5th Grade
While Teaching 5th Grade at Pacific Boychoir Academy in Oakland, California, I integrated Project Based Learning into many areas of our curriculum - including social studies, math, and language arts.
5th Grade Mandala Flower Garden Mindfulness in the Classroom
As part of an ongoing lesson in mindfulness, each week students would add onto the Mandala Flower Garden. This beautiful mural
is on view in our classroom, and prior to creating it I talked with the boys about mindfulness and meditation. We discussed how Mandalas each have different meanings and are often linked to meditative practices. This Mandala flower garden is a beautiful representation of the students coming together to create a bright and positive learning environment.
As part of an ongoing lesson in mindfulness, each week students would add onto the Mandala Flower Garden. This beautiful mural
is on view in our classroom, and prior to creating it I talked with the boys about mindfulness and meditation. We discussed how Mandalas each have different meanings and are often linked to meditative practices. This Mandala flower garden is a beautiful representation of the students coming together to create a bright and positive learning environment.
World Famous Structure Project : Building to Scale
Brainstorm - Research - Plan - Sketch - Build
Brainstorm - Research - Plan - Sketch - Build
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Structures Project - Math & Architecture
5th Graders are researching world-famous structures and buildings to create miniature models. This incorporates concepts we have learned in math such as ratio and decimals. Students first selected a world-famous structure to research and filled out fact-finding worksheets. Next, students established a ratio that would allow them to build their structure to scale. The challenge? Structures must be under 18 inches, or 46 cm! Now that students have found the ratio's that work for them, they have started the construction process. They are using recyclable materials, and are really enjoying the hands-on aspect of this project.
5th Graders are researching world-famous structures and buildings to create miniature models. This incorporates concepts we have learned in math such as ratio and decimals. Students first selected a world-famous structure to research and filled out fact-finding worksheets. Next, students established a ratio that would allow them to build their structure to scale. The challenge? Structures must be under 18 inches, or 46 cm! Now that students have found the ratio's that work for them, they have started the construction process. They are using recyclable materials, and are really enjoying the hands-on aspect of this project.
Poetry Journals: Reading, Interpreting & Illustrating Poems
For our last English unit of the school year, we focused on poetry. At this point students had read and discussed four novels as part of our 5th grade English Curriculum: The Indian in the Cupboard, Tuck Everlasting, A Wrinkle in Time and Johnny Tremain. With only four weeks left, I decided we should turn our focus to poetry. We studied a wide range of poets: Shel Silverstein, Ken Nesbitt, Eve Merriam and many others. We learned about literary terms including onomatopoeia, alliteration and personification. Students created poetry journals where they interpreted, wrote and illustrated poems. First, students chose a poet to research, write a biography about, and choose a poem by that person to interpret and illustrate. Students wrote poems about their favorite places, learned about stanzas, and shared their work with the class. They really enjoyed this unit and it was wonderful to see their creativity shine!
For our last English unit of the school year, we focused on poetry. At this point students had read and discussed four novels as part of our 5th grade English Curriculum: The Indian in the Cupboard, Tuck Everlasting, A Wrinkle in Time and Johnny Tremain. With only four weeks left, I decided we should turn our focus to poetry. We studied a wide range of poets: Shel Silverstein, Ken Nesbitt, Eve Merriam and many others. We learned about literary terms including onomatopoeia, alliteration and personification. Students created poetry journals where they interpreted, wrote and illustrated poems. First, students chose a poet to research, write a biography about, and choose a poem by that person to interpret and illustrate. Students wrote poems about their favorite places, learned about stanzas, and shared their work with the class. They really enjoyed this unit and it was wonderful to see their creativity shine!
Native American Diorama Project
As we learned about the Native American tribes and cultures that first inhabited the United States, I assigned students the task of choosing one Native American Tribe to represent in a diorama. First, students worked in pairs to study important facts and details about their Native culture. Then students sketched models of their dioramas and gathered materials. Next - students worked with their partners to construct their dioramas using recyclable materials and natural objects. Lastly, students presented their dioramas to the 4th grade class.
As we learned about the Native American tribes and cultures that first inhabited the United States, I assigned students the task of choosing one Native American Tribe to represent in a diorama. First, students worked in pairs to study important facts and details about their Native culture. Then students sketched models of their dioramas and gathered materials. Next - students worked with their partners to construct their dioramas using recyclable materials and natural objects. Lastly, students presented their dioramas to the 4th grade class.
Caravel Ships - A Lesson in Observation
Students recently learned about the sailing ships of the early explorers. To get a better understanding of the vessels used by these conquistadors, I assigned students the task of drawing the Caravel Ship - a ship that allowed explorers to travel greater distances with ease. Students closely observed diagrams and drawings of the Caravel ship as they carefully drew their own. I showed students how to tea-stain their drawings to create an aged feel. We displayed the ships on our classroom bulletin board to create a beautiful mural.
Students recently learned about the sailing ships of the early explorers. To get a better understanding of the vessels used by these conquistadors, I assigned students the task of drawing the Caravel Ship - a ship that allowed explorers to travel greater distances with ease. Students closely observed diagrams and drawings of the Caravel ship as they carefully drew their own. I showed students how to tea-stain their drawings to create an aged feel. We displayed the ships on our classroom bulletin board to create a beautiful mural.
The Living Museum Project - Change Makers of the U.S
The objective of this project was for each student to choose an influential person in United States History, and research them to learn about how they made a difference in our country. Once they completed their research, students wrote and memorized a 2 minute speech from the perspective of their chosen person. During the day of The Living Museum, students came to school dressed as their chosen person and recited their speeches for classmates, faculty and parents.
The objective of this project was for each student to choose an influential person in United States History, and research them to learn about how they made a difference in our country. Once they completed their research, students wrote and memorized a 2 minute speech from the perspective of their chosen person. During the day of The Living Museum, students came to school dressed as their chosen person and recited their speeches for classmates, faculty and parents.
The 13 Colonies Brochure Project
As we learned about the establishment of the thirteen colonies, I assigned students the task of choosing either the New England, Middle, or Southern colonies to create a travel brochure for. The goal - to advertise the colonies to prospective Europeans who were considering moving to the U.S.
As we learned about the establishment of the thirteen colonies, I assigned students the task of choosing either the New England, Middle, or Southern colonies to create a travel brochure for. The goal - to advertise the colonies to prospective Europeans who were considering moving to the U.S.
Pictorial Timeline Project
We studied the early Spanish Settlements in North America and conflicts over land. Students learned how the Spanish, British, French and Native Americans were fighting to claim territories in North America - eventually leading to the French and Indian War. I split the boys into groups and had them create Pictorial timelines to illustrate these important event in U.S History.
We studied the early Spanish Settlements in North America and conflicts over land. Students learned how the Spanish, British, French and Native Americans were fighting to claim territories in North America - eventually leading to the French and Indian War. I split the boys into groups and had them create Pictorial timelines to illustrate these important event in U.S History.
Fairytales! Written, Illustrated & Shared by 5th Graders
As part of our Fairytales unit in Creative Writing, the boys each wrote and illustrated their own Fairytales. The boys each had to compare and contrast different Fairytales before brainstorming ideas for their own. After learning about Story Elements, the boys completed plot diagrams of their stories. After writing rough drafts, peer and self-editing, the boys finalized their stories. I provided blank, hard-cover books for the boys to write and illustrate. They turned out beautifully, and the boys enjoyed the process of creating their own imaginative stories! We invited the 4th grade class and Mr. Trento, Head of School, for Bagels and Books in our room - where students read their Fairytales aloud.
As part of our Fairytales unit in Creative Writing, the boys each wrote and illustrated their own Fairytales. The boys each had to compare and contrast different Fairytales before brainstorming ideas for their own. After learning about Story Elements, the boys completed plot diagrams of their stories. After writing rough drafts, peer and self-editing, the boys finalized their stories. I provided blank, hard-cover books for the boys to write and illustrate. They turned out beautifully, and the boys enjoyed the process of creating their own imaginative stories! We invited the 4th grade class and Mr. Trento, Head of School, for Bagels and Books in our room - where students read their Fairytales aloud.
