Hello, 206 families and friends!

We have been incredibly busy in Room 206!

In reading, we’ve started the class novel, No Talking by Andrew Clements. This entertaining book follows a group of 5th-grade boys and girls at a fictional elementary school and explores the themes of language, thought, and the power of words. We are just a few chapters in, and the no talking contest is officially on—who can use the fewest words over two days? The class is loving the story, and the characters are starting to come to life.

This book is also one of the two Battle of the Books selections. Since this is the students’ first time participating in the Battle, we’re reading and discussing the book together. The students will work in teams to answer questions about the book during the battle. Stay tuned for more details about the event!

In Mindset Math, we explored the “It’s All in the Axes” activity, where students first viewed an animal graph with limited information. This activity encouraged them to make observations and predictions about relationships within and beyond the graph. We looked closely at the animal graph, discussing what information it provided, what each axis represented, and the questions it raised.

In small groups, students created their own poster graphs, selecting a topic and deciding what each axis would represent. Their topics explored how one attribute might affect another, leading to creative ideas like comparing the size of sea animals to their speed, the weight of vehicles to their speed, muscle strength to height, activities to heart rate, and the rolling distance of sports balls to their size.

We displayed the graphs around the classroom, giving students the chance to study each one and draw conclusions about the data. This sparked interesting discussions, such as whether the type of transportation—air, land, or water—affects a vehicle’s speed, or why some of the heaviest sea animals move as quickly as much smaller ones.

The activity challenged students to think critically, figure out how to research the necessary information or set up experiments to gather data, and then decide how best to present their findings. The results showcased their creativity, problem-solving skills, and growing ability to analyze relationships in data.

In Everyday Math, we focused on identifying number patterns (what’s the rule?), calculating perimeters, and exploring factor pairs and multiples. We’ve also added two new games to our repertoire: Factor Captor and Multi-Digit Addition Scoot.

In Mystery Science, we watched a video about how trees communicate underground—something we had read about earlier in the year. This inspired us to come up with a plan to study this in our classroom—more updates on that soon! This lesson also connects with our upcoming service project, where we’ll be raising money to plant trees in areas that need them.

We also watched a video on how pencils are made and learned how many trees are cut down each year to produce pencils, as well as the annual pencil consumption in the U.S. This led to a discussion on how many pencils we use in our own classroom. Each student then received a personalized pencil with their name on it, with the goal of using it as long as possible until it’s no longer usable.

For our class service project, we created posters highlighting the importance of trees and the value of conserving resources like pencils since they come from trees to share with the school. We’ve officially designated this the “Year of the Pencil”! Our goal is to raise awareness about the vital role trees play and to collect funds to support an organization that plants trees in areas that need them. We’re excited to make a meaningful impact through this project!

We also read the illustrated book The Girl Who Planted Trees by Caryl Hart, with illustrations by Anastasia Suvorova. It tells the story of a young girl whose dream inspires an entire village to come together and plant trees in an area devastated by drought and storms that used to be a beautiful forest filled with animals.

Have a wonderful weekend,

Ms. Beth

Hello, 206 families and friends!

This week was filled with activities! 

In reading this week, we read Bob the Artist by Marion Deuchars, an uplifting picture book about the power of art and the confidence to be yourself. We also enjoyed the beautifully illustrated God Bless the Gargoyles by David Pilkey. Pilkey describes how gargoyles were originally created to protect churches from evil spirits, but over time became seen as “grotesque,” leaving them “crumbled and broken.” Misunderstood by the world, the gargoyles are eventually comforted by gentle angels.

Afterward, we watched a few short videos on the history of gargoyles, learning that they also served as water spouts or gutters to protect buildings from rainwater. Inspired, students drew their own gargoyles using watercolors and markers, then crafted descriptive poems to bring them to life. Each unique gargoyle, capturing the spirit of these ancient guardians, is now beautifully displayed in the hallway outside our classroom!

In math, we focused on identifying rules in number patterns, exploring the properties of polygons, and discussing what different shapes have in common. We also practiced finding the perimeter and area of regular rectangles. Working in pairs with straws and twist ties, students created various polygons, applying their understanding of each shape’s properties. They made squares, triangles, trapezoids, rhombuses, hexagons, and pentagons, carefully using what they knew about each shape’s characteristics.

In Mystery Science, we explored the skeletal system, focusing on the bones in our hands and wrists. Students were amazed to learn how many bones are just in this part of the body! We combined science with art, creating “X-rays” of our hands. They turned out really cool and are now hanging in the window, where the light shines through. We also compared our hand skeletons to a bat’s wings and discovered some interesting similarities—ask your student what they noticed! To make the lesson even more fun, we had our very own bat skeletons, Rupert, Robyn, and Ruby, as models!

Halloween was a great time! Everyone had such creative costumes, and it was so much fun seeing each other dressed up. The wind didn’t stop us from heading outside to parade our costumes! We have fewer photos this week since we were so busy—I forgot to take as many– but will next week!

Have a wonderful weekend!

Ms. Beth

Hello, 206 families and friends!

October is flying by! Check out what we have been up to in Room 206!

In reading, we finished our class novel, The Kid Who Ran for President by Dan Gutman. On Election Day, we were on the edge of our seats as the electoral votes rolled in. The race came down to California, whose votes secured Moon’s win, making him the president-elect! But in a surprising twist, Judson’s acceptance speech turned into a resignation, leaving everyone stunned as he asked, “What was America thinking, electing a 12-year-old kid?”

Ask your student how they felt about Judson Moon giving up the presidency. This part of the book gave students a glimpse into the excitement of election night and the importance of every vote. It also emphasized how lucky we are to live in a democracy, where every voice matters.

As a culminating project, students partnered up to choose a main character from the novel. They created posters with character portraits, identified traits, and provided supporting evidence and quotes from the text. Ask your student which character they chose and what they learned through their project! We still have two presentations left to share.

In writing, we began practicing opinion writing. We explored a debate from Storyworks titled, “Should Everyone Get a Trophy?” The article presents two sides: rewarding everyone can boost confidence, but some worry it sends the wrong message.

Students did an excellent job identifying three reasons to support each side of the argument before choosing the side they agreed with. We then started drafting our essays, beginning with an introduction and following up with reasons supported by evidence.

Since our last writing project focused on expressing opinions on topics that matter to us, this assignment helps students develop the skill of considering both sides of an argument and building a strong case for their own viewpoint.

In Mindset Math, we explored one of my favorite math patterns—the Fibonacci sequence. Students examined the Fibonacci spiral to uncover the number pattern and apply it to nature. They did a fantastic job identifying the sequence!

After learning what the sequence is, students had a chance to see how it appears in nature. We viewed a slide show about the 12th century mathematician, Leonardo Fibonacci, and examined beautiful color photographs of natural elements that follow the pattern, including pinecones and sunflowers. We also watched a short video explaining the sequence. In pairs, students selected nature-inspired images and worked to identify the spiral pattern within them. Afterward, they created their own number sequences and used them to design unique drawings.

We wrapped up with a gallery walk, where students viewed each other’s artwork and tried to uncover the hidden sequences. It was a fun and engaging activity, and everyone did a great job decoding each other’s patterns! Again, another amazing miracle around us!

In Everyday Math, we began our exploration of geometry by focusing on different types of lines, triangles, and angles. We also practiced division using arrays to solve problems and revisited interpreting bar graphs and the data they represent.

During indoor recess on a rainy day, a group of students created oversized triangular rep-tiles—a mathematical concept we studied a few weeks ago. These fun creations are now displayed in the hallway by the elevator.

We ended the week with a fun collaborative project with Ms. Lisa’s class. Students teamed up to design unique pumpkins and wrote short narratives about a day in the life of a pumpkin. It was a joy to see them work together so well! Their creative artwork and writing are now displayed in the hallway leading to our classroom.

Have a wonderful weekend and check out the photos below.

Ms. Beth

Hello, 206 families and friends!

The days are flying by in Room 206!

This week, we introduced Soft Mondays, where students start the morning by choosing an activity like playing a game, drawing, reading, or catching up on work. It’s a great way to ease into the school week, and everyone loved it!

In reading, our class novel The Kid Who Ran for President by Dan Gutman has Moon realizing that all the attention is stressful, though he’s enjoying making the campaign commercials—especially the football touchdown one! As the election approaches, Moon must figure out how to handle the upcoming debate. We are also continuing to add new words to our class word jar, pulling from both the novel and students’ independent reading books.

Our Youth Power mural is nearly complete, with just a few finishing touches left to add. The students contributed creative slogans about the importance of youth voices and their role as the next generation of leaders. The Kid Who Ran for President has also sparked great discussions about how vital kids’ voices are.

In writing, the students did an excellent job crafting and publishing descriptive essays about young gamechangers, which are now part of the Youth Power mural. They’re also growing more confident with Google Classroom, using it to publish their work. Since keyboarding is such a valuable skill, we’ll begin practicing in class, and it’s something they can also work on at home.

In math, we focused on solving division word problems, revisited regrouping in multi-digit addition, and tackled multi-step word problems – making sure to name the unit. We also practiced using different strategies, like estimation, to determine if our answers make sense. Students partnerships also played the dice game “Six,” which was a big hit.

In Mystery Science, we watched an interesting video on how pencils are made and discussed the importance of taking care of our pencils, given the number of trees needed to produce them. This connected beautifully with our year-long exploration of the miracles in nature and our discussions about protecting the environment. We revisited our earlier discussions on the wonder of trees and their remarkable ability to communicate with one another.

Lastly, we had a fantastic time at the Cinderella musical! The students were a wonderful audience. Enjoy the photos below, and have a great weekend!

Hello 206 families and friends!

Hard to believe it is already October! Check out what we have been doing in Room 206! 

In reading, our class novel The Kid Who Ran for President by Dan Gutman is really heating up! Judson gave his first campaign speech, and the students went wild for the “Moon for President” idea—especially since he’s proposing to abolish homework! We’re also discovering some wonderful vocabulary in the book, which we’ve been adding to our word jar. Words like pandemonium, beaming, ambition, and throng have come up. Ask your student to try using these words in a descriptive sentence!

Moon and Lane now face a challenge: the U.S. Constitution requires a candidate to be at least 35 years old to run for president. But Lane points out that there have been 27 amendments to the Constitution, so why not add one to remove the presidency minimum age limit? We discussed in class whether a 12-year-old should be allowed to run for president—ask your child what they think! In the book, Judd Moon tells a reporter, “Grown-ups have had the last one thousand years to mess up the world, now it’s our turn.” 

This ties in perfectly with our earlier discussions on why voting is important and how every voice matters. We also talked about “youth voice” and “youth power”—the ability of young people to make a difference on issues they care about. The students came up with a thoughtful list of reasons why voting is important, highlighting the need to support causes they care about, such as protecting the environment, helping those in need, reducing pollution, promoting recycling, and striving for world peace.

We’ve been reading Rise Up: Ordinary Kids with Extraordinary Stories, where we learned about young gamechangers who have taken great strides to make the world a better place. We read about Greta Thunberg and Boyan Slat—ask your student what they did to make positive changes in the world! We also watched several short videos about kids making a difference, including part of Greta Thunberg’s TED talk and Boyan Slat’s amazing invention. 

Students also explored the Time for Kids website, where each month a child making an impact is featured. Each student chose one kid to read about and is writing a description to share their story. We’ve been discussing how kids have hopes and dreams which are just as important as adults, and how their voices matter too. Together, we came up with the slogan “Youth Power,” and our mural reflecting these thoughts is coming along nicely. We hope to finish it by the end of next week!  We also published our poetry which is hanging outside our classroom. 

In math, we focused on multi-step word problems, working with large numbers and rounding for estimation. In Mindset Math, we built on our previous lesson about tessellations/tiling by exploring rep-tiles—special shapes that, when tiled, form a larger version of the same shape. Students experimented with creating different shapes using various numbers of equilateral triangles. One group even created a rep-tile triangle using 25 equilateral triangles! This also gave students the chance to notice patterns to come up with a rule to create even larger rep-tiles.

We discussed the importance of having a growth mindset and embracing the power of “yet.” We read the illustrated book The Magical Yet by Angela DiTerlizzi, and each student designed their own “yeti” to remind them that they can tackle hard challenges and persevere when things get tough. These yetis are now displayed around the room as visual reminders that while they may not be able to do something yet, with persistence, they can achieve their goals.

In science, we read Listen to the Language of the Trees: A Story of How Forests Communicate Underground by Tera Kelley. This beautifully illustrated book introduces the fascinating ways trees in a forest are connected, forming their own social network underground. Through this connection, they communicate and support one another, highlighting how the survival of the natural world depends on staying connected and helping each other—just like us! This is a topic we will continue to explore in the coming weeks. This underground social network brought us back to the idea of the everyday miracles happening all around us. 

Enjoy the photos below and have a wonderful weekend!

Hello, 206 families and friends!

Another busy week in Room 206! 

In reading, we are thoroughly enjoying our class novel, The Kid Who Ran for President by Dan Gutman. It looks like Judson Moon is really going to run for president as an independent, with his elderly neighbor and former babysitter, June Syers, as his running mate. Judson and Lane came up with the catchy slogan “Moon + June.” This gave us the perfect opportunity to talk about what makes a good slogan—both catchy and meaningful. Along with our novel, we’re also referring back to the nonfiction texts I mentioned in the last blog. We’ve discussed the different aspects of campaigning, including how expensive it can be—a challenge Judson Moon will soon face. We’re continuing to practice visualizing scenes and capturing them in our sketchbooks.

In math, we focused on creating mathematical models to represent word problems involving multiplication and division, then wrote equations to solve them. We also studied bar graphs, and student pairs had the opportunity to survey their classmates and create their own bar graphs based on the data they collected. Topics included favorite drinks and sports activities.

In mindset math, we explored tiling and learned about tessellation. We identified tessellations in the classroom, then student groups experimented with different geometric shapes to see which ones tessellated, first individually and then in combination. Students created unique tiling designs that we shared as a class, and some even brought in tessellations they found at home. We briefly discussed why certain shapes can or cannot tessellate, touching on angle measurements—a concept we’ll revisit later this year.

In Art and History, we studied Hilma af Klint, one of the early abstract artists from Sweden. We read an illustrated book about her, watched a short video, and examined several of her artworks projected on the board. Our discussion focused on how abstract art can hold deep meaning for both the artist and the viewer. Students then had the chance to practice some of her techniques, creating their own masterpieces, which we’ll be using for our Art to Remember fundraiser. The results were beautiful!

We also read the illustrated book Invisible Things by Andy J. Pizza and Sophie Miller, which creatively explores feelings, ideas, and other intangible concepts—perfectly pairing with our exploration of abstract art.

In writing, we’ve embarked on poetry and discussed what makes a poem unique. We began by writing poems on a topic we all know well—ourselves! I gave students a series of questions to help them reflect deeply on who they are, including their favorite family traditions, memorable moments, favorite homemade foods, and simple activities they love. Using these prompts, students drafted “I Am From” poems, and they’re turning out beautifully. The focus is on crafting each stanza with descriptive words that engage the five senses, so the reader can see, hear, feel, taste and even smell their ideas!

We’ll also be typing these poems in Google Docs, posting them in Google Classroom, and illustrating specific lines. I’m excited to see the final results! It’s great to see students becoming more comfortable using Chromebooks, too!

Below are some additional photos from free choice time.

Enjoy the weekend and the beautiful weather!

Ms. Beth

Our class is really settling in as a strong learning community. It’s a joy to teach such inquisitive and enthusiastic students, and I love how everyone collaborates and participates throughout the day.

In Social Studies, we’ve begun exploring the election process and what it means to be a democracy. The students brainstormed an impressive list of 16 characteristics a president should have, including qualities like calm, patient, respectful of people and the environment, open-minded, creative, brave, organized, and confident in taking risks. We also discussed the three branches of government and the system of checks and balances that helps protect our democracy. We read excerpts from What Is a Presidential Election?: 2024 Edition by Douglas Yacka, to deepen our understanding. 

In reading, we launched our class novel, The Kid Who Ran for President by Dan Gutman. It tells the story of 12-year-old Judson Moon, whose friend Lane Brainard convinces him that he would make the perfect president. We’re already enjoying the two main characters, and during the read-aloud, we practiced sketch notes and visualizing the scenes. It was great to see everyone share their drawings on the document camera—it brought their interpretations of the story to life!

This week, we read our beautifully illustrated school book, Nothing but Miracles by Walt Whitman. The poet finds miracles everywhere—in nature, on city streets, and at home. After discussing what a miracle is, we came up with our class definition: something special and amazing that you see, notice, or that just happens. We then took on the challenge of looking around and noticing the everyday miracles in the world. Students shared their observations, from Niagara Falls during a summer trip to sea glass on a beach in Greece, heart shaped leaves and double rainbows. This led to plans for a mural showcasing the miracles around us, which we will create for the hallway outside our classroom.

On Wednesday, we commemorated 9/11 by watching a read-aloud of Branches of Hope: The 9/11 Survivor Tree by Ann Magee, which tells the story of the lone tree that survived the attack, was nursed back to health, and now stands at Ground Zero as a symbol of hope and renewal. We also viewed a short documentary by the 9/11 Memorial and Museum about the tree’s survival, learning that a dove nested in the tree a year after 9/11—a symbol of hope and peace. Students agreed that the tree and the dove are miracles, and they sketched their own versions of the tree.

In Science we enjoyed Perfect by Max Amato, a story about an eraser and a pencil. The eraser tries to keep the pages clean, while the pencil makes scribbles, and together they discover the fun in collaboration. This tied in nicely with our SuperSTEM experiment that we began last week where we tested different types of erasers to see which was most effective. After learning the science behind what makes a good eraser (sticky, soft, and scratchy properties), each team predicted which eraser would perform best. The Hi-Polymer eraser won the competition, and we’re now all more mindful of the erasers we use!

In math, we focused on rounding numbers to the tens and hundreds place, identifying patterns in the number grid, and working on place value. Student pairs played Addition Top-It with multi-digit numbers, and we successfully got everyone logged into Khan Academy, which students can also access at home for extra practice.

In art, we completed our visible and invisible characteristics portraits and hung them in the hallway. Students used creative ways to illustrate the traits that define them and what matters most to them.

In writing, we began How to Be an Explorer of the World, a creative writing and noticing exercise book that encourages students to explore their surroundings in a way that mirrors how artists and scientists observe, collect, and analyze the world around them. This fits perfectly with our ongoing challenge to notice the miracles around us. For our first exploration, students had 3 minutes to write down ten things they hadn’t noticed about where they were sitting, using all their senses. Be sure to ask your student what they discovered!

Students also had a great time during free choice, coming up with creative ways to play—from creating graphic novels to playing games and building forts.

Lastly, we decorated our word work notebooks, where students will record new words they come across in our studies and in their own reading. After reading The Word Collector by Peter Reynolds, we discussed how words aren’t just for spelling but for collecting, using, and understanding how word parts (like roots and affixes) come together to form new meanings. Students brainstormed all the places we use words—thinking, talking, singing, math, ideas, and more. Ask your student what words they’ve been noticing!

Enjoy the photos below and have a wonderful weekend!

Hello 206 families and friends,

Our attendance cards are already filling up one side of the room, and we’ll soon need to come up with a plan for where to keep them—they’re really fun to look at!

In reading, we practiced visualizing during a read-aloud by drawing scenes in our reading sketchbooks. We also continued reading more illustrated books and adding to our theme wall. We read Turtle and Tortoise Are Not Friends by Mike Reiss, where students made thoughtful connections to our previous read-alouds, discussing friendship and how differences can actually enhance relationships—otherwise, it would be boring if everyone were the same! They reflected on how the turtle and tortoise missed out on so many years of friendship, even calculating that they lost 46 years together!

In honor of Rock, Paper, Scissors Day, which was on August 27, we read The Legend of Rock, Paper, Scissors by Drew Daywalt and discussed how it’s not fun to always win—challenges keep things interesting!

Additionally, we read Stuck by Oliver Jeffers, which the students loved. They shared some interesting thoughts about the overall message, noticing how a small problem (a kite stuck in a tree) can escalate into a much bigger one. Ask your student to explain what got caught in the tree and how Floyd handled it! We also discussed how teamwork might have helped Floyd solve his problem. Students noticed that the book was not written by an American author due to the phrases used in the dialogue—very observant! In fact, Jeffers is an Australian-Irish author, and he used phrases like “hullo.” We also enjoyed our “friendship donuts” in celebration of Circles All Around Us by Brad Montague. We then drew ourselves into a circle – ask your student how it worked out!

In Social Studies, we explored identity and the various factors that define and are important to us. This tied in well with the illustrated books we’ve been reading. While we share many commonalities, we also have unique traits and interests that enrich our relationships and strengthen our classroom community. Next week, we’ll create portraits that capture these ideas.

In writing workshop, we finished our writing notebook covers, and they all turned out amazing. I’ll include pictures in the next blog—thank you for sending all the wonderful photos! We continued practicing our Dream Writes this week, and the students are getting much better at writing freely without overthinking to get into the flow of writing. We also wrote a descriptive entry on our favorite food, focusing on using as much sensory detail as possible.

In math, we focused on place value and regrouping with multi-digit addition and subtraction using place value charts and expanded notation. Student partnerships then played “Rolling Numbers,” where they rolled three dice to create a number, wrote it in expanded form, and made a sketch of the place value blocks. We also talked about how a number isn’t just a number but can represent so many things. Each student selected a number between 1 and 10 and created posters about their numbers, including not only equations but also fun facts, such as how the Big Dipper has seven stars in the constellation or how Jupiter is the fifth planet in our solar system. Ask your student what number they chose and some of the fun facts they came up with! These posters are now hanging in the classroom for reference.

Our mindfulness breathing exercises this week included butterfly breathing and bird breathing.

In science, we read about “The Amazing Eraser: Then and Now.” We talked about the original eraser – bread – and why it was used. We discussed different types of erasers and found several kinds in the classroom. We broke into science groups, and students selected three erasers to test. Next week, we’ll write our hypotheses and plan our experiment.

Check out the photos from the week below, and have a wonderful long holiday weekend!

Ms. Beth

Hello, 206 families and friends!

This was an incredibly busy two days! We spent part of each day building our learning community and getting to know each other. The students come to class each day enthusiastic and ready to learn. I am so impressed with how they get along with each other and are eager to participate!

We start each day with our attendance card—ask your student to tell you all about it! After that, we gather for our sharing circle, where we use a special sharing stone as a talking piece.

In math, we explored the many ways we use math in our daily lives and how numbers are everywhere. The students came up with a wide range of examples, from grocery shopping and cooking to telling time and noticing the temperature each day. They then completed a math survey and answered a list of math-related questions about themselves. We also began organizing our math journals. To practice addition skills, student partnerships played the dice game “Beware.” Additionally, we practiced mental math using individual student whiteboards.

In reading, I had the opportunity to meet with each student individually to discuss what they’re currently reading and listen to them read, ensuring they’re choosing a “just right” book. Now, every student has a book at school to enjoy.

This week, we read a different picture book each day and explored the themes and messages they conveyed. On Monday, we read The Day You Begin by Jacqueline Woodson, which centers on finding the courage to connect with others, even when you feel scared and alone. The book emphasizes celebrating differences and discovering ways to create friendships. On Tuesday, we read Circles All Around Us by Brad Montague, a story about expanding our circles of community and connection as we grow. My favorite line from the book is, “So let us create bigger circles / all around us for the rest of our days. / Let our caring ripple out / in a million little ways.” The students noticed many similarities between the messages of both books, leading to a rich discussion about celebrating differences, finding common ground to connect, and reaching out to build relationships. They shared how including others is not only kind but also brings happiness and helps you make more friends.

In writing workshop, students were introduced to “Dream Writes,” a fun one to two minute exercise designed to help them write freely without worrying about grammar or spelling—just getting their thoughts down on paper. During a Dream Write, students jot down whatever comes to mind, often surprising themselves with how quickly they can get their ideas flowing without stopping to think. They come up with funny phrases and random thoughts that just pop into their heads. It’s a great way to avoid writer’s block! We plan to do a Dream Write or two before each writing workshop. Students had fun sharing some of the things they wrote. Next week, we’ll begin creating our writing notebook covers, which will be a collage of pictures of themselves and their families. So, please make sure your student brings in “cuttable” pictures to school.

We’re also incorporating mindfulness activities into our daily routine to help us stay calm and focused during transitions. So far, we’ve practiced Cheetah breathing and Flamingo breathing—ask your student to show you how they work!

Finally, the upstairs classrooms came together for a human scavenger hunt as a team-building activity. It was a fantastic way for everyone to connect and get to know each other!

Below, check out the photos from the last 2 days and have a wonderful weekend, 

Ms. Beth

We are ending the year strong and have been incredibly busy this past week.  

On Monday, our students and Ms. Bia’s class did an amazing job volunteering at Share our Spare for our community service project! The items we sorted will be distributed to various partnerships within the city of Chicago. Our donations will specifically go to local social workers serving school age children in shelters. 

Students completed and presented their mini-donut project. Each group did such a creative job coming up with their business theme, menu and signature donut.  Students then had a chance to decorate a donut in the style of the signature donut and eat it! This was such a fun project and everyone loved each other’s creations. 

We completed the owl pellet dissection with Mr. Patrick’s class and discovered various rodent bones, including skulls, shoulder blades and back legs!

I also sent home the student portfolios, which contains many of the writing pieces and artwork from the school year.  Ask you student to share it with you!

Check out some additional class photos from the week.