Month: January 2020

We had our kick off assembly for Literacy Week this morning. As a follow up activity, to reflect the book we listened during assembly, we began creating our very own Colour Monsters! Our colour monsters will represent a feeling. As a class we generated a multitude of feelings as inspiration for our colour monsters. Before you know it our school halls will be decorated with colour monsters, keep your eyes peeled to see when they emerge! 

Ask your citizen how we combined Social Studies and Art in this project. I was very impressed with the attention to detail, the patience and care and the creativity that went into their projects. 

Here are some of the things that we loved most about landforms:

• they are different shapes and sizes
• landforms can be tall and small 
• some can be water and some are land
• volcano, canyon, glacier, valley, lake, mountain, cave, river, bay, delta, waterfall , cliff, hill, desert, island are all landforms
• plateau is also a landform 
• I like painting my landform 
• I like making the map of Canada
• I liked using the salt dough
• I liked painting the salt dough
• I liked doing the salt dough
• salt dough
• it was hard shaping the salt dough because it was so sticky
• when the salt dough was hard to use  I rolled it in a ball and it was easier to use
• it was tricky to make trees with salt dough because you had to make the tree trunk without it falling down. It was easier to use the salt dough when it was cold. 
• I like planet Earth!
• we learned about continents and oceans they are, Antarctica, North America, Asia, Australia, South America, Africa, Europe + Pacific Ocean, Indian Ocean, Atlantic Ocean, Arctic Ocean, Southern Ocean!

Literacy Week is quickly approaching as our big kick off will be happening at this Friday’s assembly. There are a number of fun filled activities that will be happening next week. In preparation of literacy week we are already fully enthralled in our theme, The Three Little Pigs. As you may know, we are focusing on The Three Little Pigs in Science as we are underway with our construction of the various homes to try and remain standing against the force of the wolf. In Art and Language Arts we have also been taking an in-depth look at those three little piglets and the wolf. In your opinion is the Wolf truly a bad wolf, or was he just misunderstood and was there a series of misunderstandings that led to the belief that he is bad? Come view our Three Little Pigs work outside our classroom. Our writing reflected our big idea of persuasive writing this past month. As your read the authors’ work, we hope we can persuade your opinion of the Wolf.

Yesterday was our first day of construction!

Students were assigned to groups and were given the medium that they will be using to construct their ‘Little Pig’s House’  (a) straw house (b) stick house or (c) a brick house. Students are working together in their group with the purpose of constructing a house that can successfully stand up against the FORCE of the Big Bad Wolf from blowing their house down. The force of the wolf will be a blow dryer. Each group has collaboratively come together to generate a plan for how they will combat the force. 

Groups continue to work on their effective communication skills, the ability to respectfully listen to others and their ideas and perspectives as well as actively participate in this group activity/challenge. 

Stay tuned for the results of when the Big Bad Wolf comes for a visit!

Today as scientists we made thoughtful predictions on what material a toy race car would travel down the fastest. Scientists recorded their predictions and then together as a class we tested our theories. We had a small ramp and four different materials. These materials included crepe paper, tissue paper, felt and textured fabric. We tested the car travelling down the ramp on all four materials. Using a stopwatch we recorded the exact time it took the car to travel from the top of the ramp to the bottom. After testing our theories we then recorded the results and and our findings on why the car travelled at different speeds.

Ask your scientist if they remember what force was involved in this activity.