Field Work

Earlier this week the class went to see the grizzly bears at WSU.  This was a really nice way to spend an hour of the day.  One of our experts, an environmental historian, has visited the class several times and spoken about the role of science in the Lewis and Clark expedition.  He introduced the class to two ways of scientifically describing organisms.  The first way being in isolation (where the organism is described just by its physical features), and the second being in connection (where the organism is described by its connection and role in the environment).  For our WSU grizzly visit, the students were asked to describe the grizzly bear in isolation, as if they were describing it for Thomas Jefferson.  Following this they wrote a reflection on the similarities and differences between their experience with the bears, and Lewis's and Clark's. 

We have also been learning how to create a scale map by using scale ratios, magnetic compasses, rulers and drawing compasses.  To enhance this learning we went back to the arboretum at UI.  Boy was it chilly today!  I don't think the kids will need a reminder to bring a coat next time!  Despite the temperature challenge, every student was able to accomplish our objective, which was to create a range/bearing data table of the main paths of the arboretum.  This has been really exciting and will feed into our final product work.

6th Grade Update

Wow, we have been really busy!

Since the last posting we have accomplished quite a lot in class.  The last project we finished was another Think Pair Share from our expert text 'Undaunted Courage.'

Believe it or not, Avery and John were hard at work (right up until the camera came out)

Chris and Lee working on an 'Undaunted Courage' presentation

Lee and Beza scouting a new path

Field work at the Arboretum

We are now shifting out of our first expedition case study on Lewis and Clark and into our second case study focusing on map making and geography.  To kick this case study off we walked to the UI Arboretum and drew a network of footpaths.  For most students, this was the first time they drew a map without copying one down.  We will be spending several more days at the Arboretum creating a trail map referenced with a compass and drawn to scale.  This case study will then feed into our next case study which is all about GPS/GIS.  As a final product we will be creating a map georeferenced with GPS units.  One thing that I really like about the map making case study, is our expedition work involves a real world application for 6th grade math.  In fact, during math this week, we are studying scale ratios and distance calculations, both of which are major math standards for 6th grade.

Expedtion This Week

 Expedition Targets

Overarching Target: I can evaluate the signficance of the Lewis and Clark Expedition.

Long Term Target 1: I can connect primary documents to important historical events.

Long Term Target 2: I can explain the causes, effects, and major events of the Lewis and Clark Expedition.

      Since the last blog posting we have really gone deep into the nitty gritty of Lewis and Clark.  As part of this, students drew and analyzed a section of the William Clark map.  Each student evaluated a small section of the map and used that historical document to verify that the Corps of Discovery were in fact following Thomas Jefferson's orders.

Students analyze and recreate a section of the William Clark Map

Section of Historic Map

Student Drawing

 We also had an expert from UI come and speak about how science fit into the Lewis and Clark expedition.  This was a very successful experience, as Dr. Seward not only brought professional insight, but a real-world perspective. 

Dr. Seward speaks to the students about the role of science in the Lewis and Clark Expedition

Part of Dr. Seward's presentation

Corps of Discovery, Think Pair Share

Expedition Think Pair Share!

The purpose of the think pair share is to break down a long and complicated text into manageable pieces.  We do this by having small groups read and analyze a section of text, summarize it, and then present it to the class.  We have just finished the first think pair share for our expert text “Undaunted Courage.”  The benefit of this is that each group becomes an expert in their section, but also learns about the other groups’ sections.  You can see this powerful process below.

Groups breaking down and discussing complex text

A major benefit is the discussion around complex ideas

After the posters are created, each group splits up into different groups.  The new groups are made up so that there is one member representing the initial group in all the new groups.

Small group presentations

Small group discussions lead into 'noticings' and 'wonderings'

After the small group presentations, each group then goes through a clarifying session with the entire class.

Group clarifications

This instructional model is wonderful because it really fosters a high level of personal responsibility and accountability for each student.  In addition, students that are shy or have trouble speaking to the entire class can enjoy the benefits of presenting to only a small group.  All in all we had a successful first think pair share and I can't wait for the next one!


-Mr. MP