Tuesday’s Update February 2nd — Groundhog Didn’t See Shadow
Hello Everyone!
Well, the groundhog did not see his shadow! That is good news — early spring!
Today, we began by preparing props and costumes for our Reader’s Theatre pieces being performed on Friday for Literacy Week. Please remember that any props or costumes you are bringing from home need to be here tomorrow so we can practice with them.
We will be starting a new round of Tuning In articles. Under the Articles of Interest section of the blog, look at the links under Unit 3 Migration and Science. Students are asked to reflect on six of those links. Four of them must be reading articles, but up to two of them can be videos. Please remember to 1. report briefly on what you read so I know you read the article, but more importantly, 2. tell me what you think! To reflect means to connect to the article in some way, writing down your thoughts. Questions are okay, but the reflection should not be a list of questions. Show some deeper thinking about what you are reading. If the article is not one you can reflect on deeply because it is not interesting to you, move on to another choice.
Unit Work today involved discussing the many, larger groups of immigrants that have come into Canada. These include, but are not limited to:
- French Immigrants (1627-1760)
- United Empire Loyalists (1775 – 1790)
- Irish Immigrants (1820 – 1850)
- Asian Immigrants (1870 – 1914)
- Eastern European Immigrants (1870 – 1914)
- Jewish Immigrants (1919 – 1945)
- Political Refugees (1960 – present)
- Economic Immigrants/Refugees (1980 – present)
We split into groups to do a think, pair, share, meaning students read about one group to find out the push and pull factors involved in their immigration story. They have a sheet to fill out that will help them report to the class about that particular group.
After our guest teacher read a book for literacy week, we began our science work talking about migration cues for animals. What lets an animal know they need to migrate? We discussed seasonal cues, magnetic fields, and more. Students were asked to watch the videos at this link for four different animals that migrate. Then, determine which cues we talked about apply to the animals, recording answers on the migration cues sheet provided in class. For homework, please think about what animal that migrates you would like to investigate further!
Tomorrow, don’t forget to wear pajamas and bring a favourite stuffie if you want! As part of Literacy Week, we will have random drop everything and read moments throughout the day, during which you need to have a book available, we will drop what we are doing, and we will read in our pajamas. Ms. D is bringing a book, too, so make sure you have something to read.
Oh, and Peter’s Mom is coming to talk about immigration tomorrow! I look forward to hearing from her about her work with Canadian immigrants.
Have a great night!