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Pebble Go allowed us to use a reliable source with true information. It was straightforward and had good information that was useful for our project. Excited to explore it more.

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By creating the sun catcher flowers we were conducting an experiment on how light shines through tissue paper. In this experiment we saw that light shines through light colored tissue paper and less layers of tissue paper better than darker paper and thinker layers of paper.

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PebbleGo seems like a great resource that is interactive and exciting for students to use. I am excited to work with it further to Learn more about it.

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We learned how to do research with PebbleGo.

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I noticed that the more layers we added, the more opaque the flower got. I also noticed that the darker colors were less transparent.

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We used websites to research local and nonlocal weather during the same time of the year. Our group then had to decide how we would present this information to the rest of the class in a draft. From this information we had to make a claim about how activities in these to location differed.

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In the research project, we used our critical thinking skills to analyze 2 different climates and weather patterns. We took that information and created a graph, chart and presented our findings.

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We collected data from two different areas & used the data to compare using key vocabulary to investigate different areas. We looked at food, jobs, recreation, climate, weather, crops, etc. it was a great way to explore and analyze and compare our data

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Using websites to research information on weather in our area and others. Analyzing that data to create a graph and a small presentation to share with the class.

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We researched and presented research regarding weather and climate of two geographic areas, comparing data and information.

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We used critical thinking to consider how weather impacts the food and activities people in different places do and enjoy. Then we thought critically to compare those ideas.

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In tonight's class we did a project on climate and weather. During this lesson we had to use critical thinking about our own area, and had to use databases to inquire about the weather in a different locations. We then put our data together and present our findings to our classmates. We could use this to solve problems about our weather and climate.

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Todays lesson was very helpful in identifying important and reliable sources of information when collecting data about the weather. We had the opportunity to look at different websites to get the most accurate information.

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Lisa Bruckey
We researched on multiple websites and collected data across the board for our two locations. We were able to use the data to compare both locations and then present the comparison to the class.

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We shared our presentations in front of the class so we could all learn and compare all the data we collected.

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We explored and collected data about the weather and climate to compare them between Hagerstown and another place in the world. We also researched about how the weather and climate affects the life in those places.

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By using poster board and hanging them up in the room for others to view whenever they want to. It is good to keep them up through a unit instead of just showing them for only a short time.

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We researched two different parts of the world and then recorded our research on a piece of chart paper. We compared and contrasted the two different parts of the worlds. We then presented our evidence to the class and showed them ways the different parts of the world were different.

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We explored different reliable weather sources to explore and compare the climates of two different areas (Hagerstown versus Honolulu).

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We used critical thinking to compare two different areas. We were able to model how we perceived our data and put it on a poster.

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Students can utilize online learning resources, like Pebble Go and Epic, to learn in an interactive way. Tonight, the class was able to learn about habitats, then incorporate what was learned into habitat examples. The class was able to share what they learned, and also created a positive class culture after doing a gallery walk.

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We were able to research our ecosystem on Pebble Go and then make an ecosystem off the information we collected. This was a great way to incorporate group work and research into the classroom.

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By performing the activity we were able to use our collected data on our ecosystem comprised in a project box. We could reflect our old and new knowledge of these systems. We also were able to review others boxes and investigate new knowledge through visual representation.

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Students can use resources like Pebble Go and Epic Books to research science subjects and create a piece of art so display their understanding. Also, the group share with a Gallery Walk can help students boost their understanding and confidence.

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Using PeppleGo to collect data. Use the information gathered and analyze that information to create the project and complete the gallery walk.

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Look at multiple resources to see which ones have different ways to navigate.

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After researching different habitats each of us or group built a sample of our habitat to show what we have learned. This is a great hands on activity to check understanding. We were also able to share with each other and learn from each other.

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We selected and evaluated the information we got from peddlego and used it to make our models.

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We walked around and checked out each others work. We then complimented each other on our work.

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We used and explored Pebble Go and other reliable sources of information in order to learn about habitats.

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Using pebble go to find information from sources to gather a better understanding for what the characteristics of a habitat are so that when we had to go and build a habitat of our own we knew what to put in it from our reliable resource of pebble go.

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We researched different habitats with visuals, videos, and reading. We learned to create our own habitats.

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We went through resources today that could be beneficial. We then used one of the resources, PebbleGo, in order to create our habitat.

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after doing the activity, we would complete the venn diagram. the purpose of this being to collect and analyze the data by comparing 2-3 different ecosystems. this is a great tool for organization for students

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We researched a habitat of our choosing and utilized our creative skills to replicate/make our habitat based off the research we did!

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Having the students complete a hands on activity like the tissue paper flower, if a great way to communicate the students' thinking and results of transparent materials. It is engaging, it helps the students explore and it assist the teacher with evaluating the student's understanding

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The light lesson brings in all kinds of real world issues. In the lesson students learn the value of having a material that is transparent "see through". The images of buildings, and the car without windows was very impactful! I think it will really make students think about how much light effects us daily.

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Evaluating the information of a material that is so common as glass can help the students recognize the scientific elements of the lesson in the real world. They interact with glass everyday so they are comfortable with that information when challenging a real world issue. I would take this lesson further and talk about how other materials are translucent, like plastic, and how that materials change our environment.

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We watched an informative video on how glass is made, the history, and how people used glass through mica before the original invention. We then went over key words such as opaque, transparent, and translucent when describing objects/items.

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I loved making the concept of our lesson come to life as we had the opporunity to explore and analyze individually and as a group through the 5 objects we brought in and the stainglass art. Allowing students to demonstrate what they learned first hand is an exciting way to teach and learn science!

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I loved how today we used the tissue paper to create stained glass and to explain differences in light such as opaque, translucent, and transparent. I believe that allowing us (the students) to do that, it created an exciting experience where we got to take deeper dives into the topic, making it feel more relevant and thus authentic.

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We used critical thinking skills to sort the objects our group had. We talked about the different properties that the objects had and why they would be designed that way.

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Using the website that you used was interesting because it talked about all three, gave examples of each, and went into details about some. The sand for example may students might look at sand and think no way that’s glass but it showed the real world transition making students incorporate those ideas into what comes next.

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When we looked at our objects we brought in to segment which ones were see through, half way, or not at all.

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We used critical thinking to group our objects from home into categories of opaque, transparent, and translucent. We were able to use problem solving on items that could be in more than one category or that we need more clarification on.

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Students used their critical thinking skills when identifying objects as translucent, transparent, or opaque. They were able to give their reasoning for the way they categorized and were able to discuss it with the teacher.

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Students were asked to demonstrate an example of each vocab world and be able to explain. They also explained why they put each object in see through, kinda see through, and not see through.

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We took the objects that we brought from home and sorted them into three different categories, which was essentially collecting data and then analyzing why we put each item in the category that we did.

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Students were given time to discuss what the different vocabulary words are and how they relate to the activity.
Lisa Bruckey

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The sorting of the small items involved critical thinking and questioning to decide what was transparent, what was translucent, and what was opaque.

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We used the tissue paper to place it down on the paper to determine examples of the vocab words Opaque, Transparent, and Translucent.

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We watched a video to show how important glass and the mode of transparency is & we discussed key vocabulary we see every day in our lives

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Use matching in order to identify which learners are on task, ahead in thinking, or not there yet.

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Students were able to share their thought and processes with the group on their experience and ideas of the five senses.

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Students use matching activities to test their knowledge on the subject and collect info on the correct and incorrect answers

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The students were asked about task they would or could have performed in their life.  They can relate each task to everyday life. They will be able to discuss the use of multiple senses for the same task.

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Students were able to draw what they experienced with their five senses. When sharing they can explain how they used their senses to experience what they drew.

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In our groups we identified different things based on our senses and gave reasoning as to why

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We had students work together in groups identify their senses in different settings and experiences. We then we had them build off those ideas as a class to help each other learn more.

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-taste/ can not taste animals on the farm
- some kids have sensory problems and may feel things diffrently at the beach
- when filling out acessments, younger grades or students with iep's may benefit from imagery bassed assesments

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We came up with what we used our senses for with the prompts given and discussed them as a whole class providing feedback and other suggestions.

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Students explained and/or discussed how they came to their conclusions based on experiences/prior knowledge/etc.

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Using all of our five senses in the real world at all times. Seeing different perspectives of each of the five senses through each persons prior knowledge.

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We worked in groups to brainstorm ideas for each sense and our classmates helped to add to our lists.

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Creating ideas and changing our thinking to how a kindergartener would interpret the world or react to certain senses.

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Students can decide whether certain ideas corresponded with our assigned sense, and share their thoughts with their group and classmates.

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Students think and share their experience with that sense (see, feel, smell, taste, hear) and relate it to the riddle/statement

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Speaking and sharing the information that was created in the riddle while explaining the reasoning behind our drawings.

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We talked about how we use senses in the real world at all times. We also made sense of how you can use more than one sense at a time.

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Talking about how we use our senses everywhere we go & how they can work at the same time