Indian Fields Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

BC Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

Constable Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

Cambridge Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

Vacation Planning Links

National Gas Price Averages by State

http://fuelgaugereport.aaa.com/?redirectto=http://fuelgaugereport.opisnet.com/index.asp

Google Maps

http://maps.google.com/

Triple A Travel Website

http://ww2.aaa.com/scripts/WebObjects.dll/AAAOnline.woa/413?association=aaa&club=075&page=travelhome&sessionRedirect=1326923816421

Family Activities by Destination

Boston, Massachusettshttp://gocitykids.parentsconnect.com/region/boston-ma-usa

Washington D.C. – http://gocitykids.parentsconnect.com/region/washington-dc-usa

Montreal, Canada – http://travel.kaboose.com/montreal.html

Ocean City, Maryland – http://ococean.com/things-to-do/kids-love-oc

Virginia Beach, Virginia – http://www.visitvirginiabeach.com/visitors/things-to-do/kids/

Savannah, Georgia – http://familyfun.go.com/vacations/georgia-some-good-ol-southern-fun-711977/

Hershey, Pennsylvania – http://www.hersheypa.com/

Burlington, Vermont – http://www.vermont.com/activities/family-fun/

Portland, Maine – http://gocitykids.parentsconnect.com/region/portland-me-usa

 

Greenbrook Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge The Newspaper Challenge

Mission:  To build the tallest, free-standing tower you can.  Free-standing means that you cannot hold it up when time is up.

Materials:  2 sheets of newspaper, 4 inches of tape

(Click on the images below to see the full image.)

 

 

 

 

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful.

They were then presented with another challenge:  The Tall Tower Challenge

Mission:  To work in teams to build the tallest tower (measured from the top of the golf ball)
you can to support the weight of a golf ball for 2 minutes.
Materials:  20 straws, 20 pipe cleaners, 10 paperclips, plastic golf ball, scissors
 
 
 
 
Using the steps of the Engineering Design Process, they worked in groups to respond to the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Brunswick Acres Cycle 2 – Engineering Projects

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge The Newspaper Challenge

Mission:  To build the tallest, free-standing tower you can.  Free-standing means that you cannot hold it up when time is up.

Materials:  2 sheets of newspaper, 4 inches of tape

(Click on the images below to see the full image.)

 

 

 

 

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful.

They were then presented with another challenge:  The Tall Tower Challenge

Mission:  To work in teams to build the tallest tower (measured from the top of the golf ball)
you can to support the weight of a golf ball for 2 minutes.
Materials:  20 straws, 20 pipe cleaners, 10 paperclips, plastic golf ball, scissors
 
 
 
 
Using the steps of the Engineering Design Process, they worked in groups to respond to the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Monmouth Junction Cycle 2 – Engineering Projects

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge The Newspaper Challenge

Mission:  To build the tallest, free-standing tower you can.  Free-standing means that you cannot hold it up when time is up.

Materials:  2 sheets of newspaper, 4 inches of tape

(Click on the images below to see the full image.)

 

 

 

 

 

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful.

They were then presented with another challenge:  The Tall Tower Challenge

Mission:  To work in teams to build the tallest tower (measured from the top of the golf ball)
you can to support the weight of a golf ball for 2 minutes.
Materials:  20 straws, 20 pipe cleaners, 10 paperclips, plastic golf ball, scissors
 
 
 
 
 
Using the steps of the Engineering Design Process, they worked in groups to respond to the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Indian Fields Cycle 2 – Engineering Projects

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge The Newspaper Challenge

Mission:  To build the tallest, free-standing tower you can.  Free-standing means that you cannot hold it up when time is up.

Materials:  2 sheets of newspaper, 4 inches of tape

(Click on the images below to see the full image.)

 

 

 

 

 

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful.

They were then presented with another challenge:  The Tall Tower Challenge

Mission:  To work in teams to build the tallest tower (measured from the top of the golf ball)
you can to support the weight of a golf ball for 2 minutes.
Materials:  20 straws, 20 pipe cleaners, 10 paperclips, plastic golf ball, scissors
 
 
 
 
 
Using the steps of the Engineering Design Process, they worked in groups to respond to the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Brooks Crossing Cycle 2 – Projects

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge The Newspaper Challenge

Mission:  To build the tallest, free-standing tower you can.  Free-standing means that you cannot hold it up when time is up.

Materials:  2 sheets of newspaper, 4 inches of tape

(Click on the images below to see the full image.)

 

 

 

 

 

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful.

They were then presented with another challenge:  The Tall Tower Challenge

Mission:  To work in teams to build the tallest tower (measured from the top of the golf ball)
you can to support the weight of a golf ball for 2 minutes.
Materials:  20 straws, 20 pipe cleaners, 10 paperclips, plastic golf ball, scissors
 
 
 
 
 
Using the steps of the Engineering Design Process, they worked in groups to respond to the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.