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PE - Russell - 3/6 - Onceler and Lorax Challenge

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PE - Russell - 3/6 - Onceler and Lorax Challenge

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Ms. Russell had students critically thinking about creative strategies, as students were grouped either as a Lorax or a Oncler. The Onclers' job was simple: chop down as many trees as possible (knocking down cones). The Lorax's job was to plan t trees (put the cones right side up). Students were completely engaged in this challenge!

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Students will be practicing their communication and collaboration skills with a modified Table Top Texting, where they will choose a pre-written question from a card, ask their partner that question and the partner will answer that question by "texting" the answer!

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3-5th - Thompson - 3/6 - SOS Snowball Fight

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3-5th - Thompson - 3/6 - SOS Snowball Fight

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Students were engaged in Ms. Thompson's class to practice reading questions and writing in complete sentences with Snowball Fight!  After crumpling up and tossing a pre-written question across the room, students eagerly picked up a piece of paper, read the questions and answered it.  Once finished, they tossed the "ball" across the room again and answered a different question.  They were so excited to get a new question!

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2nd - Schwartz - 3/5 - SOS 6 Word Story and SOS Whittle It Down

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2nd - Schwartz - 3/5 - SOS 6 Word Story and SOS Whittle It Down

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Ms. Schwartz had students "become poets" by creating 6 Word Stories about the deciduous forest. After, student communicated and collaborated looking at a DE image of a salamander to summarize key words to describe it using SOS Whittle It Down.

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5th - Sheffield - 3/5 - SOS Table Top Texting

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5th - Sheffield - 3/5 - SOS Table Top Texting

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Ms. Sheffield helped develop empathy for children impacted by child labor by first having students listen to accounts about child labor and they were asked to identify whether each account was happening now or long ago. Then they Table Top Texted about their reactions to hearing the details of these child labor accounts.

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2nd - White - 3/5 - SOS See Think Wonder

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2nd - White - 3/5 - SOS See Think Wonder

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Ms. White engaged her students while reading Frog and Toad by having them turn and talk and share what the SEE in the picture, what they THINK is happening and what they WONDER about the picture. Students practiced separating their observations form the inferences!

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3rd - Phillips - Forest Fire Investigation

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3rd - Phillips - Forest Fire Investigation

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Ms. Phillips had her students working in pairs to independently learn about forest fires using a Google Slides presentation with multimodal resources shared via Google Classroom.  They collaborated and communicated to fill out the investigation form.

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3rd - Phillips - 3/4 - Earthquake Architecture

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3rd - Phillips - 3/4 - Earthquake Architecture

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Ms. Phillips tasked her students with creating building "models" out of marshmellows and toothpicks to be able to withstand an "earthquake" (place on jello).

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4th - Nobles - 3/4 - Creating an Instrument

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4th - Nobles - 3/4 - Creating an Instrument

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Students investigated the 4th grade standard about pitch and volume in groups by designing and creating an instrument from objects such as cups, rubber bands and spoons.

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Ms. Veritzan had students investigating about the real world plastic problem using the multimodal resources on STEM Connect Waste Not Want Not and then summarized their initial learning by communicating and collaborating with SOS Whittle It Down.

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5th - Threatt - 3/4 - STEM Connect Can You Grow a Pizza (cont.)

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5th - Threatt - 3/4 - STEM Connect Can You Grow a Pizza (cont.)

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4th - Thorne - 3/3 - Tardigrade AEIOU (cont...)

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4th - Thorne - 3/3 - Tardigrade AEIOU (cont...)

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Students in Ms. Thorne's class practiced being self-directed learners after they learned about the tardigrade- the world's toughest animal by learning about SOS AEIOU using the student SOS Strategy video on DE to share their thoughts.

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Meet the tardigrade, the toughest animal on Earth - Thomas Boothby

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5th - Threatt - 3/3 - STEM Connect Can You Grow a Pizza

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5th - Threatt - 3/3 - STEM Connect Can You Grow a Pizza

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To engage students immediately in the modified STEM Connect Unit Can You Grow a Pizza, Ms. Threatt played her 5th graders the song "Dirt Made My Lunch."  She then had them create a pizza wheel (pictured below).

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The Banana Slug String Band- Dirt Made My Lunch

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2nd - Turk - 3/3 - STEM Connect Soaking Up the Sunshine

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2nd - Turk - 3/3 - STEM Connect Soaking Up the Sunshine

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Ms. Turk had students start designing a new home for Larry the Bearded Dragon with her interdisciplinary lesson, which started with a whole group reading of the STEM Solutions Seekers Story and ended with students creating a list of needs and wants that they will need to take into account when creating Larry's home.

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5th - Corzo - 3/3 - STEM Connect Waste Not, Want Not

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5th - Corzo - 3/3 - STEM Connect Waste Not, Want Not

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Ms. Corzo

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3rd - Bartlett - 3/2 - Environmental Impact Shared Reading

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3rd - Bartlett - 3/2 - Environmental Impact Shared Reading

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Ms. Bartlett engaged her students with an interdisciplinary reading passage, describing the human impact on the Earth.  Student practices pulling out words an ideas they didn't know.  They collaborated to discuss some ideas on ways to have less impact on the Earth.

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K - McCallum - 3/2 - The Foot Book and Measuring Around the Room

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K - McCallum - 3/2 - The Foot Book and Measuring Around the Room

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Kindergarteners in Ms. McCallum's class were engaged in measuring after they read Dr. Suess's book, "The Foot Book" and measured pieces of tape around the room with their feet. They were able to problem solve what to do when there's "just a little extra" than their feet, as well as, be self-paced and have voice and choice in the order they went in!

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1st - Bailey - 3/2 - STEM Connect Can You Grow a Pizza

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1st - Bailey - 3/2 - STEM Connect Can You Grow a Pizza

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Ms. Bailey engaged her students by having them think about what they ate for dinner the previous night,. They then were given an opportunity to communicate and critically think by making a hypothesis of whether their food came from a plant or an animal. The class then placed their hypotheses onto a whole class Venn Diagram. After, they read the STEM Solution Seekers story and started discussing all of the different parts of a pizza and where they came from. The class was able to conclude that a pizza come from both plants and aminals!

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Students enjoyed learning about vertebrates and invertebrates using SOS Tweet Tweet to summarize their thinking as they learned about different classifications of animals. They especially enjoyed having a sense of humor using hashtags!

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5th - Edge - 2/28 - Ocean Ecosystems Stop Motion Videos

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5th - Edge - 2/28 - Ocean Ecosystems Stop Motion Videos

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In Ms. Edge's class, student were working on their stop motion videos of the ecosystems, where they were collaborating and communicating about their movie they created about an assigned ecosystem. The students really made it "their own", as they were given creative license as well as a rubric that created rigor.

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2nd - Schwartz - 2/27 - Black History Timelines

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2nd - Schwartz - 2/27 - Black History Timelines

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Ms. Schwartz had her students independently create their time line and then attach important events in black history on their created timelines. Then had to really critically think about how to collaborate and create a timeline from scratch!

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2nd - White - 2/27 - Black History Timelines

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2nd - White - 2/27 - Black History Timelines

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Ms. White had her students collaborating, communicating and critically thinking as they created a group timeline of their chosen hero from black history and ordered and important event from each of their heroes' lives.  Once the time line was complete, they did an SOS Graffiti Walk, where the group left positive feedback on each time line they visited.  They were very thoughtful about what they wrote to each other!!

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K - McManus - 2/27 - Liberty Bell Collaborative Posters

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K - McManus - 2/27 - Liberty Bell Collaborative Posters

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Ms. McManus' students are learning about American symbols and today they read a text and watched a DE video on the Liberty Bell! To put the in groups, Ms. McManus gave the different sticks that had different colored numbers and had them independently find the students with the same colored numbers. To show their knowledge, the groups then created collaborative posters with pictures and sentences about the Liberty Bell.

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Ms. Sheffield has students "tweet" about different topics throughout the school year. She keeps a Tweet Tweet section in her classroom to help build the STEAM culture and as a reminder of the unique ways her students are able to creatively communicate their ideas!

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Students in Ms. Sheffield's class communicated about their nonfiction texts they're reading to write argumentative writing via SOS Paper Chat!  They silently rotated between two papers that had the follow questions written on them.  They not only wrote their own responses to questions but also commented on each others' responses.  When asked what they enjoyed about the activity, some students commented they enjoyed see other students' thoughts and the commonalities between different texts!

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5th - Corzo - STEM Connect Waste Not Want Not (cont.)

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5th - Corzo - STEM Connect Waste Not Want Not (cont.)

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Then students read another article sharing the "cons" of bottled water and were able to sort out both sides of the "water bottle" argument.

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5th - Corzo - STEM Connect Waste Not Want Not

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5th - Corzo - STEM Connect Waste Not Want Not

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During literacy, students read an article describing the advantages of using bottled water in preparation for their STEM Connect Waste Not, Want Not unit!

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Ms. Threatt had her kindergarten students "become" the bison and "migrate" (to another room) to find food, as she taught them about migration patterns!  What an engaging lesson with such vivid experiential learning!

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2nd - Turk - 2/26 - STEM Connect Soaking Up the Sunshine

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2nd - Turk - 2/26 - STEM Connect Soaking Up the Sunshine

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Ms. Turk posed a question about their class pet (Taz the bearded dragon): What does Taz need? Her second graders had been learning about wants and needs. She has tasked them with designing a new home for Taz! They first collaborated and communicated with a partner and made a list of all of the things Taz will need in his cage. They then went onto See Saw and completed a digital sort, identifying different pictures as needs and wants.

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Ms. Thorne had her students collaborating and communicating in a open sort where students were able to create their own method of categorizing different animals they had been learning about!

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To spread STEAM culture, the McDonald Green STEAM Team provides some SOS "reading material" for teachers in the bathroom!

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Ms. Walton created an igloo out of plastic milk jugs that is used as a fun place to read around the room!

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Ms. Walton engaged her students in fun and rigorous learning as they used different tools to learn in math centers!  One center, students were adding up dice they rolled and recording their answers in See Saw.  Another center students were creating patterns with colored bears.  An additional center students played a game where they played with place value blocks, trading in 10 ones blocks for a ten rod!

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K - Walton - 2/10-2/14 - STEM Connect Unit Tool Time In The School Time

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K - Walton - 2/10-2/14 - STEM Connect Unit Tool Time In The School Time

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Students collaborated in designing and building stethoscopes using the STEM Connect Unit Tool Time in the School Time. Then they wrote a step by step manual, describing thier process for building the stethoscope using 3D shapes.

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Students were independently learning in multimodal centers, where they practiced their knowledge on computers, with blocks in a collaborative game, with whiteboards to show their knowledge and an indepedent knowledge stations. She also did a fabulous job using timed PowerPoint slides to signal clean up and the new rotation. Very smooth transitions and independent learning!

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1st - Loncar - 2/24 - Black History Collaborative Posters

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1st - Loncar - 2/24 - Black History Collaborative Posters

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Ms. Loncar had students collaborating, communicating and critically thinking as they used a variety of resources to lead their own learning and discover important facts about Black History figures.  After, they shared their information and chose their favorite fact.  to close out, they shared their favorite fact in with SOS Hands Up Stand Up Pair Up!

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Lit Lab - Rogers - 1/21 - STEM Connect Can You Grow a Pizza Unit

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Lit Lab - Rogers - 1/21 - STEM Connect Can You Grow a Pizza Unit

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Ms. Rogers read the SC award winning book "Jack and the beanstalk and the french fries" in conjunction with the STEM Connect Unit "Can You Grow a Pizza" to investigate where food comes from and plan a garden. Here are different garden designs students created!

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4th - Wilson - 1/21 - Fractions in Recipes

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4th - Wilson - 1/21 - Fractions in Recipes

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Students in Ms. WIlson's class flipped through her personal recipe books, looking for ingredients to create equivalent fractions of to combine with the same ingredient in a different recipe.

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4th - Nobles - 1/9 - No Taxation Without Representation

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4th - Nobles - 1/9 - No Taxation Without Representation

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Ms. Nobles engaged her students while learning about the taxation of the colonies from great Britain by reading real scenarios from the colonies and having her students get taxed "skittles."

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5th - Veritzan - 1/9 - WOOP Self Control

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5th - Veritzan - 1/9 - WOOP Self Control

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Ms. Veritzan is building STEM culture in her classroom by having her students reflect on their goals and anticipate obstacles to reaching their goals. This builds relevancy to their learning and strengthens their ability to problem solve.

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5th - Sheffield - 12/20 - SOS Multiple Perspectives with STEM Connect

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5th - Sheffield - 12/20 - SOS Multiple Perspectives with STEM Connect

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Ms. Sheffield played the video about Eric Early (STEM prosthetic career) from STEM Connect and is using SOS Multiple Perspectives, where one group is looking from Erik Early's perspective and the other looking from amputee perspective.  Then she had students communicating their perspective to the other perspective to develop empathy and understanding for both those that have lost a limb and those who create prosthesis.

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2nd - Schwartz - 12/20 - Solids, Liquids, Gases Breakfast

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2nd - Schwartz - 12/20 - Solids, Liquids, Gases Breakfast

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Ms. Schwartz cooked a Winter Breakfast for her students, as they wrote about the different states of matter for each food. They continuously wrote their thoughts on stickies and posted them publicly on posters. The lesson was especially growth-minded because they got to revise their thinking as the lesson continued.

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4th - Nobles - 12/19 - Holidays Around the World

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4th - Nobles - 12/19 - Holidays Around the World

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Students collaborated and communicated to learn about different holidays happening around the world.  They created a collaborative poster with different aspects of the holiday and then used their critical thinking skills to build a symbol of that holiday.  The Hanukkah group tried to build a dreidel!

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Ms. Phillips' class designed and competed to build the tallest shelf for the elf!

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5th - Veritzan - 12/19 - SOS Paperchat with STEM Connect 

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5th - Veritzan - 12/19 - SOS Paperchat with STEM Connect 

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Ms. Veritzan is teaching the STEM Connect Unit Gr4-5 Health:  Difference Make All the Difference. Since they built a lot of background knowledge yesterday on inherited traits, today, they shared their knowledge with SOS Paperchat. After, they watched videos posted on Google classroom in different ecosystems and then used creativity and critical thinking to invent an animal that would survive in that ecosystem.

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5th - Veritzan - 12/18 - STEM Connect Gr 4-5 Health

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5th - Veritzan - 12/18 - STEM Connect Gr 4-5 Health

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Students spent a bit of time today on the Challenge-Wonder tab, exploring what different bears have in common and differences. They are exploring the concept of inherited vs learned traits.

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Students collaborated and communicated to build a shelf for their elf, using only tongue depressors and playdo.

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3-5 - Thompson - Sequencing with Google Classroom and See Saw

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3-5 - Thompson - Sequencing with Google Classroom and See Saw

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Ms. Thompson had students practicing sequencing by learning to bake cookies. She first showed them a video on how to bake cookies and then allowed students to re-watch the video as many times as needed on Google Classroom while sequencing the steps. After, students will use those steps to bake the cookies!

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Students collaborated, communicated and used their critical thinking to solving different challenges (including finding a hidden code with a blacklight.

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1st - Parker - 12/16 - Holidays Around the World See Saw

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1st - Parker - 12/16 - Holidays Around the World See Saw

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In Ms. Parker's class, students were comparing and contrasting Christmas in Italy and France and shared their knowledge with each other on See Saw!

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Ms. Kimbrell had her students practicing the 4C's by collaborating on a breakout and then self-rating themselves on a 4C's rubric! Way to be self-reflective!!

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Ms. Thompson had her students arranging words in correct order a sentence. Then they got to independently show off their learning on See Saw by taking a picture of their word and recording themselves reading the sentence. You should see their face as they hear their own voices!

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In Ms. Brice’s class, students experienced productive struggle using a pre-coding program called Kodable. Throughout the experience, students learned when to keep trying even if it’s tough an when to ask when they truly needed help.

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4th - Wilson - 12/9 - Planning International Travel with Weather

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4th - Wilson - 12/9 - Planning International Travel with Weather

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Ms. Wilson had her students create a packing list for an assigned country from around the world, documenting the weather and climate their for their pretend trip to that country in the month of December. Students also mapped this country on a class-wide map using Tour Builder.

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K - McCallum - 12/9 - Zip Line for Gingerbread Man

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K - McCallum - 12/9 - Zip Line for Gingerbread Man

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Kindergarteners in Ms. McCallum's room read a book about the gingerbread man and changed the ending! Instead of him getting eaten by a fox, students created a zip line to save him from getting eaten. Students drew a plan first and then experimented to build an effective zip line that got their gingerbread man across the river.

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K-5 - Rogers - 12/9 - STEM Connect Literacy Connection

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K-5 - Rogers - 12/9 - STEM Connect Literacy Connection

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Ms. Rogers is doing the STEM Connect unit "Can You Grow a Pizza?" paired with the SCASL winner "Jack and the Beanstalk and the French Fries" to jump off the unit. The students connected where food comes from with this twist of the class Jack and the Beanstalk to designing their own garden in the STEM Connect Unit.

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Ms. Bailey gave students each a gingerbread man and let them take only one bite of the ginger break man. Then they created a class pictograph of which part of the gingerbread man they bit off first. After they finished their gingerbread man, they used SOS See Think Wonder to analyze the graph. Finally, they translated the mathematical information into a tally chart.

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2nd - White - 12/16 - Collaborative Posters About Native American Tribes

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2nd - White - 12/16 - Collaborative Posters About Native American Tribes

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Students collaborated to both gather the information and create posters bout different Native American tribes. They then shared their information with the whole class as the rest documented their new learnings!

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Ms. McManus's kindergarteners created contraptions that would catch an elf, inspired by the book they read during literacy! They then drew and wrote about the machines!!

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5th - Sheffield - 12/6 - STEM Connect "Lend Me a Hand"

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5th - Sheffield - 12/6 - STEM Connect "Lend Me a Hand"

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Students have just started learning about prosthetic limbs in Ms. Sheffield's class. Today, they created a timeline of prosthetic limbs throughout history. They practiced resourcefulness in doing research to find out the information needed to create the timeline in shared google slides!

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2nd - Schwartz - 11/6 - Exploring Altering Matter

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2nd - Schwartz - 11/6 - Exploring Altering Matter

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In Ms. Schwartz's class, students were able to discover different ways to alter different kinds of matter in stations. After, they created collaborative posters sharing their findings from their exploration.

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Ms. Garland had her students exploring the different aspects of matter. They independently went around to different stations that held different objects and documented the different properties of each object. At the end of class, to build trust in her STEAM culture, students gave each other "shout outs", acknowledging the accomplishments of their teammates.

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1st - Loncar - 12/5 - See Saw with Literacy

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1st - Loncar - 12/5 - See Saw with Literacy

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Ms. Loncar engaged her students during literacy by having her students highlight ending sounds and recording themselves reading on See Saw!

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K - Walton - 12/5 - SOS See Think Wonder

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K - Walton - 12/5 - SOS See Think Wonder

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Ms. Walton engaged students by having them creatively decorate new "eye spy" binoculars as they observed a picture about reindeer with the SOS Strategy See Think Wonder.

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2nd - White - 12/4 - Native American Jigsaw

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2nd - White - 12/4 - Native American Jigsaw

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Ms. White did the first part of SOS Jigsaw today, where she had groups of students researching a different Native American tribe. Collaboratively they communicated about the different aspects of the their tribe, including housing, clothing and food. This lesson was 100% student-led learning!

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5th - Edge - 12/4 - SOS Visual Walkabout and AEIOU Studio Board with Immigration

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5th - Edge - 12/4 - SOS Visual Walkabout and AEIOU Studio Board with Immigration

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Ms. Edge introduced her Immigration unit by engaging her students with SOS Visual Walkabout, where they wrote down in different stations theior questions and ocmments about different pictures from their immigration unit. Then they led their own learning on a Studio board by watching an extended DE video on immigration and then filled out AEIOU on the Studio board.

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4th - Parker - 12/4 - Weather Instruments

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4th - Parker - 12/4 - Weather Instruments

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Ms. Parker had her students leading their own learning s they learned about an asisgned weather instrument on a DE video. They then collaborated the write down the instrument's name, use and picture. After, she used SOS Jigsaw to have the students share their learning with each other on collaborative posters. Ms. Parker finished off her lesson with SOS Gallery Walk.

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K-2 - Foo - 11/22 - Building a Thanksgiving Table

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K-2 - Foo - 11/22 - Building a Thanksgiving Table

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In Ms. Foo's class, students did an interdisciplinary STEAM lesson, where students chose Thanksgiving foods from local grocery store pamphlets to put on their "table" and then built the table itself, using the engineering design process!

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Ms. Brice's first graders used  QR codes and clues to complete a Thanksgiving themed puzzle.  Each time they completed a standards-based task, they received a puzzle piece and a new task to complete.  The skills practiced were silent E, vowel teams, addition (3 numbers, missing addend), snap words. Students were engaged in collaborating to complete their Turkey Breakout!

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3-5 - Thompson - 11/22 - Google Earth Addresses

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3-5 - Thompson - 11/22 - Google Earth Addresses

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Ms. Thompson's class was learning about their addresses, so they explored on google Earth to see the view of their home as well as important places, like the school and their favorite park!

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4th - Russell - 11/22 - Building Tee Pees and Running Laps

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4th - Russell - 11/22 - Building Tee Pees and Running Laps

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Students collaborated and communicated to design and build a teepee using only cups.  First, the students discussed with the team to make the design.  Then the students ran laps and got a cup for each lap to build tee-pee.
Then she gave them a chance to re-design their tee pee on paper and then rebuild so it comes together at the top to protect the Native Americans from various aspects (including weather and invaders).  At the end, they reflected on their designs and the subsequent teamwork.  Ms. Russell highlighted that the winning group didn't win because they were smarter, they won because they worked together.

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2nd - White - 11/20 - SOS Make It Concrete Native Americans

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2nd - White - 11/20 - SOS Make It Concrete Native Americans

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Ms. White's students were learning about the Woodlands Tribes from a DE video and then showed their knowledge creatively using SOS Strategy Make It Concrete.

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2nd - White - 11/15 - Thanksgiving Planning and Reflection

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2nd - White - 11/15 - Thanksgiving Planning and Reflection

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Ms. White has her students planning a Thanksgiving meal and then reflected on their teamwork ability during that lesson.

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5th - Edge - 11/20 - States of Matter SOS XO Let's Go

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5th - Edge - 11/20 - States of Matter SOS XO Let's Go

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Ms. Edge had her students leading their own learning by watching a DE video on states of matter and then had her students process the information they learned with SOS XO Let's Go. After, they showed their knowledge on post-its and then collaboratively and kinesthetically discovered how to show the molecules in a solid, liquid and gas.

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4th - Parker - 11/20 - "Refining" Cloud Types

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4th - Parker - 11/20 - "Refining" Cloud Types

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Ms. Parker had her students experienced productive struggle by creating a chart of different cloud types using knowledge from previous lessons. After, they were able to refine their work with a marker using the information from the textbook. They learned a valuable lesson about valuing making mistakes and learning from them!

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Action Planning - First Follower

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Growing Capacity Action Plan

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K - McManus - 11/15 - Number Bonds and Planning a Thanksgiving Dinner

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K - McManus - 11/15 - Number Bonds and Planning a Thanksgiving Dinner

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Students practiced making number bonds for the number 7 by  planning  who would sit at different tables, imagining there were 7 guests coming to their house for Thanksgiving.

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1st - Bailey - 11/18 - Adding Multiple Digits Collaboratively

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1st - Bailey - 11/18 - Adding Multiple Digits Collaboratively

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Ms. Bailey had her students creating a mystery number game, where they added 3 numbers and covered the answer so other students can solve it and guess the answer before checking themselves!

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K - McCallum - 11/18 - Maccy's Day Parade Route with Magnets

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K - McCallum - 11/18 - Maccy's Day Parade Route with Magnets

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Ms. McCallum read "Balloons Over Broadway" and then had her students create a route for a float on Macy's Day Parade. They used a magnet to trace the route, and explored magnetic push and pull while creating their route collaboratively on grid paper.

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3rd - Bartlett - 11/18 - Ozobots and Literacy

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3rd - Bartlett - 11/18 - Ozobots and Literacy

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After Ms. Bartlett read "The Great Turkey Race", she had students create their own "Turkeybot Race" with Ozobots!  For today's lesson, students were all engaged in teaching themselves how to operate the ozobot, after watching a brief basic tutorial on how to code them.  Even the most hesitant learners were immersed in teaching themselves how to make the little bots go!  Here is the Ozobot lesson in full:
https://docs.google.com/presentation/d/1mgp52lRxEzzKguRAZDmm2XwqG0VdzVTLWa-Su1rVqXA/edit#slide=id.p

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K-5 Media - Rogers - 11/18 - Saving Humpty Dumpty STEM Connect

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K-5 Media - Rogers - 11/18 - Saving Humpty Dumpty STEM Connect

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Ms. Rogers engaged students with the book "After the Fall", where Humpty Dumpty deals with the aftermath after he falls off the wall. After, students brainstormed and designed a safe landing for Humpty Dumpty using the STEM Connect unit "Saving Humpty Dumpty" and then reflected on their own creativity. What a great unit!

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5th  Sheffield - 11/15 - SOS JigSaw on Google Docs

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5th  Sheffield - 11/15 - SOS JigSaw on Google Docs

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Ms. Sheffield had her students tecahing each other about states of matter using SOS Jigsaw.  She used this template to have students share the information that gathered in homogeneous groups.
https://docs.google.com/document/u/1/d/1keBpyd0SqMhmjEqXBlHNF4ZVOxqyXSi0bHkLPhScaM8/copy

https://docs.google.com/document/u/1/d/1Nryp7nIFQEhu1_PVkkbRs9BBEwEO3cu1GgjG3pe4jhU/copy

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5th  Sheffield - SOS JigSaw on Google Docs

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5th  Sheffield - SOS JigSaw on Google Docs

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Ms. Sheffield had her students tecahing each other about states of matter using SOS Jigsaw.  She used this template to have students share the information that gathered in homogeneous groups.
https://docs.google.com/document/u/1/d/1keBpyd0SqMhmjEqXBlHNF4ZVOxqyXSi0bHkLPhScaM8/copy