STC® Organisms assessed through a first graders song. Post your creative songs below and view the first graders blog about what they have learned.
17th March, 2010 - Posted by Teacher - 21 Comments
Thank you to the first grade students that shared this classroom experience using STC® Organisms! The video begins with two very excited teammates observing guppies at their table group. While observing the guppies, the students were shocked to witness one active guppy literally jump out of the cup. The student teacher captured this teachable moment while the students explained that the guppy needed to stay in the freshwater habitat rather than the hard desk that it landed on. Scarlet explains her new found knowledge that the guppy must stay in the water to “breathe” unlike humans who breathe air to survive.
Carlos, an ESL learner, observes that guppies are vertebrates because they have “bones”. When asked what he meant by his comment, he remarked that he “could see them” and shared his science notebook entry detailing his visual observations. Even though Carlos’ English vocabulary is continuing to develop he expresses himself through science note booking with very detailed drawings. His drawings and descriptions continue to develop throughout the lesson which is evident when assessing his dated note booking samples.
As the class gathers together to share their observations on the carpet, comparisons are made between two organisms: the snail and the guppy. Students use a Venn diagram to compare and contrast the two organisms and without hesitating use their observations to develop a working definition of a living organism. The students describe attributes of living organisms and what living things need to survive. After the clear observing cups have had sufficient time to float in the table aquariums, acclimating to the water temperature, the students release their new friends into their tank. Aiden is at first concerned that the snail will eat the guppy but is reassured by his peers that everything will turn out ok and eagerly waits for a chance to feed the fish in his care.
The following day, Abigail raced into the classroom prepared with a song that she had written about what she had learned during the previous lesson. Obviously excited about the material, she shares how guppies move in their freshwater habitat and attributes she has observed such as “they move with a tail, just like a whale.” The most compelling part of her assessment of the lesson was summed up in one final comment. “I love guppies!” There is nothing like capturing inquiry in the classroom from a child’s perspective.