Ancient China

After weeks of researching, creating, and writing, the Country Share Day finally arrived on Friday, June 19th and Team Gibbas students were able to teach others all that they had learned about Ancient China!  Students became classroom experts on the topics of Emperor Qin, Confucius, bronze, silk, and Chinese Writing then shared their knowledge by creating books then showcasing their knowledge at booths in the classroom.

How silk was first discovered?    Why the Great Wall of China was built?  Why were 8,000 terracotta warriors made and then buried underground?  What makes Chinese Writing different from English?   The answers to these questions can be learned by reading the student created books  below.
Fourth Grade Standards Social Studies - Ancient China, c. 3000-200BC/BCE 4.1  On a map of Asia, locate China, the Huang He (Yellow) River and Chang Jiang (Yangtze) Rivers, and the Himalayan Mountains. (G) 4.3  Describe the ideographic writing system used by the Chinese (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H) 4.4  Describe the important technologies of China such as bronze casting, silk manufacture, and gunpowder. (H,E) 4.5  Identify who Confucius was and describe his writings on good government, codes of proper conduct, and relationships between parent and child, friend and friend, husband and wife, and subject and ruler. (H,C) 4.6  Describe how the First Emperor unified China by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating with the use of slave labor large state building projects for irrigation, transportation, and defense. (e.g. The Great Wall). (H,C,E)
Writing Standards 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a.  Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when using to aiding comprehension b.  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c.  Link ideas within categories of information using words and phrases (e.g. another, for example, also, because). d.  Use precise language and domain-specific vocabulary to inform about or explain the topic. e.  Provide a concluding statement or section related to the information of explanation presented.

A Thousand Cranes

Thank you TESPTO for bringing A Thousand Cranes to Proctor School!  This year marked the 22nd year that Nikki and Guy have been sharing this wonderful program with Proctor students.

On Friday, June 5th students had the opportunity to learn history, creative movement, and the power of the arts to communicate a message of peace.  After reading the true story of Sadako, a young girl in Hiroshima who developed radiation-induced leukemia, students were able to take part in this special workshop based on this story.  In the workshop Nikki and Guy worked with students to celebrate the story of Sadako's life and her special place in history.  They learned a dance that Nikki performed in Japan in conjunction with children from the US and Japan at the 50th anniversary of the end of WWII.

Some students shared their thoughts about the program.

"Sadako was very meaningful to me.  I learned a lot about respect and peace."  ~Mason

"I learned that I can do a lot of things I didn't think I could do.  I learned that if we listen and we try we can learn a dance in a day and put on a good show."  ~Mackenzie

"I really liked the music."  ~Will

"I think participating in the Sadako dance was fun.  When I danced I felt very peaceful.  I loved the experience and I hope I can do it again."  ~Mila

A field trip to the Harvard Museum of Natural History

"I never realized that minerals could come in so many colors!" exclaimed a student while exploring the Earth and Planetary Sciences room at the Harvard Museum of Natural History.

As part of the study of Rocks and Minerals, grade 4 students visited the Harvard Museum of Natural History on June 2nd to see some amazing rocks and minerals up close, to learn how scientists distinguish between rocks and minerals, and to learn how to identify minerals.  Students were very excited by varied and impressive exhibits at the museum.

Here are a few of the things that students had to say about their visit.

"What surprised me was the variety of things they presented.  I was impressed by all of the astonishing rocks they had there!" ~Brooke

"I had a great time.  My favorite area was the glass flowers.  I liked it because the flowers looked so realistic.  I could easily be fooled that they weren't glass!" ~Meri

"This field trip was my most favorite field trip.  I liked the armor from the ancient countries.  I also liked the animals too." ~Will

"The giant amethysts were so cool!" ~Mason

"I loved the room with all the rocks and minerals found in different countries.  I wish I could have stayed a few more hours!" ~Amber

"I can't wait to go there with my family." ~Mila

Earth and Space Science Standards, Grades 3 - 5

1.  Give a simple explanation of what a mineral is and some examples, e.g. quartz, mica.

2.  Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different properties.

3.  Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks.