We're electric.

We have officially dived head first into our unit on electricity. Last week, students learned about the atom and its subatomic parts: the proton, neutron and electron. Then, we learned to use the Periodic Table of Elements to help us build models of various atoms. Each element's atomic number indicates the number of protons in it. And, because atoms normally have a neutral charge, we know that the positively charged protons must then equal the number of the negatively charged electrons. Finally, students learned to use the atomic mass of each element to derive the number of neutrons in each element: the mass less the number of protons equals the number of neutrons. Using the information they gathered about each element, students used three different colors of clay to represent each subatomic particle type and build models of various elements.

On Friday, students learned more about how the effects of interacting positive and negative charges of subatomic particles can actually be observed. All students know that when we rub balloons on our hair, our hair sticks up and the balloon can stick to things. So, we tried, but rather than using our hair we used scraps of wool. Of course, after some vigorous rubbing, the balloons stuck. We discussed that the balloon attracted negative electrons from the wool and as a result became negatively charged. When placed against a neutral object, the negatively charged balloon stuck to the neutral wall.

Given this knowledge, students were then asked to predict what would happen when a negatively charged balloon came into contact with tiny scraps of paper and a salt and pepper mixture. Then: off to test! Much to the delight of the students, both the paper and the salt and pepper were quickly attracted to the wool-rubbed balloons. In fact, paper seemed to leap and later we could hear the salt smattering into the balloons as students levitated the balloons over the material. Then, students watched as a wool-rubbed comb was held next to a steady stream of tap water in the office sink: in a very dramatic display, the water bent in nearly a 30 degree angle toward the comb.  Of course, students were able to discern that the negatively charged balloons and combs were attracted to the protons in the paper, salt, pepper and water causing them to move toward the balloons and combs. We discussed the meaning of the word "static," noting that the extra electrons in the balloon, for a bit, stayed put. Because the electrons had no path to follow, this movement was an example of static electricity.

But what if the electrons DO have a path to follow? Today, we considered a circuit with ourselves as models. Our circuit consisted of a copper wire (the students), a battery (two laundry baskets--one marked + and the other -), and a bunch of electrons (Wiffle balls) resting patiently in the negative end of our battery. Once the wire was connected to the battery, the electrons moved quickly through the circuit (which was short, of course, as there was no user of electricity within our circuit--such as a light bulb). Students moved electrons as quickly as they could to the positive end of the battery. Then we added a light bulb (Ryan); when the electrons passed her, she turned on!


We're electric! from Jill Lemon on Vimeo.

Students noticed that they were warm after all of that work. We talked about how when electricity was generated--as it was here--heat is produced. The creating and testing of an actual electrical circuit will happen later this week. It will be interesting to see if the students are able to take what they have learned from our modeling and apply it when charged (ha) simply to "build a circuit." Go!

In writing, students continue to work on composing high quality narratives.  A high-quality narrative:

1. focuses on a seed rather than a watermelon,
2. focuses in on the moments that are most important to the story,
3. uses specific and exact details that help paint the picture of the story inside the author's head, and
4. uses an attention-grabbing lead.

Our study of leads began only today. We noticed--after reading the beginnings of multiple, wonderful picture books, that authors try and trick us into reading more by beginning a story with a lead that is a bit confusing. The leads, which we have dubbed "deceptive leads," don't really share a great deal of information with the reader, but they make us want to read on to find out just what is going on. Already today, students were revising their personal narratives to include more interesting leads. As we move through the week, students will identify many more types of leads that they may choose to incorporate into their pieces.

In technology last week, students completed their Frames projects, creating animated characters that read their important poems. In order to create their animations, students first created characters to resemble themselves and then chose relevant backgrounds for their characters.  Then, through a series of duplications and minor alterations, students animated their mouths, frame by frame. Students then recorded their important poems, reading with expression and clarity. Once their recordings were done, students edited their projects so the length of the images matched the length of the recordings. Once all fourth-grade classes have completed their projects, I will provide a link to them for your viewing pleasure!

In math, we are working our way through a numeration unit, learning about place value, data and addition and subtraction of multi-digit numbers. We've talked about and continue to talk about the value of zero as a place-holder in numerals. While they have no numerical value, the zero holds a space open so we know this place in the number exists. Continue to work on addition, subtraction and multiplication facts at home. The more automatic, the better!

In reading, we continue to enjoy getting to know Edward Tulane, witnessing him evolve from a vain, unloving rabbit to a creature who is making connections to those around him. This week students will begin vocabulary work surrounding their related vocabulary words.  First we will spend time defining the words and finding them in the context of the book.  Then, at the end of the week, students will learn to create a concept map, a graphic organizer that will help them further explore and understand their four focus words.

After learning a bit about the Powhatan tribe that lived where the Jamestown colonists settled, we have begun to learn more about Jamestown as well as John Smith, the settlement's first successful and notorious leader. Jamestown proved to be a challenging location for the English settlers for many reasons, but John Smith was able to help it be the first surviving English colony in the New World.  Students are learning how to read the History of Us text and extract important information in the form of lists or webs to help answer questions about what they are reading. Once students have planned their answers, they are working to create quality written responses to these questions. A quality response:

• uses the question in the answer,
• provides details and textual evidence,
• uses names,
• is written in complete sentences, and
• is accurate.

I will continue to support students through this process until they become more comfortable working independently.

In honor of International Day of Peace next Wednesday, September 21, the Lower Division will hold a special Town Meeting dedicated to celebrating this important day. As one contribution, students--after reading What Does Peace Feel Like? by Vladimir Radinsky--will each write a poem describing how peace feels, tastes, smells, sounds or looks to them. Next Wednesday, we will read our poems to create a Voice Thread, a web-based program which allows students to record their voices reading their work and then have it published in the form of a podcast. Finally, all Lower Division students are making paper peace signs, on which our class will pictorially represent their poems; students will bring their signs to the Town Meeting and the add them to a collective art installation. The art installation will remain in the common area for the entire day. Please join us if you are able!