Adventure to Fitness Project
Driving Question: How can we as WDA first graders create geocaching sites to promote physical fitness in Plymouth, IN?
Power Standards: SS.1.3.1 2007 The World in Spatial Terms: Identify the cardinal directions (north, south, east and west) on maps and globes. SS.1.3.2 2007 The World in Spatial Terms: Identify and describe continents, oceans, cities and roads on maps and globes. SS.1.3.3 2007 Places and Regions: Identify and describe the relative locations of places in the school setting. SS.1.3.4 2007 Places and Regions: Identify and describe physical features and human features of the local community including home, school and neighborhood. SS.1.3.7 2007 Human Systems: Draw simple maps using symbols that show how space is used in the classroom, in the school and in the neighborhood. Project Overview: First graders will be creating geocaching sites on school and local park grounds. They have obtained GPS units to be donated to local park district. Students will be learning about physical fitness, mapping, cardinal directions, and community involvement. Entry Event:
Students will go on a treasure hunt in order to find our project entry document which will challenge them to make their own geocaching sites at Plymouth's Centennial Park.
Driving Question: How can we, as first graders, learn how plants and animals depend on each other for survival.
Power Common Core Standards: 1.S.3.2 Observe organisms closely over a period of time in different habitats. Draw and write about observations. 1.S.3.3 Observe and explain that plants and animals have basic needs for growth and survival. 1.S.3.4 Describe how animals’ habitats, including plants, meet their needs for food, water, and shelter. 1.S.3.5 Observe and describe ways in which animals and plants depend on one another for survival. 1.SL.1 Participate in collaborative conversations with diverse partners about grade one topics and texts. 1.SL.5 Add drawings, or other visual displays, to descriptions when appropriate to clarify ideas, feelings, and thoughts. 1.W.6 With guidance and support from adults, students use a variety of digital tools to produce and publish writing, including collaboration with peers. 1.RI.1 Ask and answer questions about key details in a text. 1.RI.9 Identify basic similarities and differences between two texts on the same topic. Project Overview: Students become experts as they research and explore different animal habitats in our classrooms. The students will learn how to make scientific observations and create virtual journals about the critter of their choice. Student will also learn how plants and animals depend on each other to survive and flourish. Entry Event:To kick off this project, the first grade teachers will set up a few empty habitats and ask the students to describe and propose what might live in those habitats. The students will have to think critically as they analyze what kind of critter could survive this each environment.
Critter Observations and Research:Below, you will see pictures of our three critters (worms, caterpillars, and hermit crabs). The students uses a link to this website to do their research before we were able to bring in the critters. After they arrived, we made daily journals of our hypothesis, observations, and questions.
Guest Speakers:As experts for our project, we invited Autumn Whiteman and Bob Yoder from the Purdue extension office. Autumn, a proud owner of 4 hermit crabs, taught our kids a lot about the basics of hermit crab life. Bob talked to our students about all the critters, their habitats, and how they are related to other crustaceans.
Setting our Butterflies Free!The last step in our project was letting the butterflies go free when they reached the last stage of their life cycle. It was a joyous ceremony where the students stood in a circle, read a poem, and watched at the butterflies fluttered away.
The RAK Project (Random Acts of Kindness)Driving Question:
How can we, as first graders, help create a culture of giving and volunteerism in Plymouth, IN? Power Common Core Standards: 1.SS.2.4 Describe ways that individual actions can contribute to the common good of the community. 1.SS.2.5 Define what a citizen is and describe the characteristics of good citizenship. 1.SL.1 Participate in collaborative conversations with diverse partners about grade one topics and texts. 1.SL.5 Add drawings, or other visual displays, to descriptions when appropriate to clarify ideas, feelings, and thoughts. 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason, and provide some sense of closure. 1.W.6 With guidance and support from adults, students use a variety of digital tools to produce and publish writing, including collaboration with peers. 1.RI.7 Use the illustrations and details in a text to describe its key ideas. Project Overview: Students will celebrate volunteerism and delve into character traits and how that affects our community. Within the project students will explore their own acts of kindness in order to give back to our local community. Through these RAKs the students will challenge their peers to pass on this compassion for others. On February 14th, students will venture out into the Plymouth community to deliver their student developed RAKs. Entry Event: To kick off this project, the first grade teachers will set up a random acts of kindness scenario geared toward teaching the students how to show appreciation, gratitude, and the value of volunteerism. Students received a personal note, extra choice activity time, and other forms of appreciation. Then the students discussed how these RAKs made them feel and how they could pass on these acts throughout the community of Plymouth.
Researching:Students spent four weeks researching and learning about different character traits and how they tied to random acts of kindness. Each week we focused on a different trait. We read, wrote, and studied about self-control, respect, kindness, and responsibility.
RAK Day: On our RAK (Random Acts of Kindness) Blitz around Plymouth, we visited Lincoln Jr. High School, Riverside Intermediate School, the Plymouth Community Library, Miller's Merry Manner, The Boys and Girl's Club, and the Community Center. At these places, the students worked hard, delivered valentines, and challenged the recipients to pass it on. Finally we came together at the Plymouth High School for a Flash Mob. Enjoy the slideshow below.
Reflections
After our field trip students posted on their blogs a reflection about their RAK day field trip and how they want others to pass it on. Use the button below to read a student's reflection.
Dinosaur Museum
Driving Question:
How can we, as first graders, help teach younger learners about dinosaurs? Power Common Core Standards: 1.RI.1 Ask and answer questions about key details in text. 1.RI.5 Know and use various text features to locate key facts or information in a text. 1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.SL.1 Participate in collaborative conversations with diverse partners about grade one topics and texts. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.5 Add drawings, or other visual displays, to descriptions when appropriate to clarify ideas, feelings, and thoughts. Project Overview: Students will study the science of dinosaurs and how/what to teach younger students about these creatures. Students will identify the areas they would like to study. They will split into groups and research this information. Learners will also visit the Indianapolis Children's Museum to learn how hands on exhibits are created and implemented. Then they will develop an interactive field trip designed to engage and educate younger students. We will invite kindergarten, preschool, and younger siblings to come and experience our own (student developed) children’s interactive museum. 1. Entry Event- Mrs. Hunter and Mrs. Hissong's preschool class came into our classrooms to challenge our students to help teach the preschoolers about dinosaurs.
2. Bringing in Experts-
Mr. Snyder, a retired school teacher and dinosaur expert, visited our grade level. He shared his AMAZING collection of dinosaur artifacts and knowledge with our classroom. Mr. Snyder was a part of a local mastodon dig. His authentic experience with local archeology gave our students a huge eye opener that dinosaurs and animals once roamed the very land they walk on today.
           3. Town Hall Decisions-
First graders met as a grade level to discuss how to best share their knowledge of dinosaurs with younger learner. It was decided to have a hands on children's dinosaur museum. Local preschools from our community and our preschool in our school were invited to take a field trip to our museum.
4. Building Background Knowledge-
In order for our learners to know how to best facilitate a hands-on museum, we visited the Indianapolis Children's museum. This experience gave the students an understanding of how and why exhibits are created. The students gained valuable knowledge on dinosaurs and the running of a museum.
Preschool Dino Museum-
The hands on museum consisted of 6 exhibits. Students worked collaboratively to create and implement the exhibits. They researched and help design each exhibit to fit the needs of preschoolers. Each group had to create a lesson plan to be implemented in the exhibit. The students in each group had to assess their teamwork based on our rubric created as a class together.
Exhibit 1: Dinosaur Dig 
Exhibit 2: Dinosaur Craft Learning about Triceratops
Exhibit 3: Creating a T-Rex Skeleton with Noodles
Exhibit 4: Play about Triceratops and T-Rex
Exhibit 5: Dinosaur Sort and Songs
Exhibit 6: Dinosaur Puzzle
Hurricane Hysteria - Research / Service ProjectDriving Question:
How do hurricanes affect the world around us? Power Common Core Standards: 1.RI.1 Ask and answer questions about key details in text. 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1.RI.5 Know and use various text features to locate key facts or information in text. 1.RI.6 Distinguish between information provided by pictures and information provided by words in a text. 1.RI.7 Use illustrations and details in a text to describe its key ideas. 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Project Overview: Students will study the science of hurricanes and how the hurricane affects many things. Students have already identified that they would like to explore. They will split into groups and research this information. The National Hurricane center offers online tours that the students will also take part in. We will SKYPE with a tourism representative to discuss relief efforts. We will also communicate with students that live near the path of the most recent hurricane. Students will come up with a plan to help with relief efforts. This has been left very open ended, in order to allow the students to help plan this process. 1. Entry Event - SKYPEAs a part of our 100 Book Club kick off party, students will SKYPE with New Jersey based author Rachelle Burke. She wrote the story "Treehouse in a Storm." This is based off of her real experience in a hurricane. She will share her experience of her self and family in the many hurricanes they have lived through. Students will have the opportunity to purchase autographed copies of her picture book.
   2. Researching Hurricanes
The students used books, e-books, websites, and iPad apps to research information on hurricanes. While researching, the students discovered that there aren't any "really good" research materials for first graders on the topic of hurricanes.
Next the students decided that they want to create resources that are "First Grade Friendly". So the students decided that they wanted to make a website that features information, an e-book, and videos that all talk about hurricanes and what they learned. It will be for first graders, by first graders. Of course, since its on the internet, it can been seen by anyone. 3. Hurricane Experiments
The students took part in various experiments that explored wind strength, air flow, estimation, making predictions, and lots more.
The kids had a great time getting their hands (and shirts) wet. They also had a chance to reflect on what they learned and apply the knowledge to their hurricane webpage.     Click here to see the newspaper article about our project.4. SKYPE with Louisiana Hurricane Survivors
The students were able to meet a panel of college students who all live in Saint John's Perish, a region routinely affected by hurricanes. The students were able to ask questions, learn about how to prepare for a hurricane, and what it is like to go through a storm of that size. This authentic connection was made possible through two teachers meeting on Twitter through an online twitter chat called #PBLCHAT. This chat takes place each Tuesday night on Twitter. Please join in if interested!
At the end of the interview, the panel challenged the students to find the parish on a map, and think about how they could help another first grade classroom affected by Hurricane Issac. Afterwards, the students were able to brainstorm and reflect on their experience on their blogs. Click HERE to read their comments or leave one of your own.    5. Presenting Hurricane Webpage
All first grade students had the opportunity to present their portion of the hurricane webpage. Together students created a rubric for their presentation skills. They chose to assess eye contact, speaking loudly and clearly, and posture. Our 4th grade ambassadors assessed the presentations. All involved did a fantastic job! Here is an example of a short presentation.
Here are our 4th grade ambassadors assessing the presentations
6. Town Hall Meeting
Following our SKYPE session with the students from Louisiana, the grade level decided that they would like to help those affected by hurricanes. The students met in town hall meeting to discuss and vote on what they could do to help.
Here are the list of ways that they students thought they could help.
The students voted and decided to have a lemonade stand. From there the group created a list of Need to Knows. Their skills of creating Need to Knows have grown greatly this year!
Here are our Need to Knows for implementing a lemonade stand.
6. Our Monsterade Stand
Students built our lemonade stand, created advertisements, presented in classrooms, and worked the Monsterade Stand (their store name) in order to raise funds to help with hurricane relief.
7. Giving Back
The first grade class profited $70.00 from their monsterade stand. They chose to give their earnings to the Red Cross.
My Name Around the World - Research ProjectDriving Question :
What makes my name unique? Power Common Core Standards: RI 1.1: Ask and answer questions about key details in text. SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. W 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. Other featured standards include: RI 1.5, RI 1.9, SL 1.3, W 1.5, W 1.7 Project Overview: The learners will be a part of a global project called "What my name means." The learners will research the meaning of their name through different global collaborative groups. The students will share this information through blogging and then learn how to constructively leave comments on others' blogs. Entry Event-SKYPELearners will Skype Ball State Professor Winnie Mucherah. The learners will discuss with Ms. Mucherah about the uniqueness of her name and about her home country, Africa. At this point she will also challenge us to research and reflect on our own names.
Answering our driving question: "What makes my name unique?"
Students researched the meaning of their name by interviewing their families and researching the Internet. The students used this research to practice writing a personal narrative about their name. They also created "Word Clouds" with the help of our 4th grade buddies. The learners then published their narrative and word cloud on their personal blog. During this process Mrs. Busse, our e-learning coach, introduced the concept of being a digital citizen.
Final Products:
Click on the buttons below to check out our class blogs. Be sure to leave a comment!
Virtual Field Trip - Zoo Service ProjectIndiana State Standards:
Science: 1.3.4 Describe how animal's habitats, including plants meet their needs for food, water, shelter, and an environment in which they live. Language Arts: 1.5.2 Write a brief expository description using sensory details. Social Studies: 1.3.2 Discovering the world in spacial terms. Our project was highlighted in the local newspaper. Check it out HERE!
Project Overview:
After our 1st graders had a Skype conference with Cheryl Piropatl ( from the Fort Wayne Zoo ), the students decided to create a virtual zoo where people can go if they can't visit the zoo, or if they want to explore the zoo before they get there. During this project, students will investigate animal habitats, zoo format, and digital correspondence in order to create a virtual field trip that the Fort Wayne Zoo can use on their website.
Step 1: Entry Event
Skype with Cheryl Piropatl
At this point, Cheryl introduced our driving question: How can people excited about visiting the Fort Wayne zoo and learn about the animals even if they are not there? Step 2: Answering our "Need to Knows"
Before getting started on our project, the students brainstormed on a list of things they needed to know in order to complete the project. Some of the things the kids wanted to know more about were: how to make a video, which animals are at the zoo, how to put information on the website, how to do research, and what types of information to use. In this picture, our research expert (Dianne Himes) is teaching the kids about finding information on the internet. She talked about credible websites, plagiarism, gathering information and much more.
  Here is our finished product:
Power Paw Shop - Goods and Services ProjectIndiana State Standards:
Social Studies: 1.4.1 Identify goods that people use 1.4.2 Identify services that people do fro each other 1.4.3 Compare and contrast different jobs people do to earn income 1.4.6 Explain that people exchange goods and services to get things they want Math- 1.1. Students develop a proficient number sense Writing- 1.4.1 -1.4.4 Students developed products that demonstrated organization and the use of revision. They also demonstrated proficiency using technology. 1.7 - Students gained experience in verbal expression Project Overview: After receiving a letter from a local business owner, our students were challenged to think of goods that children their age would purchase at a local store.
They brainstormed ideas as a group, they researched the market, made the goods, then tested the market by actually selling the goods to their peers at school. With the money earned the students turned the project into a community service project by using the money to purchase needed items for Millers Merry Manor. As a wrap up event, the students personally delivered these items and visited with the residents. Step 1: Lori Vanduyne, from Fernbaugh's Jewelry, came to talk to our first graders about owning and running a business.Step 2: Town Hall MeetingStep 3: Learning How To AdvertiseStep 4: Making Digital and Paper AdvertisementsStep 5: Making the GoodsStep 6: Selling at the Power Paws ShopStep 7: Paying it ForwardThe students used the money they raised at the Power Paws shop to buy supplies for the residents at Miller's Merry Manor. We personally delivered these small gifts, while sining Christmas carols. Afterward, the students were able to visit with the residents over juice and cookies.
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The link above will take you to our First Grade Webpage. This webpage is where you will find more specific information related to classroom news, our clubs, awards, useful links, and other fun things we would like to highlight as 1st grade teachers. You might even find some interesting things about us or our students as you explore. Check it out!
EducatorsThe following teachers have been and will continually be trained by the principles of the Buck Institute For Education for best practices using project-based learning techniques.
Lauren Cooper lcooper@plymouth.k12.in.us Jennifer Knebel jknebel@plymouth.k12.in.us Jenny Mevis jmevis@plymouth.k12.in.us  WDA Parent Night Slide Show
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Plymouth Community School Corportation
