Life as a Salmon??

Posted on April 21, 2020 by cobbettr

What would your life be like if you were a Salmon? 

Try and write about your life from the point of view of a Salmon. Discuss the stages of your life and travels. You can start by writing what you know about Salmon, and then add some details about what would happen as a Salmon! Where do you go? What do you see? What do you think about? 

Students might find it easier to work on their salmon story with if they can tell it with a salmon, so here is a beautiful, simple salmon puppet students can fold and colour, designed by Butch Dick (a local Songhees artist and educator).

As students will probably remember from class discussions, salmon have had a huge impact on the Indigenous people of British Columbia, and have been a vital part of First Nations’ diet, economy, and mythology for centuries.

Before European contact, salmon was an important trade item, and featured prominently in a wide variety of legends, art, and spiritual ceremonies. In some stories, salmon are considered returning relatives, further personalizing and deepening the connection to the Indigenous communities who depended on salmon for survival and sustenance. It is a versatile food, and could be eaten fresh from a catch, or dried in a smoke house for the winter months… a tradition still practiced today! Perhaps that is one of the most powerful lessons we can take away from salmon:

Elder Philips says the salmon reminds us of the struggles each of us has to go through, but it also continues to teach us about the past, the importance of honouring tradition and our own place in the cycle of life.​

Click here to watch a short video of Elder Ralph Philips, of Xat’sull First Nation sharing the story of the salmon!

Here is a Salmon WordSearch students might be interested in trying to solve!

Categories: Language Arts, Science | Leave a comment

EGG-OFF!

Posted on April 16, 2020 by cobbettr

JumpRope for Heart feels like it was a long time ago, but teachers haven’t forgotten about the amazing fundraising that students did! As promised, for raising over $5000, Mr. Nussbaumer and Ms. Mackie had an Egg-Off today outside our school! Here is the link to watch how it went for “No Nonsense” vs “Monster Mackie”…

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April is Poetry Month!

Posted on April 16, 2020 by cobbettr

I have often found that people say that they “don’t like poetry” when asked.

But, I have also often found that poems can make those very same people giggle and laugh, when shown a particularly funny one. Poetry is a sneaky part of language that we often forget to take time and appreciate, but it’s also a beautiful and fun way of expressing yourself, and learning about others!

Ask your student what they think about poetry? Can they think of a rhyme that they know? Have a conversation, and maybe write down some of the things you guys think about poetry! Here are some ideas to support you getting that started:

I’m going to be sharing some poems with everyone for Poetry Month, and I want to get us started with this absolute classic, from one of my favourite poets, Shel Silverstein:

Ask your student to draw a Poet Tree. What might be some of the parts of a Poet Tree? Are there letters? Sounds? Does it have any weirdly-shaped branches? Why – or why not? What would you bring with you to rest under a Poet Tree? What supplies might you need, or want to pack with you? What do you see around you? Can you picture what the sky looks like? Do you hear anything? Birds? A breeze? Let your imagination go wild! Add as many details as you can! If your students wants you to help them record the words for the things they’ve included in their drawing, maybe help them take some notes that you can send me, along with a picture of their drawing!

I’d love to see and share your Poet Trees!!

This interactive and creative Language Arts activity will also blend elements of our BC Arts Education curricular Big Ideas and competencies!
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Salmon Review!

Posted on April 16, 2020 by cobbettr

Let’s talk about Salmon!

 

As part of a Science unit, Div. 11 has spent the last two months learning about salmon with Ms. Sutton’s class, asking questions, reading books, and watching our salmon eggs in the tank! Right before Spring Break, our salmon eggs hatched, and we got to meet our Alevin. Here is a poster with the Life Cycle of salmon for students to review and colour in!

And here is a video of our Fry having lunch!

(if you’re using a mobile device, here is a link to the video)

Ask your student what they remember about salmon. You might want to ask some prompting questions like, “Do salmon come from eggs?” (yes), “Where do they go after they are born in lakes and rivers? Where do they travel to?” (the ocean), “Where do they go when they are ready to lay their own eggs, later in life?” (back to the spawning grounds they were born in!) etc.

Here is a worksheet you can print/point at with your student, if you want!

We are going to be releasing our salmon into the river very soon – they are growing up so quickly! Hopefully I will be able to share some video footage of that, too.

If you would like to watch a video, this is an award-winning documentary that is fairly short!

 

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What patterns can we make with nature?

Posted on April 16, 2020 by cobbettr

The weather has been so incredible lately, I wanted to share a science/math idea that you could easily take outdoors! But before I do that, I want to take a moment to talk about it: our beautiful outdoors.

I am incredibly privileged to live, work, and explore where I do, on the traditional, and unceded, territories of the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), S’ólh Téméxw (Stó:lō), and šxʷməθkʷəy̓əmaɁɬ təməxʷ (Musqueam) Nations, whose families and ancestors have been stewards of these lands since time immemorial. In order to appreciate where I am able to live, I must also do the work to explore the history of these lands, and how these Nations have been impacted by our country’s history. It has not often been fair, or just. I am dedicated to keeping my knowledge of the history of this area, and this country, at the heart of my lessons and perspectives. When Div. 11 goes for a nature walk, and identifies our cedar tree, we recognize that First Nations have been taking care of these cedar trees for a long, long time. We are not the first to appreciate where we live, and in order for us to do so from a place of respect, we have to start by acknowledging who has done so long before us.

A shíshálh (Sechelt) Nation nature idea that was shared with me that I would like you to consider, is creating a nature mandala!

Head outside (maybe bring a bag with you to carry your items), and start looking closely at what you see on the ground. What kind of plants? What kinds of sticks? What colours do you see? What shapes? Collect natural materials (this could include rocks, sticks, leaves, pinecones, pine needles, flower petals – anything you see on the ground already, remember, we’re not plucking things off of living plants or animals!), and then decide where to make your mandala (back at home? in a shaded spot in the foreset?).

To start your mandala, pick one of your natural materials to place in the middle of your work area. Use your other materials to create at least five rings around your centrepiece, a little bit like tree rings. Try to create recurring patterns!

Creating a nature mandala is a calming and relaxing activity (for you and the student!) which is great for nurturing creativity, while also hitting BC Curriculum Big Ideas for Math:

Grade 1:

– Repeating elements in patterns can be identified;

– Objects and shapes have attributes that can be described, measured, and compared;

– Repeating patterns with multiple elements and attributes, and

Grade 2:

– The regular change in increasing patterns can be identified and used to make generalizations (exploring more complex patterns (e.g. positional patterns, circular patterns);

– Objects and shapes have attributes that can be described, measured, and compared.
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As well as Science Grade One and Two curricular competencies:
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– Planning and Conducting by: safely manipulate materials to test ideas and predictions,

– Processing and Analyzing data and information by: experiencing and interpreting the local environment; and identifying simple patterns and connections,

– Evaluating by: considering some environmental consequences of their actions,

– Applying and Innovating by: generating and introducing new or refined ideas when problem solving, and

– Communicating by: communicating observations and ideas using oral or written language, drawing, or role-play; and expressing and reflecting on personal experiences of place.

See if your student can try to draw their nature mandala on a piece of paper, working in pencil before outlining in black marker, and then colouring in all the details!

 

Feel free to send me pictures so that we can share our nature patterns with each other!

Categories: Mathematics, Science | Leave a comment

Daily Journals

Posted on April 15, 2020 by cobbettr

Hi, everyone!

Today I want to dive a little bit deeper into a daily journal for students.

What is happening right now, while on one level is incredibly stressful and frightening, is also, very literally, history in the making. Schools and city buildings are closed, concerts, live theater, movies, and sports events have been cancelled. Playgrounds and fields are off-limits. Business are closed or scrambling to modify being open. Families who don’t live together have been asked to stay away from loved ones. Travel is restricted. Every single change to our usual way of life is being recorded to be read back and reflected upon in the future. Why not support your child create their own source text for this experience? They are living history right now, and they are perfectly poised to capture and reflect on it, in authentic and genuine ways. 

Invite your student to write daily about their life. What is a change they can think about today? How do they feel about this particular change? What does it look like? Have them write the date, and draw or add pictures to illustrate what is happening right now, today, how they feel about it, what they are doing. What is something they are grateful for?

Giving our students the opportunity to write history from their point of view will give them something incredibly valuable to look back as their own, unique, experience from this global crisis. We are individuals, living through a situation that is much, much bigger than each of us. Our students will be able to look back on their own experiences and see the life of these moments reflected back at them, and that is such a beautiful opportunity.

Daily Journal – blank cover

Daily Journal – with cover

Their journal doesn’t have to be anything fancy. Stapling blank paper together as a makeshift book always works! The important part is to encourage your student. Self-reflection is a tricky activity, even for adults, so this activity might need a little bit of adult support and prompting. Once your student gets going on their ideas though, encourage them to add as much as possible. Details to their drawing, specific details they say but don’t immediately write down. Help them record as much as possible – this might mean adding notes after they finish.

15 minutes is a long time to be focused on an activity at this age, and if they’re engaged, by all means, let them continue! But if they’re winding down, let them stop when they feel finished so that they feel refreshed when you revisit this activity again! While I would absolutely love to see their journal entries of any kind, this is an activity that will mostly be for them, as they grow up.

I inserted two file links you can consider using if you haven’t already got something in place! One option has a blank first page so that, when printed, students can design their own cover completely. And then I added a second version, with a cover they can fill in and add to!

If your schedule allows it (and, for many, it won’t), sit down with your student and fill in your own journal to record what is happening right now! Your student will be all the more engaged if they can mirror their adults with this activity, and then you can each move forward with a piece of unique history to hold on to.

p.s. This activity hits SO MANY of the BC curriculum Big Ideas and Curricular Competencies and Content for Language Arts, Social Studies, and Career Education I honestly can’t recommend it enough.

If you need help accessing supplies or printing, let me know and I will work something out!

-Miss Cobbett

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Germs, but make it science!

Posted on April 14, 2020 by cobbettr

Now feels like a particularly poignant time to review germs with students at home.

By now, they are (maybe?) used to a new routine with an increase in hand washing every day.

If you want to try a super easy science experiment, consider asking your student to ask you what they can remember about germs as you set up the experiment together.

You might be able to have a conversation about when Ms. Sutton’s daughter came in to visit our class as part of her nursing program, to talk to use about germs and the best ways to wash our hands. Or maybe you will have a chance to talk about the horrifying mouldy bread that Ms. Driedger brought in for us after different hands had touched it!

For this experiment, all you will need is a dish/bowl, some tap water (I used lukewarm/cold water, and it worked well!), ground pepper, and dishsoap! That’s it!

If you want to, you could ask your student to draw (and write) what they THINK might happen when the soap touches the ‘germs’. You can have a “Before, I Predict // After, I Observed” sheet, and draw their observations from the experiment afterwards, as well! Feel free to send me pictures of their work/experiments!

Steps:

  1. Fill your plate/dish/bowl with water.
  2. Ask students to grind pepper into the water. All of the pepper flakes are the germs that we pick up by touching things around the house, outside, etc.!
  3. Put a drop or two of liquid dishsoap on one of the student’s fingers. Now that they have soap on their fingers, you can see what happens to germs when we wash them away!
  4. Have the student slowly put their finger into the water, and see what happens!!

If you want to watch a quick video to visualize how to set this up, you can do that here.

If you want to supplement your science experiment and discussions, here are some colouring and word puzzles students might be interested in.

For Grade Ones and Twos, this experiment ties into the BC curriculum through the Science Big Idea that: Materials can be changed through physical and chemical processes.

In your discussion and during your experiment manipulating the specific properties of a material (Gr.1) and forces and motion in water (Gr.2), students will demonstrate several of the Science curricular competencies, including:

Questioning and predicting

  • Demonstrate curiosity and a sense of wonder about the world
  • Observe objects and events in familiar contexts
  • Ask questions about familiar objects and events
  • Make simple predictions about familiar objects and events

Planning and conducting

  • Make and record observations
  • Safely manipulate materials to test ideas and predictions
  • Make and record simple measurements using informal or non-standard methods

Processing and analyzing data and information

  • Sort and classify data and information using drawings, pictographs and provided tables
  • Compare observations with predictions through discussion
  • Identify simple patterns and connections

Evaluating

  • Compare observations with those of others (perhaps your student discusses/debates their ideas with a sibling, or another adult)
  • Consider some environmental consequences of their actions

Applying and innovating

  • Transfer and apply learning to new situations

Communicating

  • Communicate observations and ideas using oral or written language, drawing, or role-play
  • Express and reflect on personal experiences
Categories: Science | Leave a comment

Working Out with(out) Miss Cobbett!

Posted on April 14, 2020 by cobbettr

Well, working from home has meant a change in style for Miss Cobbett – so I’ve changed my pictures accordingly! My blog posts are going to be featuring my current work-from-home outfit ~ I’m sure I will be back to my ponytail and sweater soon, though!

For this blog post, I wanted to *get comfortable* and talk a little bit about P.E.!

Div. 11 usually has Gym twice a week, with daily runs and stretches/yoga/dance party/meditation movement breaks. It depends on the day, the weather, the energy levels – you get the picture.

I have made a Choose Your Own Workout printable for students to use, in case you wanted or needed a bit of a P.E. revival!

I have also created a Movement Log for students to fill in and submit at the end of the week, if they want.

If you don’t have access to a printer, but want a physical copy of either or both of these documents, get in touch and I can get a copy to you! If students want to design their own Cool Moves log, they are certainly welcome to!

At the end of the week, students can email me their Cool Moves for their P.E. credits!

Notes for Adults: 

For Grade Ones, this week-long workout log addresses the curriculum Big Idea for Physical Education that: Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.

For Grade Twos, it addresses the Big Idea for Physical Education that: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.

For both Grade Ones and Twos, the exercises to choose from in the workouts reflect the BC curriculum for non-locomotor movement (movements performed “on the spot” without travelling across the floor or surface; such as balancing, bending, twisting, lifting) and locomotor movements (movement skills that incorporate travelling across the floor or surface; such as rolling, jumping, hopping, running, galloping).

Notes for Students:

As always, remember to listen to your body, and stay safe. If something is too uncomfortable, or it hurts your body, be gentle with yourself, and don’t push too hard. If you can only do 10 crunches, that’s OK! The more you practice, the easier these actions will be, and soon you’ll be a Pro!

Stay tuned for updates!

Categories: P.E. and Health | Leave a comment

first things, first

Posted on April 11, 2020 by cobbettr

Hi, everybody!

Here is a little bit of information about what I am hoping for this blog, and how I am hoping it can be a useful tool! I will be adding posts here regularly, with ideas, activities, photos, crafts, resources, and lessons. By posting everything to one place, I am hoping it will be easier for you to navigate than looking back at emails (I don’t know about you, but I have been receiving over 40 emails every day, from every single business I have ever bought anything from, and it’s getting to be a little too much!).

I will still be emailing out Home Reading Books, and sending things out via email, but this is going to become another instructional space for our class!

Something I am excited about for this space, though, is that I can take a little bit more time to elaborate on the curricular connections to the things I send out! That way, if you’re interested, you can see the learning intentions and goals behind the activities and ideas being shared with you, and how they are connected to the curriculum!

Once I start getting more student work photos, I’ll probably be sharing those, too – so that students can share with each other as well as with you and I.

– Miss Cobbett

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