Kindness Lesson

I provide my students with the outline and instruct them to create it in their likeness--wearing the same clothing, same hair, same eyes, etc. I let them know these will be one of the first pieces of their work to hang in our hallway, and I give them enough time to work on them for them to understand these are important and real work--not just a chance to color. When they are done, and the figures are cut out, we gather in a circle. I explain to them that when they begin the school year, they are a lot like the figures they've created--the best they can be. We then pass the figures 2 people to the right, and I ask the whole class to look at the image and tell it that it is stupid. As they do this, they crumple the figure. We pass it to the right again, tell it "I don't like you," and crumple it again. After 3-4 passes, it is returned to its owner, and I ask if it looks how it did when we started. Of course, the answer is no. Now, it is usually a little, crumpled ball. I ask them how they feel about what has happened to their hard work and let several students share.

We now pass it around again, the exact way we passed it before. At each stop, we apologize and flatten the figures out as gently and thoroughly as we are able. It is returned to its owner again, and I ask if it looks better than it did the last time it was returned. Yes, it does, but I also ask if it looks like it did when we started. No, it doesn’t. There are wrinkles and little rips in it that our attempts to fix just couldn’t do. I explain that when they start the school year, they are like the images—fresh and as perfect as possible. As we interact with one another, and negative things are said or done to us, it is like the paper being crumpled. We can apologize and try to make things right, but the damage is done and can never be totally undone. We can make it better, but the scars remain.

This is a powerful lesson. The kids are invested in their artwork and feel the shock and pain of watching it ruined, and for most, seeing the images is a reminder of how important their words and actions are to others.

Photosynthesis Model

After learning the photosynthesis song, http://www.youtube.com/watch?v=C1_uez5WX1o, we create a photosynthesis model. This model begins as a single sheet of copy paper. Fold it in half and cut out a large leaf shape. Very little scrap should be left over, but don’t toss it away! The two leaves are glued together from the petiole towards the tip. We draw in veins and label the upper epidermis. Fold the upper leaf back, so it stands up and away from the lower leaf. Draw the veins on the lower leaf. I show the students how to draw a cross-section that indicates the epidermis layer. Using some of the scraps, we cut and color a scalloped strip to represent the chloroplasts. This gets glued to the upper leaf, along the inside, right at the fold. Finally, students cut out 4 arrows, free-hand or stenciled, label each with the basic steps of photosynthesis, and glue them to the leaf.

How Do Seeds Get Dispersed?

First, I should give a “heads-up.” This is not a one-class period lesson. There is going to be a lot of drawing, discussion, and writing. Plan on at least 2-3 class periods for students to complete this mini-book.

Here, students will create a book where each page presents a different way in which seeds get moved from one location to another. Yes, my class uses the term “dispersal.” It is an advanced word for them, but in my experience, they assess more importance to academic language than the common words they use. So using the term ‘dispersal’ instead of saying ‘moved around’ creates for them a greater sense of importance to the process.

You will need 5 sheets of paper to build this book. Cut the papers in half width-wise. Along the top edge of the half sheets, measure in 1 inch x 1 inch and remove (cut) that square inch off. On the next page, remove a 2 inch x 1 inch section. On the third page remove a 3 inch x 1 inch section. Continue increasing the size of the section this way until your cover page, where you will remove the entire top down 1 inch. (Refer to the photos to see how this looks when done.) Assemble book by punching three holes along the left-hand side and using brads. Create a cover page with the title “How do Seeds get Dispersed?” Label each tab with a type of seed dispersal. On the page of each tab, draw an example and explain how that form of dispersal works. My class often gets into deep discussion about each method, and in the case of the barbs, hooks, and burrs, I bring in examples for the students to examine.

Once ready, students can use the booklet to study and self-test.

Cross-Pollination & Self-Pollination

This is another super simple foldable, called a shutter fold. It begins with a regular sheet of copy paper. Each ‘short’ side is folded in towards the center of the paper. On the front, each flap contains an example of one type of pollination and is labeled. Be sure your students understand that one flowering plant is growing from a single root system while the other shows two flowers with separate root systems.

Inside, there is plenty of room for explaining each type of pollination and comparing/contrasting their similarities and differences. We usually cover the pros and cons of each type of pollination too.

Types of Roots: A Science Foldable

This foldable is so simple! Fold a regular sheet of copy paper in half hamburger (width-wise) style. Cut the front in half up to the fold line. On one side, draw a fibrous root and on the other a tap root. As a class, we discuss the physical differences while we are drawing them.

Once we are ready to write our information inside, we brainstorm reasons for the differences, benefits and drawbacks of the differences, and examples we’ve come across. I make sure that the students know that fibrous roots are great for erosion control, are able to get shallower water sources, and firmly hold a plant (think of all those weeds you’ve tried to pull!). Meanwhile, a taproot makes it difficult to destroy a plant because even the smallest root bit left behind will begin to regrow. We also look at young seedlings and how many start with a taproot but will develop fibrous roots as it matures.

Limb, Branch, And Twig; A Science Foldable

The queen of foldables, Dinah Zike, suggested this foldable in her Big Book of Science. I hand drew the image based on her example. Just like the flower parts foldable, the cut marks were made at 2 ¾ inches. Each section contains part of the tree and is labeled to identify it. Here, unlike the Parts of a Tree Poster, we are able to clearly see the difference between a limb, branch, and twig.

Under each flap, is a description of the part’s job. We do this part as a class to ensure all students have complete and correct information. Then, like with other foldables, students are able to study and self-test themselves.

Parts Of A Tree; A Science Poster

I am always amazed what I learned but was never officially taught. Then, my students come to me, and I sometimes expect them to have the same background information. I am constantly reminding myself that I cannot make such assumptions. The parts of a tree exemplify this. While many students know what a trunk is, they may not know the difference between a limb and a branch or that the top of a tree is called a “crown.”

This is a poster drawn on a regular sheet of copy paper. I have the students freehand a tree while I walk them through it by drawing on the board. Believe it or not, I start with the foliage. Basically, they are cloud-like shapes, but I only do these on one side of the paper. Then, we draw the trunk and roots. At this point, the hardest part begins—limbs, branches, and twigs. I remind my students that most of these will reach upwards (and we discuss why—to help the leaves get as much sunlight as possible). They also become narrower the further they are from the trunk. You will also notice that my model displays one of my favorite art lessons—nothing in nature is a single color! I don’t let my students get away with solid, green foliage. (We don’t have art in our school, but I am an artist; I try to get art lessons in whenever I can!) We talk about where the sunlight is going to hit the leaves the most and color that area a lighter green than where there will be shadows, which will be the darkest green.

This is a quick lesson to ensure that we all have the same background knowledge and can use the same vocabulary.