RES Enrichment for ALL Enrollment Begins!

The after school enrichment program Session 1 enrollment forms will be sent home on Friday October 1st.  The deadline for returning the forms is October 6th, but the enrollment will be done on a first come, first serve basis.  Below you will find a list of the classes which will be offered as well as the grade levels for each.  We have some great offerings with some enthusiastic teachers....we hope you will consider taking advantage of this program!
*Technology and Digital Story Telling (Grades 3-4)
*Yoga (Grades K-2)
*Aikido (Grades 3-4)
*Drama (Grades 2-4)
*Cooking (Grades 1-2)
*Shoelace Tying and Games in the Gym (Grades K-2)
*Legos, Games and Chess (Grades 3-4)
*Creating Calendars (Grades 2-4)
*Beading (Grades K-4)
*Nature Exploration and Poetry (Grades 3-4)
*Cooperative Games (Grades 1-2)

Contact Darcie Rankin, Enrichment Teacher darcie.rankin@cesu.k12.vt.us with any questions

Principal Berry in the Press

There was a great article in the Hometown section of the Burlington Free Press on Weds, September 22nd about Principal Berry.  I am happy to see RES getting positive media exposure!
Check it out:
http://www.burlingtonfreepress.com/article/20100922/LIVING07/9220308/-1/living07/Meet-the-new-Richmond-principal

Open House and Water Experiments

     I had a great time meeting students and families at the open house on the 23rd of September.  The water experiments were a big hit, and I saw some amazing scientific reasoning and experimentation!  As well as all of the great experimentation,  I noted  hesitation from some students to make guesses before trying out their plan.   I hope I can address this with some estimation games throughout the year.  
     All of the experiments we did are very accessible, because the materials are so readily available: water, cups, pennies, string, tin foil.  I hope you will try some of these at home, and come up with your own variations.  We had one tin foil boat that held 169 pennies....! 


Here is a list of the experiments that were in the enrichment room..Have Fun!

Experimenting with WATER!

How Many Drops of Water will a Nickel Hold?
Materials:
pipette
nickel
water
Directions:  Carefully place a drop of water on a nickel.  Keep adding drops.  What do you notice?  Are you surprised at how many it holds?
Skin on Water?
Materials:
Clear Glass
Water
Pennies
Directions:  Fill the glass to the brim with water.  How many pennies do you think you can gently add to the water before the glass overflows? After you have made your guess, gently place pennies into the water. Look at the surface of the water. What is happening?
Water on a String
Materials:
Bowl
Pitcher
Wet String
Water
Directions:  Place a cup of water in the pitcher.  Pouring over the water containers in case you spill, can you pour the water down the string and directly into the bowl? Why do you think this works?
Build a Boat
What makes a boat float? What shapes are common for boats?
Materials:
Tin foil rectangle
Pennies
Water
Directions: Using one piece of tin foil, construct a boat.  Your goal is to see how many pennies your boat can support before it sinks.
Measurement Guidelines: No other materials can be used in making the boat except the tin foil.  If any penny touches the water, the boat has sank. If any part of the boat touches the bottom of the container, your boat has sank.  Think you came up with the best design?  Share how many pennies you supported and your design on the board!
Water Can Flow Uphill!
Materials:
Glass of water
empty bowl
damp and twisted paper towel

Directions: Place one end of the twisted paper towel  into the glass filled with water and the other into the empty glass. In the empty glass the paper towel should sit just at the rim.  Watch what happens (this experiment takes a little bit of patience). How did water go uphill to get to the bowl?

The Magic Egg

Directions:  Take an egg from the table and gently place it into a glass of water.  Does it float or sink?  Look at Mrs.Rankin's egg----how did I do that?  Hint: I used one kitchen item used in cooking, but I did nothing to the egg!

Water Play
*Dunk sieves and colanders in water. Pour water through funnels. What does the size of the holes have to do with how fast the water flows?
*Use measuring cups and spoons to figure out the volume of some containers.
*Can you empty containers faster by changing the motion you use when emptying them?

A Reflection on Day 8

       Today was my eighth day as a RES teacher. I am fortunate as a new teacher that I am beginning my year by observing classrooms at work. Today I spent the day moving from classroom to classroom, and witnessing incredible teaching by our talented staff and the great community of learners that are our students.

     I began my day in a third grade room. I walked in to the buzz of students at work. They were finishing self portraits and recording their hopes and dreams. Each thoughtful idea was being prepared for the wall, where they will be looked at through the year. I got the opportunity to attend morning meeting with this class. I observed friendly handshakes and an awesome discussion about a student's summer share. Students were respectful of their peers and truly interested in learning about their classmates experiences.

     Next I went to a second grade class. Here they were wrapping up a meeting by focusing on a set of math activities. Students volunteered readily, and one exclaimed that the material was hard, to which another said his brother had not done this until sixth grade! Did they give up? No --they all increased their focus and excitement for solving the teacher's question. This discussion moved to a math lesson. Students were paired together while the teacher worked with some students one on one. Work plans were individualized, and pairs helped to answer each others questions.

      Next I visited another third grade classroom which was in the middle of reading Chrysanthemum by Peter Henkes. Students sat thoughtfully on the carpet, and the discussion that followed was a discourse on treating each person in class with positive respect. Students clearly got this message, as they followed up by sharing and listening to written reflections on their summers.

     Next I went to a kindergarten class. They were finishing up a math materials discovery. The table I sat with was building two and three dimensional objects. One student proudly showed me the hexagons he had built from shape blocks—applying the new shape they had discussed as a class and pointing out that it matched the shape of the table—what a great connection! I watched as other students tried to imitate this work. I attended lunch with the kindergarten group where I heard comments in the cafeteria line that students could eat this spaghetti for every meal. I then walked between tables as students ate and chatted comfortably about every topic under the sun. Several students asked for help opening drinks or getting water....and each time I was pleasantly surprised at their use of please and thank you!

      Next I visited a fourth grade class. I was lucky enough to walk into a class setting up a 'me museum'. Each class member had brought artifacts from home to represent the important aspects of their lives. I got to see baby pictures, track ribbons, and special mementos of trips. And I also witnessed students interviewing classmates about their objects, and showing interest in each other and their lives.

     Next I went to a first grade class. Sitting on the rug they were reading a monarch butterfly book. The teacher could not turn a page or read a sentence without a set of hands being raised. Students had stories, questions, connections to the classroom caterpillars, ideas about the authors intent in the drawings.....this was just not about reading a book, the class was alive with students thinking and sharing (even at the end of a Monday!). As they lined up to go to the library, one student was helping to tie the shoe of another. When someone asked what the hold up was, the student who was receiving help told everyone that their friend could tie shoes and 'wasn't that great because they could not'. The entire class waited patiently, acknowledging the importance of helping others without words, but just by their patient understanding.

     Lastly I visited another second grade class. After wrapping up their homework directions the students sat on the rug to listen to Elmer the Elephant by David McKee. The conversation that followed the book was an excellent conclusion and summary of my entire experience today. The elephants learned to respect each others differences, no matter what the color of their skin, to think of others feelings, to enjoy being themselves---to enjoy being different!

What an amazing day! What an exciting environment to grow as a teacher.

RES Enrichment Philosophy

Enrichment Philosophy

The Enrichment Program at Richmond Elementary School (RES) creates meaningful experiences that enhance all students time at school. The Enrichment Program provides activities throughout the year for all students, works with teachers to enhance the regular classroom curriculum, and strives to provide academic challenges for all students. The Enrichment Program relies on the teamwork of classroom teachers, school administration, parents and caregivers, and community members to provide outstanding opportunities for our students.

RES Tenets of Enrichment

Enrichment is defined as “the act of improving something”. This is a broad term that can encompass a wide array of areas. At RES we have tried to define those areas in which we feel enrichment improves our students' experience by enhancing the enjoyment of learning, and preparing our students for continued success as a community learners and individuals. The Enrichment Program will strive to focus on these skills:

• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information Media and Technology Skills
• Social and Emotional Life Skills