We have spent a good part of this week reading this beautiful book. It's the true story of the Nashua River in Massachusetts. It begins back before there were even people around, takes us through the Indians that lived along the river and their lives there, then the arrival of the settlers and how they used the river, on through the Industrial Revolution and the pollution of the river, and to Marion Stoddard, the woman who led the effort to clean up the river. This ties in beautifully with both our social studies and science topics, and also led to a research project. These are two of the pages that inspired the research. Throughout the book are these borders with pictures of items used during the time period being talked about. Students have chosen one of these objects and researched how and when it was used, what it is made of, and what it was used for. The illustrations throughout the book are gorgeous, especially the three that show the changes to the river over time. VETERAN'S DAY On November 11, students took a break from our regular curriculum to learn about and celebrate Veteran's Day. Their lesson began with a reading of the book The Wall, which is about a boy who visits the Vietnam Veterans Memorial with his grandfather. We had a sub that day who actually fled Vietnam with her family at the end of the war, and she relayed her story to the children, and the importance of our military in their escape. Students then read about the history of Veteran's Day and completed comprehension questions and vocabulary work with their new learning. THANK YOU VETERANS FOR YOUR SERVICE TO OUR COUNTRY! SOCIAL STUDIES We continue to move through Ohio's history and are nearing the American Revolution. We spent a lot of time understanding the reasons the French, British and Native Americans were here in Ohio. We moved on to the precursors of the American Revolution...the French and Indian War, the Stamp Act, the Proclamation Line of 1763, the Boston Massacre and the Boston Tea Party. On Friday we watched an episode of Liberty's Kids, which helped bring the Boston Tea party to life for the kids. Such an interesting time in our nation's history! DISGUISE A TURKEY These turkeys are SO CUTE! Students were so excited to see each other's creativity! Stories were written about how the turkey came to be in the disguise, and these are displayed in our hallway. Students of all ages are enjoying our turkeys in disguise! ENJOY! Wishing all of you a fabulous Thanksgiving full of yummy food and warm memories!
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Every Drop CouNts!Water covers 75% of the Earth's surface, but only a small bit of that water is available for human consumption. Thank you, Mrs. Jabir, for sharing an important experience with learners. Students worked together to build a model to show how much of our planet's water is usable. Follow up discussions brought to light that with a growing population, it is imperative for us to be efficient consumers of our water. After building a model, students read, What is Water Worth? and responded to a question in our Google Classroom space. TEACHING AND SHARINGAfter completing Google Slides presentations, learners shared their collaborative projects, and learned from one another! Students answered questions, took notes, and asked questions. They also left positive sticky notes behind for the presentation creators. I was impressed by how quickly students became comfortable with this tool. Students were great about using the comment feature in Slides to discuss project issues, ask questions, and apply my feedback. BRAVO 4K and 4W! PROBLEM BASED LEARNING: |
PLACE PROJECT TRIP #2: Follow-UpOur second excursion to Centennial Park kicked off our main focus of study for the year: the stream! Place Project teams came together to share the data and observations they collected during our last visit. Together, team members created and painted a full, detailed, bird's eye view of Houk Stream within the boundaries of our 4th grade space. Our 4th grade naturalists will study the stream in depth throughout the year. |
Data is included as a part of each student's artwork. Students are responsible for a portion of the stream, and will observe and report data they collect throughout the year. Students will look for patterns and connections. They will ask questions, research, conduct tests, and make predictions. *Ask your child to talk to you about the features of his/her portion of the stream and the observations made. *Ask your child about the teamwork used on-site at Centennial Park and back in the classroom. |
EARTH SCIENCE INQUIRY PROJECT
4th graders are using a new to tool to share their learning. Google Slides is a presentation tool much like Keynote and Powerpoint. The benefit of using Slides is that students may work collaboratively from any device and the project is stored in Drive for easy access and sharing. Students had a chance to play with this new tool before using it to show off their learning. Next, learners teamed up with classmates who studied the same topic, and worked together to build a presentation to teach their classmates. Project guidelines and details are posted in Google Classroom. Ask your child to show you! Next week, students will share presentations in class. This is a wonderful opportunity for learners to become teachers. Students have really enjoyed learning about how volcanoes, glaciers, and earthquakes change the surface of the earth!
MATH
Many STRATEGIES FOR MULTIPLYING NUMBERS
![Picture](/uploads/1/0/5/8/10585727/5872503_orig.jpg)
In Chapter 2, we worked with many strategies for multiplying multi-digit factors by one-digit factors. We used bar models to model comparison problems. We also used area models, expanded form, partial products, the distributive property, and finally we practiced the standard regrouping algorithm. Students showed their learning through writing, drawing, designing problems, completing a performance task, and finally a unit test will take place on Monday. In Chapter 3, multiplication of multi-digit factors by multi-digit factors will be the focus.
Ask your child which strategy he/she prefers for solving multiplication problems. Can he/she share an additional strategy and show you how it differs?
Ask your child which strategy he/she prefers for solving multiplication problems. Can he/she share an additional strategy and show you how it differs?
TOOLS
GOOGLE CLASSROOM
This space is quickly becoming a powerful part of our 4K/4W learning community. We have asked students to make a regular, daily habit during homework time to check the Google Classroom stream for any announcements, assignment updates, or feedback from teachers. While we don't have accounts for parents, you are encouraged to use your child's log-in information to look around and see what's happening. Thank you for supporting your child's use of this tool at home!
APPS For MOBILE DEVICES
Does your child use a mobile device at school or at home? These apps will help support our work at school and help get the most out of mobile devices!
Reflex Math
Sumdog
Google Drive
Google Classroom
Google Docs
Google Slides
Vocabulary Spelling City
We begin quarter 2 with all our routines and expectations in place. This is very exciting for us as we can now really get down to the work at hand!
READING
We are just about done with myths. Students have read, heard, or performed at least 9 different Greek myths over the past few weeks. This week they were partnered up with the task of creating a poster illustrating an allusion (language that comes from a myth but is used in present day). Students worked hard on these posters and are proud of their final products. We also used Google Classroom for a final assessment about allusions. What a great tool!
Questions for discussion:
*Which myth did you create a poster for? Tell me about it.
*What are some of the allusions you learned?
*What book are you reading during silent reading time?
READING
We are just about done with myths. Students have read, heard, or performed at least 9 different Greek myths over the past few weeks. This week they were partnered up with the task of creating a poster illustrating an allusion (language that comes from a myth but is used in present day). Students worked hard on these posters and are proud of their final products. We also used Google Classroom for a final assessment about allusions. What a great tool!
Questions for discussion:
*Which myth did you create a poster for? Tell me about it.
*What are some of the allusions you learned?
*What book are you reading during silent reading time?
ENGLISH
The kids are working hard at revising their realistic fiction stories. We learned ARMS as a strategy for helping us revise. A=add any descriptive language
R=remove anything that doesn't need to be there
M=move things around
S=substitute boring words with more interesting language
Next week we will edit our papers and type the final copy!
Another skill we worked on was using quotation marks in dialogue, which many students were then able to apply to their stories. We will continue to work on this skill throughout the year.
Here, the students are peer revising their stories:
The kids are working hard at revising their realistic fiction stories. We learned ARMS as a strategy for helping us revise. A=add any descriptive language
R=remove anything that doesn't need to be there
M=move things around
S=substitute boring words with more interesting language
Next week we will edit our papers and type the final copy!
Another skill we worked on was using quotation marks in dialogue, which many students were then able to apply to their stories. We will continue to work on this skill throughout the year.
Here, the students are peer revising their stories:
Questions to ask your child:
*What is your story about?
*Can you give me an example of one revision you made to your story?
SOCIAL STUDIES
We have finished studying Ohio's prehistoric indians and took a quiz on important vocabulary about these Native Americans. Our field trip to SunWatch was awesome! Seeing the reproductions of the Fort Ancient homes really brought our learning to life, as did playing the game that the indian boys would have played. The movie and museum exhibits added to our understanding. SunWatch is an historic treasure and we are lucky to have it so close to home! Enjoy the pictures!
Questions to ask your child:
*Tell me 3 facts you learned about life at SunWatch Village.
*What was the purpose of the spear throwing game? Who would have played it? What was it called?
*What was your favorite thing about the field trip?
*What is your story about?
*Can you give me an example of one revision you made to your story?
SOCIAL STUDIES
We have finished studying Ohio's prehistoric indians and took a quiz on important vocabulary about these Native Americans. Our field trip to SunWatch was awesome! Seeing the reproductions of the Fort Ancient homes really brought our learning to life, as did playing the game that the indian boys would have played. The movie and museum exhibits added to our understanding. SunWatch is an historic treasure and we are lucky to have it so close to home! Enjoy the pictures!
Questions to ask your child:
*Tell me 3 facts you learned about life at SunWatch Village.
*What was the purpose of the spear throwing game? Who would have played it? What was it called?
*What was your favorite thing about the field trip?
Quarter 1 is in the books!
We have wondered, discovered, explored, made mistakes, problem solved, made friends, read and re-read, written creatively, written technically, and made messes.
We have organized, helped others, laughed, and learned lots and lots and lots and lots of passwords.
We have painted, hiked, dug through pond sludge, hunted fossils, and watched a chilling documentary about sinkholes. We have modeled, multiplied, rounded, and measured. We have talked, and shared, and reflected.
And we have listened.
We have cheered each other on, and said we were sorry.
And we ran a mile to be inspired to
keep working hard when we are faced with obstacles and difficult circumstances.
We are becoming who we are meant to be. And learning what we need to learn to make our world a better place.
We have so much more to do, so
BRING ON QUARTER 2!
We have wondered, discovered, explored, made mistakes, problem solved, made friends, read and re-read, written creatively, written technically, and made messes.
We have organized, helped others, laughed, and learned lots and lots and lots and lots of passwords.
We have painted, hiked, dug through pond sludge, hunted fossils, and watched a chilling documentary about sinkholes. We have modeled, multiplied, rounded, and measured. We have talked, and shared, and reflected.
And we have listened.
We have cheered each other on, and said we were sorry.
And we ran a mile to be inspired to
keep working hard when we are faced with obstacles and difficult circumstances.
We are becoming who we are meant to be. And learning what we need to learn to make our world a better place.
We have so much more to do, so
BRING ON QUARTER 2!
CONFERENCE WRAP-UP
The TOOLS WE USE...
The little people are so excited about their Google accounts and our Google Classrooms! After setting up accounts and changing passwords, they began exploring the space and addressing their very first assignment: Quarter 1 Self Reflection. I am thrilled with the thoughtful and reflective responses I am seeing from students. They have been so honest and forthcoming about their strengths and areas they need to work on. My feedback comes by the way of comments in the margin of the doc. Please have your child show you how he/she logs in, responds to questions, and completes assignments. Have your child share the Self Reflection with you. I think it is a nice piece to accompany the grade card and is a good discussion piece for you and your child.
THINK CENTRAL
I had a lot of questions about how parents can help their children at home with math. The online piece (THINK CENTRAL) to our Go Math! program has three tools I would like to highlight. Click the button below for a one minute video clip about how Think Central can be a useful tool for supporting your child's math learning at home.
THE PLACE PROJECT:CENTENNIAL PARK
Fourth graders are conducting a year long study of Houk Stream at Centennial Park. Learners are working in teams to collect data, observe changes over time, make predictions, conduct tests, and communicate their results. Our initial information collection this past week will inspire questions we will use to guide our learning this year. Enjoy the photos of teams working together. Stay tuned for details about this project as it unfolds.
THANK YOU Oakwood Schools Foundation for supporting The Place Project! We are so excited to have the tools we need to do our important work!
THANK YOU Oakwood Schools Foundation for supporting The Place Project! We are so excited to have the tools we need to do our important work!
4W...
4K...
It was definitely the highlight of the week, so I'll start with the Fun Run! It was a great way to end a long week of testing and upended routines. The excitement was palpable from the moment the kids arrived in the building, and it culminated in a great event that brought all the elementary students of Oakwood together to hear an inspirational speech by an incredible young woman...Grace Norman.
SOCIAL STUDIES
We have delved into the prehistoric indians of Ohio. The Paleo, Archaic, Hopewell, and Adena are some of these groups. We've studied how and when they arrived in North America, what their food sources were, and whether they were gardeners or farmers as well as hunter-gatherers. Mound building is an interesting concept to the students, and many of these groups were Mound Builders.
Information for the Field Trip Project can now be found on top of the Social Studies page of this blog.
ELA
Reading
Students have finished reading myths in small groups and are now practicing myth reader's theater, either Pandora's Box or King Midas. We are discussing language that comes from these myths that we use today, and will be introduced to a few more myths as a whole group. Your children have heard about "opening Pandora's box", a "hurculean task", a "sisyphean task", arachnids, the "Midas Touch", echo, and narcissist. More to come!
Writing
The kids could not have been more excited when I told them, "Okay, it's time to WRITE!" We've had to work our way through some important pre-writing lessons to get us ready for writing our fictional narratives, and they were just chomping at the bit to start writing! So, after exploring leads and trying out a few of our own, we got down to it! We will continue to work on writing our rough drafts, then learn about editing and revising before completing this piece of writing.
Spelling
I wanted to make sure everyone is clear about our spelling procedures in 4th grade. Students are in small groups that meet on a certain day of the week. On the first day, students receive their word sort and sort the words with the teacher. On this day, your child should be bringing his/her sort home. It will look something like this (in terms of format)...
I wanted to make sure everyone is clear about our spelling procedures in 4th grade. Students are in small groups that meet on a certain day of the week. On the first day, students receive their word sort and sort the words with the teacher. On this day, your child should be bringing his/her sort home. It will look something like this (in terms of format)...
Your child should practice sorting AND spelling these words at home. We will practice with various activities throughout the week at school as well. The following week, on your child's group day, a test will be given. We will then spend the next week working on vocabulary activities, which will be a week off in terms of spelling.
Saturdays and Teacakes
Saturdays and Teacakes
Our mentor text this week, Saturdays and Teacakes, is a beautifully written memoir about a young boy in the early 1960s spending his Saturdays with his mammaw. The language is so incredibly descriptive, and the paintings are so lifelike. The children and I LOVED this book, and I hope it inspires the children to try to write like the author. It would be tons of fun for the kids to try these teacakes. If you'd like to bake them, the recipe can be found at:
http://peachtree-online.com/teacakes.htm
http://peachtree-online.com/teacakes.htm
Field Work Follow Up
Upon returning from our trip to Caesar's Creek, we had a lot of important thinking to document. Students reflected on their experiences independently and with their peers. New learning, observations, inferences, and questions were captured in their notebooks. Fossils were carefully examined, identified, sketched, and photographed. We will return to our field notes when we move into our life science studies later this year.
EARTH SCIENCE INQUIRY KICK OFF!
4th graders are charged with understanding different processes that change the surface of the earth. Some processes are slow, while others are fast. We began our earth science studies with learning about weathering, erosion, and deposition. Next, learners will choose to complete a research project on either earthquakes, volcanic activity, or glaciers. Note taking will be important, so we reviewed and practiced how to gather information from printed text, screen text, video, and online interactives using the exciting topic of sinkholes. Stay tuned in the following weeks for updates on student projects! |
MULTIPLICATION
In math, we are well into our second chapter and are investigating strategies for multiplying 2-, 3-, and 4-digit numbers by the numbers 2–9. Our focus for several days was looking at comparison problems and how to problem solve using bar models. One tool we used was Thinking Blocks. This interactive is great for practice and gives learners feedback throughout the problem solving process. Click here to take a look at this tool:
FACT FLUENCY
Reflex Math is the program we will be using to help students grow in their math fact fluency. It is assigned in class twice a week and for homework twice a week. This program is overwhelmingly loved by students and has proven to be effective. Timed fact tests will no longer be given in class. Please look for a report showing your child's progress with fact fluency to come home with his/her report card at the end of the quarter. This report will be in lieu of fact fluency progress being reported on the report card. Curious to learn more about Reflex Math? Click here:
MATH AND A GROWTH MINDSET
Math offers endless opportunities to practice grit and perseverance. This is exciting! However, for some learners who expect to arrive at correct answers quickly and easily, math can be frustrating. Listening and responding to how children talk about themselves and their abilities is as large a part of my interaction with them as the curricular instruction. My message to all learners is this:
Learning is sometimes uncomfortable. Struggle does not indicate a final judgment of your ability. Struggle lets us know that we have something to learn. Working hard to gain understanding, learn a skill, or apply a strategy is expected. All learners should be working hard. The goal of learning is GROWTH.
Thank you for helping your child see the value of effort and hard work. Thank you for helping your child to see evidence and patterns of growth.
Learning is sometimes uncomfortable. Struggle does not indicate a final judgment of your ability. Struggle lets us know that we have something to learn. Working hard to gain understanding, learn a skill, or apply a strategy is expected. All learners should be working hard. The goal of learning is GROWTH.
Thank you for helping your child see the value of effort and hard work. Thank you for helping your child to see evidence and patterns of growth.
CODING
All students have been introduced to Code.org as an enrichment opportunity. There are times at school when this option is provided to learners, but this can also be done at home. Code.org provides coding courses and creative opportunities for kids. Ask your child to share this with you! Thank you, Mrs. Uptegrove, for setting up our class accounts and bringing this exciting learning opportunity to students. Check out the video below for more information! |
ENGLISH LANGUAGE ARTS
We have really hit our stride in ELA! Some of the things we've been working on in grammar include finding the subject and predicate of a sentence and using commas in a list. These are skills that are given a quick assessment on the Friday mentor sentence paper. We will continue to review these skills throughout the year. In reading we have jumped into a study of myths. Our main focus will be Greek myths, with the goal of learning about allusions in language...those phrases we use which allude to a myth or story. Children are working on leveled stories that will introduce one of these allusions. We will continue with this study of myths for a few more weeks. Spelling and vocabulary are well underway with a weekly rotation between the two. On the week your child does not have a spelling list to study, we are doing vocabulary work at school. This study focuses on two things...shades of meaning of a word, and prefixes. Finally, in writing, we have begun the preliminary work for our fictional narratives. Students have begun brainstorming small moments in their lives that might spark a fictional story, as well as thinking of "stories we wish existed". See below for some photos of our work on subjects and predicates!
Questions to ask your child:
*What does Shades of Meaning mean?
*Do you have an idea for your fictional narrative yet?
*What myth are you reading?
SOCIAL STUDIES
We have been working to understand the difference between primary and secondary sources, which will be used throughout the year as we study Ohio and American history. Then we moved on to a lesson about how Ohio contributes to the economic development of the United States. We discussed such things as our natural resources (water, minerals, forests), farms, manufacturing, and transportation. Finally, students read about how modifying the environment with such things as dams, destroying wetlands, and cutting down forests, can have both positive and negative consequences.
Questions to ask your child:
*Give me an example of a primary source and a secondary source.
*What is your opinion about the effect of dams on the environment?
FIELD TRIP TO CAESAR CREEK
It was a beautiful day for a field trip! From our study of fossils with the Park Ranger, to the hike with our guide Shawnee, and the digging through pond sludge, students were engaged and learning! After lunch and recess on an awesome playground, we drove out to the fossil bed to hunt fossils! Students were able to choose up to 10 fossils to bring back to school to study and learn from. We'd like to thank our drivers for spending the day with us! Enjoy the pics below!
We have been working to understand the difference between primary and secondary sources, which will be used throughout the year as we study Ohio and American history. Then we moved on to a lesson about how Ohio contributes to the economic development of the United States. We discussed such things as our natural resources (water, minerals, forests), farms, manufacturing, and transportation. Finally, students read about how modifying the environment with such things as dams, destroying wetlands, and cutting down forests, can have both positive and negative consequences.
Questions to ask your child:
*Give me an example of a primary source and a secondary source.
*What is your opinion about the effect of dams on the environment?
FIELD TRIP TO CAESAR CREEK
It was a beautiful day for a field trip! From our study of fossils with the Park Ranger, to the hike with our guide Shawnee, and the digging through pond sludge, students were engaged and learning! After lunch and recess on an awesome playground, we drove out to the fossil bed to hunt fossils! Students were able to choose up to 10 fossils to bring back to school to study and learn from. We'd like to thank our drivers for spending the day with us! Enjoy the pics below!
What a beautiful day we had for kicking off The Place Project! Learners were enthusiastic, eager, focused, and curious. As we hiked to Centennial Park, I was thrilled to hear the kids talking about what they hoped for their place this year. Some were hoping to choose a place by the water. Some were searching for a spot with a great view. Others were planning to choose a place that offered a hook for their bag and a place to rest their notebook. Locating that special place for the year was an important task for our first trip! Once this was completed, learners spent a good bit of time journaling and the rest of the time on a hunt for examples of weathering, erosion, and deposition. Students filled their field journals with observations, sketches, and creative writing. It was a successful first trip and I am proud of these 4th graders!
Learners did a lot of preparing before heading out on Thursday! Earlier in the week students completed a variety of tasks!
Learners did a lot of preparing before heading out on Thursday! Earlier in the week students completed a variety of tasks!
IMAGES FROM OUR TRIP!
Adventures with 4W...
Unfortunately, I had a glitch with my camera and lost a bunch of the photos I took of 4W. Hopefully, next time I will have better luck!
4K/4W Field JOURNAL FILES....
"I love being outside."
"It's a beautiful day!"
"My new spot is awesome. There is a log that holds my book."
"I loved Centennial Park. I left super happy!"
"I learned about orange mushrooms. When I got home, I researched them."
"I love my spot."
"I'm feeling really happy and relaxed."
"How did my mountain form?"
"Many times I was attacked by little green spikes. What were those?"
"I feel one with nature and calm with nature."
"I smell the beginning of fall."
"I hear crickets, water, and I can see the whole place."
"This place just spoke to me. It showed me through the woods."
"I can see a squirrel as white as snow. Amazingly, it's with a brown squirrel as brown as chocolate."
"I liked looking for samples of erosion, weathering, and deposition."
"Leaves, rocks, and mud have built up to make my spot. My spot is a delta."
"What will my spot be like in the winter?"
"I saw a bee hive, a wasp nest, some broken glass, and a wolf spider sack. I want to know how they are related together or if they are not."
"I feel warm inside and a little scared because I've never been here before."
"When I was at the Place Project, I felt powerful and calm like an animal."
"I found a crayfish!"
"Water flowing, moss growing, water striders hopping..."
"I hear the mating call of the mockingbird."
"I hear the soothing sound of the waterfall in the stream."
"Why is there a slope?"
"I felt like my stream was singing to me."
"I found a tree stump to sit on. It has a back rest and it's really cool."
"It's the perfect temperature."
"How will it look when we come back?"
"Some rocks seem that they are artificially colored."
"I found a very large rock with a tree fossil!"
"I feel wonderful. My spot is perfect."
"I hear the trickling of water, the twitter of birds, and the sound of a mower."
"My spot is perfect for me because it's safe, and warm, and has good views."
"I will always treasure my spot."
"I wonder how that bees nest got there."
"How can rocks look like seashells?"
"I chose this spot because I see a lot of things to observe."
"It was a fabulous visit there. I can't wait to go back."
"It's a beautiful day!"
"My new spot is awesome. There is a log that holds my book."
"I loved Centennial Park. I left super happy!"
"I learned about orange mushrooms. When I got home, I researched them."
"I love my spot."
"I'm feeling really happy and relaxed."
"How did my mountain form?"
"Many times I was attacked by little green spikes. What were those?"
"I feel one with nature and calm with nature."
"I smell the beginning of fall."
"I hear crickets, water, and I can see the whole place."
"This place just spoke to me. It showed me through the woods."
"I can see a squirrel as white as snow. Amazingly, it's with a brown squirrel as brown as chocolate."
"I liked looking for samples of erosion, weathering, and deposition."
"Leaves, rocks, and mud have built up to make my spot. My spot is a delta."
"What will my spot be like in the winter?"
"I saw a bee hive, a wasp nest, some broken glass, and a wolf spider sack. I want to know how they are related together or if they are not."
"I feel warm inside and a little scared because I've never been here before."
"When I was at the Place Project, I felt powerful and calm like an animal."
"I found a crayfish!"
"Water flowing, moss growing, water striders hopping..."
"I hear the mating call of the mockingbird."
"I hear the soothing sound of the waterfall in the stream."
"Why is there a slope?"
"I felt like my stream was singing to me."
"I found a tree stump to sit on. It has a back rest and it's really cool."
"It's the perfect temperature."
"How will it look when we come back?"
"Some rocks seem that they are artificially colored."
"I found a very large rock with a tree fossil!"
"I feel wonderful. My spot is perfect."
"I hear the trickling of water, the twitter of birds, and the sound of a mower."
"My spot is perfect for me because it's safe, and warm, and has good views."
"I will always treasure my spot."
"I wonder how that bees nest got there."
"How can rocks look like seashells?"
"I chose this spot because I see a lot of things to observe."
"It was a fabulous visit there. I can't wait to go back."
EXPLORING WITH 4K...
THANK YOU....
to all of our chaperones! I so appreciate your help so that these trips are safe and successful!
Author
Anne Kenney
Kimberly Walther
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