Our Class Bulletin Boards, Displays and Projects
Scribble Picture
This shows the finished product of our scribble picture. This is a project I do the first week of school. Students get a blank white sheet of paper and make an overlapping scribble on it. They need to color in all the different areas in different colors. The other part, their name, uses a sheet of black construction paper folded in half. They draw their name in cursive on the folded black construction paper. Then, outline it and cut it out. Open it up and glue on the middle of the scribble...and viola! I keep these pictures up all year long.
This shows the finished product of our scribble picture. This is a project I do the first week of school. Students get a blank white sheet of paper and make an overlapping scribble on it. They need to color in all the different areas in different colors. The other part, their name, uses a sheet of black construction paper folded in half. They draw their name in cursive on the folded black construction paper. Then, outline it and cut it out. Open it up and glue on the middle of the scribble...and viola! I keep these pictures up all year long.
The class scribble pictures are on display all year!
Up close view of scribble pictures
Back-to-School Bulletin Board: We Had A T-Riffic Summer
In the beginning of the schoolyear, kids write about how their summer was or their favorite summer memories. Kids use a t-shirt template to record their final writing on. I simply hang up the finished t-shirts on the clothes line with the clothespins. I use suction cups on the glass (3 per line) and put the string across the suction cups.
In the beginning of the schoolyear, kids write about how their summer was or their favorite summer memories. Kids use a t-shirt template to record their final writing on. I simply hang up the finished t-shirts on the clothes line with the clothespins. I use suction cups on the glass (3 per line) and put the string across the suction cups.
October Bulletin Board: Room 7 Pumpkin Patch
For October, students take a multiple choice quiz on various Halloween topics. They use their answers to make a pumpkin glyph. I used the glyph idea from Mrs. Ritenour.
For October, students take a multiple choice quiz on various Halloween topics. They use their answers to make a pumpkin glyph. I used the glyph idea from Mrs. Ritenour.
| jack_o_lantern_glyph.doc |
October Writing Bulletin Board: Amazingly Awesome Alliteration
After a writing mini-lesson on alliteration students create Halloween inspired alliteration sentences. Alliterations are like tongue twisters. Students write 4 spooky alliteration sentences and pick 2 to illustrate. The student sheet can be downloaded below. I was inspired for the alliteration pictures from Mrs. Ritenour.
After a writing mini-lesson on alliteration students create Halloween inspired alliteration sentences. Alliterations are like tongue twisters. Students write 4 spooky alliteration sentences and pick 2 to illustrate. The student sheet can be downloaded below. I was inspired for the alliteration pictures from Mrs. Ritenour.
| halloween alliterations.doc |
Up close view of a student's alliteration
Science Project: Grape Smashers
At the end of our simple machines unit students worked on a project where they had to use what they learned about simple machines to create a compound machine that would smash a grape. The requirement was the machine needed to utilize at least 3 simple machines. Below, I have included my letter to parents as well as the rubric I used to score the projects.
At the end of our simple machines unit students worked on a project where they had to use what they learned about simple machines to create a compound machine that would smash a grape. The requirement was the machine needed to utilize at least 3 simple machines. Below, I have included my letter to parents as well as the rubric I used to score the projects.
| grape smasher parent letter.doc |
| grape smasher rubric.doc |
Students were quite creative!
Some more samples of Grape Smashers
Spring Bulletin Board: A Garden of Great Poems
During the month of April, students learn about poetry forms. I teach my class about the Haiku poem form. After students write a few poems on a spring topic, they select one they want to include on the lead cut-out for the display. Students are given 5 circle cut-outs in gradually smaller circles to create the flower. They make cuts around the edge of the circle and curl the paper cuts with a pencil.
During the month of April, students learn about poetry forms. I teach my class about the Haiku poem form. After students write a few poems on a spring topic, they select one they want to include on the lead cut-out for the display. Students are given 5 circle cut-outs in gradually smaller circles to create the flower. They make cuts around the edge of the circle and curl the paper cuts with a pencil.
Up-close view of student flower and poem
Science: Food Chain Predator and Prey Simulation
While learning about food chains, students took part in a simulation of how predators and prey interact in the wild. To conduct the simulation the following materials are helpful:
*small sized ziploc bags
*bags of popcorn
*4 cones
*yellow vests
*red vests
*whistle
Setup: In a grassy, field area I placed four cones to make a rectangular area. I sprinkled popcorn around the rectangular area. The largest group of students were the "Grasshoppers," (about 12 students) and they were given the plastic ziploc bags. The next smallest group (about 8 students) were the "Orioles" and were given red vests. The last group are the "Hawks" (about 6 students).
Information: The students will be simulating a food chain. The grasshoppers will be called out to the area first, and will pick up popcorn pieces. The orioles will be called in next and they can tag the grasshoppers. Once grasshoppers are tagged, they give their popcorn bag to the person who tagged them. After a few minutes, call in the hawks and they can only tag the orioles. When orioles are tagged, they give their popcorn bag away. As students are tagged, they move to the outside perimeter of the cones. The cones are safe places (like a tree or rock would be in the wild). Students can only go to a cone once during the round for 10 seconds.
The resource I used to create my game came from here.
While learning about food chains, students took part in a simulation of how predators and prey interact in the wild. To conduct the simulation the following materials are helpful:
*small sized ziploc bags
*bags of popcorn
*4 cones
*yellow vests
*red vests
*whistle
Setup: In a grassy, field area I placed four cones to make a rectangular area. I sprinkled popcorn around the rectangular area. The largest group of students were the "Grasshoppers," (about 12 students) and they were given the plastic ziploc bags. The next smallest group (about 8 students) were the "Orioles" and were given red vests. The last group are the "Hawks" (about 6 students).
Information: The students will be simulating a food chain. The grasshoppers will be called out to the area first, and will pick up popcorn pieces. The orioles will be called in next and they can tag the grasshoppers. Once grasshoppers are tagged, they give their popcorn bag to the person who tagged them. After a few minutes, call in the hawks and they can only tag the orioles. When orioles are tagged, they give their popcorn bag away. As students are tagged, they move to the outside perimeter of the cones. The cones are safe places (like a tree or rock would be in the wild). Students can only go to a cone once during the round for 10 seconds.
The resource I used to create my game came from here.
Grasshoppers (1st order consumers) eating producers
Orioles (2nd order consumers) chasing after grasshoppers (1st order consumers)
Some hawks (3rd order consumers) waiting to be called into the foodchain!
