Adaptations
9/21/2019
Third graders have been busy exploring the driving question “How do we protect the endangered species in our area?” Before we could take action, we first needed to research about these endangered species. Students explored these species by doing various activities to learn more about a few endangered species in Alaska. After learning about animal adaptations, they made connections on sticky notes concerning how adaptations allow each endangered animal to exist in its environment. Though PBL units usually focus primarily on a science or social studies concept, students are learning countless skills in other areas along the way. For example, while they are reading for information on an online article, they are learning how to navigate a website by looking at the headings and captions, scrolling down with two fingers, and avoiding that really enticing lego advertisement on the side. :) As we were looking at a sea turtle article, a student made a connection that the nonfiction article sounded like a “news reporter” and not a “storyteller” (something we have been learning in our narrative writing unit). We often write reflections of our learning together, reinforcing how to write a topic sentence, details, and a concluding sentence. When kids used a tape measure to measure out a beluga on the floor, they needed to figure out how many inches were in foot to be accurate. For me, teaching in this interdisciplinary way allows my students to learn in an authentic and more meaningful way.
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Jessica GrahamMs. Graham graduated from the University of Alabama with a BS in Early Childhood/Elementary Education, and is currently working on her master's in reading. She enjoys hiking, traveling, arts & crafts, and playing the ukulele. Archives
April 2021
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