HAPPY SPRING!
Just in time for spring, our tomato seeds have sprouted! I suppose they too have been enjoying the warm sun!
We are busy, busy, busy preparing for upcoming conferences...goal check-ins, self-assessment books, reading check-ins...
Please make sure that you are signed up for a conference! We look forward to sharing with you!
I will be collecting jars (quart sized mason-like jars--labels removed please:) and paper towel rolls for upcoming projects. Please bring any that you might have! Thank you!
MATH
Our most recent explorations have centered around the topics of area and perimeter. As an introduction to these concepts, we began by exploring the "footprints" (outlines) made by various objects. We tried fitting geoblocks into a variety of footprints and traced a variety objects, creating footprints that we later used in a guessing game! You might try tracing some objects secretly and then having your child try to guess what they were!
Some of us arranged shapes in order by the size of their area and then by the size of their perimeter. Others created multiple shapes with a given area...not as easy as it may seem! Some of us even chose to challenge ourselves to create more shapes during choosing! We also created our own shapes and determined the perimeter. Phew!
LANGUAGE ARTS
What if everything you touched turned to puppy dogs? or cats? or monkeys? After finishing our latest read aloud, The Chocolate Touch, we thought and wrote about what types of magic touches we would most like to have! We all agreed that we'd have to be really careful, though, because what if you touched your mom?!
Breaking refrigerators and throwing them into the ocean...mixing up the fruit and veggies at the grocery store...sounds like some tricky leprechauns may be heading our way! Hopefully they won't arrive until next year! We had enough leprechauns over at OCS for this year. And geez were they sly...we didn't even catch one leprechaun in our so very creative traps! The visit of these little green friends inspired us to draw pictures of what we would do if we were leprechauns! Watch out for your refrigerators and be sure to see if you are really buying veggies! With these pictures we practiced adding as much detail as we could so that our audience would have a clear idea of what was going on!
We have started something new for reading workshop! We now have partners (from our class) and on Tuesdays and Thursdays we take turns reading to each other. On Mondays we read independently, but then summarize what we read about with our partners. This new format helps us practice reading aloud (working on fluency and expression for some) and making sure that we understand what we're reading.
THEME
The layer for this week was the UNDERSTORY! It is dark, yet still filled with abundant plant and animal life! We continued working on creating informational pieces that will eventually be put together into a large rainforest book. We drew and labeled 3 plants and 3 animal that live in this layer, as well as wrote a paragraph describing the characteristics of this layer. One of the most interesting facts we learned was that some of the leaves can be as large as an umbrella (an adaptation that helps them to capture as much sunlight as possible)!
We are excited to begin our very own research projects, choosing a rainforest animal to research and create a poster about at home! (a detailed description of the project will be in your parent box Monday!) After looking through a variety of books, each student made a list of the animals he or she would be interested in studying, circling the top 3 choices. I used this information to assign animals to students, ensuring that there would be no overlap. Students will find out which animals they are studying on Monday! We also thought about all of the different things we would like to learn about rainforest animals, and I compiled these questions into a list, that has helped me to design the project. Some things students are interested in learning include: how big are their eyes? how sharp are their teeth? how big are babies? how old can they live to be? do they climb? do they save each other's lives? so they play? do they have fur or scales?
March 21, 2010
March 20, 2010
News from the Shocking Sugar Gliders!
Important Dates
March 23rd-26th - Conference Week - Half Days
Math
Grouping and sharing has been our focus the last couple of weeks. We began by revisiting our “Circles and Star” game we played when we were learning about multiplication. For example, 3 x 2 would look like 3 circles with 2 stars in each one equaling 6 stars altogether. We put on our division glasses and looked at it a bit differently. It could be 6 stars grouped by 2s equaling 3 groups. This really helped many kids see the connection between multiplication and division. One child said “Wow! Thanks for explaining it that way. It makes so much sense!” We practiced grouping our school in groups of 2, 3, 4, 5, 6, 7,etc. and what to do with leftovers (remainders).
We also investigated how division can also mean sharing. If there are 6 cookies and 2 friends, how many cookies is each friend going to get (and it needs to be a fair share)? We can then always double check our calculations using multiplication. If our 2 friends each got 3 cookies that would be 2 groups of three, 2 x 3 which equal 6. That’s how many cookies we started with and YES! we figured it out correctly!
Language
As we are studying and learning about tropical rainforests we have primarily been focusing on our naturalist intelligence (of Howard Gardner’s multiple intelligence theory). We used our visual/spacial intelligence along with our verbal/linguistic intelligence to compose guided imagery writing. After we wrote our initial piece, we worked on revising and adding more to help us create a picture with our words. As all authors reread their pieces multiple times to get it just right, we read ours to ourselves looking for verbs we could spice up (there are so many ways to express run!) or where we could add more descriptive words to our nouns and verbs. We also met with peers to get feedback. We went through our writing line by line, discussing with our partner how it could be spiced up to really show our image. We also discovered that sometimes writing can be too spicy and we do not want to add too many descriptive words or it is hard to read! We also edited for capitals and periods, and for some, commas. Please come along with us and experience a journey through a rainforest....
Carefully close your eyes and imagine you’re in the rainforest. You open your jaws and take a sniff. The good aromas waft into our nose and you rustle the tall green grass covered with sparkling dewdrops. They drop onto your pelt, you shiver, then you see an okapi in the bushes. You slowly start stalking your prey. Crack! You step on a stick, the sound echoing through the quiet rainforest. A flock for birds take flight. The okapi perks up her ears. She starts to run. You follow in hot pursuit. You have been chasing for a long time. You are getting tired by you see your prey is getting tired too. You’re leaping over logs and splashing in ponds, also in marshes. Then you see your chance. Your prey stumbles. You jump. You spring. You land perfectly on your prey’s back. You kill it with one swift bite. You eat it in a few mouthfuls. Then you curl up in a bed of moss and close your eyes. The sound of the rainforest goes away. You open your eyes and you are back in your classroom. - Sequoia, 2nd grade
To experience more journeys, please look for our writing in your child’s classroom!
Word sorts this week have focused on “ee, ea” or “ay, ey, eigh.” Others have looked at “or, ore, oor” or “-ight, i_e” or dropping e when adding -ing or when to double the last constant when ading -ing.
Theme
We have finished exploring the of the layers of the rainforest and getting a good overview and understanding of the rainforest habitats. We can now go into more details about specific plants, animals, food, issues, etc. FUN! First on our list was to think about all the animals in the rainforest that really interest us. We watched videos and looked through books to help each of us create a list of very cool creatures. We each narrowed down our list to our top three most interesting animals. One of these animals will be the topic of our own animal research project! Details about the project will be available next week.
Be sure to check out the children’s beautiful animal watercolors! Our watercolors were inspired by up close photographs of creatures in their habitats. We each chose a picture to enlarge by looking closely at the lines and proportion. They are absolutely fabulous!
Other News
As most of you know we had painted lady butterflies in our room the past few weeks. The caterpillars transformed into their chrysalides while we were out snowshoeing. However, as luck would have it, one morning as we did our routine morning observation, we noticed movement in one of the chrysalides! At that very moment, we witnessed our first butterfly emerge! It was VERY exciting! We continued to keep a close eye as they all, one by one, emerged and began fluttering around in their home. We had several ideas of where the butterflies should live but ultimately decided it was for the best health of the butterflies to be let out Friday morning. It was such a beautiful sight to watch the butterflies flutter into the sunlight(although a few were a bit hesitant) and the children running and cheering after them.
Friday afternoon, six children were at school with me as the others had their turn at the food bank. It was such a glorious day (we had to be outside!) so we walked to Watershed Park. As soon as we stepped into the forest, the children observed how much like a rainforest it was, dewdrops on the green emerging plants and shades of green everywhere we looked. Suddenly, we were walking through the rainforest seeing large kapok trees, ocelots, sugar gliders, harpy eagles, and anteaters. Soon our fun evolved into being rainforest animals! It was a treat for us to be in the forest and our imagination to be inspired by the natural world.
Here's an update from Melissa and the wonderful community service the children have been involved in... We had a great time at the Food Bank to bag food for the FORKIDS program. The kids all worked hard and were very cooperative. We created an assembly line to add 14 items to each grocery bag. Each group made over 240 bags. These will be sent home with elementary school children on Friday for the weekend. Thank you to everyone who donated food! It is greatly appreciated and will go to needy families. If you and your family would like to help the FORKIDS program, they have "Family Packing Times" on the second and fourth Tuesday afternoons of each month. They start at 3 and go until 5:30, downtown, at the Food Bank. All you need to do is show up and help out! No previous experience is needed. You may also call the Food Bank and talk with Cheryl Falkenburg, if you would like more information.
March 23rd-26th - Conference Week - Half Days
Math
Grouping and sharing has been our focus the last couple of weeks. We began by revisiting our “Circles and Star” game we played when we were learning about multiplication. For example, 3 x 2 would look like 3 circles with 2 stars in each one equaling 6 stars altogether. We put on our division glasses and looked at it a bit differently. It could be 6 stars grouped by 2s equaling 3 groups. This really helped many kids see the connection between multiplication and division. One child said “Wow! Thanks for explaining it that way. It makes so much sense!” We practiced grouping our school in groups of 2, 3, 4, 5, 6, 7,etc. and what to do with leftovers (remainders).
We also investigated how division can also mean sharing. If there are 6 cookies and 2 friends, how many cookies is each friend going to get (and it needs to be a fair share)? We can then always double check our calculations using multiplication. If our 2 friends each got 3 cookies that would be 2 groups of three, 2 x 3 which equal 6. That’s how many cookies we started with and YES! we figured it out correctly!
Language
As we are studying and learning about tropical rainforests we have primarily been focusing on our naturalist intelligence (of Howard Gardner’s multiple intelligence theory). We used our visual/spacial intelligence along with our verbal/linguistic intelligence to compose guided imagery writing. After we wrote our initial piece, we worked on revising and adding more to help us create a picture with our words. As all authors reread their pieces multiple times to get it just right, we read ours to ourselves looking for verbs we could spice up (there are so many ways to express run!) or where we could add more descriptive words to our nouns and verbs. We also met with peers to get feedback. We went through our writing line by line, discussing with our partner how it could be spiced up to really show our image. We also discovered that sometimes writing can be too spicy and we do not want to add too many descriptive words or it is hard to read! We also edited for capitals and periods, and for some, commas. Please come along with us and experience a journey through a rainforest....
Carefully close your eyes and imagine you’re in the rainforest. You open your jaws and take a sniff. The good aromas waft into our nose and you rustle the tall green grass covered with sparkling dewdrops. They drop onto your pelt, you shiver, then you see an okapi in the bushes. You slowly start stalking your prey. Crack! You step on a stick, the sound echoing through the quiet rainforest. A flock for birds take flight. The okapi perks up her ears. She starts to run. You follow in hot pursuit. You have been chasing for a long time. You are getting tired by you see your prey is getting tired too. You’re leaping over logs and splashing in ponds, also in marshes. Then you see your chance. Your prey stumbles. You jump. You spring. You land perfectly on your prey’s back. You kill it with one swift bite. You eat it in a few mouthfuls. Then you curl up in a bed of moss and close your eyes. The sound of the rainforest goes away. You open your eyes and you are back in your classroom. - Sequoia, 2nd grade
To experience more journeys, please look for our writing in your child’s classroom!
Word sorts this week have focused on “ee, ea” or “ay, ey, eigh.” Others have looked at “or, ore, oor” or “-ight, i_e” or dropping e when adding -ing or when to double the last constant when ading -ing.
Theme
We have finished exploring the of the layers of the rainforest and getting a good overview and understanding of the rainforest habitats. We can now go into more details about specific plants, animals, food, issues, etc. FUN! First on our list was to think about all the animals in the rainforest that really interest us. We watched videos and looked through books to help each of us create a list of very cool creatures. We each narrowed down our list to our top three most interesting animals. One of these animals will be the topic of our own animal research project! Details about the project will be available next week.
Be sure to check out the children’s beautiful animal watercolors! Our watercolors were inspired by up close photographs of creatures in their habitats. We each chose a picture to enlarge by looking closely at the lines and proportion. They are absolutely fabulous!
Other News
As most of you know we had painted lady butterflies in our room the past few weeks. The caterpillars transformed into their chrysalides while we were out snowshoeing. However, as luck would have it, one morning as we did our routine morning observation, we noticed movement in one of the chrysalides! At that very moment, we witnessed our first butterfly emerge! It was VERY exciting! We continued to keep a close eye as they all, one by one, emerged and began fluttering around in their home. We had several ideas of where the butterflies should live but ultimately decided it was for the best health of the butterflies to be let out Friday morning. It was such a beautiful sight to watch the butterflies flutter into the sunlight(although a few were a bit hesitant) and the children running and cheering after them.
Friday afternoon, six children were at school with me as the others had their turn at the food bank. It was such a glorious day (we had to be outside!) so we walked to Watershed Park. As soon as we stepped into the forest, the children observed how much like a rainforest it was, dewdrops on the green emerging plants and shades of green everywhere we looked. Suddenly, we were walking through the rainforest seeing large kapok trees, ocelots, sugar gliders, harpy eagles, and anteaters. Soon our fun evolved into being rainforest animals! It was a treat for us to be in the forest and our imagination to be inspired by the natural world.
Here's an update from Melissa and the wonderful community service the children have been involved in... We had a great time at the Food Bank to bag food for the FORKIDS program. The kids all worked hard and were very cooperative. We created an assembly line to add 14 items to each grocery bag. Each group made over 240 bags. These will be sent home with elementary school children on Friday for the weekend. Thank you to everyone who donated food! It is greatly appreciated and will go to needy families. If you and your family would like to help the FORKIDS program, they have "Family Packing Times" on the second and fourth Tuesday afternoons of each month. They start at 3 and go until 5:30, downtown, at the Food Bank. All you need to do is show up and help out! No previous experience is needed. You may also call the Food Bank and talk with Cheryl Falkenburg, if you would like more information.
March 5, 2010
News from the Totally Awesome Tigers
Hello all!
The sun's been shining and there's a feeling that spring is just around the corner! WIth this comes much excitement! In the classroom we are directing this excitement to learning about many new things!
MATH
We continue to explore geometry. This week our explorations remained focused on 2-D shapes. We used pattern blocks to build shapes and fill in the outline of shapes. Some of us practiced fitting pieces together just right, so they'd completely fill the outline of a larger design. Others practiced filling in the same outline many different ways, trying to use as many pattern blocks as possible and then as few pattern blocks as possible. Tricky, tricky!
In small groups, we sorted a variety of shapes. We sorted one way, then another, and then even another way! I was surprised to see how many different ways each group came up with for sorting the shapes! Some categories included number of angles, types of lines, number of sides, how many lines could be drawn from corner to corner...each group's favorite way of sorting can be found on display in our room!
After making symmetrical butterflies last week, we formally discussed symmetry and defined it in our own words. We practiced building symmetrical designs with pattern blocks, some of us working on designs with single line symmetry and others on designs with double line symmetry!
To finish the week, we created kaleidoscope designs that beautifully illustrate the concept of double line symmetry. Be sure to check these out right outside our door!
LANGUAGE ARTS
Our handwriting works continue, as we finish up learning the strokes for the lowercase letters. We spent time playing the mystery letter game, reviewing all letters. We are starting to use the specially lined handwriting paper throughout the day, and you will see some of this in your child's Thursday pack. Please know that learning to make letters in these new ways is a process that involves lots of practice! Determining the size of letters in relation to one another is challenging for many...especially knowing which lower case letters are brave enough to extend above or below their snuggly lines! Please let me know if you have any questions!
In Writing Workshop we continue to focus on stories with a beginning middle and ending...and adding detail to our stories by asking questions...what happened next?...where did she go?...what did they eat?...what did it feel like?...what did it look like?...
Phonics groups focused on long vowels, long a vowel pattern, long i/ short i and short vowels. Groups sorted picture or word cards and recorded their learning in various ways. Some started a book recording long vowel patterns and examples of each, while some wrote silly sentences using as many of their focused vowel sounds as possible. Reading groups practiced sounding out words, using pictures for word clues, making predictions, and reading out loud (we read our very first play!). When not reading with me groups played phonics/ reading games, reinforcing their phonic studies and practicing reading skills.
We are working on creating a group yoga book. We each picked a pose, practiced and posed for a picture. Together, we created a story that includes each of the animals or objects we posed as. The ending result is a wonderful story about the adventures of a slithering snake in the desert. Look for this book coming soon!
THEME
The views great from 200 feet up in the air! And it sure is sunny! We are learning about the emergent layer of the rainforest this week...the very top layer comprised of the tops of the tallest trees! Together we read about this layer and summarized what we learned. Students then wrote their own paragraphs describing this layer. We also learned many plants and animals that live on this layer and how they have adapted to life so high above the ground! We each picked 3 plants and 3 animals to draw pictures of and label (these will eventually be included in our final rainforest book!). Did you know that orchids are found up in this layer?! Or that some birds spend their whole life up in this layer? Ask your child what some of the tallest trees are! We read a great book about one of these types of trees and all the life that depends on this amazing giant!
We paired up to find interesting facts about the rainforest, using our very best handwriting to record these facts. We learned that water lily flowers change colors when the sun comes up and that 3/4 of the worlds frogs and toads are found in the rainforest! WOW!
The sun's been shining and there's a feeling that spring is just around the corner! WIth this comes much excitement! In the classroom we are directing this excitement to learning about many new things!
MATH
We continue to explore geometry. This week our explorations remained focused on 2-D shapes. We used pattern blocks to build shapes and fill in the outline of shapes. Some of us practiced fitting pieces together just right, so they'd completely fill the outline of a larger design. Others practiced filling in the same outline many different ways, trying to use as many pattern blocks as possible and then as few pattern blocks as possible. Tricky, tricky!
In small groups, we sorted a variety of shapes. We sorted one way, then another, and then even another way! I was surprised to see how many different ways each group came up with for sorting the shapes! Some categories included number of angles, types of lines, number of sides, how many lines could be drawn from corner to corner...each group's favorite way of sorting can be found on display in our room!
After making symmetrical butterflies last week, we formally discussed symmetry and defined it in our own words. We practiced building symmetrical designs with pattern blocks, some of us working on designs with single line symmetry and others on designs with double line symmetry!
To finish the week, we created kaleidoscope designs that beautifully illustrate the concept of double line symmetry. Be sure to check these out right outside our door!
LANGUAGE ARTS
Our handwriting works continue, as we finish up learning the strokes for the lowercase letters. We spent time playing the mystery letter game, reviewing all letters. We are starting to use the specially lined handwriting paper throughout the day, and you will see some of this in your child's Thursday pack. Please know that learning to make letters in these new ways is a process that involves lots of practice! Determining the size of letters in relation to one another is challenging for many...especially knowing which lower case letters are brave enough to extend above or below their snuggly lines! Please let me know if you have any questions!
In Writing Workshop we continue to focus on stories with a beginning middle and ending...and adding detail to our stories by asking questions...what happened next?...where did she go?...what did they eat?...what did it feel like?...what did it look like?...
Phonics groups focused on long vowels, long a vowel pattern, long i/ short i and short vowels. Groups sorted picture or word cards and recorded their learning in various ways. Some started a book recording long vowel patterns and examples of each, while some wrote silly sentences using as many of their focused vowel sounds as possible. Reading groups practiced sounding out words, using pictures for word clues, making predictions, and reading out loud (we read our very first play!). When not reading with me groups played phonics/ reading games, reinforcing their phonic studies and practicing reading skills.
We are working on creating a group yoga book. We each picked a pose, practiced and posed for a picture. Together, we created a story that includes each of the animals or objects we posed as. The ending result is a wonderful story about the adventures of a slithering snake in the desert. Look for this book coming soon!
THEME
The views great from 200 feet up in the air! And it sure is sunny! We are learning about the emergent layer of the rainforest this week...the very top layer comprised of the tops of the tallest trees! Together we read about this layer and summarized what we learned. Students then wrote their own paragraphs describing this layer. We also learned many plants and animals that live on this layer and how they have adapted to life so high above the ground! We each picked 3 plants and 3 animals to draw pictures of and label (these will eventually be included in our final rainforest book!). Did you know that orchids are found up in this layer?! Or that some birds spend their whole life up in this layer? Ask your child what some of the tallest trees are! We read a great book about one of these types of trees and all the life that depends on this amazing giant!
We paired up to find interesting facts about the rainforest, using our very best handwriting to record these facts. We learned that water lily flowers change colors when the sun comes up and that 3/4 of the worlds frogs and toads are found in the rainforest! WOW!
March 4, 2010
News from the Shocking Sugar Gliders!
Important Dates
March 5th - Field trip to the food bank
March 19th - Field trip to the food bank
March 22nd - 26th - Conferences/Half days - 12:00
Friday Workshops
March 12th
Maggi
Sequoia
March 19th
Jack
Zachary
Math
We continued with multiplication this week. Some learned a new game called "Flashing Factors" which involves identifying different factors for the same product. For example, if the card flashed read 3 x 4, someone could say 2 x 6 to get the card. Other played "Possible or Impossible." This was a fun game with a twist of chance. We rolled 4 die and decided if it was going to be possible or impossible to create an equation with the numbers rolled. As we shook the die we would choose and then hopefully either be able to make a multiplication equation with the numbers rolled or hopefully not! We are wrapping up our focus on multiplication and moving onward to division next week!
Language
Our first writing project this week was a personal narrative in our journals. Our inspiration, the snowshoe trip (or time at home during those days)! We thought of the most crystal clear memory from the trip and described everything we could about it, down to the tiniest detail. We thought about great leading lines to our narratives and how to make the narrative interesting without it sounding like a list. We tried describing a tiny memory (maybe it was only a minute long!) so we could really focus on showing the moment in as much depth as we could. Our journal allows us to experiment with different kinds of writing as well as hold ideas for future Writing Workshop stories.
For some, word sorts this week involved looking at turning "y" to "i" then adding "es"(like in pennies) and when "y" stays when adding "es" (like in monkeys). Others worked with short e and long e (ee) or long a (ai, ay) or "er"and "ear" words.
We finished Fablehaven this week! For our book response we wrote letters to characters that we really admired or that we really didn’t like (although our letters still needed to be respectful and use giraffe talk!). You can read our wonderful letters on the door to our room. Our next book is to be decided soon!
Theme
It sure is dark down here on the forest floor! Did you know only two percent of the sunlight reaches the forest floor?! We ventured up to the understory and it is still pretty dim with only two to fifteen percent sunlight! But, we did find many more plants and animals in this layer of the rainforest. Ask your child what they know about the forest floor and understory layers of the rainforest!
**Spelling,reading and math homework routines are back in action! Next book response is due by March 29th (they can always be turned in early!)***
March 5th - Field trip to the food bank
March 19th - Field trip to the food bank
March 22nd - 26th - Conferences/Half days - 12:00
Friday Workshops
March 12th
Maggi
Sequoia
March 19th
Jack
Zachary
Math
Last week, on the hundredth day of school, we enjoyed playing with the hundred board and using math logic. We were given a short story and several clues that helped us discover a mystery number. The first couple were a little tricky for some of us as we learned that the clues given helped us eliminate certain numbers (meaning sometimes we needed to cross out the opposite of what the clue suggested - a little confusing!). This week, we created our own math logic stories and clues and solved each other’s mystery numbers. They were very tricky!
We continued with multiplication this week. Some learned a new game called "Flashing Factors" which involves identifying different factors for the same product. For example, if the card flashed read 3 x 4, someone could say 2 x 6 to get the card. Other played "Possible or Impossible." This was a fun game with a twist of chance. We rolled 4 die and decided if it was going to be possible or impossible to create an equation with the numbers rolled. As we shook the die we would choose and then hopefully either be able to make a multiplication equation with the numbers rolled or hopefully not! We are wrapping up our focus on multiplication and moving onward to division next week!
Language
Our first writing project this week was a personal narrative in our journals. Our inspiration, the snowshoe trip (or time at home during those days)! We thought of the most crystal clear memory from the trip and described everything we could about it, down to the tiniest detail. We thought about great leading lines to our narratives and how to make the narrative interesting without it sounding like a list. We tried describing a tiny memory (maybe it was only a minute long!) so we could really focus on showing the moment in as much depth as we could. Our journal allows us to experiment with different kinds of writing as well as hold ideas for future Writing Workshop stories.
For some, word sorts this week involved looking at turning "y" to "i" then adding "es"(like in pennies) and when "y" stays when adding "es" (like in monkeys). Others worked with short e and long e (ee) or long a (ai, ay) or "er"and "ear" words.
We finished Fablehaven this week! For our book response we wrote letters to characters that we really admired or that we really didn’t like (although our letters still needed to be respectful and use giraffe talk!). You can read our wonderful letters on the door to our room. Our next book is to be decided soon!
Theme
It sure is dark down here on the forest floor! Did you know only two percent of the sunlight reaches the forest floor?! We ventured up to the understory and it is still pretty dim with only two to fifteen percent sunlight! But, we did find many more plants and animals in this layer of the rainforest. Ask your child what they know about the forest floor and understory layers of the rainforest!
**Spelling,reading and math homework routines are back in action! Next book response is due by March 29th (they can always be turned in early!)***
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