Category: Assignment Info

Hello Everyone!

Part of having personal POWER as an educated citizen of the world means:

1. Knowing how to do research,
2. Becoming more knowledgeable so we can be the best critical thinkers,
3. Learning how to ask questions and to analyze things, and
4. Making decisions and conclusions based on evidence.

So, to that end, we are learning how to do our own research in science. To do this, we are focusing on:

1. What is primary versus secondary research?  (Did I do it myself, or did I read about it somewhere?)
2. What does primary research look like? (An interview, survey, experiment, observations, etc.)
3. What is the scientific method?
4. Why do scientists use the scientific method?
5. Why do scientists do careful documentation of experiments?

Students have the scientific method steps in their binders, and we applied them to two labs so far, both about chemical reactions. We will continue doing a series of experiments in class to practice writing up labs, making careful observations, and analyzing our results.

Next step? Students will need to do their own science experiment. They can do it as an individual or with one partner in the class (someone they have not worked with previously.)

Here are the steps to take to do the project. They need to:

1.  Pick one lab they think they can do. Pick something easy to do and that uses easy-to-find materials at home. You can make up your own experiment if you prefer, but again, keep it simple! I have provided websites with ideas. Please do not do one we are doing in class. Avoid making slime or things you already did before in previous grades.
2. Get the lab approved by Ms. D, so I know what you are doing. Thanks!
3.  Try the lab at home. Take notes, observations, and a few pictures. Email them to yourself so you have them to work with in class.
4.  Document the steps in a lab write up using the scientific method.
5. As you write your conclusion, you may want to do some additional research to make sure you use science vocabulary or ideas to explain the results.
6.  Present their results in class. (We will do one day of a mini science fair, where people can bring in their experiments. They don’t need to do the experiment here, but they can bring in the results of it and explain what happened.)
7.  The only thing required to turn in is: a typed lab write up AND a picture. The lab write up and picture can be on their e-port so we can all see it.
8. You may choose to do an experiment that also can be used for your independent project, but it is not required.
9. Primary research of some type will be required for IP, but it does not have to be a science experiment. If you do have a science experiment for IP, though, it will need a lab write up. Thank you!

What is Ms. D Looking for?:

• I can document my experiment using the scientific method.
• I can communicate my ideas clearly, both in my lab documentation and in person during our mini science fair.
• I can use critical-thinking skills to analyze the results of an experiment and make a conclusion using science vocabulary.
• I can do some research if needed, to further explain my experiment.
• I can write about my experiment in my e-port to share with the community.

Due Date for the Project:  March 12th, Friday

Websites to use for finding a sample experiment (or Google “Easy Science Fair Experiments”):

Science Fun for Kids

Easy Science Experiments

Steve Spangler Experiments

Fifth Grade Science Experiments, Education.com

Steam Powered Family Experiment Ideas

Science Fair Experiments by Topic

Repeat Science Experiments of Past Scientists

 

Hello Everyone,

I would like to post a series of learning videos and lessons about basic French on this blog entry for both grade 4 and 5. It will be updated as needed as we continue with our French learning.

As I explained to the class, the Core French curriculum provides basic exposure for grades 5-7 to French. Because we are a grade 4/5 class, everyone in grade 4 will also participate. The focus for us will be learning basic words, phrases, and interactions in French, as well as some French culture, such as where French is spoken in the world.

Ms. D will also go over the connections between French learning and other languages. For example, we have talked about cognates, idioms, colloquial phrases, and dialects, as well as the linguistics behind how humans make different sounds around the world. We will compare French with our own first languages as we go, because this makes us more globally aware of how language works and is attained. I enjoy our deeper conversations about language!

We have some students who were in French Immersion. While MACC does not have French Immersion support, the students who have past French experience will be asked to do alternative assignments. For example, they may be asked to read French newspapers and comment in French on current events, or they might read the French magazines I have in class and comment on articles. The purpose of any work done at the French Immersion level would be to maintain previously-learned French. It is a good idea to find a friend or family member to have daily discussions in French to maintain any fluency.

If you want to do independent learning of French, there are so many ways online. You could do Duolingo or use the website French-Games.net which has quizzes, vocab lists, and games for practice. You could also try to find a friend who studies French Immersion and get them to have basic conversations with you. Finally, you could try to find items that have writing in both French and English, such as the sides of cereal boxes, instructions for a toy, and brochures, and do comparisons between the two explanations and languages.

Any exposure you can get at this age is helpful for later, and it is not necessary to try and gain fluency now. You will be taking French in Grade 8, and you can continue with those studies in high school. Many students who start French in high school and continue in university also gain fluency and can use it for work or travel in the future. Plus there are other languages out there, such as Chinese, Spanish, Russian, or Japanese. So many options to increase your ability to communicate with others!

Okay, so here are some ways to get started. Please practice videos and lists we go over in class, and we will have Kahoot quizzes and in-class interaction to practice and to test our knowledge.

The Numbers 1-10 – Write and Practice

The Numbers 11-20 – Write and Practice

French Alphabet – Write and Practice

Song About the Months – Write and Practice

Days of the Week with Alexa – Write and Practice

Practice Greetings and How to Say Your Name – Write and Practice

How to Introduce Yourself in French – Practice Aloud

French Greetings with Alexa – Practice Aloud

Feelings in French – Write and Practice

Weather in French – Write and Practice

French Weather and Seasons – Listen and Practice

Why French in Canada – Name Explain, Listen and Take Notes

 

Hello Everyone,

As we come to the end of our unit on problem solving, we are looking at two things. Number one, we are going to explore the Global Goals of the United Nations that were made to help solve some big world problems by the year 2030. Number two, we are going to talk about what YOU, as young people, can do to help with these goals!

To help us with this, we will watch the first two links in class and discuss. Then, you will take some time to read over some stories of how young people chose to make a difference, when they encountered a problem in the world.

You will be choosing one person to research further and to create a PowerPoint presentation about them and how they inspire you to make a change in your world, too. More details to come in my next post. Here are some websites to look over to get you started. Please choose someone by end of day Wednesday, January 27th. There are also some books on EPIC that you can access in class and at home.

UN Malala Introducing the World’s Largest Lesson and Global Goals 2016

UN World’s Largest Lesson Changing the World 2016

Ten Young People Who Changed the World

UN Young People Making a Difference

Six Young Activists Changing the World

40 Incredible Kids Who Changed the World

Merit Leighton and Marlowe Peyton, Plastic Patrol

Genesis Palacio  Vegetarianism

Mia Hansen Jamba Juice Petition

Katy Butler Bullying Film Petition

Jonas Corona Love in the Mirror Helping Kids Who Are Homeless

Miguel Billings Homes for People in Haiti After Hurricane

Mikaila Ulmer Me & the Bees Nutrition and Pesticide Concerns

Alex Myteberi Helping a Syrian Boy During Syrian Civil War

Zianna Oliphant Speaking Up Against Violence Against Black People

Tokata Iron Eyes Indigenous Voices About Climate Change

Robby Novak  YouTube Star Kid President Inspires Positivity

Lalita Prasida Sripada Srisai  Invention to Clean Water

Ann Makosinski Hand-Powered Flashlight

Leah Nelson Becuz I Care Campaign for Kindness

Marley Dias  Activist to Author 

Levi Draheim Fight Against Global Warming

Ruby Bridges Civil Rights Trailblazer

Yash Gupta Helping Others See

Anne Frank  Power of Her Diary

Stevie Wonder Blind Musician Makes a Difference

Aisholpan Nurgaiv  Eagle Huntress

Louis Braille  Inventor

Sacagawea Explorer

Dylan Mahalingam  Philanthropist in the Digital Age

Wolfgang Mozart  A Musician at a Young Age

Helen Keller  Biography

Ryan Hreljac  Philanthropist Ryan’s Well

Adele Ann Taylor Advocate for Literacy

Akrit Jaswal  Young Surgeon

Thandiwe Chama Children’s Rights Activist

Margaret Knight Inventor

Jack Andraka Scientist, Pancreatic Cancer

Katie Stagliano Philanthropist, Katie’s Krops

Malala Yousafzai Activist for Girls’ Rights

Greta Thunberg Swedish Environmental Activist

Sylvia Mendez Activist for Racial Equality

Rene Silva Journalist to Change Lives

Nicholas Lowinger Philanthropist, Gotta Have Sole

Samantha Smith  US Ambassador

Nkosi Johnson Activist for Kids with HIV/AIDS

Praveen Kumar Gorakavi  Engineer Helping Others

Emma Watson  Actor and Activist

Cassandra Lin  Environmental Activist

Om Prakash Gurjar Children’s Rights Activist

Clara Schumann Musician

Easton Lachappelle Robotics Engineer

Claudette Colvin Advocate for Equality

Muzoon Almellehan  Activist for Girls’ Rights and Education

 

Hello Everyone:

Please use the following resources for our activities related to the Museum of Vancouver Virtual Field Trip on January 25th, Monday.

Virtual Vancouver History Gallery (to use before program)

Virtual Cesna?em Gallery (to use during program)

These websites are for the POST FIELD TRIP ACTIVITY on Reconciliation

Case Study #1

Prehistoric Sculpture Returned to Sechelt Band

Stone Statue Return Stirs Sechelt Hearts

Museum of Vancouver Sechelt Repatriation News Release

Case Study #2

Haida to Bring Home Ancestors Bones

Haida Repatriation Committee Official Website

Relationship Between Museums and Aboriginal Peoples

Case Study #3

UBC Indigenous Foundations Totem Poles

Museum of Anthropology UBC Conservation of Totem Poles

Changing Approaches to the Preservation of Totem Poles (academic article)

Case Study #4

Anger over Sculpture Resembling Burial Scaffolds

First Nation Wants Controversial Sculpture by New York Artist Taken Down

Perspectives of Artist Del Geist

 

Hello Everyone!

Here are some websites you can use to practice dialogue! Today as I circulated during our mystery-writing time, I noted we need some more practice with the use of commas and quotation marks in dialogue. So, here you go:

Adding Dialogue to Your Writing Vimeo Video

How to Write Dialogue  YouTube Video

Dialogue Punctuation Quiz Online

Grammar for Kids Punctuating for Dialogue

Rags to Riches Game Quotation Marks

I will add more as I find them!

Ms. D

Hello Everyone!

As part of our unit on problem solving, and in connection with language arts curriculum, we have been looking closely at mystery stories!

We went over together the elements of a mystery story, including characters, setting, clues, red herrings and distractions, and the conclusion.

We also reviewed together how to write dialogue between characters, working on examples of how to use quotation marks and commas correctly. We went over in class how to use the tag line (or who says the quote) at the beginning, end, or in the middle of a sentence, and how the punctuation changes when we do this. Ms. D also encouraged everyone to use other synonyms for “said” to  make our stories more interesting, and there is a handout in the binder on interesting words that everyone can use to help with this!

We watched Scooby Doo Aloha and then broke down the elements of a good mystery afterwards. We read a variety of mystery stories, some from Chris Grabenstein’s book Super Puzzletastic Mysteries, which is a collection of short story mysteries by a variety of popular authors at this grade level. All of this was to help us see how mystery stories are structured, so that we could write our own!

Now, we are writing mystery stories of our own, mainly during class time. Here are some guidelines, which we already went over earlier last week:

• Minimum 4 pages long, maximum 6 pages.
• Typed on the computer. Use size 12 font, and one of two styles: Arial or Comic Sans.
• Make sure your story has a title and author at the top of the first page.
• Double Space your story using 1.0 or 1.5 spacing. If you need help with this, let Ms. D know.
• Use your planning handout in your binder to structure your mystery AND to make sure your mystery has all of the elements we have talked about. Use the handout as a checklist!
• Your story needs to include dialogue between characters so I can see that you know how to use quotation marks and commas correctly. Make sure you start a new paragraph for each new speaker.
• Use descriptive language so we can really imagine the characters and setting.
• Use transition words and conjunctions to make your sentences more complex, just like we did during term one.
• Do not indent the first paragraph of a chapter or of your story, but every other paragraph needs to be indented using the tab button on your computer.
• If you find your story is too short, you likely need more description and not just plot! Tell me more about the characters and location. Add dialogue so I can hear the characters talking.
• Edit your story carefully using the editing handout in your binder. You will also need one peer to read over the story carefully and also do a peer editing handout for you, so you know what to improve.

I look forward to reading your mysteries! Due Date: January 30th.

Hello Everyone,

We began watching In the Shadow of Gold Mountain in class, which is about the Chinese Head Tax. You can watch the rest of the video at the National Film Board site, here.

We also watched this video about the Truth and Reconciliation Commission, narrated by Chief Robert Joseph and sharing his own experiences with Residential Schools.

Here are some of the ways you can help with Reconciliation, with this list from CBC, posted as part of National Indigenous History Month last June 2020. There are many examples of personal acts you can take to help, such as educating oneself about Indigenous issues through books and videos.

Here is the Government of Canada website on What is Reconciliation?

As part of Black Shirt Day, which is on Friday, January 15th, we are wearing black shirts in support of peoples of colour and civil rights, acknowledging the systemic racism that happens in our communities and taking steps to educate ourselves about it. It is especially important this week as Martin Luther King Day is also this week, which is an acknowledgement of all the work Martin Luther King Jr. did to advance civil rights. Here is a video we watched in class to learn more.

I will continue to add to this post as I find more resources.

 

Hello Everyone!

In term three, one of the major things we focus on is an independent research project. We end the year by doing a formal presentation of our findings.

But right now, we are in term two. While I will provide more specific information on the entire project later, right now we just need to decide on our topics!

So, by January 25th, I would like to know your topic.

How do you choose a topic for IP or Independent Project?

1. Make sure the topic is something you are really passionate about. Do not choose a topic just because an adult suggested it, and do not choose a topic because you are trying to do something similar to your friends. It has to be something you want to know about! (Otherwise, this process is not fun at all.)
2. Topics need to be something you are not already an expert on. Or, if it is something you have studied before, you need to come up with new questions about the topic.
3. Topics need to be deep and take time to explore, but they also need to be specific so you have some direction. For example, I am not going to study “how do lights work” as that will not take very long to do, and I can probably use one resource to answer that question. But, I am also not going to study “plants” – this is too big of a topic and could be about anything! A good example would be “how electricity use affects the environment” or “what we can learn from indigenous knowledge about plants”
4. Brainstorm several options before settling on one. Discuss with Ms. D. Let’s talk together about your topic. Have more than one option just in case.
5. Can you answer this topic using only one resource, or will you need to use more than one? A measure of a good topic is that you will need to use more than just GOOGLE to figure it out. You will need to look at book resources, maybe do some interviews of experts, or perhaps do an experiment and document it.
6. Make sure the topic is at your level. Some topics are far too complex, and we won’t be able to find resources that will help you (at least not at your reading level, and not within the Burnaby Libraries.) So, please listen to Ms. D’s guidance when I say, let’s find a way to make it age appropriate for you.
7. Do not do a topic you have done as a previous Genius Hour or Independent Project topic.  If you want to continue research from a previous project, then let’s talk about how this project will be different and answer NEW questions you have about that topic of interest. Maybe try to be open minded to doing something new so you expand your knowledge!
8. You can choose to expand on something we have talked about in class. If you want to do genetics, for example, even though we have been talking about it in class, then that is great! This is a good opportunity to expand on unit topics.

Okay, that is all for now. In class we will talk about this some more. Time to start brainstorming!

Ms. D

Hello Everyone!

We are now moving on to a new unit, but we want to finish up our discussions from the math we were doing. As discussed already in class, we will be making our own math games! We will work on these games leading up

Learning Intention: Create a game for a specific audience that will teach or practice specific math skills from the structure of math tasks we did, or the conjectures we discussed during term one. Use your creative, critical-thinking, and ADST skills, as well as communication and collaboration skills if you choose to work with a partner!

Due: We will work on these off and on up until December 18th. Our hope is that we can play your game no later than December 18th, Friday.

Requirements:

• Choose to work either on your own or with a partner. If you choose to work on your own, be careful that your game is not too complex, so you can finish the requirements.
• Choose an audience for your game. It could be our class, intermediate students, or primary students, such as our buddy class.
• Choose a format for your game. It does not have to be something complicated. Think about all the games we experimented with during our unit. This can be a dice, card, board, or trivia game, for example. Get creative!
• Think about what will make a game appealing. When you compared games, what kinds of things did you notice will make an interesting game?
• Many of you said you enjoyed critical-thinking games that involve strategy. What strategy will you need to use to win your game?
• Think about a unique idea. Avoid playing another version of a pre-existing card or board game. You can use elements of games you have played, but we are not copying games.
• Determine what materials you will need. Either create or gather what you will need to play the game. Ask Ms. D for any materials you need at school. Do not buy anything new — think reuse and recycle from what you already have!
• Write a set of rules for the game on the computer in size 12 font  OR write the rules by hand on paper provided by Ms. D. Rules need to have the game title, game objective, game materials, game strategy, the math you are practicing through the game, and the steps you will need to play the game.
• Have someone play your game.
• Evaluate your own game for its success!

Last year, we made complicated board games for the human body unit. The purpose of those games was to practice specific knowledge from the unit. For this project, however, the intention is to use math actively, and to involve critical-thinking skills and strategy!

I will provide you with a handout in class, in addition to this blog entry, but it says the same things. Many of you have already started working on your ideas and plans. Great work!

I look forward to seeing what you come up with!

Ms. D

Hello Everyone!

In class, we have started working on a project related to social studies, applied design, science, and language arts curriculum content and competencies.

Each student is inventing their own world to show an understanding of the concept of STRUCTURE as it relates to how our own world is organized to support human life.

We are working in partner groups, and the creative thinking is going well!

As you create your own world, here are the things you need to think about to show a complete understanding of STRUCTURE as it relates to how we organize ourselves:

• Where is your world situated in the universe? What universe? What star/sun is supporting life with its radiant energy? Are there other planets around it?
• What is the name of your world?
• What is the topography like on your world? What kind of land features, continents, bodies of water, etc. will your world have?
• How does the world support human life? (It can have other life on there, but the world must support humanoids.)
• Focus on one city on one continent. What is its name?
• Who lives in the city? Why do they live in that location?
• How is the city organized? (Government, Police, Services, etc.)
• How do people get the resources they need?
• How does the city make money to create things and live? Do the people make something specific and sell it? Do they sell resources?
• Does the city have a specific currency or trade system?
• How do people communicate? What is their language?
• Is there anything else about culture you can tell us about to show the STRUCTURE of how people live?

Once you have thought of all these things, then you need to present the information to us. First, you will need writing to address everything in the list above. How and where you write it will depend on the format you use for showing us your world. Here are the options:

• Create a poster of your world with pictures and writing. The writing can be done by hand or on the computer.
• Create a 2D large map of your world. Then do some writing to explain it. Do the writing in your journal as a draft, and then publish it on your e-port with a picture of your model.
• Use the Book Creator app to put both pictures and writing together to show us your world. Ms. D will be showing you the class code so you can access Book Creator for free, and you can work on it in school or at home. We are using this for our Form and Function project, so you may want to try something different.
• Create a 3D model of your world, and then use writing and other items to explain and show features of your world. The writing would be done as a draft in your journal, and then published on your e-port along with a picture of your model.

Lots of choices, but the important thing is to talk about the bullet points at the beginning of this post, which we will review in class. Steps to getting this done are:

1. Brainstorm with a partner details of the world.
2. Decide who is going to write on what features. Split up the work so each person has three things of their own to write about. That way each of you has a role.
3. Decide what format you will use for showing information. Gather any materials you will need and talk to the teacher about materials available in class.
4. Share the writing job and divide up which part each of you wants to write about. Do some writing independently and then come together to talk about what you have written. Edit the writing and add any details. Make final drafts after editing. Both of your writing can be put on your eports, so you share the work.
5. Decide who will build which features, so the work is split up. Then come together with your features to make the main project.
6. If you need help sorting out roles, please talk to Ms. D
7. Keep checking the lists above to ensure you are on track and have addressed all the important questions about your world somewhere, either in the model/pictures you are creating or the writing.

Have fun! We will be using lots of core competencies during this project, such as communication and personal awareness skills as you work with a partner and balance your work, creative thinking skills to create the world, and critical thinking skills as you make thoughtful decisions about where to place your world.

Ms. D