Yellowstone National Park

Now is the perfect time to visit Yellowstone National Park.  It is filled with wildlife viewing opportunities and the landscape is, at times, like visiting another planet.  Here are a few photos, some were shot from the safety of our car. The first one is of Bison (also known as Buffalo).

This next photo was taken from the deck above the Old Faithful Lodge. It was taken when the geyser was erupting during early afternoon. The geyser eruption lasts for about 30 - 60 seconds.  The wait time between is about an hour and fifteen minutes.

This photo of a Bull Elk was also taken from my car window.  There were several females in the surrounding area, but they were spread out to wide for my measly phone to capture. I liked it when the birds flew around him and one landed on his antlers.

Enrichment with Ms. K - Week Three

Day One:

Today's focus was homework review and analysis, with a brainstorming session for making a snappy title.  Some students had math homework, but they needed very little assistance.  A fifth grader was preparing for a test so once eveyone completed their HW, we collaborated to help her study for her test.  In general, we quizzed her on using decimals to the thousandths place.  We also reviewed the metric system and converting centimeters to meters, meters to kilometers, kilograms to grams, and milliliters to liters. After that, we discussed the meaning of foreshadowing in literature.  Finally, we brainstormed a title for an essay about the 9/11 tragedy... Serious Lack of Kindness. 

Day Two:

There was a focus on Marh and Science.  Because the Science experiment involved money, I used this opportunity to review decimals to the hundredths place.  We had approximately $14.32 in change ($6.00 in quarters, $6.00 in dimes, $1.80 nickels, $0.52 in pennies). The students were asked to count and write out the amounts in dollars, in hundredths, and to round to tenths.  They were also asked to tell what they would purchase if they had that amount to spend. 

The Science experiment was one that demonstrated water surface tension.  First we filled an ordinary glass of water to the brim. Next, we carefully dropped dimes into the water, one at a time, to try to see how many coins it would take for the water to drip over the side of the glass.  Everyone underestimated the amount of coins it would take.  In he end, it took all $6.00 (or 60) dimes, and 14 pennies.  Here is a photo of the experiment.

Enrichment with Ms. K - Week Two

Please note: Monday was a day off from school because of the Labor Day holiday, so Writing enrichment was presented on Wednesday (Day Three).

Day Two

This was the first day back to school after a 3 day weekend. It was also the second week of school, so the students needed to focus the entire period on doing homework. 

Day Three

The writing prompt was to tell about a time when you or someone you know was bullied. There was a focus on great beginnings and titles today. The technique for the beginning of the writing piece was to use the "lights, camera, action" method.  A discussion about the difference between people being mean, rude, or downright bullies was discussed. Next we brainstormed ideas about potential topics.  Each student was then given about 15-20 minutes to do a "quick write" about their topic. Afterwards, we shared our writing, and brainstormed ideas about adding a snappy title. My title was, Cruella de Rude.  Other titles were, The Unfair Foursquare, Basketball Bullies, and The Terrible Tormenter. 

Day Four

The assignment for Engineering and Design was to create a 3D object prototype. The final goal was to create a poster we can hang on the wall that tells how the prototype was created. Parameters were that we may only use materials that were here in the classroom.  We brainstormed what to create, and researched possible outcomes. Here is a photo of one of the completed objects.

After School Enrichment with Ms. K - My Reaction Piece

I wrote this piece when I instructed a mini-lesson about good beginnings and endings.  More information about the lesson is discussed in Enrichment with Ms. K - Week One.

Just Say No

by Ms. K

I mouthed the word, help, to the woman standing at the counter of the grocery store.  The man who had followed me inside finally let go of my arm.  Relief flooded through by body as the urge to run away began to build.  

"Is he harassing you?" the woman asked.

"Kinda." I said, as the man began to walk away.  "Yes!  I'm afraid."

"Do you want me to call security?" 

"Please." I answered. "He asked me for a hug, and then he wouldn't let go of me."

The next thing I knew a security officer was following the man down the isle toward the back of the store. It was at this moment that I decided to flee. The flight response had kicked in fully, and I ran out the double doors and across the street, choosing a dress shop in which to hide.  Once inside, the kind saleswoman listened to what had happened and immediately called "hospitality."  I wasn't sure what that meant, but I watched the man come out of the store, followed by the security officer.

I watched him cross the street and sit on a motorcycle.  Then he ducked into an alley.  I never saw him again after that.  I waited inside the dress shop until I felt sure he was gone.  I don't know where he went or what happened to him.  It wasn't until the doors were locked inside my car that I noticed the street was now swarming with police cars.  One of them escorted me out of the area. For awhile, the pungent scent of his body and the smell of alcohol on his breath seemed to linger everywhere.  It took two or three days before I felt free of it.

Enrichment with Ms. K - Week One

Day One:

We discussed each of the students' schedules, curriculum requirements, and challenges at their school(s). Using the students' assignment planners as a starting point, a couple of lessons were presented: tips and tricks about how to use a combination lock, and a writing assignment that required the students to produce a piece about a time when they had a profound reaction to something that happened to them.  The reaction could have been positive or negative, but the event had to cause them to have to respond in some way.  The students were given 15 minutes to produce their piece, and then we shared/critiqued our stories.  There was an emphasis on creating a great beginning and ending.  Three techniques were presented for beginnings: a noisy word (anomatopia), a question, or a descriptive sentence, sometimes called, "Lights, camera, action." Ending techniques were: a dream, hope, wish, and/or a sentence that describes a moral or what was learned.  Students were then given time to finish any uncomplicated homework in small groups, such as math or computer time, with instructional assistance.

Day Two:

Science was the focus. The students tested a hypothesis using the scientific method using the following model:

Ask a question

Do background research

Construct a hypothesis

Test your hypothesis by doing an experiment

Analyze your data and draw a conclusion

Report your results

The science of physics was discussed and students brainstormed a working definition of physics.  The following assignment was posed:

Using one pink pearl eraser and one unsharpened pencil, form an experiment that produces movement but without physically touching either object.  The other parameter that was presented was that the movement must produce a similar or same outcome every time.  The students were given time to work following the scientific method, designing their testable experiment, writing up a report about their findings, and then presenting their findings to their peers.  Students used a personal journal that was provided by the after school center.  This journal will be theirs to keep as a record of their learning once it is completed.  Personal journaling will be used throughout the year for this purpose.

Day Three

Today's focus was Ancient Civilizations. Students watched a video about Mesopotamia and learned that it was also known as The Ferrile Crescent. We discussed various parts of geography that included both the ancient period as well as how the area is considered modern Iraq.  Students created the following vocabulary list:

Nomads

Civilization

Archaeologist

The Fertile Crescent

River

Sumerian

Babylonians

They also created a list of the Ancient Civilizations from Mesopotamia

Sumerians

Babylonians

Amorites

Lassiter

Hittites

Assyrians

Finally, they generated a list of "burning questions."  These are questions that promoted further thinking about what they learned.

Day Four

Today's focus was Enjineering and Design.  Students researched and created a working model for the Emjineering and Design Process.  The following list was generated:

Define the problem

Do background research

Specify requirements

Brainstorm, evaluate, and choose a solution

Develope prototype or solution

Test the design

Determine if the prototype or design met requirements or needs improvelment

Communicate results

Using our model, the students created their own tangram puzzle and made shapes for the puzzle tone solved.