Book Jacket Redesign

As I was going through my stacks of stuff, getting my classroom ready, I found some laminating to be cut.  I realized that it was something that I had intended to blog about, but had completely forgot.

In my classroom library, I have rings that hold book jackets that were created by sixth graders.  They choose the book that they most enjoyed reading throughout the year and redesign its book jacket.  I do this at the end of the year, so I choose my favorites.  I have quite a collection as I have done this a few times and on average, I have about 100 sixth graders each year.

We start by analyzing current book jackets.  I put a pile of books out for each table group and they brainstorm a list of things that they have in common.  I ask them to note what they look like and important elements that they all have.  Then, we make a master list to use as a rubric.  Usually it includes things like

• a bold title 
• author name
• quotes and reviews by authors or publications
• great use of graphics and colors (no white space)

My sixth graders this last year were awesome.  I could brag about them for paragraphs.  Each and every one of them was and is wonderful. I have so many awesome book jackets this year, I didn't know how to only share a few, but here they are:

I punch a hole in the corner and put them on rings.  Then I hang them up in the classroom library (pictures soon to come).  So when kids have free time they can take a set of jackets on a ring to their desk and see if there are any books that they are interested in reading.  Many of the reviews on the jacket are quotes from other sixth graders that also read the book.  This year, my new sixth graders will get to read jackets from the last two years of sixth graders; they are often kids they have looked up to at school.

A great way to get kids interested in literature because it isn't coming from you, but from their peers.

College Week Activity - College Research and Posters

Wow.  It has been a really long time since my last post, but as most people know, it is testing season.  Most of my time recently has been spent preparing, giving, and then recuperating from the test.  We recently celebrated college week here at my school, so I had the sixth graders work on a project in partners to learn a little more about the colleges they were interested in.
First, they had to work together to do research on the college they had chosen.  We are lucky enough here to have a few IPADs that we can pass around and share, but this could totally be done in a computer lab.  I gave each set of partners this worksheet to guide them.

Then, they make posters using the information they have gathered.  Here are a few of the posters my sixth graders made this year.

When all of the posters are complete, I put them on the walls around the room.  Then I give them this worksheet.  They use it while they walk around the room and get information from the posters that the other students have made.

Click this link if you would like to download both worksheets for free!

Released Test Questions - California Standards Test

I am just like you.  Every year, just about this time, my sixth grade students and I start the long arduous process of going over the California Released Test Questions for the CST.  But I knew that somehow this year, I was going to have to mix things up a bit.  As many of you, I also saw the "I Choose 'C'" video that has spread across YouTube (made by an 8th grader, by the way).  So, I showed it to them.  When that many kids in a room identify with something like that, you know it is time for a shake-up.
My students are great test takers.  Sometimes I wonder if they are too good.  I noticed that many of them were going through the motions while we were analyzing similar questions during the year, so this year I tried something new.  In honor of the new Common Core and in honor of making these kids use their brains again, I took the California Released Test Questions and eliminated their choices.  Yes, you read correctly.  I took the choices away.  Well, I did leave a few choices, due to the fact that it is just necessary for some of the released questions.  Now, my students MUST answer them first without options A, B, C, or D.  It forces them to go find the evidence from the text, not just play the elimination game with the four options.  When I have given everyone time to answer the questions and discuss them in groups, only then do I allow them to choose their options.  I have put the choices into a PowerPoint and they use what they wrote, highlighted and underlined to make a choice.

Analyzing Released Test Questions "More Than A Niece"

Analyzing Released Test Questions "Water Picture"

What have I learned from this little experiment?   My kids have all the knowledge they need in their heads, but if they can find a shortcut to avoid using it, they will.  Now, they are having great discussions and they are finding and sharing things they weren't before.  I am getting more out of our time we spend going over the released test questions then I was before.  And of course, it was important to get feedback from my kids.  An easy majority of them said that it was better this way.  They said it was easier, not to so much confusion about second guessing their answers.  I am getting real information about what standards they are more comfortable with and where we should spend a few minutes reviewing or revisiting.  This is not for everyone and it does take time.  But isn't this where common core is heading anyhow?  Finding justifications in the text?  Writing out answers and synthesizing the information presented?  I can easily say that I am glad I took a chance and tried this out.
I would love to hear your strategies for covering Released Test Questions!  What are you doing to make them more engaging and how do you keep your kids thinking, not just test taking?

Teaching Resources for the Redwood Forest

I spent a boat load of time doing research, asking around, and using Google to find anything and everything that I could to develop a Science unit around the Redwood Forest.  Why?  Because I really believe in place based Science education.  I think students should study and understand the environment and community around them before they can understand the rest of the world.  Bottom line:  It is meaningful and they can touch it.  My students also spend a week in the Redwood Forest at the end of the year for 6th grade camp.  When we are done with learning in and out of the classroom, they understand and care about what they learned.

So, if there is anyone else out there hoping to teach their kids about the Redwood Forest, here is what I came up with, all in one place.  Hopefully it saves you some time...

• Stewards of the Coast and Redwoods (also good for tide pool and ocean stuff) this link will take you to their list of publications that are free to download
• Redwood Video/Slideshow - this is a quick, but totally wonderful slideshow set to music that was created by Humboldt State and National Geographic.  It is beautiful and totally leaves an impression with the students when they watch it.  This particular version is through YouTube so hopefully your district has not blocked the site for teachers.
• Save the Redwoods League (of course) they have great resources that can be downloaded for free.  You can also order some of their publications and they will send them to you in the mail.  They also have great links to online resources including loads of info on Giant Sequoias as well.
• Humboldt State University Natural History Museum  This Redwood Ecology website is great for using in a computer lab or if the students have access to IPADs or other devices.  It includes a great Webquest that I do every time that I teach this unit.  
• Redwood Ecology  Great website that has information about the species of the forest, very kid friendly.  Hosted by Humboldt County Office of Education
• Climbing Redwood Giants - National Geographic movie.  Since the district has blocked Netflix, I cannot stream this video from there, but here is the link from the National Geographic channel.  It is about 45 minutes long, but a wonderful video.
• California Forest Foundation - has a ton of downloadable materials, especially if you are into learning more about forest management with your students.  They also have a Critical Thinking section that has great links and more resources.
• Redwood Ed from the California Department of Parks and Recreation - this is curriculum and resources for teachers.  It is a lot to print, so I would download and pick and choose what works for you, but it is a great resource.
• Golden Gate National Recreation Area - This link will take you to the Teacher's Guide for Into the Redwood Forest.  There are also plant and animal guides for download as well as a student journal.  You can also sign up for trainings and field trips to the area through the site.  
• Reading the Rings of a Tree Poster from International Paper - good if you need a visual for dedronchronology
• The Life of a Tree - from Arborday.org.  It is a little animated/slideshow presentation about the parts of a tree and how to read tree rings.  
• The National Park Service provides these great little fact sheets on Redwood Prairies and Forests.  It is a great download to use for non-fiction text features and getting basic facts on plants and animals.
• The Sequoia Park Zoo - this links to their Redwood Forest Edventures curriculum guide, totally downloadable and printable
• Operation Redwood by Terrell French is a great fictional book about a boy trying to save a grove of redwoods.  I personally just finished reading it and really enjoyed it.  They have a study guide with discussion questions for the book.
• Big Basin Teacher Resources Page - includes some of the links that I have here, plus many more.  LOVE Big Basin.  If you have never had a chance to visit, you should go.
• Redwood Forest Plant Guide - I am still trying to remember the original makers of this, but this one is on DocStoc.  If anyone knows the original link, please remind me.
• Humboldt State Institute for Redwood Ecology - Steve Stillett is the rockstar of Ecology.  The kids always think his job is so cool.  Check out the great photo tours.
• Measuring Redwood Giants from KQED Science on the Spot - speaking of Steve Stillett, this is a great short video on how they measure the trees and why.  Again, it is through YouTube.
• National Geographic Photos and short article.  The photos are really beautiful and the point of view can't be beat.

So, this list is a work in progress.   I am constantly updating my curriculum as I find new resources.  If you have discovered anything new that I have not included here I would love to know.

Determining the Age of a Tree Using Circumference

I love this science activity.  It is great for two reasons.  1.  The kids have been doing geometry in math and are already studying circumference and diameter of circles.  2.  They really begin to understand that studying trees is a science and that Math has a practical purpose in life.  So I am sharing this for anyone who needs a great Common Core Math lesson on Circumference, Diameter, and its relationship to Pi or for anyone who just wants to show their kids the science of determining the age of a tree without harming one.

Supplies

You will need a few things to start:

1.  calculators (or not, if you want them to practice mutiplying and dividing huge amounts of decimals)

2.  long pieces of string or yarn

3.  rulers or yardsticks

4.  growth factor charts for different species of trees.  The best one I have found was here at the Missouri Dept. of Conservation.

My "fake" trees

5.  Fake trees (mine consist of wrapping cylindrical shaped objects with brown paper) and/or real trees.

6.  An engaging video that shows them what this is like in the field.  I use this one with Steve Stillett measuring Redwood trees.

7.  Blank worksheet that includes the directions, formulas, and a chart to record their data

Calculating the Age of a Tree Worksheet

The students have "fake" tree options in the classroom and a few real tree options outside.  I have them work in partners because using the string and laying it onto rulers or yardsticks sometimes requires four hands. Plus, the conversations about the math often create a few lightbulb moments for some kids.  Essentially, the formula is as follows:

Diameter x growth rate = tree age

They need to measure the circumference, divide that by 3.14 to get the diameter, then multiply by the growth rate on the chart based on what type of tree it is.

I find that students who did not really understand circumference and diameter beyond the formula, have a much better understanding of their relationship once this is done. They also really enjoy what they are doing.  Especially when I let them go outside and try it on real trees.  When they are done, they get glued into their interactive notebooks.

Let me know if you have any questions about the lesson, but if you spend any time on either of these subjects it is well worth the time and effort.