First Field Trip-- Latah Public Library Tour

Off to the Library!

 The kids were ready and had communicated all the details to their parents about the trip to the Library through the Planner--well done--Raise the Roof. They did a great job getting signatures on the schedule, making sure to have lunch and were outfitted with their note catchers and partners.

The goals of this trip were to learn about our library and check out a fiction and non fiction book. The fiction could be their choice and the non fiction had to be related to plants which we are writing an expository piece with. Almost all the class remembered their library cards!

Ms. Julie starts the tour in the Non Fiction room and then into groups we go.

We met Ms. Julie, who is the Librarian for the Juvenile Section and she did a thorough job of explaining the history of the library and how resources are cataloged-yes!!--we talked about the Dewey Decimal System. Then the kids got to see how books and other resources are brought into the main branch and see how all these materials get distributed to other branches. They found out that 1100 items are processed each month. That is a good math question we get to focus on. She told them how to order materials, drop off books and understand that the library is so available for them. The kids were curious and had plenty of time to find what they wanted to read.

We traveled on the city bus and for this group--a new experience for a lot. One of the tasks to capture in notes was to write 2 observations going and returning. They also took down sketches and did labeling of places on the tour that they thought were really interesting. We'll talk about and collect in a data set. The third page was to write down the title, author, copyright, and publisher of their books.

Gavin's Dad joined us and the 401 UI student, plus our student teacher Kelly Strawn. It was a very wonderful day of learning and being out and about.


When we got back to school the kids evaluated their behavior based on the PBIS matrix for fieldtrips. Of the 5 areas, they only scored themselves as worthy of a token for 1, which was an honest reflection. They are learning to talk about how to improve actions and  not just what not to do. Then, we appreciated our partners. We got out the dictionaries and looked up the work appreciate. Big Light Bulbs. :}
Then, I started a sentence for them to express appreciation to their partner and to find three things or reasons. After, they shared with their partner, exchanged papers and these were stapled into their Planners as the TBaA.

 Finishing up notes from the day--reviewing and revising.

 Overthe past two weeks--
Everyone made the berry ink and then it dried up so I bought some ink at Micheal's and kids
have been bringing in quills and the kids are using them during Cursive and Grammar time.

Sprout House Observations, and GIANT Idaho Map, Calligraphy with raspberry ink we made

The kids really like used the quill with the ink we made. I have had to buy some real ink to use. A few students have brought in quills from other birds to try. 

 The kids have kept track in a chart of watering and sprouting. Results have been different for the seeds. They have done sketches and tomorrow will be able to take home their plants. We have also been feeding two Venus Fly Traps. I had to go and get a second one because of all the flies they were bringing in! We have had good talks about adaptation and writing facts. Learning to explain information takes a lot of practice. The Sprout Houses were the material for their first narrative and expository writing. We are using a story in the text book as the model. Lots of thinking about what to include. They know what a criteria list is now.                                      Each day some have been able to measure the height of their sprout in mm/cm, do a sketch, and write statements that describe change.         It was really interesting to have them do this first experiment because many changed the amount of water they were giving to the sprout. The little house has a funnel and I gave them a teaspoon and measuring cup. When a few kids had sprouted seeds, kids began to over water. They realized this when we started writing 'claims and evidence statements'.

Comfortable in her tank of coconut husks watching the class.

  It took more than a half hour of directions, and team instructions, but at 9:30 a.m. Wednesday morning, the kids interacted with National Geographic's Giant Idaho Map.

 http://nationalgeographic.org/education/giant-traveling-maps/

First 5 minutes to wonder and wander.

The comments the kids made after we debriefed were very insightful as they explained that the size of the map allowed them to understand the distances better.

https://idahogeographicalliance.wordpress.com/

Karen Humes and Patrick Olsen, University of Idaho colleagues, wrote the grant that made it possible for this huge map to travel our state.

They loved walking on the Bitterroot Mountains that are the eastern border for the state.

Socks only on the 16' x 20' map. It weights 25 pounds

Besides the Team Bingo Scavanager Map Search, the kids put some information down that they will look into.

Yellow Group

Red Group

Blue Group

Green Group

The questions on the board were for the TBaA for each group. It is important in cooperative learning to make sure that the kids reflect on the learning. It provides review and reinforcement.

As I observe and listen to each group making sure that everyone is heard and how to take turns, I am reminded that the art of listening gives us so much knowledge. For this group of very friendly 4th graders, they are  finding out that that the information or observations of another classmates will aid their own learning.