Overview Division 5 MACC Term 3 April-June 2024

Term Three Overview, April-June 2024

To tie the big ideas from our curriculum together into larger, enduring understandings,
we studied subject areas through the lens of universal, conceptual themes.


Unit Title:  Getting Our Needs and Wants Met!

Concepts:  INTERDEPENDENCE & SYSTEMS

Core Competency Focus: Critical Thinking

Unit focus statement:
Humans create a variety of systems and tools to get their needs and wants met.


Unpacking NEEDS and WANTS — Socials/Science:

Students completed a brainstorm of their own needs and wants, then shared it in small-group discussions. We identified systems humans have created to fulfill basic needs and to provide social-emotional support for communities.

To get needs and wants fulfilled, we use a lot of renewable and non-renewable resources! What are they? Which ones do we use the most? How do they get to us? Are there problems with our use of resources? Students did a scavenger hunt in their homes, and we concluded minerals are used more than any other resource to make the things we use!

We also talked about the inequitable distribution of resources in the world — why some countries are richer than others, and why 1% of the population in many countries has 99% of the wealth.

To understand how this problem relates to the concepts of systems and interdependence, we discussed economics, quality of life, government, and the geographical, political, and cultural factors that can impact a nation’s wealth and overall well being.

We played the International Game of Trade, in which groups of students pretended to be countries of varying levels of wealth in the world, trying to make and sell products (paper shapes) in the world market (our classroom), selling them to the World Bank (a set of students serving as bankers!)

We had students serve as observers so afterwards we could have a discussion about the inequity of resources in the world, how supply and demand work, and how this game relates to real world economics.

Sustainability – Socials, Science, Language Arts, Art:

Through the TED-Ed Earth School program online, the Orcas Footprints Sustainability Book Series on EPIC, and a virtual field trip through the Port of Vancouver, students discussed topics around sustainability, such as how many resources are used to make smartphones, the environmental and health costs of using plastics, and how the Port of Vancouver has made changes to be more sustainable to the environment while also supporting global trade. Thank you, Division 5, for your deep questions and thoughts about these topics in term three!

We also talked about Banyan Trees, where they are located, and sustainability in terms of our forests that support life on the planet. In connection with art curricular competencies and content around colour theory, negative-positive space, and blending oil pastels, we produced beautiful Banyan Trees for our class to enjoy.

Minerals, the most common resource! -Science, Socials, LA, Art:

If minerals are used more than any other resource in our homes, how do we find them? What kind of scientific knowledge is required to find all the building blocks of items we use? We were all surprised by the number of minerals used in everyday items, such as toothpaste, drywall in our homes, toilets, paints, and electronics.

To better understand this, we started at the beginning. First, what is the difference between a rock, a mineral, and an element? What are the different types of rocks? Where would you find them? What are the geological processes that create the minerals we need? Students read Geology of the Pacific Northwest on EPIC to learn about the basics of geology.

We discussed the rock cycle, plate tectonics, the geological history of British Columbia, and how geologists make careful observations to determine the land’s story. Who knew the Rocky Mountains were once under the ocean? Did you know we have volcanoes very near to where we live? Why is the rock on Vancouver Island different from that of Vancouver Mainland?

We read Old Rock is Not Boring, and reflected on how every rock has an amazing story! Both through in-class inquiry stations, we did hands-on looking at rocks, as students tried to figure out the names of rocks and minerals in Ms. D’s personal collection, where they came from, and how they formed. We also had a great workshop from a real geologist through Minerals Education BC, learning how to classify rocks and minerals through a series of questions, close observations, and tests.

Ms. D presented activities designed to help understand how the periodic table is related to geology; the difference between an element and a mineral; how the rock cycle involves changes in matter through physical and chemical forces such as erosion, heat, pressure, and the bonding of elements; and how rocks form out of cooling liquid magma.

We also had the opportunity to go on a fun field trip to Britannia Mines, where we did gold panning, learned the history of a copper mine in British Columbia, watched demonstrations about tools used for mining in the past, discussed the rock cycle, and discussed how they clean the water from the mine so the remaining copper in the mountain doesn’t seep out and contaminate the ocean.

To continue our mining and sustainability discussions, students did cookie mining, seeing if they could find chocolate chips, make a profit in their mine, and do the proper reclamation of the site to be environmentally responsible!

 

Congratulations to Division 5 for amazing questions and discussions after our experiments. I think we have many future geologists in the group!

In connection with our science, students created superheroes or villains based off of an element from the periodic table, using their research about the element to give their character special powers! They then created art pieces and monologues about their characters. Thank you, Division 5, for your amazing creativity with props, costumes, and voice as you presented to the class!

 


ECONOMICS &  MACC MALL — Math, ADST, Socials, Career Education:

Financial literacy was the key focus of our numeracy studies, which connected well with discussions about resource management, wealth, and economics.

Each student pretended they were living on their own and brainstormed all of the things they would have to pay for independently! We began doing Classroom Economy, which was a lot of fun. Everyone received a job assignment and a salary, and then everyone had to pay rent for their classroom space. Each week, they had to work to save appropriately to both pay their expenses and have extra cash to spend on the Class Store!

As part of understanding money, we discussed proper notation, currency exchange, and why currencies are different between countries. We talked about taxes, both those taken off of salaries and those paid at stores, and how those monies are used to pay for services we enjoy at each level of government.

We also talked about how bank accounts, credit cards, and debit cards work, discussed loans/mortgages, calculated interest, learned the meaning of inflation, and talked about how current events are impacting everyone’s finances.

Students were given opportunities to practice adding, subtracting, multiplying, and dividing decimal money amounts, especially as we practiced finding the better deal at stores! We discussed percentages and how they work when giving a tip at a restaurant or reading ads about store discounts.

Finally, students participated in MACC MALL! They were given some start up cash through Classroom Ecoomy, started their own business, used ADST skills to design a product, and then sold it with pretend ticket money at MACC Mall to other visiting classes from Suncrest. It was great fun and hands-on financial learning!

 


PHE, French, and Other Fun Activities….

And, along with these many activities, we also continued our physical and health education through collaborative games, Jump Rope for Heart Day, Sports Day, and movement breaks outside while doing our projects.

In June, we were lucky to have a half day of dragon boating, which is not only fun, but also involves collaboration, communication, social-thinking, and physical-fitness skills! We had a great time racing on the water and playing games with our leaders at Burnaby Canoe and Kayak on Burnaby Lake.

Students also enjoyed fun activities such as learning French vocabulary through online games; our Celebration of Learning about Compassion with speaking, singing, and readers theatre drama; and the Mirzakhani Math Challenge done in May and June for fun!

 


ADST is really all year long…..

The year was full of opportunities to use the design cycle, which includes defining a problem, ideating, prototyping, testing, making, and sharing!

For example, students:

  • presented and organized ideas using Book Creator and PowerPoint,
  • formed their own business and created products for MACC Mall,
  • made board games to show learning about human body systems,
  • applied geometry and measurement knowledge to create a tiny house model,
  • participated in Hour of Code and designed games or activities using block code and Scratch,
  • experimented with making electrical circuits through Scrappy Circuits building,
  • collaboratively designed Rube Goldberg machines and marble roller coasters,
  • described their design process using e-portfolio reflections and pictures to document their learning, and
  • demonstrated a willingness to work with new materials, to collaborate with others in developing ideas, and to safely store tools and technologies used.

 


Independent Project —

Curricular Competencies Across Subjects AND Career Education:

By end of January, most students had selected topics for independent study. They were allowed to select any topic as long as it was something they sincerely cared about!

During each project this year, we developed curricular competencies to help with a successful independent inquiry.

These skills can be found in almost every aspect of the curriculum, including career education, social studies, language arts, science, fine arts, and applied design.

Here is a summary of some areas we address through Independent Project, running from January to June:

  • Understanding passions and making a commitment to pursue personal interests
  • Project management, goal setting, and meeting deadlines,
  • Self-management as they monitor their time during open work periods,
  • Asking questions that further an inquiry, including open and closed questions,
  • Documenting and organizing research through notes and a bibliography,
  • Searching online effectively, including finding reliable and safe resources,
  • Using critical thinking to analyze resources and summarize findings,
  • Communicating findings in writing and through public speaking,
  • Applying creative thinking by sharing results through a variety of media, and
  • Reflecting during and after the process of researching and creating, independently thinking about successes and areas for future growth.

Thank you to all of Division 5 for their amazing work this year, and to our parents and staff for attending the presentation of their projects.

Our Independent Projects from 2024 can be found on this page, with a selection of the digital portions of student in-person presentations from June 11th.

 

 


 

Thank you, Division 5, for a great 2023-24 school year! Please see our e-portfolios for more details on the activities we have done.

Follow Up from Ms. D – Punctuation and Grammar!

Here are some videos you can watch to help with the question, “Do I use a comma or not?” You can also learn about FANBOYS (conjunctions) and other cool punctuation we discussed today.

Ted Ed Comma Story

Ted Ed How to Use a Semicolon

Ted Ed The Case Against Good and Bad – Use Better Words

Ted Ed When to Use Apostrophes

Ted Ed How Many Verb Tenses Are There in English?

MiaAcademy Run-On Sentences and Fragments

And for a deeper conversation about whether grammar matters…. (not for everyone, just for those deeper thinkers who like language!)

Ted Ed Does Grammar Matter?

Or, for a funny video about how contractions are made (given the errors in our writing around contractions….)

Scratch Garden Contractions

If you know a video that helps, let Ms. D know!

 

Overview MACC Division 5 Term Two: November – February, 2023-2024

Here is a review of the many things we did Term Two 2023-2024!

To tie the big ideas from our curriculum together into a larger, enduring understanding,
we studied all subjects through the lens of universal, conceptual themes.


First, we focused on the concepts of
CREATIVITY and CHANGE
in our unit 
“Human Creations”

Unit Focus Statement:  

We use creativity and knowledge together to make innovations that change our world.

Core Competency Focus:

Creative Thinking


What is creativity?
(Core Competencies, Science, Career Education, ADST, Socials, Language Arts)

We used this unit to better understand the nature of creativity. What is it? Who has it and why? Can we cultivate it? Can it be taught? We did a variety of activities to explore creativity, such as reading a collection of picture books about imagination and ideas; doing theatre improvisation; creating Scratch programming and games as part of the Hour of Code week in December; and constructing maker art for the holidays out of mixed media such as wool and found objects.

Some activities were designed as “alternative uses” tests, which are often employed by researchers to test creativity. How many things can you make out of a small can of playdoh in a short time period?

We read the book The Perfect Square, then everyone took a plain, boring piece of paper, and with only five cuts and folding, constructed new 3D creations from our imaginations.

We watched several TED talks about creativity, and we did shared, non-fiction readings from the Time Magazine: Creativity Issue to better understand the brain science behind creativity, and how people think creativity can be cultivated in our learning and daily lives. We also talked about how GROUP THINK can be better than SOLO THINK for any project. Building upon someone else’s ideas is okay, and it is the way innovation happens!

As part of language arts, and in connection with our school goals around writing, we also took time to do daily, creative quick-writes during our recalibrate time to focus our energy for the day. The emphasis was on increasing written output, idea generation strategies, and using more complex vocabulary. We discussed the difference between 5 cent, 10 cent, and 25 cent words. More interesting vocabulary means our writing is worth more! We also discussed not self-censoring — meaning, just get the thoughts to paper in a first draft and don’t worry so much about perfection! All ideas are good!

We discussed the nature of PLAY and developing creative thinking skills. How do younger children feel and touch materials as they explore their potential uses? Why do younger children have a different attention span? Why does the way we play change as we get older? We did some primary research about this by teaching our younger buddies how to do marble roller coasters like we did earlier this year, then observing them to see how their play and experimentation differed from our own.

How do we make work easier? With simple machines!
(Science, Math, and ADST)

Creativity is important to solve problems! We explored how humans have used experimentation and scientific knowledge to create simple machines that make work easier. To begin our discussion, a pile of weird tools from Ms. D’s and Mr. L’s eclectic collection, including some antiques, were put out on tables for students to explore and draw. Everyone had to guess what the tools are used for and how they work!

Then, we identified the main simple machines and did hands-on activities to experiment with them. Let’s lift Ms. D up with one student using a giant wood lever and fulcrum!

We identified the steps of the design process, then created several devices using creative thinking and simple machines. First, we made marshmallow catapults, seeing who, with limited time and materials, could build a device that would successfully launch marshmallows the furthest across the classroom.

Then, we researched Rube Goldberg, who designed machines that were very complicated, but completed very easy tasks!  We created Rube Goldberg devices all over the classroom, using a variety of found materials and the design process.

Finally, we also learned about hydraulics, discovering how liquids, unlike other states of matter, can’t be compressed! Working collaboratively, we made cranes and other unique devices.


Human Innovations over Time — The concept of CHANGE
(Socials, Language Arts, Core Competencies)

Our creativity has led to many innovations that have changed our lives over time. What are those innovations? When did we start using simple machines? Has our use of technology been positive or negative? We had many discussions about the impact of technology, as well as the history of human creations. The book Backward Science gave us a better idea of what life was like before we had inventions like the toilet or the car! We looked at early Indigenous innovations, as well, such as snow goggles, inukshuks, umiaks, burins, spindle whorls, and ulus.

We read the book Ingenious and were surprised how many important innovations originated in Canada! We learned how many other inventions have been inspired by creations from First Peoples of Canada by looking at the book Indigenous Ingenuity.

Then, we identified technologies used in different areas of our lives, such as communication, medical technology, electronics, and entertainment; then we evaluated each one for its positive and negative impacts on humans. Each student chose to research one area further, creating a timeline to illustrate how technologies have changed over time.

As we did research, we focused on how to evaluate online sites to ensure they are legitmate sources, how to ask questions about your topic first before starting the research process, and how to document notes in a two-column format in your own words, citing where you found the information.

We read the books Goodnight iPad and Nerdy Birdy Tweets to discuss how technology such as smartphones and social media can distract from other activities or relationships. We watched The Story of Plastics to learn about the impact of the invention of plastic on both us and the environment. As we read about the invention of the printing press, we reflected on how much technology has changed us and the way we do things.

We also did some self-reflection about how we have CHANGED over time, too! We read the book Once Upon A time There Was and Will Be So Much More, then brainstormed how we have changed since being a baby. After, we imagined what we would be doing next year, in ten years, and in fifty years!

Finally, each student did a PowerPoint presentation on the innovation or invention they believed was the most impactful on human lives. This allowed everyone to practice creating aesthetic presentations, giving and receiving constructive feedback, and researching while using reliable resources.


Math is a Creative Tool for Innovation! 
 (Math and Critical-Thinking Strategies)

How can we approach multi-digit multiplication with creative thinking? Why do we use multiplication, and what is it? Using Carole Fullerton’s Multiplicative Thinking, we played games to learn about multiples, factors, prime factor trees, squared numbers, exponents, and math properties (distributive, associative, and commutative.) We experimented with many different ways of solving 2 by 2 multiplication problems, such as the window, the FOIL method, mental math, and the traditional column approach.

Using You Do the Math: Skyscraperswe looked at the combination of math knowledge needed to build new things such as skyscrapers! This included understanding geometric solids, measurement, reading tables, plotting coordinates, area, and perimeter. We did problem solving involving basic fractions and decimals, and some students did surface area or algebraic challenges. This work continued into our next unit on migration. Stay tuned for pictures of our work making Tiny Houses for ADST and Math, applying what we learned in term two!

Creativity in the Arts and ADST!
(Fine Arts, ADST, Core Competencies)

As we came closer to Winter Break, the class decided to have a Winter Theme for the classroom. So, we focused our creative thinking skills on making stuff to help decorate and to give as gifts during the holidays. We also participated in the HOUR OF CODE, a celebration of coding all over the world!

We worked with new materials and learned new methods of creation, such as wool felting, collage, and acrylic landscape painting on wood.  Hopefully everyone enjoyed seeing the results at home!

            


For our SECOND UNIT in TERM TWO,
we focused on the concepts of
EXPLORATION and IDENTITY
in our unit 
“On the Move!”

Unit focus statement:  

Migration is a response to challenges, risks, survival, and a natural need to explore.

Core Competency Focus:

Positive Personal and Cultural Identity

**Please note, we will be finishing this unit up until Spring Break,
and so we will be adding to this entry with photos as student work is completed,
and report cards will reflect only what we are able to finish before February 29th.


How am I an explorer?
(Career Education, Social Thinking, Core Competency of Positive Personal and Cultural Identity)

What does it mean to be an explorer? What would you feel and do? We unpacked the meaning of exploration and realized it does not only apply to ancient explorers who crossed the seas. It can apply to us and involve risk-taking, or careful, methodical observation for art, science, and research. It can also mean making an effort to explore one’s identity and culture.

Through exercises in the book How to be An Explorer of the World, we will continue to hone our observation and noticing skills, particularly through explorations outside as the weather improves. We are also reading many picture books to facilitate discussions about our own identity, culture, and acceptance of others’ identities.

Migration — Humans
(Socials, Science, Language Arts, Core Competency of Positive Personal & Cultural Identity, French)


Why do people move from place to place? What is your own migration story? How did we all get here in Canada?

Students started by asking their parents for information about their family tree and the journey their family took to arrive here. We charted all of our migration paths on a large map for all to see. Through this, we had great discussions about the diverse backgrounds and cultural beliefs in the classroom. Even though we are all different, we found we had many things in common! For example, we all have traditions to mark important events, certain ways of doing things in the home, and objects and practices that are important to us. Thank you, Division 5, for our respectful and interesting discussions!

Our next step was to look closely at the Indigenous or First Peoples of Canada, whose history on these lands is much, much longer than ours. How did they come here? What are the main Indigenous groups of Canada? How many Indigenous groups existed here for such a long time before European explorers and other settlers arrived? Each student did research on groups they were less familiar with, like the Algonquin, Dene, Cree, and Iroquois First Nations communities. Then, we did more in-depth work to learn more about the Coast Salish groups, on whose unceded territories we live, work, learn, and play. Thank you, Division 5, for your respectful conversations about land acknowledgements and why we do them.

Using the book Human Migration on EPIC, Why We Live Where We Live, and many other resources, we discussed the many push and pull factors that cause humans to move from place to place. We talked about how some people move all the time because of a “restless gene” that just makes them seek novelty and something new!

Each student is doing some GEOGRAPHY studies to learn about the different countries in each continent and expand their international mindedness about the world. It allowed is to also talk about where certain languages have come from in the world, which parts of the world were explored by who, and which countries are FRENCH speaking. Each student chose a French-speaking country to research further and produced a colourful poster to inform the class of their findings.

Ms. D has a large map in the classroom with quality of life data on each country, and this allowed us to have discussions about why people move from one place to another as an immigrant or refugee.

Using a TON of great books from the District Library, we did a group inquiry about “How did we get here?” How did we all come to be in Canada? What were the reasons people came here? We made a timeline on the board and listed the many reasons people came, such as trade, land, gold, and escaping war.

 

Each student chose a historical figure to represent from this timeline, and each student presented a monologue as part of our “Museum of History!”

Students also looked at 10 different case studies of people trying to come into Canada and made decisions about which 5 would get to come in. This is part of an ongoing conversation about immigration policy in Canada and how the government makes decisions about who it lets in to the country. What is the difference between a permanent resident and a citizen? Is it required to speak English or French?

We're Not from HereTo better understand what it is like to be a refugee or immigrant, we also read aloud the book We’re Not From Here by Geoff Rodkey. It is a science fiction story that imagines what might happen if the Earth were uninhabitable, and we all had to immigrate to another planet. Would we be accepted? What would it be like to live in such a different place? What would it be like to be called the “alien”? Students used elements of Reading Power by Adrienne Gear to visualize details, make personal connections, and think more deeply while reading.


Migration – Animals and Getting Outside

(Science, Socials, Language Arts, ADST, PHE)

Humans aren’t the only ones moving around!  Using National Geographic resources, we looked at the migration routes of the red crab, the wildebeest, whales, and monarch butterflies. We discussed the different reasons animals migrate, as well as the many internal or external cues animals use to know when it is time to move.

We also visited the beautiful Reifel Bird Sanctuary!  This is one of the local, protected estuaries where you can find migratory animals this time of year. We learned about local bird species, the essential things animals need to survive, and why the estuary is a popular stop on migration routes. Many of us fed birds for the first time, and we saw pintail ducks, chickadees, saw-whet owls, and red-winged blackbirds, among other species.

Each student then chose a migratory animal to research further and created a Book Creator presentation about their findings using the iPad. We will be presenting these to one another after spring break.

Our walk at Reifel Bird Sanctuary and around the school, listening for birds outside, were a part of our physical and health education, as we focused on getting outside, breathing fresh air, and learning to make mindful observations for both science and our own mental health. This was in combination with other outdoor team-oriented games, such as kickball and ultimate frisbee, which required us to use our social-thinking skills!

Independent Project Beginnings – Asking Deeper Questions
(Socials, Science, Language Arts)

Each year, Division 5 students take on a passion topic of their choice to research, which leads to presentations to the community in mid-June. In January, everyone chose a topic and brainstormed questions to begin their research. Ms. D taught everyone about how to ask deeper questions using the Jar of Inquiry Model. After a beginning list of questions was created, students began their initial research.

Ms. Ho, our librarian, will be working with Ms. D to provide as many books as we can to support the chosen topics. It is also important students visit their local, public library and begin to look for resources.

Art, Identity, and Quilt of Belonging
(Socials, Fine Arts, Core Competencies)

First, we brainstormed what makes up an IDENTITY? How do we know what our identity is? What represents our identity? This meant thinking more deeply about cultural, gender, and individual versus family identity, and we had a great discussion about how it is a journey discovering everything about yourself!

We read the book Quilt of Belonging and learned about the quilt that was made to represent the multicultural nature of Canada, with a square for each nation or ethnic identity that has come to Canada and contributed to the fabric of who we are as a whole group. Each student then created their own identity square to make a class quilt, which will be displayed after break.

Tiny House Revolution!
(Identity,  Math, Applied Design, Career Education)

People are choosing to live in less space, so their impact is less on the world. How does a living space represent you and your beliefs about what is essential? What choices would you make?  Using our ongoing work with multiplication, measurement, geometry, and proportionate reasoning that we began during unit two, as well as the design process, students created tiny house models, then discussed the area and perimeter, as well as the personal choices they made for their final creations. Pictures to come as we keep working on these projects before break!

Overall, term two has been rich with learning experiences, and this overview is only a snapshot! We look forward to term three, with new units and our independent project presentations in June!

Overview Division 5 MACC Grade 4/5, Term One Fall 2023

Hello Everyone!

Report card time! Before we go to Winter Break, you will be receiving the term one report card. In December, we will begin working on term two units — one on CREATIVITY/CHANGE, and the second on EXPLORATION/IDENTITY.

Here is an overview of the many things we did during TERM ONE, FALL 2023. 


To tie the big ideas from our curriculum together into a larger, enduring understanding,
we studied all subjects through the lens of a universal, conceptual theme.

We focused on the concept of SYSTEMS
in our unit BODY WORKS. 

Unit Focus Statement:  

Our personal choices play a role
in how the interconnected system of the human body works.

Core Competency Focus:

Personal Awareness and Responsibility
Critical Thinking


What is the SYSTEM for a great learning community?
(Core Competencies, Socials, Science, PHE, ADST, Career Education)

We spent the first two weeks creating the foundation of a great learning community!

We worked in small teams to design marble roller coasters all over the classroom, discussing both science concepts and what great collaboration looks like during projects.

To get to know one another, we created Six Word Memoir Pictures, to communicate some of our interests, strengths, or thoughts to our new classmates. We also did a variety of games and collaborative math challenges and puzzles. We learned how to have class meetings to voice our preferences, concerns, and ideas about classroom activities.

 

We brainstormed what makes a classroom SYSTEM work well, relating it to the UNIVERSAL SYSTEMS MODEL, an important part of our unit discussions. What do we want to get out of our learning? (output) What do we need to put in to our learning experiences to accomplish our desired output? (input/process)

To better understand this, we analyzed other systems we know, such as our community and ecosystems. We debriefed our roller coaster activity: What makes an exciting roller coaster work well? (physics, clothoid loops, creativity, speed, etc.) We identified what our classroom would need to be a successful system. Students brainstormed essential agreements and values, which we refer to every day in our work together. What kind of community do we want to build together?

Throughout the term, we focused on the core competencies of personal awareness and critical thinking, which were embedded into each activity and lesson for the unit.

Each week we engaged in social thinking activities as part of our morning Recalibrate Time. This is an opportunity to recalibrate or prepare our thinking as the day starts, so we can have positive relationships and learning experiences at school. We discussed how:

  • Looking carefully for social cues helps us find out the expected behaviour in a particular situation,
  • Our unexpected behaviour can cause others stress and affect our relationships,
  • Our reaction to a problem needs to match the size of the problem,
  • Active listening is important to building relationships and involves critical thinking and specific body language,
  • Stepping outside of our comfort zone, taking a risk to try something new, is when our best learning happens, and
  • Everyone is learning something, we can’t be perfect at all of it, and it is okay to make mistakes or to not know something!

THE HUMAN BODY SYSTEMS!
(Science, Socials,  Math, Inquiry Processes, LA)

What do you already know about human anatomy? We created life-sized drawings of classmates to identify the inside parts we already knew from our many body systems. We already knew quite a bit, but we needed some more specific information.

So, we did independent investigation stations! We gathered facts from non-fiction books and online resources like Kids Health, and completed fun experiments about our heart rate, the digestive system length, and the role of saliva in breaking down food, among others.

We then pretended the Human Body Corporation was having money problems, needed to make budget cuts, and planned to fire one of the many organs in the body! After learning about paragraphs and business letter format, each student chose an organ to research further and wrote a letter to the Corporation with detailed reasons their organ should not be fired!


We did experiments to expand our knowledge of germs and how they are spread, and about how blood typing works!
Students learned to use the scientific method, to gather data through careful observations, and to analyze results using math and critical-thinking skills.

We discussed genetic traits and extracted strawberry DNA, a process which allowed us to learn the role soap plays in bursting the cell membranes of pathogens. There’s a reason to use soap when washing hands!

Then, we had discussions about herd immunity, vaccines, epistemology (the diagnosis of diseases), communicable and non-communicable diseases, and some of the personal choices we can make to help prevent disease.

Our lab on “patient zero” allowed us to see how germs are spread quickly in a group!

Finally, we tested a variety of sites in the school and grew germ colonies in petri dishes. We made careful observations, gathered and analyzed data, and crunched the numbers to determine the probability of having touched a bacteria, yeast, mold, or fungus. We used math to help us make some positive personal choices to prevent the spread of germs.

During all experiments, we used critical-thinking to ask questions and make conclusions, and we used personal awareness to work with others collaboratively and safely.

At the end of the unit, each student chose a disease to investigate further with a partner. They learned how to find information, take research notes, and present their information to the class in a PowerPoint presentation and speech. Afterwards, they used their new found knowledge, pretending to be a group of doctors with other students, and helping diagnose mystery diseases presented by Ms. D.

What helps the body system work well?
(Socials, Science, PHE-Health, Math, Career Education, Language Arts):

To make our SYSTEM of the human body function effectively, we need to be aware of the INPUTS we put into our body. What are the personal choices we can make that help us to be healthy? Students looked at informational graphs, watched TED talks, and listened to a variety of perspectives about good health to learn how to make positive food and environmental choices.

This included exploring the Indigenous Health and Wellness Model to discuss holistic aspects of health, such as the relationship between good health and your connection with family and community. Students looked at Indigenous Medicine Wheel models and reflected on the emotional, physical, mental, and spiritual things that contribute to our good health.

How does what and how we eat affect our bodies and health?  We discussed mindful eating during lunch, which means having presence while eating and becoming aware of the eating experience. If we slow down, we taste more of the food and allow our digestive system time to do its job properly!

Students also brought in some favourite snacks and analyzed ingredients lists and the math on food labels to better understand the nutritional value of processed foods. We sorted foods into categories of GO, SLOW, and WHOA to better understand how much of certain foods we can have based on their nutritional content.

We also studied the impact of vitamins and minerals on the body. Each student chose and conducted research about a vitamin or mineral and its impact on the body. They then created informational posters with facts to share with their classmates.

 

Gut Bacteria and Artificial Intelligence!
(Science, ADST, PHE, Technology, Math Computational Thinking)

As we explored nutrition, we learned about our second brain located in our gut! Ever feel “butterflies” in your stomach or lower guts before you have a test? That’s your gut brain! Inside our gut are many healthy bacteria helping us with the digestive process. We discussed the strong connection between having a healthy gut microbiome and our overall physical and mental wellness.

Through Science World’s Tech-Up Program, we had an in-class workshop about gut bacteria! We learned about the different types of gut bacteria, what conditions in our gut cultivate healthy bacteria, and how we can take care of our microbiome by getting proper sleep, managing our stress, only taking antibiotics when needed, and eating healthy foods including fibre and green, leafy vegetables.

Then, we learned about the language of artificial intelligence chatbots, natural language processing. As a class, we programmed an AI Chatbot to answer questions as if it was a specific gut bacteria! This involved some basic coding, computational thinking, and identifying the specific information the AI would need in order to respond. We had great discussions about how AI could be helpful, as well as the ethics needed to use it responsibly. We look forward to doing more coding in December as part of the Hour of Code!

Mental Health & Self-Expression
(Socials/Science/PHE/Career Ed/Fine Art/LA):

Students explored the connection between our mental health and physical health.

As we played a variety of active games in the gym, we explored how to monitor our heart rate and identified the value of daily exercise and getting the appropriate amount of sleep!

We discussed brain structure and how emotion impacts higher thinking, so we can better understand how we self-regulate in times of stress. We learned the function of the main parts of the brain, including the amygdala, pre-frontal cortex, and hippocampus.  We had great discussion about how it is hard to make rational decisions when one is emotional, so it is important to find self-regulation strategies to calm the brain before taking action.

We tried many self-regulation strategies in class, including daily mindful breathing, practicing gratitude, taking time outside to get fresh air or take a walk, and using the class break board to reset our thinking and bodies during longer work periods.

We watched the TED talk “How to Make Stress Your Friend” and discussed how not all stress is bad. We learned that managing stress and being connected with your community contributes to long life. In gym we did yoga to explore how stretching and focusing our breathing can help with stress management. We surveyed our peers and made graphs to represent all of the ways we manage our daily stress in positive ways.


Part of mental health is building connections with others
. We practiced this through class meetings, free choice times, playing games, organizing classroom decorations for holidays, and doing Suncrest activities together such as the Pumpkin Patch!

Many students also chose to be involved in Suncrest extracurricular activities, such as the Cross Country team, Chess Club, Intermediate Choir, or our Family Math Games Night. Thank you Division 5 for all of your contributions to the greater community!

 

Creativity is an important tool for mental health, and we had many conversations in the classroom about the positive feelings we have when making something!

 

We created beautiful poppy paintings for Remembrance Day, applying elements and principles of art such as colour, emphasis, and negative space.

 

We also created HIVE art, using mixed media to represent people, places, and things that bring us strength and help us thrive. A bee hive is strong, and so is the community we build around us!

           


Gathering and Communicating Data

(Math, Science, PHE, Career Education, Language Arts):


We played many probability games, read the entertaining book It’s Possible, discussed the language referring to probability, and through experiments discovered the difference between experimental and theoretical probability. This involved discussion of basic fractions, decimals, and how to find percentages.

We applied this math to our germ lab to express the probability of touching pathogens in locations throughout the school. This is an example of how math knowledge can help us make personal choices that impact our health in positive ways.

We used the NY Times Learning Network to look at different types of graphs about nutrition, climate change, and blood sugar levels. We practiced two questions to increase our critical thinking and observation skills, “What do you notice?” and “What do you wonder?” We identified essential parts of a graph and how graphs communicate data.

We also practiced gathering data, whether about ourselves, genetic traits, or class preferences.

We learned to analyze data using measures of central tendency such as mean, median, mode, and range, then applied these skills as we pretended to be consultants analyzing Halloween Welch’s gummies packages for a fair distribution of colours and shapes.


There are SYSTEMS for communicating, finding, and documenting information! 
(Language Arts, Socials, Science, French)

Throughout all subjects, we used language arts curricular competencies, whether it was to analyze news articles and non-fiction resources, to communicate information in graphics and speeches, or to do research on diseases or nutrition.

We read a variety of non-fiction articles from Kids Health, learned to take research notes by identifying key ideas, identified criteria for finding appropriate resources online, and discussed ways to better present our ideas in clear, organized, and/or persuasive ways.

We learned about personal and business letter formats, and we discussed how to make a strong, organized paragraph. We strengthened our writing by adding creative vocabulary and looking for ways to express ideas in ways that inspire others.

We talked about what makes an effective speech, and how to be a respectful active listener in the audience. We also discussed how to add detail to our e-portfolios to better communicate ideas and our learning.

We also looked at the SYSTEM or CODE behind all human languages, and began the process of creating one of our own for fun!

We look forward to continuing our learning about writing in term two!

French:

As part of this discussion of the system of languages, we began our French studies for the year. We practiced some basic French with one another using songs and conversation with peers.

Students were encouraged to learn basic greetings, colours, and numbers, as well as some basic vocabulary for parts of the body in connection with our unit. They also created small posters to show their learning and did mini dialogues with peers to practice.

Students with French fluency were encouraged to read French articles in magazines we have in the classroom, and to write information about them in their journals.

 

Putting Learning Together in a Creative Way!
(ADST, Science, Socials, Math, PHE, Language Arts, Core Competencies)

We ended the term synthesizing our knowledge of SYSTEMS, and then showing our understanding of how personal choices impact the human body through the creation of a fun game to play with peers.

The goal was to include material from all of the subject areas we discussed as part of this unit on SYSTEMS and PERSONAL AWARENESS.

Students had a lot of fun using applied design skills to create unique and interactive games! We plan to share our games with our buddies in Ms. Silva’s class.

Overall, it was an amazing term! We invite you to see student reflections about their work, documented in their e-portfolios and report cards.

       

Social Emotional Learning: Perfectionism and Doing Work Myself!

Creepy Crayon! image number 0Today we read the book Creepy Crayon by Aaron Reynolds, with illustrations by Peter Brown.

In the book, the main character, Jasper Rabbit, is struggling with school work, but then finds a perfect purple crayon that does all of the work for him! Jasper suddenly starts getting top marks on everything!

At first, it feels great, but then the crayon starts taking over Jasper’s life. The crayon even changes work Jasper was already proud of, coming behind him and re-doing everything so it is all in purple and perfect! Jasper feels badly about this, so he gets rid of the crayon and starts doing all of his own work. It isn’t perfect, but he feels much better about it being his own!

After reading the book, we discussed how there are many of us, as advanced learners, who really want all of our work to be perfect all the time. Sometimes as we strive for perfection, we look to outside resources to do the work for us. For example, we might use the internet or artificial intelligence, and ask it to do our work instead of doing our own writing. Or, we may ask others for help, and out of our worry to be perfect, we allow those people to change our work. This means the work becomes more “their work” and not representative of our own abilities.

It is okay to ask for help, but we also need to be willing to work on it by ourselves, because the struggle, the making of mistakes, is when we do our best learning!

I gave the class an example that was kind of silly. Ms. D does not feel “proficient” at soccer (mainly because it isn’t something I have put much thought into, really). But what if, rather than accepting my proficiency, I wanted to appear perfect. So, I hired a student who is amazing at soccer to wear my jersey and represent me on the field. They would do an amazing job, and then afterwards, I would take all the accolades and the trophy! This seemed ridiculous to everyone, and I agreed. If I want to get better at soccer, then I can certainly make some choices to develop my skills!

Also, being better doesn’t mean I need to be PERFECT at it. For example, if I want to be better at soccer, I don’t have to be a top soccer star on the field. I really just want some skills to be able to join friends in a game. So, I can be realistic about what I want in life. It isn’t possible to be top notch in everything. That is okay, because I am going to make the choice of where I want to put my time. I can play soccer with my friends without needing to always win or be the top player.

I shared with everyone this is why I also have them fill out rubrics for self-reflection before I give any feedback. The research shows, people are more likely to follow through on goals they make for themselves, or on their own self-reflection, more than they would follow up on what someone else tells them to do. For example, someone might tell you to clean your room a million times, and you may or may not choose to clean it (generally, I imagine, most of Division 5 doesn’t do this without supervision!) But, if you choose to have a cleaner room because you see the value of having a clean space to work and live and sleep in, well, you are more likely to work on the skills it takes to keep a clean room.

Finally, grade 4 and 5 are great practice years. We can make lots of mistakes because we are learning how to be independent self-managers. Developmentally, we are still working on personal awareness of one another, determining what our interests are, and learning how to make friends. Be willing to make mistakes! And, also know, none of the marks you receive at this point in your learning journey will stay with you when you move on to high school or college. And when you get to my age, no one cares about what you did in high school or college. With time, mistakes are just learning. We always move on from them.

I know, deep thinking for a Monday!  I hope everyone takes time to talk about these things at home. More to come on social-emotional thinking in future posts.

Kindly,

Ms. D

E-Portfolios and How They Work

Hello!

Soon, each student will be given their e-portfolio!

What is an e-portfolio?

It is like a mini version of the blog you are reading, created using WordPress. On the e-portfolio, students will post pictures, reflections, and answers to assessment questions, which will allow us all to give them feedback about how they are doing.

Who can access the e-portfolio?

The e-portfolio access point is on the blog, but requires a password, which I will send in e-mail to everyone. Each student’s e-port is only accessible by the teacher, student, principal, and parents. It is not public, nor is it accessible by other students. Parents use their own access user ID and password, and students are advised to keep their passwords private.

How often will students put something on the e-portfolio?

Typically there will be something once per week, but it depends on what we are doing and whether we have a long or short week.

Where do we find the questions for e-portfolios?

Students will find the questions on this blog. That way if they are absent, they can still find them.

When are e-portfolios due?

I tell students to try and finish the e-portfolio entry by one week from the time it is assigned.

When I go to assess entries, if I find one is not done, I will go ahead and publish it in its incomplete version, so parents and the student can see there is one not finished. If a student were to have many entries not complete, I will also email home. E-portfolios are an important part of assessment, so please make sure they do get done.

Can a student get help for answering e-portfolio questions?

Students can use their journals and blue binders to answer questions. They are not to use the internet, nor are they to receive any help from parents at home. Parents CAN answer questions about spelling or grammar, of course, but they shouldn’t be writing the answers by dictation for students or editing the material for them prior to posting. Both parents and teacher can give feedback, though, in the comments, after the entry is posted, about how they can improve either their content or communication skills.

Students are not to cut and paste from websites, nor use any other digital tools, to create or to copy content.

The questions are often personal in nature, so I am really asking students to do their own thinking about the connections they are making with the curriculum.

I also collect writing samples in class so I can see how their writing in person matches with what they are producing online, so it is best if they do not cut and paste or get writing help.

How does a student get feedback?

Both teacher and parents can give feedback by making a comment directly on the e-portfolio. It is important it is STRENGTH-BASED FEEDBACK. Start with what you notice is done well, and then choose one to two things maximum to comment on that they could develop for next time. This may include things like language arts writing skills or organization of their response.

When the teacher provides feedback, you will see a reference to the PROFICIENCY SCALE.

Take into mind e-portfolio entries in our class function for assesment of multiple things at the same time, given the integrated nature of subjects. For example, on a single entry, I may be able to look at understandings of socials and science, while also looking at language arts sentence structure.

How should answers be given?

Answers need to be in complete sentences or paragraphs as appropriate. If it asks for a list, then give a list, otherwise, please use complete sentences.

How long should answers be?

Answers need to answer the question. But, more writing does not equal higher quality. I will read whatever they post, but they do not need to write a novel! They also need to be aware of their time. Set aside the 30-40 minutes after school each day to catch up, and use the time wisely when given in class. Focus on giving the answer, not on writing a long story. I will provide examples in class of what I mean, so they can see what I mean before we start.

When will this begin?

Soon! I plan to get e-portfolios out to students by end of week, and then parents will receive their passwords at some point over the next two weeks, as I have to go in to each of the 24 e-ports individually to set that up, and it takes time.

Stay tuned for more information!

Ms. D

 

Recalibrate & Social Thinking: Some new tips!

Hello Everyone,

As we are getting to know one another, we are working on tools and strategies that help us get along well together.

Expected and Unexpected Behaviour:

Expected behaviour is what one would generally expect in a given situation. For example, what kind of behaviour is generally okay at school? In the classroom? At the dinner table? In a library?

Unexpected behaviour is something we do that falls outside of the general norms of behaviour. For example, a person talking during the movie in a movie theatre full of people watching the film is unexpected. What happens when we do unexpected behaviour? Generally, people don’t like it, or they can feel stress.

The reality is, when we do expected behaviours in group situations, it makes the group feel less stressed, and people get along with us better! This doesn’t mean we can’t be ourselves, or that we can’t make mistakes sometimes. It just means when we follow certain norms in group situations, the SYSTEM of getting along just works better.

Examples: Not yelling when you don’t get your way, using your words to communicate needs, waiting your turn in line ups, not touching one another and respecting personal space.

We did some skits together as a group to practice recognizing and naming expected and unexpected behaviours so we can become more aware of them.

Don’t Hug Doug!

We read a very funny book called Don’t Hug Doug about being aware of everyone’s personal space. We went over many situations in which we do not need to be physical. Give one another space when working together in groups. Don’t get aggressive during tag games. Don’t ever hug someone or put your hand on someone without permission — give a high five instead of a hug if the person is okay with that!

Five Ways to Respectfully Disagree:

As part of our human body studies, we are using KidsHealth.org to look at all types of information about body systems and how they work. On this website are also helpful articles about social-emotional learning and communication strategies. One of them is Five Ways to Respectfully Disagree, which I went over with the students today.

Students have Free Choice Time twice a week at the end of the day (Wednesday and Friday), which is directly connected to our Physical & Health Education, Career Education, and ADST curricular competencies, as well as the core competencies. It gives an opportunity for students to practice, under supervision, social thinking strategies. It is also a great time to catch up on work, read, build, and practice creative and critical thinking skills.

I noticed during Free Choice on Friday how we are still working on how to play games respectfully and how to use our words, so we don’t end in conflicts or misunderstandings. So, we went over these tips. When you disagree with someone, or you don’t see eye to eye about anything — particularly rules of a game — here are some things to do:

  1.  Don’t make it personal. If you get upset, remember you are mad about the idea or the situation, not the person.
  2.  Avoid putting down people’s ideas, beliefs, or personal characteristics. Don’t yell, scream, or taunt the person. Take a breath. Stay calm. State what is making you feel bad. Use the phrase: WHEN YOU ________, I FEEL __________.  Make it about how you are feeling rather than attacking the other person.
  3.  Use I statements to communicate how you feel, what you think, and what you want or need. Try to do it calmly after taking a breath. Using YOU statements can sound attacking and argumentative.
  4.  Listen to the other point of view. Being a good listener lets the other person know you respect their right to another perspective even if you don’t agree. Try to use the HEAR method. Use body language that shows you are listening. Be quiet and give the other person a chance to say their part.
  5.  STAY CALM. If things get heated, things are not going to get resolved. Take a breath. If you can’t stay calm, walk away for a bit or get some help. Remember on the playground to use the STOP, WALK, TALK method for avoiding more serious conflict.

Okay, let’s work on these things at school and at home!

Thank you,

Ms. D

Overview Term 3, March – June 2023: Fantastic Work Division 5!

Here is a review of the many things we did during term three!

To tie the big ideas from our curriculum together into a larger, enduring understanding,
we studied subject areas through the lens of universal, conceptual themes.

In March – April, we focused on the concept of POWER
in the unit
COMMUNICATION IS THE KEY!

Our unit focus statement: Being an educated citizen requires reflection and critical thinking about how we communicate and receive information.

What is media and how can we gain personal POWER by being educated about it?
(Socials/Career Education/Language Arts/Critical Thinking/Communication/ADST)

We identified a variety of media forms and looked closely at how their construction, content, advertisements, and reading level were related to their potential audience and purpose. We discussed what it means to be media literate, started taking greater notice of how much time we were spending with media, and discovered how it is present everywhere in our lives. All of this is an important part of being a CRITICAL THINKER and a responsible consumer of media.

We compared the outside appearance of cereal packages, looking at how companies market products to children with bright colours, cool characters, games, and other gimmicks. Then we made some sample cereal boxes of our own!

We looked at media advertisements to see what kinds of gimmicks were being used to make us want to buy products. We played games on the Canadian Media Smarts Literacy 101 website together to practice recognizing gimmicks in both print ads and commercials. To show our understandings, we created our own products to sell in a live commercial! We had a wide range of interesting things to sell, complete with catchy brand names, jingles, and slogans to appeal to the consumer.

We became more aware of how to search for information online, avoiding commercial websites and looking for reliable sources not full of advertisements or false information. We discussed digital citizenship, learning how online games and social media collect personal information about us while we are having fun online. We played the game Data Defenders to practice NOT giving our information away, keeping our identities safe.

We also learned about what media reports look and sound like. Theresa Lalonde, a production manager for the CBC and teacher of journalism at BCIT, did a virtual visit with us to explain what it is like to work in journalism, and how journalists have POWER through their ability to deliver important information to the public that can help citizens be informed, make good decisions, and be able to advocate for themselves.

As part of language arts, we learned how a news article is written, and we watched television news broadcasts to see what tone and format is used to deliver information through visual media.

We participated in an editors meeting, in which each of us chose a Suncrest-related topic to report on for our group newspaper, the Suncrest Sun News, which we presented at Student Led Conferences. There were interesting reports on Primary Days of Music, Littering on the Playground, Wasting Supplies, and Gardening at Suncrest, among many other topics!

How do we communicate scientific ideas and discoveries?
The POWER of careful observation and documentation!
(Science, Language Arts, Critical Thinking, Communication)

As we have been doing all year, we focused on saying your “becauses” or providing evidence to back up ideas. We talked about the POWER of careful observation and documentation for communicating and developing scientific ideas, especially if you want to prove your discoveries and further your research.

Through an exciting lab in which we changed one substance into another, making limestone, we had the opportunity to discuss physical versus chemical change; acids and bases; natural substances such as turmeric which serve as pH indicators; endothermic and exothermic reactions; and how chemical symbols are used to represent a chemical reaction. Plus we made a bag blow up with gas and it was very exciting!!

How do you make a good question to start your research? How do you document observations? How do you write a conclusion with more questions to drive future research?

Everyone also participated in a team debate and learned to use their “becauses” to back up a point of view. We chose topics to debate, and everyone had to write a five-paragraph essay with arguments and FACTS to back up their opinions. Thank you to all of Division 5 for some lively discussions about whether cats or dogs make better pets, whether we should continue financing space exploration, or whether or not video game use has a positive impact on kids!


How are numbers used to communicate ideas in media?

(Math, Critical Thinking, Social Studies)

Numbers and data are often thrown into media reports to communicate ideas, and as consumers of media, we need to be critical thinkers about what those numbers mean. It often requires a stronger understanding of what is called proportional reasoning.

We analyzed news articles on a variety of topics to see how math, particularly graphs, fractions, decimals, and percentages, are used to communicate ideas.  If you see numbers, does that mean the information you see is automatically FACT and not someone’s OPINION?

Continuing our work with Carole Fullerton’s Proportional Reasoning, as well as other math resources and games such as SKITTLES MATH, we went deeper into fractions, decimals, and percentages. We were also encouraged to “use the numbers” when making our own news reports, using data to back up our reporting.


Communication, collaboration, and personal awareness give us POWER to make change in our lives or communicate ideas to others:
(Communication, PE and Health, Fine Arts)

We continued to have our class meetings, which were important opportunities to express ideas and solve problems. We also continued our work talking about Social Thinking, which is a big part of the core competency on Social Awareness and Responsibility.

We explored shape and form through sculpture in art. We went over the history of sculpture and how it, too, is a form of media, communicating a message. Each person then created their own sculpture out of steel wire, masking tape, newspaper, and bronze acrylic paint. It was a longer project, but the result was well worth it, as our Museum of Sculptures shows!



In April – June, we focused on the concept of CONNECTION
in our unit
THE NATURE CONNECTION. 

Unit focus statement:
Human beings impact and rely upon the balance of nature’s interdependent systems. 


Unpacking the concept of CONNECTION — What does it mean?
(Science, Socials, Social Responsibility)

What does connection mean, and where do we see it? We began with class discussions around what we connect to personally, how we are connected to the community, and how we are connected to the world.

How are we connected to our natural environment? First we talked about what we can find in our natural environment and had fun deciding what is abiotic and biotic. IS a virus alive or not?? At the end of the day, some of this is still up for debate!

We watched Planet Earth: Pole to Pole, and discussed the variety of biomes, ecosystems, and amazing organisms that exist across the planet. Each student was given a card with an organism within our local ecosystems, and after doing quick research, placed it within the food web and cycles of our world. Further reading was done on how parts of nature are connected through food chains, as well as the carbon, nitrogen, phosphorus, and water cycles.

Making connections to tell the story of life!
(Science, Critical Thinking)

To better understand how organisms in our ecosystems are connected, we investigated taxonomy. Scientists use taxonomy to classify life according to specific features, adaptations, reproductive and survival behaviours, and appearance.

Before we looked at the official chart, we did our own hands-on sorting, and small groups were given piles of pictures of animals and organisms to organize into specific groups according to characteristics. We had lots of great debate!

Then we had an opportunity to learn about the classification system, picking an animal and learning about their kingdom, phylum, family, class, genus, and official Latin species name, as well as their connection to the First Peoples of BC.

 

How do we become more connected to and observant of the nature around us?
(Science, Socials, Critical Thinking, Fine Arts, Physical Health Education)

As we looked at how we are connected to other organisms, we developed a better understanding of place and the nature directly around us. Through the Burnaby-New West Walk30 Challenge we walked thousands of minutes with our families! We also won a gift certificate to a local bookstore for participating!

During class activities outside, we used the SFU Walking Curriculum, a series of activities designed to help us become more observant, mindful, and thoughtful about what we are seeing and experiencing

We used loupes and the Private Eye Kits from the District Library to look carefully at natural specimens and plants. We talked about how to observe shape and line quality first when trying to carefully draw specimens, and we did several still-life, up-close drawings to record outside findings.

We learned Indigenous names and uses for local plants and trees, identified invasive plants that are not part of the ecosystem, and discussed local animals and habitats. We watched episodes of David Suzuki’s The Nature of Thingsand enjoyed learning about creatures in the tidal zone, the important role of scavengers, and the kingdom of fungi.

Finally, we talked about extinct, endangered, and protected organisms in B.C. Everyone chose a unique organism from BC they didn’t know anything about, then researched its biome, ecosystem, habitat, taxonomy, adaptations, behaviours, and connection to First Peoples stories and art. We presented our findings through a beautiful piece of art inspired by the works of Oregon artist Sue Coccia.

 Also, for exercise, and to practice the curricular and core competencies around collaboration and communication, we went Dragon Boating at Burnaby Lake! In the process, we learned a new way to connect with the place around us and to make ourselves physically fit. Great job, Division 5, working on teamwork, personal awareness, and SOCIAL THINKING as we rowed across the whole lake!


Becoming Further Aware of Traditional Indigenous Ecological Knowledge:
(Socials, Science, Indigenous Education)

As we developed observation skills that help with scientific investigations, we also asked, “What is science?” We discussed how we would define western science and what is considered traditional ecological knowledge of First Peoples.  For example, in western science we classify things into abiotic and biotic; whereas in Indigenous cultures, many abiotic forms are alive, given each form plays a specific role in the ecosystem and was placed there for a reason.

Ms. D read some of Braiding Sweetgrass, as well as Indigenous Ingenuity, to help us discuss how traditional knowledge is being used to help protect the land and to find solutions to some of the challenging environmental problems we have in the world. We watched videos and read about how First Peoples are working in partnership with scientists to manage local waterways, and how Indigenous knowledge provides careful observations from years and years of living on the land. We learned about clam gardens and how First Peoples managed marine food systems, so we can better protect food sources today. Overall, we had great discussions about our connection to the land and the value of traditional knowledge!


How are our actions connected to the health of the environment?
(Social Studies, Science, Social Responsibility, Personal Awareness)

Part of being better connected to nature is better understanding our role in keeping the environment we depend upon healthy! We had a variety of amazing virtual and in-person field trips this unit to help us get out in the community and to discuss social responsibility to our planet.

First, we had a trip to the beautiful GVRD Lower Seymour Watershed, learning about the water cycle, where our water comes from, and how the ecosystem of the mountains plays a role in providing us with such clean water.

Then, we were fortunate to have a visit from an astronomy instructor at Douglas College, who did a presentation on the planets and our connection to them. We learned a lot about the size of the planets, and why Earth is in the Goldilocks position to support life.

We also had a virtual presentation on Curious Crows from the Vancouver Avian Research Centre , looking at their role in our ecosystem. We found out why they live such long lives in comparison to other birds and corvids, and we found connections between their animal behaviours and our own!

As part of the GVRD’s local parks education programs, we went to Boundary Bay Centennial Beach  to learn about organisms in the tidal zones, during a workshop called Seashore Sleuths! It was a great day at the beach, identifying organisms like beach hoppers, ribbon worms, ghost shrimp, and clams, and digging in the mud of the tidal pools!

Finally, we talked about global warming and climate change, listening to the inspirational Bill Nye explain the science and the possible problems that will occur. We read articles and watched videos about desertification, pollution, and other human-made disasters in the environment. Everyone had an opportunity to also read about how people are solving these problems, through the Orca Footprints book series on EPIC about topics such as ocean health, landfills, future agriculture, and green transportation.


Finding Reading Connections & Using Literary Devices
(Language Arts, Fine Arts, Critical Thinking and Questioning)

Ms. D read The Skeleton Tree, while everyone followed along and took notes as they collected thoughts about new vocabulary, key details, connections, or questions while reading. This involved metacognition — becoming aware of how we think so we can improve our critical thinking! The book tells the story of two boys stranded on the Alaska coast and how they survive.

We created comprehension questions of greater depth using Question and Response (QAR), and students explained this in their e-port entries about the book. It was an exciting tale that connected well to our unit!

We also explored how to use figurative language, literary devices, and different poetry formats to express our feelings about things we are CONNECTED to personally. Using Adrienne Gear’s Poetry Power we talked about why people use poetry versus other forms of writing for expressing ideas and emotions. We did writing exercises from the book Rip the Page to further develop our descriptive vocabulary, and to help us with written output and creative thinking. We learned about alliteration, onomatopoeia, personification, metaphor, and similes, as well as poetic forms such as tankas, list poems, free verse, and cinquains.

Everyone displayed their poems in a creative poetry journal or zine to share with others!

Connection Between Nature and Math!
(Math, Art, Science, Applied Design)

Our main focus was geometry and math related to patterns in nature. First, we made ourselves familiar with some geometry terms and tools. We looked at polygons and platonic solids on Mathigon, and we practiced identifying, measuring, and trisecting angles through some fun origami.  Then, Ms. D read sections of books about nature and math, such as The Language of the Universe.

During our ventures outside, we looked for examples of these patterns in the nature around us. We discussed Fibonacci, the Golden Mean, spirals, and fractals found in plants, wave patterns, our bodies, and genetics.

We had a great time discovering pentominoes, which are shapes formed by combining five 2D cubes together. We worked together to see how many different combinations of cubes we could make that would form unique pentominoes, and there are 12! We had to use the math concepts of rotation, translation, and reflection to ensure we did not have congruent shapes and had indeed created something new. We played several fun games to work with visual-spatial patterns!

Students also completed activities about measurement, area, perimeter, shape classification, volume, angles, multiplication, division, fractions, and decimals through applied math problems about nature in the books Animal Math and Planet Earth Math, as well as Geometry and Measurement for Intermediate Grades.

We also watched a video series called Doodling in Math Class about nature math, and made our own, portable “angle-a-trons” for 137.5 degrees to try outside on plants, confirming leaves grow in specific, consistent angle patterns to maximize light exposure.

We found a lot of symmetry in nature, and we created careful drawings of butterflies, using pastel and watercolor to make balanced compositions.

Finally, we used our discussion of geometry and measurement to create scale models of objects so we would understand how to make a scale model for applied design.

We imagined what the empty grass space in the upper intermediate playground could be like. Using nature math, knowledge of indigenous plants, and our outside observations during the unit, we made scale models of a proposed nature space for relaxing, learning, and taking a break outdoors. Students were asked to incorporate mathematics and unique natural elements into the design. Thank you everyone for your creative results!

 

French Basics, Creating Conversation, and Weather!
(Core French, Drama, Language Arts, Creative Thinking)

We worked from the book Learn French the Fast and Fun Way, as we learned some of the basics, such as pronunciation, definite and indefinite articles, how to make plurals, family words, and basic greetings.

We later integrated conversations about the outdoors into our French learning, as well, by focusing on communicating the weather. Some students who had extra time before end of year even created a crazy dialogue to represent the weather in front of the class.

Independent Project!
(Socials, Science, Critical Thinking, Career Education, and Personal Awareness)

By February, most students had selected topics for independent study. They were allowed to select any topic as long as it was something they sincerely cared about!

During each project this year, we worked on the specific curricular competencies and skills to help with a successful independent inquiry.

These skills can be found in almost every aspect of the curriculum, including career education, social studies, language arts, science, fine arts, and applied design. Here is a quick summary:

  • Understanding passions and making a commitment to pursue a personal interest
  • Project management, goal setting, and meeting deadlines
  • Self-management as they monitor their time during open work periods
  • Asking questions that further an inquiry, including open and closed questions
  • Documenting and organizing research through notes and a bibliography
  • Searching online effectively, including finding reliable and safe resources
  • Using critical thinking to analyze resources and summarize findings
  • Communicating findings in writing and through public speaking
  • Applying creative thinking by sharing results through a variety of media

We had a wide variety of topics including things like human bonds with pets, C sharp programming, earthquakes versus skyscrapers, rapid transit, the science of refrigeration, Ancient Egypt, animal venom, fishing, and more!

Digital versions of our Independent Projects can be found here.

We hope this provides you a snapshot of all the great learning Division 5 did in term three! Please see individual e-portfolios for more information and photos of your child’s projects and thinking about the units!

 

Social Thinking: Chapter 1

 

Hello Everyone!

We have begun a set of mini-lessons related to problem-solving and learning social-emotional skills. They come from a great book we use in the Burnaby Schools District called Social Thinking and Me.

Each time I do a mini lesson in class, I will post some of the highlights here. To help us all with our social thinking skills, I would ask everyone to review this at home, to reinforce learning that will help us all get along and have a stronger community!

Chapter 1: What is Social Thinking?

  • Social thinking is the type of thinking your brain is doing to figure out yourself and other people.
  • Social thinking can include: noticing what we feel and need, communicating what we feel and need, noticing what others feel and need, and figuring out what to do with different people in different situations.
  • Being a good social thinker takes practice. We can make mistakes, and we learn as we go along.
  • Learning to talk to others is just one part of communicating. Another part of communicating is with your body, which is called nonverbal communication.
  • Every year you learn more about social thinking and how to do things in better ways. This is called getting more mature.
  • Social thinking helps us figure out the best way to behave so people will want to include you in their group.
  • Social thinking also helps us figure out who we do or don’t want to be with.
  • It does take extra work to do social thinking — it takes effort! It is work to share things, to pay attention to the feelings of others, and to be aware of the GROUP PLAN instead of just our SOLO PLAN. In a group, we have to be aware of the bigger plan that will help everyone and not just our own individual needs.
  • I can get better and better at social thinking if I actively think and practice!

In class, we also identified all of the ways in which having stronger social thinking can help us in life. Can you discuss this at home?

Thank you,

Ms. D

Diving Into First Unit on STRUCTURE- September 2022

Hello Everyone,

Welcome to a new year of MACC 4/5, Division 5, 2022-23!

I can’t believe this is my eighth year of doing the program! I look forward to getting to know all of you!

Please note, I have not yet finished setting it up, but all families will be automatically subscribed to the classroom blog. Then you will receive an email letting you know when there are new posts. Posts on the classroom blog provide you with information about each unit’s focus, larger project assignments, and the overviews of learning for report cards. If you have left my class or do not want to be subscribed, please just simple unsubscribe via the email you receive. Thank you!

Students have already begun thinking about our first unit! Here are some details about how a unit works.

  • We have five units during the year, one of which is an independent project.
  • Units are trans-disciplinary and conceptual in nature, meaning all subjects are connected to one another through a key concept area.
  • Concept areas are taken from universal themes, identified as key organizers of learning and life by researchers throughout the world.
  • Sometimes subjects are taught outside of the unit, with stand alone information. This mainly occurs with gym time (which is partially taught by another teacher, Mr. Chau), Core French, and music (taught by Dr. Yanko twice a week.)
  • Units have a title and a unit focus statement, which are posted online and on the unit board in the classroom so we can refer to it and think about how our activities are connected.
  • At the beginning of the unit, we go over the areas of focus so students understand how subjects will all be integrated and connected.
  • Questions are encouraged about the unit and are posted on our Wonderings Board.
  • Unit work involves both learning activities and projects designed to show our knowledge.
  • We use our journals (which have been provided in class) and e-portfolios (to be announced soon) to record our thinking from the unit, so all of our thoughts can be found in one place. Journals need to be at school every day.
  • The blue binder holds all subject handouts. It stays in the backpack and needs to be at school each day. We will clean it out at the end of each unit. Blue binders need to be at school every day.

Here are details about our first unit of the year:

Title:  It’s All in the Design

Concept: STRUCTURE

Core Competency Focus:  Personal Awareness, Critical Thinking

Unit Focus Statement:

The structure of something is designed to serve the needs of the user.

Areas of Inquiry:

  • Where we find structure (buildings, organizations, hierarchies, nature, body systems, etc.)
  • How form follows function (anatomy of humans/animals, adaptations, structure of useful inventions)
  • Elements and principles of art
  • Strong structure in architecture (geometry, shapes, measurement, etc.)
  • Structure of effective learning (lifelong learning, growth mindset, being a self-manager, healthy fitness/sleep/schedule/balance)
  • How we approach mathematics learning and communication of complicated number ideas
  • How design is linked with scientific knowledge (states of matter, energy transfer, forces, atoms)
  • Effective writing structure for communicating ideas (parts of speech, paragraphing, sentence structure, interesting words)
  • Structure that supports a community (government, community resources, class community, personal awareness)
  • Where French is spoken in the world and the structure of a bilingual country like Canada  (Core French Studies)

There will be more to come on the specifics of each subject area, as it arises in our work. Subject areas listed above are directly related to curricular content and competencies for this grade level, as well as to the deeper thinking we do in MACC.

I look forward to unpacking this exciting unit!

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