class time. This did take up more of my own time, but I love that I have the recoding to keep to document their thinking. I have to thank Jennifer Bearden from Robinson for giving me this idea. I love it and will definitely use it again.
 |
| This image hardly does justice to the great thinking that was in the recording they turned in. |
Another thing that I have noticed is that students are developing their own preferences. Some students prefer to type when we are working on problems or taking notes on the iPads, while others prefer writing with a stylus or their finger. Some have preferences as to which apps they use- like Notability over Pages to word process, or Educreations to work out a math problem, rather than Notability. Just like adults, they are finding ways to use technology that works best for them. Some students even independently organized their apps into folders because they didn't like that their iPad home screen looked "messy." These second graders are not only becoming more tech-savvy, they are also becoming independent thinkers and problem solvers.
Monday, April 22, 2013
iPad Scout- Week 3
When I asked my students on Friday what they thought about the iPad scout this week, most agreed that it felt "easier" than the past two weeks. I completely agree. I think it has been a combination of getting used to using the iPads (the students and me) and getting a few bugs worked out, but this week, things seemed to flow much more easily than the past two weeks. Here are a few of the highlights of our week:
What we did this week:
- Popplet app: We have been writing poetry, and we learned about similes and I was about to print a graphic organizer for the students to use to organized their ideas for their simile poem. Then I remembered an app I had seen called Popplet. It is a kid-friendly graphic organizing app in which students can touch the screen to create a new Popplet (or bubble). They can organize the Popplets and connect them to make a web, which we use often. I love this for several reasons- #1, we saved paper. I know that this is just a substitution for something we could have easily done on paper, but we are all about being green in the Bartin Bunch. #2- The engagement was high. Students loved using this app, and it was very easy to use. The web I was going to print for them had 5 bubbles to write in, but they loved it so much, most kids filled more than 5 Popplets with their ideas.
- We did our first word processing on the iPads this week. Students had written autobiography poems, so we decided to publish them. I went back and forth on which app to use, but finally decided on Notability. Students have gotten comfortable with this app, plus it is easy to insert pictures and save to Dropbox directly from the app. This went very well. The only complaint was that Notability does not have options like centering text (which many students wanted to do). Students took a picture of themselves which they inserted onto the page with their poem, and saved them to their Dropbox folder. I could then open the files and print them from my computer, and parents can view them from Dropbox.
- In reading, we have been practicing reading poetry with expression. I wanted students to record themselves reading a favorite poem aloud. I had a difficult time finding the right app to do this. At first we tried Notability, since you can record voice, but the students could not open the file in Dropbox and listen to it on their iPads. I then wanted to use AudioBoo, which I have heard good things about, but it is rated as ages 12 and up, so the students couldn't access it. Finally, I found Voice Record Pro. It is a free app that will save voice recordings directly to Dropbox. It is easy to record, but then it takes about 6 steps to rename the file and save it to Dropbox. It did the trick though, and now students will be able to listen to their own and each other's recordings this week as we critique our reading fluency.
- Educreations- I talked about this app last week. It is great for math, as students can work out math problems and mirror them to the projector or record their word. This week, I used it as an incentive. I was looking for students who showed great math thinking and could explain their work aloud, and I chose some to make videos about addition strategies. I will be posting these to our class website, to help students and parents who want to know more about how we solve problems. I love it!
Here is Pete, explaining how to use splitting to solve 3-digit addition problems:
- We have been using Safari more often. We learned how to make bookmarks to our favorite sites, which is very handy and saves time later on.
- We took the Edison test on the iPads. This did not go as well as I had hoped. None of the images would display on the iPad, which was especially difficult on the math assessment. Next month, we will take the Edison on the laptops, which my students refer to as "the old-fashioned way."
One thing that I have noticed is my students' use of the word scout. It has become part of our vocabulary. I have heard comments such as "I am going to scout this out", or "well, things don't always go perfectly when you are scouting." They even use this term when we are not using iPads at all.
What we did this week:
- Popplet app: We have been writing poetry, and we learned about similes and I was about to print a graphic organizer for the students to use to organized their ideas for their simile poem. Then I remembered an app I had seen called Popplet. It is a kid-friendly graphic organizing app in which students can touch the screen to create a new Popplet (or bubble). They can organize the Popplets and connect them to make a web, which we use often. I love this for several reasons- #1, we saved paper. I know that this is just a substitution for something we could have easily done on paper, but we are all about being green in the Bartin Bunch. #2- The engagement was high. Students loved using this app, and it was very easy to use. The web I was going to print for them had 5 bubbles to write in, but they loved it so much, most kids filled more than 5 Popplets with their ideas.
 |
| Eddie's Popplet about his dog. |
 |
| Sydney's Popplet- She really fills my bucket! |
- We did our first word processing on the iPads this week. Students had written autobiography poems, so we decided to publish them. I went back and forth on which app to use, but finally decided on Notability. Students have gotten comfortable with this app, plus it is easy to insert pictures and save to Dropbox directly from the app. This went very well. The only complaint was that Notability does not have options like centering text (which many students wanted to do). Students took a picture of themselves which they inserted onto the page with their poem, and saved them to their Dropbox folder. I could then open the files and print them from my computer, and parents can view them from Dropbox.
- In reading, we have been practicing reading poetry with expression. I wanted students to record themselves reading a favorite poem aloud. I had a difficult time finding the right app to do this. At first we tried Notability, since you can record voice, but the students could not open the file in Dropbox and listen to it on their iPads. I then wanted to use AudioBoo, which I have heard good things about, but it is rated as ages 12 and up, so the students couldn't access it. Finally, I found Voice Record Pro. It is a free app that will save voice recordings directly to Dropbox. It is easy to record, but then it takes about 6 steps to rename the file and save it to Dropbox. It did the trick though, and now students will be able to listen to their own and each other's recordings this week as we critique our reading fluency.
- Educreations- I talked about this app last week. It is great for math, as students can work out math problems and mirror them to the projector or record their word. This week, I used it as an incentive. I was looking for students who showed great math thinking and could explain their work aloud, and I chose some to make videos about addition strategies. I will be posting these to our class website, to help students and parents who want to know more about how we solve problems. I love it!
Here is Pete, explaining how to use splitting to solve 3-digit addition problems:
- We have been using Safari more often. We learned how to make bookmarks to our favorite sites, which is very handy and saves time later on.
- We took the Edison test on the iPads. This did not go as well as I had hoped. None of the images would display on the iPad, which was especially difficult on the math assessment. Next month, we will take the Edison on the laptops, which my students refer to as "the old-fashioned way."
One thing that I have noticed is my students' use of the word scout. It has become part of our vocabulary. I have heard comments such as "I am going to scout this out", or "well, things don't always go perfectly when you are scouting." They even use this term when we are not using iPads at all.
Sunday, April 21, 2013
Edison Tests
Each month our classroom takes a standardized test on the computer, called the Edison test. We take tests in reading and math. These tests help provide teachers with data about individual students and the entire class, and it can help guide my instruction. In addition, it is a great opportunity to teach test-taking skills. Every month, we discuss different test-taking strategies that can help students be more successful on this test, as well as future tests they will take.
Last week, when we went to the Big Show Kickoff Assembly, Dr. Painter showed some data from third, fourth, and fifth grade students. We looked at graphs that showed their progress on the MAP test, as well the Edison tests. My students were pretty impressed with their progress.
Each month my students keep track of their own test scores, and they set personal goals for themselves on each test. We talk about if they personally are making progress and what strategies they can try to do even better next time. I had not this year discussed our class data. This week, as we got ready to take our Edison tests, I decided to share with them their class average data. Our math graph looked like this:
I asked the students if they thought we could improve, and they wanted to set a class goal of 90% for April. We then discussed test-taking strategies we could use. This is a combined list of the strategies they came up with for math and reading:
- Look back at the text before you answer questions. (reading)
- Underline the answer in the text and write the question number next to it. (reading)
- If your answer isn’t one of the choices, try the problem again. (math)
- Underline key words in the question.
- Eliminate the answers that you know are not true.
- Look at all parts of the text and question- including pictures, captions, and graphs.
- Make sure to read all of the answer choices.
- Read the text more than once.
- Make sure to answer every question.
- Have a growth mindset.
- TAKE YOUR TIME!
Everyone really took their time and did their best on both tests. They each had a few more difficult problems, and everyone worked through them using their strategies.
I am happy to report that their hard work paid off. Our results for April were (drum roll, please)......
93% in math
Way to go, Bartin Bunch! I can't wait to see how we do in May! I bet we can get our reading score to 90% as well.
Last week, when we went to the Big Show Kickoff Assembly, Dr. Painter showed some data from third, fourth, and fifth grade students. We looked at graphs that showed their progress on the MAP test, as well the Edison tests. My students were pretty impressed with their progress.
Each month my students keep track of their own test scores, and they set personal goals for themselves on each test. We talk about if they personally are making progress and what strategies they can try to do even better next time. I had not this year discussed our class data. This week, as we got ready to take our Edison tests, I decided to share with them their class average data. Our math graph looked like this:
- Look back at the text before you answer questions. (reading)
- Underline the answer in the text and write the question number next to it. (reading)
- If your answer isn’t one of the choices, try the problem again. (math)
- Underline key words in the question.
- Eliminate the answers that you know are not true.
- Look at all parts of the text and question- including pictures, captions, and graphs.
- Make sure to read all of the answer choices.
- Read the text more than once.
- Make sure to answer every question.
- Have a growth mindset.
- TAKE YOUR TIME!
Everyone really took their time and did their best on both tests. They each had a few more difficult problems, and everyone worked through them using their strategies.
I am happy to report that their hard work paid off. Our results for April were (drum roll, please)......
93% in math
87% in reading!
Way to go, Bartin Bunch! I can't wait to see how we do in May! I bet we can get our reading score to 90% as well.
Subscribe to:
Posts (Atom)