1. Alli Clare and Jeanna Calia

2.  Each student was asked to bring in a fresh notebook for Science.These can be made from loose leaf as well.  We gave each student a new pencil and folder.  Student were expected to have these items everyday.  We did checks daily.

4.  Each student’s name was written on a popsicle stick.  For any sort of scaffolding or review questions we would draw a popsicle stick.  Students learned to pay attention because they never knew when they would be called on.  When it was time to share and an overwhelming amount of hands would go up, we would also use the sticks.

6.  Holding up the peace sign signals time to close mouths and open ears.  All students are to put up the peace sign as well.  Class will not continue until all students are ready.  Used to help transitions run smoother.

8.  Reinforces cooperation and teamwork  Class works toward filling a jar full of jelly beans/marbles/etc.  Jelly beans are placed in the jar when the class is working cooperatively and quietly during seat work, morning meetings, assemblies, hallway, and lessons.  Once the jar is full you can celebrate with some type of party or special activity.

9. They filled it to the top!!

10.  Wanted to teach our solar system unit in an enticing atmosphere and grasp the students’ attention.  Used different visuals and tools to consistently keep the students motivated.

11.  In order to make note taking engaging and fun, we introduced our vocabulary words on a Space Shuttle Countdown Vocabulary Visual.  The vocabulary words of the day were placed on a space shuttle poster with Velcro.  Our goal was that by the last day of the unit, students would be able to learn and record all solar system based vocabulary terms and definitions and the space shuttle would be ready to take off since they are fully trained space experts!

13.  Excited our students by previously recording on a tape recorder the voice of a fictitious astronaut, Captain Mission Space!  He announced the mission and third grade level based objectives for that day.  (Play Day 1’s Top Secret Mission)

14.  A dramatic presentation of a written work in a script form.  Readers read from a "script" and reading parts are divided among the readers.  Costumes, and props  Scripts are held by the readers. Lines are not memorized.  The focus is on reading the text with expressive voices and gestures.  Makes comprehending the text meaningful and fun for the students!  Once you start Reader's Theater in your classroom you and your students will be loving it!!!

16.  Wanted to have a special time and place allotted to our writers who wish to share their final essay with an audience.  The student in the author's chair reads aloud a selected piece of text or a piece of their own writing.  Develops students' concept of authorship  Emphasizes that students' ideas and experiences are worthy of preservation and sharing.

17.  We brought in our own chair for the students to sit on.  Astronaut Helmet  Stick On NASA Logo

19.  Rewarded students with space training certificates signed by Captain Mission Space himself.  Students were handed these certificates while playing the Pomp and Circumstance Graduation March.  Form of accomplishment for students

22.  Students successfully filled the jelly bean jar and were rewarded with a space party.  SUN chips  SUNkist fruit snacks  Rice Krispies (Space Food)  Milky ways  STARbursts

24.  The students came a long way since the first day of our practicum experience.  We helped with classroom management and made sure every student was recognized.  Wanted to make their learning experiences exciting and fun.  Student’s behavior persistently got better.  Came to science well prepared.  Glad to see each student graduated their space program.