Monmouth Junction Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Amanda & Ryan

Anaya and Rhea

Aryan, Akshat, & Aren

Rhean and Saumya

Brunswick Acres Cycle 3 – Language Arts/Digital Literacy

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Eeshani & Haley

Varun & Saatvik

Siya & Moorthy

Layla, Jasmin & Divya

 

Greenbrook Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Mukhil, Sophia

Luis, Emma

Leon, Shreya

Krish, Kaushal

Josh, Ram

Aparna, Donovan

Constable Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

 Anika, Anant
Maansi, Nicole
Manel, Lamya
Aditya, Sanvi
Vyana, Jessica

Brooks Crossing Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Senthilkumar, T.J.

Roma, Julia
Nina, Rahim
Lily, Nishan
Arav, Merelle, Sachin
Aishwarya

Indian Fields Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Anish & Victor

Evan & Nicholas

Sayika & Anunithaa

Vishali, Simarbir & Rohan

Yashvita & Shivani

Cambridge Cycle 3 – Digital Literacy/Language Arts

The focus of Cycle 3 was Digital Literacy.  Students learned that as a writer in the 21st century, it is important to learn how to write in different mediums and using different publishing tools. During this project, 4th graders read and analyzed myths from different cultures. They defined the genre and identified the key components, including the use of Gods/Goddesses or mythical creatures to explain how something came to be.

After learning about this genre, students worked in small groups to create their own myth that explains how something in school came to be.  They created a graphic organizer for planning. Students used the web 2.0 tool StoryboardThat to create a comic to tell their myth. We hope you enjoy their creative and hard work!

Pranav & Ved

Connor & Liam

Sanya & Reva

Anna & Nupur

Brunswick Acres Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials. 

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
  
  
  
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Greenbrook Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials. 

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
  
  
  
  
  
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Constable Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials.

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
  
  
  
  
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.