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Weekly assignments are posted below.
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WEEK #: |
ASSIGNMENT: |
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WEEK 21-End of April
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In class every week, students will continue working on their Impact Time projects. We will conference with students each week & they will determine the next steps to complete at home.
Due to the nature of this project, homework will be different for every student. Please be looking for communication via email, as well as finding information in your child's binder every week.
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WEEK 20
DUE WEEK OF: March 22-26 |
In class, students learned about cause & effect and how it relates to their Impact Time project. We met with each student individually to determine a Project Plan.
At home, please look over the Project Plan sheet with your child (found in binder). Students will work toward completing the first step(s) listed. Due to the nature of this project, homework for this unit will be different for every student.
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WEEK 19
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In class, students shared their DREAM BIG ideas and Dash Story Maps.
We launched our third trimester learning experience, Impact Time. After learning what it means to make an impact, 3rd-grade students brainstormed ideas for a personal or small group project. If your child is still trying to decide on a topic they are passionate about, they can listen to what other children have done to create a positive impact: Kids Can Make a Difference. 2nd-grade students came to a conclusion on a group Impact Time topic. At home, all students (2nd, 3rd, and 4th) should complete the Inquiry Map and Wait, but Why? with a parent. Please sign and return these forms next week. |
WEEK 18
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In class, 3rd and 4th grade students brought their Dash Robot Story Maps and their programs to verify coding sequences. After trying out the programmed code, students were able to de-bug to make adjustments. 2nd grade students began their own Dash Robot Story Map.
At home,
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WEEKS 16-17
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In class, we learned how to log in to Dash's Neighborhood.
BARTON TEACHER CODE: camdm JONES TEACHER CODE: 15Y1S THERE WILL BE NO DISCOVERY CLASS NEXT WEEK. STUDENTS HAVE 2 WEEKS TO COMPLETE THE FOLLOWING CODING PROJECT: 3rd/4th Grade Students at Home: Students are to program an individual experience for Dash.
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WEEK 15
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In class, students continued learning different coding strategies to program the robots! Next week, students will be challenged to maneuver their robot on an obstacle course they create.
At home, students will select at least one “Project” to explore on "My Dashboard" (code.org). We are encouraging them to select one they have not tried yet. 
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WEEK 14
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In class, we put our coding skills to the test! Students were introduced to Dash robots & we began navigating how to use them. Students enjoyed programming the robots to spin, race, light up, tell jokes, etc. We also explored the anatomy of the robots to see why they work the way they do.
At home, students will do the following on code.org:
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WEEKS 12 & 13
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In class, we had fun practicing more "unplugged" coding skills! Students learned the vocabulary word, loop, in addition to applying last week's new terms. We also introduced students to Code.org. Login information has been taped inside your child's Discovery binder.
At home, students will go through a self-paced course at www.code.org. There will be no Discovery the week of January 25-29. We are asking students to work through this course as much as possible over the next two weeks. Those who have dedicated a minimum of two hours of code will test their coding skills using REAL robots during our next session! 
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WEEK 11
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This week, we read an article about how South African school systems hope coding will improve their future. The vocabulary words algorithm, sequence, and debug were introduced as we practiced "unplugged" coding.
UNPLUGGED CODING: To gain a foundation on how to code using a computer, we are first developing coding patterns using items found in our homes.
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WEEK 10
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This week in Discovery we focused on improving our paragraph writing skills. Each student wrote a letter to their pen pal. An envelope addressed to their pen pal was sent home. Parents are to decide if they want to continue correspondence with your home address. Please stamp and mail if you wish. This was the last letter we are writing during class time.
Home Assignment (Due Week of Jan. 11-15): We are starting a new unit! Watch the short video below. Record what you learned about coding from this young presenter on the web template in your binder (or click on RESEARCH WEB WORKSHEET button). We will begin our coding unit next week, so come prepared with this assignment completed! |
🎄 Christmas Break 🎄
WEEK 9:
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Mrs. Jones and Mrs. Barton have been helping support 22 different pen pal projects. Please check your weekly email for an update. Thank you!
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WEEK 8
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In class, groups created their Service Learning - Project Proposal. The project is due the week of December 14th. Some groups also started crafting a reply letter to their senior pen pal.
This week at home (November 30-December 4), parents will need to check their email for instructions. Individual groups at each school are working on different projects, so please read, discuss, and sign your child's proposal. Students are also to review the proposal and prepare assignments so we can work on their project the week of Dec. 7-11. Thank you! |
WEEK 7
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Please refer to the WEEK 7 parent email as each school may have a different assignment. To see the platform for this week's assignment, click on your school/grade below to access the "Padlet."
Example of Padlet Brainstorm: padlet.com-brainstorm |
WEEK 6
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In class, we explored how to write an impactful friendly letter. We rotated around stations to learn the various parts of letter writing. The students began revising their letters as they learned new skills.
This week at home, students will write a final draft of their friendly letter. As of this week, students should have a decent grasp on the tools that will help fulfill expectations on the rubric . Go through this rubric to ensure you're meeting the expectations/requirements! Please use your best handwriting to write a final friendly letter draft. Skip lines so it is easier to read, or you may type it up. We will put them in an envelope when you get to class, and mail them off! Address your letter: Dear Friend, PARENTS: Now that we have been able to assess students' writing skills, you are welcome to help at home this week if it is needed. |
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WEEK 5
DUE WEEK OF: November 2-6 |
In class, we learned a questioning strategy (QFT) and generated inquiry about the need for senior citizens to have meaningful connections.
This week at home, we are asking students to write a friendly letter that could be sent to any senior citizen. This letter should include an introduction to themselves, hobbies, after school activities, and family life. This writing assignment is a pre-assessment. Students may use the friendly letter writing guide linked here. PLEASE ALLOW YOUR CHILD TO WORK INDEPENDENTLY so we know what skills to teach next week. This letter will be used as a baseline. |
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WEEK 4
DUE WEEK OF: October 26-30 |
In class, we started with the question, "How has coronavirus impacted you, your family, or others?" After some document-based inquiry (using images and videos) students explored how Covid 19 effects the elderly. We did a "Close Reading" of an article about how VR goggles are helping with loneliness in care facilities.
This week at home, choose at least ONE of the two articles below. Do a Close Read for that article, and answer the questions provided (copies of articles and question pages are also found in your Discovery binder).
Come back to class with ideas for ways people might provide social connections for senior citizens during the COVID-19 pandemic. |
Preventing senior loneliness during the COVID-19 (start at 30 seconds):
How Isolation Affects Seniors During COVID-19:
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WEEK 3
DUE WEEK OF: October 19- 23 |
In class, we explored more about what we KNOW, WONDER, and want to LEARN about our brains. Some of our focus points were learning the main parts of the brain (cerebrum, cerebellum, and brain stem) and how neurons work. We talked about how to connect our neurons when overcoming challenging activities. As a family, you can watch Episode 5 if you'd like.
This week at home, please continue conversations about the brain. Students will choose ONE of the three activities below, and come to class next week prepared to share. |
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WEEK 2
(Due after Harvest Break) |
In class, we learned about the POWER OF YET. We had powerful discussions about how to reach goals we would like to accomplish that we haven't learned, yet.
This week at home, please watch Episode 4 (3 minutes). Have a discussion with a family member or friend about what to do when approaching hard things. Choose one scenario from below and create a dialogue (audio or written) using growth mindset words to encourage a positive outcome in the situation. |
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WEEK 1
DUE WEEK OF: September 21-25 |
In class, we introduced Growth Mindset. We talked about how our brain is a muscle and can get stronger with effort.
This week at home, please watch the next clip in this series, Episode 2 (3 minutes). Think of how you learn from your mistakes. Choose one of the following activities to create a message you could share with friends or family about how mistakes help us grow our brain. |
