MakerSpace Launch!

Today was the launch of the Kennedy School MakerSpace!

For the first time students at our school are able to use our new facility to promote STEM exploration and 21st century skills! We had an AWESOME time!
Check out our photos and videos here: https://goo.gl/photos/ZH9cKSs3Y2B96L3o8
Thanks to Anne Deconinck for the great photos!

Don't forget:  Kennedy School family night for the MakerSpace this Wednesday (Dec 9) at 6:30pm! (See email from Mr. Hurrie for more details)

Math Debates: Round 1

'Tis the Season to...

As part of our math explorations this year, the 5th grade will be hosting Math Debates! At the end of certain time frames, the students will be faced with a debate question to argue based on what they have studied. Since the first two time frames focused on multiplication strategies, what better question to ask than: 

Which multiplication strategy is better- 

the area model or the traditional algorithm? 

Students were asked to select a strategy that they could defend in a "TAKE A STAND" style debate. In this method, students physically move to an area of the room that has been designated for their 'side'. Once there, students share ideas and record them on a large piece of paper. After a coin toss, one side begins the debate by presenting an argument. The opposite side follows with a counter-argument that supports their side, or tries to discredit the claim made by the other side. 

Before the debate began, we reviewed expectations. We also discussed the difference between choosing and defending an argument and arguing. This was key in making the debate successful, education, and fun!

                                                                 Debate Results: 

One class presented strong arguments, and a strong closing argument (see video below) for the traditional algorithm. However, the other class, in the end, determined that students should be able to use whatever strategy works best for them. Very diplomatic! Check out some highlights from the debate below

Staying Organized: Featuring Angely, Brianna, and Emily 

Switching Sides: Featuring Justin, Angely, Summer, Andrew, and Joey 

The debate continues with respectful disagreement: Featuring Avaughn, Brianna, Joli, and Samantha 

Closing Arguments: Featuring Jacob, Bryce, and Joey

Problem Solving Strategies, Plants, and Presentation Skills

Multiplication Strategies

It has been a busy fall in 5th grade. We started the year off practicing multiplication using the area model strategy for solving. This strategy allows us to look at numbers in terms of place value, make calculations based on value, and add up the parts as seen in the model below. In doing this, students build a strong understanding of what the numbers in a problem actual represent, rather than just memorizing a series of steps. Although the model below shows grid lines representing an array, students in the fifth grade are expected to use an "open array" model for their calculations.
                                   

As the fall progressed, students moved from this area model strategy to the 'partial product strategy' for solving problems. This strategy also involves breaking apart numbers by place value, as you can see on the right side of the image above, and multiplying each part of one factor by each part of the other factor. This model begins to more closely represent the traditional, or US Standard, algorithm for solving multiplication.

And FINALLY, the moment you have all been waiting for...when your students begin to calculate multiplication problems the way that we all learned how to - using the traditional algorithm!
While some students were resistant to learning this method (why change when the area model has become so easy?), they are now finding that this method is more efficient and FUN!
      Students who are meeting the standards for multiplication are able to use ALL three strategies to problem solve, especially the most recent (the traditional algorithm) with ease, accurately, and consistently.

Here is a comparison of all three strategies:

In order for your child to be successful with multiplication and division, it is imperative that he/she knows their multiplication and division facts! Use free time to quiz them: in the car, at breakfast, any time is a good time to throw out facts and increase their recall speed.
This will only benefit them as we move into volume, fractions, and decimals in upcoming units!

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Let it GROW

We are in the midst of our plant unit. Growing plants in classroom terrariums, tracking growth data on a bar graph, identifying plant parts and their functions are all part of this unit. 

 

Peer Teaching is a part of this unit. Students are responsible for one (and in some cases two) of the plant parts: roots, stems, leaves, flowers and seeds. They have completed their research and are about to begin their practice for teaching. The expectation is that students will learn their material very well and will then present their plant part information (along with an instructional poster) to the rest of their group. This informational peer teaching strategy will work like a learning "jigsaw." Students will be assessed on their topic knowledge as well as their oral presentation skills.  

Presentation Skills: PVLEGS 

Wondering how presentation skills are assessed? Students have been introduced to the 6 traits of speaking model for public speaking: PVLEGS. PVLEGS is an acronym for Poise, Voice, Life, Eye Contact, Gestures, and Speed. Applying all of these traits to a presentation will allow your child to deliver a confident, clear, and engaging speech! We've just started practicing so be sure to ask us about it!

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Puffing Along Through September

It has been a busy couple of weeks in grade 5 at the Kennedy School!
We are settling in, learning routines, and developing skills to work in collaborative groups.

Collaborative Groups

Figuring out how to work in collaborative groups is a cornerstone of our science exploration this year. Working together can be a challenging endeavor. Collaborative groups are created for different tasks and roles are assigned to each student. This helps in the delegation of jobs and helps students take ownership of responsibilities.
Commonly used roles in the classroom: 
Getters: pick up materials from the materials station and return items at the end of the exploration
Starters: initiate tasks and make sure that all students are participating
Reporters: record information for the group and prepare to share their findings with the class.

To help us understand how important nonverbal and verbal communication skills are to a group, we dove right in to working together with a task called "Stack it Up!" Working in teams of four, students gathered the following materials: one rubber band, four strings, 6 solo cups. The strings were tied to the rubber band and using this as their only tool, students had to pick up and stack the cups! Where does the nonverbal communication work come in? For the first few minutes of the task, students had to rely on eye contact, body language and facial expressions to get the job done! No talking allowed for this portion! Not surprisingly, students were able to excel at the task during this first session. Once allowed to talk, some students found the task more difficult as listening to all ideas in a group and deciding on the route to take becomes a more emotional experience!

As you can see here, students were proud of their efforts!!





Engineering and Design Process: 
Not only do we study the scientific method this year, but we spend a lot of time going through the steps of the Engineering and Design Process.
The hardest part? Knowing when to REDESIGN a prototype and knowing when to STOP tinkering with a design that works!

Our first go-round with this task was to build a "Puff Mobile."
Materials: four lifesavers, three straws, tape, two paperclips and one piece of 8x11" paper.
Directions: brainstorm ideas of how to build a mobile that will move using air. Decide on an idea and start to build it.
Here is where the skills of collaborative group work are most necessary and proved to be challenging for us in the beginning. After a day of trying to sort out ideas and start building without success, we stepped back from our work and reviewed two essential skills: listening and communicating clearly. We talked a lot about how important it is to listen to all ideas being shared, how you can combined ideas from two people to create a better idea, and how to make a decision and start working. Once we stepped back and assessed our work, we were able to move forward and had great success!

Make a plan:

Begin Building your Prototype 

 

Testing our designs was the most fun! Especially when we had a class race!


Way to go teams!

Welcome to Miss Tosches' STEM blog for Grade 5 at the Kennedy School!
This is your go to place for all things happening in Science, Technology, Engineering, and Math in our 5th grade. 

Check here for: 

Updates

Photos and Videos

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When the blog is updated and email will be sent out to our 5th grade families.