T.W.A.S.

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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