Soil Shakes Soil Investigation We started our three day week off by conduction a Soil Shakes investigation. We put soil in vials, recorded our observations, added water, and then shook the vial 20 times. The vials were set aside to sit for 24 hours, so the kiddos had to wait in anticipation to see what happened. Of course, everyone predicted what they thought would happen. Exploring 2D Shapes with Geoboards We used another tool to create quadrilaterals we learned about last week. The kiddos also made hexagons, octagons, and pentagons. Making shapes on the geopboards helped the kiddos solidify their understanding of the attributes of each 2D shape, especially right angles, parallel lines, and opposite sides being equal distance apart. Soil Shakes Part 2 To our surprise, the soil and water settled into layers. We observed the layers and recorded observations in our notebooks. Exploring Quadrilaterals We used interactive quadrilaterals that stretched and moved in different ways to further develop our understanding of a rhombus, parallelogram, square, rectangle, right angle, parallel lines, and equal sides. Students worked with partners to find something that was always true, sometimes true, and never true about each quadrilateral. Exploring Triangles I challenged the kiddos to make as many different triangles as possible on the geoboards. Then we learned that there are different names and attributes for types of triangles. Finding Area As an introduction to area, we cut index cards in half diagonally and made them into different shapes to prove that the area of each shape is the same. Then, we filled three shapes using different math tools to determine the shape with the least and greatest area. The following day, students worked in groups to predict the area of various Hershey bar images, After predicting, they measured the area with tiles. We will share out our findings next week. Sorting Natural Resources My scientists worked in groups to sort everyday items. Most of the groups figured out the objects could be sorted by what the material used to make the item. One group tried to sort by man-made, and not man-made. They quickly realized everything was man-made. Our sorting led to a great discussion about what natural resources we use.
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November 2019
Mrs. Swyers3rd Grade Teacher |