Thursday, December 14, 2017

Learning with Light, A Multisensory Learning Technique



Team Newell students are exploring our new light table. The light table will be used to promote the four C's of the 21st century Learning: Communication, Collaboration, Creativity and Critical Thinking. It will also be used to teach Ohio's 2nd grade Math Learning Content Standards and to teach cursive handwriting which was adopted by the Upper Sandusky Exempted Village School District.


What is a light table?
A light table is an illuminated table, panel, or box. They are used for learning and exploring different educational toys and materials, as therapy for autistic, sight impaired and other special needs children, for artists to draw and trace on, for Doctors to view X-Rays, and widely used as an educational staple in Reggio Emilia based schools.


 


Why use a light table?
Shaving cream, sand, salt, and manipulatives are used on a light table to provide students with a multisensory learning experience. Multisensory learning tools are designed to promote cognitive and intellectual activity with multimodal integration of two or more sensory modalities of sound, touch, smell, sight, and motion. 

These techniques stimulate the brain in a variety of ways so that each sensory system becomes more developed and higher functioning. This improves essential functions of the brain such as listening skills, movement, vision, tactile recognition and conceptualization. Teaching in a way that forces a number of senses to work together not only allows students to make stronger connections to the information, but demands more focus in an enjoyable way.


Here are the Common Core State Standards that will use taught using our light table. 

CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 

Understand place value.

CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 
Reason with shapes and their attributes.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.


CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Work with equal groups of objects to gain foundations for multiplication.

CCSS.MATH.CONTENT.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.


I am very excited to use this 
multisensory teaching technique! 

Saturday, September 30, 2017

Tower Garden Challenge - Martha Holden Jennings Foundation Grant


Team Newell Tower Garden

 
Think of the food you ate today, in the last week, and over the last year. Where did it come from? Did you grow any of it yourself? What resources were needed to produce it? It takes nearly 1.76 acres of land to grow the fruits and vegetables needed to feed a family of four for one year, and closer to 2 acres if wheat and corn are included. Fruits and vegetables are part of a healthy diet; but is there a less land-intensive way to grow them? Team Newell students will try to scientifically answer this question this year with support of a Martha Holden JenningsFoundation Grant.


What is your project? Funding supports teachers implementing specific, deep learning projects.
Team Newell students will work together as scientists to test claims that aeroponic growing methods such as The Tower Garden can 
produce more food in ways that use less land and water. Students will design and conduct a scientific experiment that rigorously tests and compares growing plants in the Tower Garden system with traditional, horizontal, soil-based methods. Using scientific methods of inquiry and data collection, students will take specific and accurate measurements, manage variables, make detailed observations, maintain a lab journal, visually represent their findings, draw conclusions, and consider aeroponic gardenings' future implications and real-world applications. Students will present their findings to local farmers and other community members such as our community partner, the First Citizens National Bank to explain the experiment, what they learned, and how it connects to real world problems that we face now or might in the future.


Describe what you want to accomplish with this project.
What are the anticipated student outcomes related to this specific project?
I plan to accomplish improving my students' critical thinking skills such as reasoning and problem solving by providing real life experiences that make educational standards relevant. Vertical gardening is a potential solution to many of the food production challenges the Earth’s population faces as it grows. By participating in this research, students have the opportunity to take part in research with a purpose, conduct original research, and use their data to form conclusions. Students will emulate the behaviors of adult scientists and will think about how science can help address issues in our community. Students will work in teams, provide feedback to each other, serve in a variety of classroom roles, and use their own unique data to make a claim related to the challenge. Students will have the opportunity to make choices about where they donate the fruits or vegetables when they harvest. The Tower Garden Challenge will not only motivate students to eat fruits and vegetables, but it will also provide meaningful data to integrate into math lesson, writing lessons, science lessons, and cooperative learning lessons. Students will not only benefit physically, but they will also benefit academically from the implementation of this project.



How does this project address the Martha Holden Jennings Deep learning expectations?
Taking specific and accurate measurements, managing variables, making detailed observations, maintaining a lab journal, visually representing findings, drawing conclusions, and considering aeroponic gardenings' future implications will not only help develop students' problem solving and critical thinking skills, but it will also engage students in meaningful project based learning.  In designing and carrying out their experiments, students will develop skills in scientific inquiry, scientific communication, and evidence based reasoning. Working in teams, providing feedback to each other, serving in a variety of classroom roles, and using their own unique data to make a claim related to the challenge fosters students' self-directed learning skills and makes Common Core Standards meaningful, relevant, and effective. Applying Tower Garden data in math lessons, writing lessons, geography lessons, and cooperative learning lessons engages students in interdisciplinary learning. New content and skills will be learned in more than one step and with

multiple levels of analysis so that students will apply the skills in way that change thinking or behaviors about growing fruits and vegetables.

Are you interested in getting your own Tower Garden?  

 

Contact a local JuicePlus+ Representative to get you started! 
I have 2 outstanding helpers! (Karen Smith and Joan Musgrave) 


     


We have just started our Tower Garden Journey 
so FOLLOW us on 
Team Newell Facebook for UPDATES :) 






 


 


 


 

Students will be using Google Docs to record results, and they will also use iPads to take photos of their plant growth. We will use Addy app and Pic Jointer for photo documentation. 







Team Newell Table Manner Poster Video




Tower Garden Tasting Party Video

Mrs. Haley's 3rd Grade Buttercup approved our Tower Garden lettuce! 

Buttercup Approved! 

Wednesday, August 30, 2017

ClassDojo Toolkit


I wanted to give a quick shout out to ClassDojo!
They have added the coolest tools to make life easier! 

The Toolkit is a PERFECT 10! 



















I hope you enjoy the ClassDojo 
Toolkit as much as I am!!!! 

Related Posts Plugin for WordPress, Blogger...