Emily is preparing to launch the cotton ball off her catapult. She will compare it to how far the plastic ball goes.
Addition with Regrouping
Community Systems The concept of community appears in almost every aspect of the world. It refers to neighborhoods and cities created by people. In this unit, we look at many human communities to identify differences and similarities. We compare communities from thousands of years ago to those we know today.
Our BIG IDEA is that a community is a group of living and non-living things sharing a common purpose or space.
Our Enduring Understandings are: communities are systems made up of the people, animals, and plants that live in them, there are human and natural communities and they are interconnected, every system depends on others.
Our Essential Questions are:
What makes a sustainable community?
Who lives in our human and natural communities?
Does where you live affect how you live?
One of our ongoing projects has been creating individual timeline pieces in the form of a “Community Systems” book. Inside, we compare NOW and THEN and explore how communities change over time. As a group, we create a visual timeline with watercolor paintings and written captions. We also look at our “place in space” and create a group concentric visual that ranges from our Riverview Charter School community all of the way to Our Solar System.
Our field trips this unit included a visit to Honey Horn Plantation on Hilton Head Island to the Coastal Discovery Museum. There, we learned how Native American “Indians” lived here before Europeans arrived thousands of years ago. We made pinch pots and used shells, acorns and feathers to decorate the clay. We learned how colonial South Carolinians lived soon after arriving to America and made headache bags using local herbs and spices and played typical games of colonial children.
We also took a trip to the Beaufort Performing Arts Center where we saw a performance by Aunt Pearlie Sue and the Gullah Kinfolk. It gave us an idea of how the African American slaves might have lived around the time of the Civil War.
In writing, we have focused on Informational Text. As inspiration, we created catapults from plastic spoons and rulers. Then, as scientists, we tested different balls to see which would travel the farthest after being thrown by the catapult. We were tasked to write steps and procedures that were precise and detailed.
In guided reading, we are reading many non-fiction books. This exposure as readers helps us as writers. Indexes, glossaries and tables of contents are all features that we are becoming familiar with using. We now should understand how diagrams and bold text help us as readers to understand topics more clearly.
In mathematics, place value has been on the scene. In second grade, students should understand what the position of digits signifies in numbers. In 783, 7 is worth 7 hundreds, 8 is worth 8 tens and 3 is worth 3 ones. By using rods and units, we were able to see how much each number is visually.
Now, we are moving away from the concrete (actually having a stick with 10 to show 10 and a one unit cube to show one) to tiles that have the number 10 or the number 1. We are moving from “concrete” to “representational” to “abstract”. The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning.
Kate is adding and regrouping with place value tiles.