Cambridge Happening’s At Barnette

January 2016 Volume 2, Issue 5

CAMBRIDGE MATH: As part of Mrs. Huffman’s class, her students are continuing with their I-Weekly activities. Recent activities have

been based on a current Kid President video presentation covering “kindness.” Through this activity and their

classroom discussions, the students are learning about how to “pay it forward,” and how to complete random acts

of kindness. As observed during a recent classroom visit, the students were conducting research on acts of kindness,

as well as writing about what kindness means and represents to them. In terms of the global connection, the

students have discussed and learned about the country nicknamed, “The Land of Smiles.” It is thought to be one of

the friendliest places in the world to visit. Below is an image of this country’s flag. Can you guess which country it

is?

Below is the link to the current video on Kindness:

https://www.youtube.com/watch?v=j393lNECNGw&feature=youtu.be

Additionally, the students have been working with and learning about fractions. As part of the application process,

the students recently had to utilize their “equivalent fractions” skills in order to complete a Jigsaw activity in which

all four sides had to match up with another equivalent fraction. Beyond the fraction concept, this is also a wonderful

problem solving skill.

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With the recent Inauguration of our 45th President, Mrs. Huffman’s students have begun to explore both past and

present day information regarding this process as part of I-Weekly discussions. Through these activities, the

students have been able to watch bits and pieces of the CNN Student News each morning. This really is a great way

to not only learn about our countries rich history, but also to see and hear about it from another student’s

perspective. Through Mrs. Hurst’s support and guidance, the students are also beginning to learn about the Stock

Market. Through this process, each student begins with $100,000.00.

In Ms. Walkers’ 4th grade classroom, the students are currently learning about geometry. Thus far, the following

concepts have been discussed: Types of lines and angles, angles within shapes, classification of triangles and

quadrilaterals, symmetry, and the measurement of angles. As part of their application process, the students are to

design their own town/map using a variety of geometric terms and skills. Below is an example of the Rubric the

students are using for this activity, as well as a student sample in progress.

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As the students have continued to discuss and learn the importance of utilizing math in the real world, Ms. Walker’s

students have been putting their knowledge to the test through authentic Math Fair Projects. Through this process,

they were given free choice to choose a concept of their own personal interest. Based on this, they were to research

and discover how their project could be applied in the real world, which professions actually utilize this information,

and its importance to the world of math. Just another wonderful method for truly applying what they have learned

within the classroom. Additionally, as part of the Personalized Learning process, Ms. Walker has been able to

develop “experts” within her classroom based on specific objectives. Once these students have demonstrated their

mastery, they now become an “expert” and are able to provide support to other students. Student accountability

and leadership in action!

Below: Student experts.

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Below: Based on individual student needs, the students are able to sign up for a personal conference with Ms.

Walker based on a specific skill or concern they are having in class. In this case, students have signed up to meet

about Geometry Objective B1, B2, or B3.

CAMBRIDGE LITERACY:

In 4th grade, Mrs. Bond and her students have been learning about and discussing events that took place during the Civil Rights Movement. Through their conversations, they have learned about “first-hand” accounts based on the following: Autobiographies, Diaries, Journals, Letters, and Photos. The students have also discussed and compared this information to “second-hand” accounts based on: Textbook articles, Newspapers, and Biographies. Through these discussions, Mrs. Bond explained that the students were to “place themselves in the role of an investigator,” and choose an event based on their personal interest to research and learn about. Such student chosen topics included: The Montgomery Bombing, Rosa Parks’ Bus Ride, and the Birmingham Church Bombing. One student explained that she was researching Martin Luther King’s “I Have a Dream Speech” based on the fact that her grandmother had seen it on television. What a fantastic learning opportunity and discussion point! As part of the rubric for this activity, the students were to include a flow chart of events, figurative language, commentary on actual thoughts and reactions, and a recounting of the text. To go along with their discussions on the Civil Rights Movement and the 1960’s, the students have been reading and discussing the book, The Watsons Go to Birmingham. Based on information within the story, the students participated in a “Structured Debate” in order to place themselves in the roles of the characters, while also ensuring that they are providing evidence from their reading to support their claims.

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Below: One of Mrs. Bond’s students presenting information based on Character Perspectives and Making Predictions as they relate to the current book the class is reading: The Watsons Go to Birmingham.

PAGE 6 In order to provide her students with authentic experiences based on their reading, Mrs. Bond played several songs that were referenced in the story. Such classics as, “Under the Board Walk” and “Yakety Yak” were played for the students to provide them with opportunities to experience music from the 1960’s. Additionally, she discussed and shared pictures of an Ultra Glide from that decade. (Anyone know what an Ultra Glide is?) Below: Key events form the Civil Rights Movement as discussed in Mrs. Bond’s 4th grade Literacy/Social Studies Cambridge Classroom.

Mrs. Mckenley and her 5th grade students have continued with their studies on the Holocaust. As part of this process, they have recently begun utilizing “Reasoning Wheels.” Through this concept, the students are better able to understand an overall concept by breaking it apart into the following pieces: Purpose/Goal, Inferences, Main Concepts or Ideas, Assumptions, Implications and Consequences, and Evidence or Data to support their findings. Taking it a step further, the students have also begun the process of now “teaching” their group created wheel to their classmates. Through this activity, the students truly become the experts and help to facilitate the discussion and learning. As part of their ongoing learning and discussions based on the Holocaust, the students have been reading and learning about Anne Frank. During a recent classroom visit, the students were discussing the various types of Internal and External Conflict. From these discussions and the authentic examples that Mrs. Mckenley

PAGE 7 provided, the students then collaborated within small groups to determine some of the different types of conflict that Anne experienced, as well as why she experienced this based on the situation within her life during this time period. Below: Examples of student created Reasoning Wheels.

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Below: A recent Jigsaw activity from Mrs. Mckenley’s student’s on what life was like in the German Ghettos.

PAGE 9 Below: External and Internal Conflict

CAMBRIDGE SCIENCE: In Mrs. Key’s 5th grade class, the students have recently been studying and learning about the beginnings of the

American Revolution, and the causes which led up to it. As a result of this, she hid a “break up” letter for her

students to find, outlying why the US wanted to “break up” with “KG,” or King George. This was a great method to

truly help the students not only understand the main events that will eventually lead up to the Revolutionary War,

but it truly allowed for them to build on connections.

As the students have moved into Science, they have been learning about weather. Such discussions on predicting

weather and graphing weather have been ongoing. Recently, Mrs. Key was facilitating a discussion about how air

and pressure would affect a balloon as it is rising. She quickly posed the question to them, and then provided them

with some general information regarding the air pressure. From there, the students took over and began

researching the effects on the balloon as it climbed to higher altitudes utilizing their Chrome Books. Through this

experience, they were able to find key information, pictures, and even videos to support their learning and

understanding. This is just another great method utilized within the program, and how the students are not only

active participants in the learning process, but at times, drive the process.

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Below: The Big Break up Letter.

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PAGE 1 Answer: Which country is one of the “friendliest” places in the world to visit? Thailand.

PAGE 6 Answer: An Ultra Glide was a Record Player for your car.

Zone News/Updates:

Recently, our Learning Zone held a Cambridge Professional Development Day for the Site Coordinators and all of the

fifth grade teachers in the zone leading Cambridge classes. Below, our own Mrs. Huffman presenting Professional

Development at Cambridge 5th grade meeting on how she incorporates the I-Weekly learning process within her

room. By the way, she did fantastic!