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I found this on the Streaming Plus area for Literacy. It goes really well with our Unit 5 standards. I purchased the book 'Cactus Soup' on Amazon and allowed the students to choose which stone soup book that they wanted to compare it to. This graphic organizer was great! There were also several videos as well that went along with this.

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I gave my students all the pieces for this activity. The students had to place the pieces in the correct order.

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After learning about the causes and effects of the civil war and important events, people, and ideas, students were able to create a presentation that showcased their research. Students used Streaming Plus to locate images, audio, text, and video that supported their learning and research.

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https://app.discoveryeducation.com/builders/boards/assetGuid/72DD965E-CA39-7938-BB2B-A493D43842BA

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https://app.discoveryeducation.com/builders/boards/assetGuid/72D54CB6-F42E-1406-C5D1-ECBF7149B842/#mode=preview

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After learning about the order of operations, student went to different "operating rooms" (stations) to practice their skills. Several stations were straight "operations" (task cards), but other stations had them finding the error in another's surgeon operation (justification), watching an info. video about surgeons and their profession, and lastly a song station.

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https://app.discoveryeducation.com/builders/boards?assetGuid=8465EDA6-FB5F-EC9D-DB13-A5F12F2452B6&includeHeader=true&layout=default

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https://app.discoveryeducation.com/builders/boards?assetGuid=82EF2527-9C0D-20CA-E54F-A383C891D8A0&includeHeader=true&layout=default

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Spotlight Strategy:  Collaboration - Answer Garden.

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Spotlight Strategy:  Collaboration - Answer Garden.

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Students were comparing and contrasting characters from the whole group novel they were reading.  They used Answer Garden and worked in small groups to enter as many character traits as they could.  The groups were also given a thesaurus to help them generate synonyms.   They class really enjoyed seeing their Answer Garden grow with all the words they knew. We printed out all their responses and they were able to use them when they had to write their compare and contrast essays.

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After studying forces and interactions, students were posed a problem to create a race track that pushes a Hot Wheels car the farthest distance off the track.

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This was an introduction activity with a purpose for students to experience how animals use shelter and defenses to survive. We also introduced the idea of "variables." The following variables were used
- standard predator vs. prey
- frogs/snakes with a defense mechanism of venom was introduced
- camouflage was introduced

Before each round, or change of variable, students were asked to predict how many predators and prey would survive and  then record what actually happened.

Students filled out the investigation sheets that required them to think about what they learned and to analyze the effect of shelter and defense on the predator vs. prey relationship.

https://app.discoveryeducation.com/player/view/assetguid/f2ad6d82-54d3-41f2-bcd1-b3008e33b868

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1. Before this STEM activity students did the following:

-   We read the book ‘Rosie Revere Engineer’ and discussed what it means to be an engineer.    -   We talked about ways that kids can be engineers.

The next day, students watched 2 video clips from Discovery Ed from the ‘How it’s Made’ series.  We watched the video clips on how to make chains and crayons.  I played each clips once all the way through using Silence is Golden, and then we watched them again with the words.

Chains: https://app.discoveryeducation.com/player/view/assetGuid/2268c351-3da3-48e2-abe4-20a01f8d90ad

Crayons: https://app.discoveryeducation.com/player/view/assetGuid/b045c286-05d6-46ca-afa3-a14504f90ac0

Students had to record different materials they saw being used while making these items.

2. Kristina and I then planned a lesson for the students to actually be engineers.  The students were shown foil, wax paper, and computer paper.  They were then asked what they could do with each of the items.

The students then were asked to decide, with their group, which item would be the best to build a tower out of.  After the students came to the conclusion of foil, they were then able to plan (5minutes) different scenarios with their groups on how to build the tower.  Students drew models on their papers.

Then the students were given a roll of foil and 7 minutes to construct the tallest tower, that would stay standing without anything holding it up.

3. At the end, we discussed as a group why some towers stood and some fell.  One child pointed out that you had to have a large base for the tour to stand tall.

Students then had the opportunity to reflect on their work and come up with ideas to make their tower better.

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Spotlight Strategy: Silence is GoldenUnit 2: Forces and Interactions   

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Spotlight Strategy: Silence is GoldenUnit 2: Forces and Interactions   

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I showed the a video segment about force from Discovery Ed called Moving Things (The original video is 10 minutes but I typed in Push and Pull and a clip came up called Force that was just over a minute).

1. The students watched the video without the audio.   At different points I stopped the video (example: after the door pushed shut, the carrot pulled out of the ground, cupboard pulled open) and had the students share with a partner what they were seeing.  Some shared out loud. The students were asked to draw a picture of what they had seen happen in the video each time they were finished sharing with a partner.

2.  We watched the video a second time. Before watching the video I asked the students to think about what the video is demonstrating (showing/telling us). With some prompting and guidance (Reminding them to think about what we have been learning in science, reminded them about the lesson hitting the car) the students recalled the vocabulary push and pull.

3. We watched the video again and paused at the same spots as before. The students shared with the partner what the video demonstrated using our vocabulary terms.  The students were then asked to label their pictures with the vocabulary word describing what happened.

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Science - Lesson on Ecosystems (Introduction lesson)

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Science - Lesson on Ecosystems (Introduction lesson)

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At the beginning of the unit on Ecosystems, my class was introduced using stations. The stations included 2 SOS strategies - Tweet, Tweet (Station 3), Silence is Golden (Station 5).

Time: 3- 30 minute blocks of Science
Day 1- introduction to stations (procedures, dividing into groups, etc) + 2 rotations
Day 2- 3 rotations
Day 3 - station reflection

The board I used had all the instructions for the students as well as any links, articles, etc that they needed. It is shared in the District Content for 5th grade on DE. https://google.discoveryeducation.com/player/view/assetGuid/907C46F3-F14A-48CF-8DE0-42E91A6934B8

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Kerr and Fox: Renaissance Dome Engineering Lesson

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Kerr and Fox: Renaissance Dome Engineering Lesson

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Students were engaged and using the 4C's throughout the lesson!

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Kerr and Fox: Renaissance Dome Engineering Lesson

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Kerr and Fox: Renaissance Dome Engineering Lesson

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Lesson instructions located at the following link for our Board:
https://app.discoveryeducation.com/builders/boards/assetGuid/C9D72381-F261-4D5F-954D-325D6013222E

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Artifacts: Please provide at least 1 artifact after each of the PD training sessions over the course of the year--more is even better!

Include the context and explanation of each artifact.

Examples of Artifacts: 1.https://docs.google.com/document/d/1YrrykBVK3AqSjwp9-zLBD7t3xvNzrU-ui47kASRPkCI/edit?usp=sharing 2.padlet.com/kristinaspencer/GRIGGS (Read about their SHINE Academy, and click on the links to the other two Padlets they've included.)

Artifact Description and Expectations https://docs.google.com/document/d/1uRVd3LLGDiB1K5SrHv0rHPR7X7u619IwAX9zJI9I1MU/edit?usp=sharing