In Inquiry, some of us have begun building our bridges. The process for us was to:
- First we worked on our blueprint. This is a sketch of the bridge design we chose to build and it had to include labels and arrows, measurements including a 30 cm span, and a material list.
- Next, we worked on a "rational." This is where we explained why we chose the bridge we did and had to consider the perspectives of animals, plants/flowers, wetlands/environment and cars/people.
- We used a rubric for our blueprints to see where we could make improvements. First we looked at it ourselves, then a peer reviewed it, then the teacher. When we gave feedback, it had to be kind, helpful, and specific.
- Once all that was done, we had a complete an order list indicating what materials we needed and how much they cost. We used addition and multiplication to figure out the total cost.
- AND THEN: we begin to build! Then test. Then rebuild. Then test. Then modify. Then test. And possibly...wreck! :-(
In Math, we are digging deep into multiplication. With a math partner, we have created groups of stamps and now we have to figure out how much each group costs. We are using skip counting, doubling, and regrouping addition (6+6+6+6 is regrouped as 12+12) to solve.
In Language Arts, we have begun planning and writing our Weaselhead animal legend, "How the ________ got it's _________." In our story, our animal starts with a problem and then tries 3-4 different ways to solve its problem. On their last attempt, their problem is solved and explains how the animal has come to have that physical feature.
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