Science in the Field
9/28/2019
Science is often a favorite subject for students: it is, after all, the study of how our world works. Some of the earth science standards in grade 5 ask students to form answers to questions such as: "How much water can be found in different places on Earth? How does "matter" cycle through ecosystems? Where does the energy in food come from and what is it used for?” We work throughout the year to understand how Earth’s systems, the geosphere, hydrosphere, atmosphere, and biosphere, interact; to develop ideas about how plants get their energy for growth; and to understand what that means for Earth’s animals. We work on understanding patterns, cause and effect, and system interactions. And we study and develop skill in using models, planning and carrying out investigations, analyzing and interpreting data, communicating information, and engaging in argument from evidence. Teachers spend a great deal of time planning classroom experiences that will lead to these understandings, to growth, and to independence. We design learning activities, models, and labs. But there’s really nothing better than hands-on, “out of the classroom” experiences, so we were very fortunate to be a part of the pilot Anchorage Outdoor School session this week in beautiful Portage Valley. Students worked with scientists from various organizations in Alaska to conduct field studies and learn in the incredible natural environment of a glacier-filled valley. Students likely came home this Thursday talking about games, songs, sleeping in a museum, eating s’mores, performing skits, and skipping stones into Portage Lake. They probably talked about earning beads for their tree cookies, trying new foods that they may or may not have liked, making friendship bracelets and moose calls, playing in the rain, or hiking. But they may not have mentioned that they also learned critical science vocabulary; practiced their observational skills; took copious notes; examined aquatic life; created mental models for big science ideas; and formed hypotheses and conjectures about the natural world. They graphed data and made scientific sketches. And they probably didn’t tell you how much they benefited from being stretched out of their comfort zones. They worked with dozens of new people and slept in unfamiliar surroundings. They experienced some discomfort; they worked through challenges. They earned compliments from their field instructors for their intellectual curiosity and engagement. Our students truly lived the PNA mission this week: being independent; being exceptional learners; showing courage. A Sense of Place
9/21/2019
The primary focus of our social studies work this school year will be U.S. history. We will explore and learn about our country’s beginnings; come to understand foundational documents like the US Constitution; consider how our founding citizens' values and vision took a young country on its journey through its first 100 or so years; and build foundational knowledge for future US history studies. But this month, we began with geography. We all remember geography lessons: memorizing the states and their capitals; researching and writing state reports; taking map quizzes. Some might argue that, with the internet, studying geography is no longer necessary. If our Maps apps can tell us how to get anywhere we want to go, and if we can look up those facts about places in the blink of an eye, well… However, the study of geography is more important now than it ever was. In a world where instant news about our city, state, country, and world is at our fingertips, and where we are more connected with each other than at any time in history, it is critical that our students understand geography. Geographers question why things are the way they are. They question how and why Earth’s places are shaped as they are, how they impact our interactions with each other, and why places are always changing. Understanding geography helps students to make sense of their world and positions them to ask deeper questions about what they are learning and their role in building their futures. One cannot understand history without understanding geography. And so, we’ve begun with geography. We’ve begun by building some common understanding about geographical features through the creation of our own maps of imaginary lands. Creating a map really makes a learner think hard: what exactly is a strait? What is the difference between a bay, an inlet, a gulf, and a sound!? Does my isthmus have to be in this spot? Why can't my city take up two thirds of my country's map? Where should I place cities on my map? Is there a reason cities are in certain places? Why are some borders straight and others all squiggly? Students examined maps of real places and used their learning to inform their work. They were creative and engaged, and they asked such excellent questions. As we finish these maps, we’ll really dig into the geography of the US. We’ll continue that inquiry all year alongside our history studies, building deeper knowledge about our wonderfully diverse states. They’ll probably practice map skills, learn some state capitals, and even learn to draw the US. And they’ll learn so much more, these young geographers. We invite you to join the journey! The Gift of Reading
9/14/2019
I am a reader, a precious gift I received from my mom. Reading by her side from my earliest days, I learned from her that books transport you instantly across the world and time and space. I learned that I could have hundreds of friends who taught me all about life and who made me laugh, cry, and see myself in new ways. I learned to reread old favorites, search out new genres and authors, race to get to the end or slow down to savor rich language and complex characters. I developed a love for non-fiction as well, using books to teach me about any topic that caught my fancy. Reading was our shared love that we could count on even when we were miles apart; a gift that continues to give me joy every day. And as a teacher, I’m thrilled to be able to work with students to bring them this gift as well. Research and experience continually affirm this important truth: the more students read, the more they succeed. Reading regularly, for pleasure and to learn, is positively correlated with most of the metrics for success we know: mature and varied vocabulary; writing skill; content and cultural knowledge; moral compass; perseverance and “grit;” college and career readiness; even success on standardized tests. (See the infographic image and PDF below.) Reading literature of all kinds has even deeper benefits than these for our maturing students: by entering a character’s world they practice facing difficult situations and challenges and can begin to safely work out for themselves who they are and how they would respond. Moral dilemmas and conundrums; tough relationships with friends and family; the highs and lows of childhood; all these crop up on every page. As our students read daily, respond creatively and thoughtfully, and discuss their reading with each other, they sort out their own feelings and ideas and take those steps closer to independence. We spent these past weeks establishing Reading Workshop routines so students read widely and deeply, experiencing all that reading has to offer. We emphasized students taking time each day to read novels: building stamina, fluency, and vocabulary as they read ever more complex literature. In addition to reading in class, students are expected to read novels outside of class for 20-30 minutes daily. This might happen right after school; in the car on the way to practice; at night before going to sleep; or even in the morning during breakfast. Sometimes their homework asks them to spend 10 minutes or so writing about their reading in their Reader’ Notebook to explore an idea that came up as they read. The Reader’s Notebook is a place to record the thinking that they want to remember, the ideas that are developing, the questions they are having. The thinking that is recorded there forms a foundation for literary analysis and book discussions. Students also routinely keep records of their reading: how much they’ve read and which books they’ve finished or abandoned, and which books they plan to read next. These records will help them form a picture of themselves as readers and to set goals for growth. Our first Reading Workshop unit is a “Interpreting Characters: the Heart of the Story.” Through class mini-lessons and on-the-spot practice in their own reading, we will explore characters: their many traits and how they propel a story forward; and the complexity of characters who can have admirable as well as not-so-admirable traits. We will continue this unit in the coming weeks. Our core text for this study is The Tiger Rising, a short but complex and moving story that focuses on several deep ideas: surviving grief and loss, bullying, standing up for oneself. We will, together, explore these ideas while building the intellectual stamina to dig deeper into books: to think while reading. Our class is filled with voracious readers, and I will enjoy the challenge of propelling their reading journey forward. It’s a gift that I firmly believe each person deserves to have. (And now I’m off...to read, of course!)
Water, Water Everywhere?
9/8/2019
As we gratefully enjoyed some much-needed rain during this Labor Day week, our fifth grade scientists began to consider our watery planet. Our first science unit of this year will focus on interactions within Earth’s various systems, and in particular, Earth’s hydrosphere. Students were introduced to the concept of a hydrosphere, atmosphere, biosphere, and geosphere and then began gathering important data to further their understanding of Earth. They began their yearlong collection of data about the length of days in Alaska, calculating elapsed time and graphing our hours of daylight on a giant graph that we will update weekly. Later in the week, more calculation and careful graphing of data led students to the conclusion that only about 1% of Earth’s water is actually fresh water that we can use for important functions such as eating and drinking! The figures were surprising to students; although Earth is 75% water, most of that water is salt water! Next week they’ll start to think about how Earth’s systems interact, and what impacts we humans have on them. We continued to build routines and learn the ropes of fifth grade this week, too. Students launched into our Reading Workshop unit on Interpreting Character, learning about expectations to think deeply about their reading. (They should be reading 20-40 minutes a day for homework whenever they can!) We began to learn about Word Study procedures and practiced some cursive. We talked geography and drafted a poem. And we closed our week with some fun reading and game playing with our 2nd grade buddies. It was a short week, but it was busy and productive…and fun. |
Elizabeth FerryMs. Ferry's experiences include teaching with the Peace Corps in Tanzania, teaching high school English in Maine, and this is her second year at PNA. She loves moose, outdoor activities, and being with her students. Archives
April 2021
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