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Mrs. Crady made a Studio board and did SOS Stand Up Hands Up Pair Up to have students collaborate to create compound words. Then she had them complete a Studio board to practice creating compound words and checking their own answers.

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Ms. Estes' student teacher will use SOS See Think Wonder to introduce firsthand and secondhand accounts. She is using scenes from 9/11 to exemplify this concept.

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Students discovered friction through a hands on activity.

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Students are creating a contraption to protect a dropping egg, just like we have to protect astronauts we send them out into space.

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Students collaborated and comminuted to figure out the theme of short stories.

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Students watched videos about Veterans Day and then debriefed what they learned using SOS Placemat.

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Walters - SOS Stand Up Hands Up Pair Up with a DE Vook

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Walters - SOS Stand Up Hands Up Pair Up with a DE Vook

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Students watched a Vook from
DE then communicated about what they learned with Stand Up Hands Up Pair Up.

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Students collaborating to communicate evidence and reasoning for their scientific claims.

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Students wrote down their memories and mapped out the experience according to  their 5 senses.

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Students watched a video about how our 4 senses and then engaged in SOS Blurt Out.

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Students were hypothesizing how different animals use their senses.

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Ms. Densen created a Studio board that had students leading their own learning and discovering the relationship between energy and sound. The independently were asking to losten to sounds, create their own categories and sort different sounds according to pitch and volume.

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Students found the main idea of a story using SOS Strategy 6 word story.

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Schreiner- SOS Placemat with Division Super Heroes

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Schreiner- SOS Placemat with Division Super Heroes

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Students collaborated to creatively invent a new superheroes that represents a part of a dividing problem. They shared in front of the class.

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Thurman - Life Cycle Interactive and kinesthetic learning 

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Thurman - Life Cycle Interactive and kinesthetic learning 

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Students were engaged in learning about life cycle of a chicken and then showed their knowledge while collaborating in groups to show the different stages with their bodies.

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Denson - Student led learning - Nonrenewable and Renewable Resources

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Denson - Student led learning - Nonrenewable and Renewable Resources

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Student continued their learning during this lesson on renewable and nonrewable resources. They showed their learning using the SOS Strategy 3-2-1 Pyramid. They continued to learn in a student led way on their Studio Board, ending with an interactive.

https://studio.discoveryeducation.com/view?id=6ca805de-2a99-44b4-b729-b556ae65d8fa&page_id=937f09d2-33e6-4953-ad69-70068a901146

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Ms. Smith intentionally taught students communication skills (speaking and listening) while having them collaborate on planning out their new writing.

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Students are collaborating to create a billboard advertising a chosen colony, enticing new colonists to move there.

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Ms. Ruth engaged students in building background knowledge and curiosity about holidays around the world with SOS Visual Walkabout. They then got to investigate the holidays on a Studio board.

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SOS Four Corners - Internet Safety - Walters/Ruth

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SOS Four Corners - Internet Safety - Walters/Ruth

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Students communicated their opinions about physical and internet safety by walking to various corners resources responding to statements. The corners were labeled safe, very safe, unsafe, very unsafe.

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Ms. Schreiner has students communicating and critically thinking as they answered literacy questions with DE Ask Live Quiz!

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Students used tweers to imitate beaks as they built a nest for an egg, just as a bird would.

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Musselman- Rock Cycle with Studio and Starbursts

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Musselman- Rock Cycle with Studio and Starbursts

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Ms. Musselman was teaching the rock cycle (on day 2). Students were documenting what they learned yesterday, l earning something new with a video on Studio and then filling out SOS Flip Flop: "I used to think ___ and now I think ___."

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Student collaborated by alternating step by step to solve two digit multiplication problems. They helped each other assess each step as they solves together by communicating respectfully.

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Smith - First & Second Hand Accounts Scavenger Hunt

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Smith - First & Second Hand Accounts Scavenger Hunt

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Students were challenged to skim a variety of resources about extreme weather to identify the first and second hand accounts. They then shared their findings in the SOS Conga Line. They had the opportunity to agree and disagree with each other.

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Denson - Collaborative Feedback for Interdisciplinary RACE

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Denson - Collaborative Feedback for Interdisciplinary RACE

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Students revised their own RACE writing from yesterday. Students were writing about what they have been learning in Science. Then they shared in SOS Conga Line 2 things their partner did well and 1 thing they needed to improve.

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Students wrote their introduction for their RACE prompt and communicated feedback to each other for each piece of the introduction.

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Barber - Interactive Declaration of Independence Break Up Letter

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Barber - Interactive Declaration of Independence Break Up Letter

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Students analyzed a political cartoon about the Declaration of Independence. They then collaborated and communicated by writing a break up letter to King George III from the colonists, After, they "squared up" with another pair and shared their letters with each other, highlighted similar reasons the colonists stated they wanted to break up.

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Gentry - Interactive Declaration of Independence Break Up Letter

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Gentry - Interactive Declaration of Independence Break Up Letter

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Students analyzed a political cartoon about the Declaration of Independence. They then collaborated and communicated by writing a break up letter to King George III from the colonists, After, they "squared up" with another pair and shared their letters with each other, highlighted similar reasons the colonists stated they wanted to break up.

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Ms. Ruth was reviewing division skills before she starts teaching it next week, so she created an independent division review Studio board for students to complete in centers. Here is the board: https://clever.discoveryeducation.com/learn/signin?next=https%3A%2F%2Fstudio.discoveryeducation.com%2Fview%3Fid%3Dc4e6783f-30f7-4e88-a820-2914454c2107

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Students collaborated to draw a picture of an assigned vocabulary words. Then the pictures were displayed and the students rotated to guess the word from each picture.

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Students experimented by building their own snap circuits, using electricity to turn on a light, make a fan go or make a song.

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Estes - Table Top Texting from Different Perspectives

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Estes - Table Top Texting from Different Perspectives

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Today we did our own version of Tabletop Texting (Paper Chat) in class. First, students began by reading their text. Next, students broke off into pairs. One student pretended to be a character in the story (Tia or Merci) and one pretended to be a friend. The two then texted (tabletop style) back and forth about what had happened in the story.  When the time was up, the students shared their text messages with their whole table. The tables then discussed how the text messages between Tia and her friend were different than the text messages between Merci and her friend. This then led to a discussion on points of view/ perspectives in text and in life.

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Smith - Point of View with Picture books

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Smith - Point of View with Picture books

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Ms. Walters had students learning about meteorologists with a DE video of Sid the Science Kid. They communicated their learning with Stand Up Hands Up Pair Up.

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Barber - 3 branches of government - See Run Do

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Barber - 3 branches of government - See Run Do

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5th graders were communicating and collaborating to match vocabulary for the 3 branches of government with See Run Do.

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They’re working on a colony research project  and are loving it!

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Ruth - Studio STEM careers and 321 Pyramid

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Ruth - Studio STEM careers and 321 Pyramid

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Ms. Ruth had students leading their own learning about a STEM career related to their current standards about weathering and erosions. Student independently navigated Studio, watched videos and expressed their new learnings and why it is important on the SOS 321 Pyramid graphic organizer.

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Students were on code.org practicing the foundational skills of coding.

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Musselman - Figurative Language See Run Do

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Musselman - Figurative Language See Run Do

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Students practiced their figurative language vocabulary with See Run Do. They debriefed using DE's Ask Live Quiz.

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Students were tasked with communicating and collaborating to create an open sorry with different sentences.