The morning meeting was filled with discussion about antlers. The students began to ask all sorts of questions. Isela wanted to know how long do antlers grow. The class began saying what they thought the answer was. As we continued to review the list of animals that have antlers, the students were a little unsure if cows really have antlers. So we began to research the difference between antlers and horns.
We sat down for journal where the students are given an opportunity to write independently. They began to write their questions about antlers in their journal by sounding out each word. They then took their journals to the computer area and typed their question in the Google search bar.
After lunch, the students participated in an online activity using the projector to determine which animals had antlers and which animals had horns. First the students had to find out the difference between the two. The students learned that antlers fall off each year and then grow back. They also discovered that horns are attached to the animals skull and they are covered with little hairs.
To help them process the information, the students were then provided with pictures of animals that they learned about along with writing and drawing materials. The students drew pictures of the characteristics that the students observed as went learned about antlers and horns.
The learning goals for this activity include:
* The student is expected to:
(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
* Students display phonological awareness. Students are expected to:
G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);
(H) isolate the initial sound in one-syllable spoken words; and
(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).
* Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) identify the common sounds that letters represent;
* Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:
(A) ask questions about topics of class-wide interest