Month: May 2021

Although it was a shorter week, our week in Division 7 was still jam packed with fun + learning.

In Language Arts this week we focused on creating a story map, outlining our characters, setting, problem – events and solution to a story. As authors we focused on generating our own ideas to create a complete story. Once our story map was complete we then began to develop a complete story by expanding upon our graphic organizer and putting our ideas in full, complete sentences. Currently, our work is still a work in progress, stay tuned for the finished products. Next week we will be working on the editing stage. As authors, we will read through our work, read our work to others and be open and receptive towards feedback to make our writing even better.

Social Studies + Language Arts: We continue to explore various First Peoples’ traditional stories and legends. We continue to show awareness that First Peoples’ history was not recorded in written form, and thus, history was shared and pasted down from generation to generation through oral language in the form of story telling, traditional dance and ceremonies. As we explore these stories, we discuss the teachings, lessons and history that is conveyed in the story. This week we read “The First Mosquito” by Caroll Simpson. The students were fascinated with the history of how the first mosquito came to be. What were the teachings that you took away from the story?

In Math this week, many mathematicians finished up their addition and subtraction unit that focused on regrouping. This is an imperative mathematical skill so we will continue to focus on these foundational skills. Coming up next is our ability to estimate. When estimating, we are making a thoughtful guess to make a strong and approximate guess. We are focusing on rounding to the nearest tenth and or hundredth place to accurately form an estimate. For example, 87 + 43 = ? ; 87 is closer to 90 than 80, and 43 is closer to 40 than 50, therefore, we are looking at adding 90 + 40 = 130. Our estimate for 87 + 43 is about 130. Can you practice estimating the sum and difference for 2-digit and 3-digit numbers? What is your estimate for the difference of  96 – 23 = ? ; what is your estimate for the sum of 37 + 88 = ?

As Scientists, we finished working on our Root Beer Float Matter Posters. Our posters focused on the properties of gas, liquid and solid. We identified that gas does not have a fixed volume, like carbon dioxide bubbles; liquid has a fixed volume, but not a fixed shape, like root beer, and a solid has a fixed shape and fixed volume like ice cream. Our Matter Bulletin board is still under construction as we compile different examples to identify the various properties of Matter. Today, we used our investigative skills during another scientific lab exploration. We explored the hypothesis for how a balloon can change states of matter.

Prior to beginning our experiment, we identified the materials that we would use and then recorded our prediction and our observations throughout the process. We observed that the balloon was able to inflate because when the baking soda and vinegar mixed together, the mixture created a gas, carbon dioxide or CO2. The gas then filled the empty bottle, eventually inflating the balloon! TA-DA!!

Have a beautiful + restful weekend!

ADST – Applied Designs, Skills + Technologies 

Our marble runs were a HUGE hit. Students worked on their communication and problem solving skills while simultaneously respectfully and diplomatically navigating their group’s dynamics. Students worked on respectfully listening to one another’s ideas and insights, and building upon each other’s ideas, ensuring that all members agreed to the proposed plan.

Check out your child’s blog for their ADST reflection on the process. What worked well? What was challenging? How did they problem solve? What would they change if they were to do this challenge again?

Our Pointillism artwork has brightened our hallways. They all turned out great – colourful, original and unique!

Language Arts:

This week we participated in our independent school-wide-write. Students worked on their composition skills independently. We read several picture books that inspired class discussions that reflected the topic, how to make the world a better place. As a gradual release, I modelled and orally discussed ways that we can make the world a better place. The following day, students generated their own brainstorm reflecting on their own generated independent thoughts. Our next step was referring to our graphic organizer (brainstorm web) and expanding upon those ideas into full sentences. You will be able to find your child’s independent school-wide-write up on their blogfolios in the coming days.

This week in Art, students created their own vegetable/fruit water colour wash portrait. Our intention was to create a portrait that showed the perspective of vegetables growing in the soil and the variation in their roots, and what is visible above ground. In my modelled example, I grew a carrot, beet and garlic. It was great fun to see the ideas that the young budding artists came up with. Some examples included, eggplant bushes, cabbage, spinach, radish, potatoes, purple carrots, watermelon, cucumber and avocados. Our steps included, sketching our image first, colouring in the vegetables/fruits with crayons and then applying a watercolour wash over the portrait.

Have a wonderful, safe and restful long weekend everyone!

In Social Emotional Learning, we read the picture book “The Way I Act” by Steve Metzger. Throughout the book we listened to the verses (without seeing the illustrations), and inferred what the characteristics were that were being described. As a follow up discussion to the book we discussed how every individual may show and express their feelings differently. How do you show that you are nervous, excited, disappointed, overjoyed etc? Students then individually completed a worksheet that highlighted different emotions and they described how they showed that particular emotion.

As scientists, we continue our exploration of Matter. Through a hands-on (and taste safe) activity, we explored how root beer floats illustrate various states of matter. During our ‘exploratory lab’ students distinguished the states of matter for the cup, ice cream, root beer and foam. For bonus points, students identified whether the cup was transparent, translucent or opaque. Who knew that science labs could be so fun and delicious!

Later in the week we worked on identifying the various properties of Matter. Can you describe property elements for shape, colour, texture and size? In connection to Language Arts, can you also come up with synonyms for some of the vocabulary? For example, what are some synonyms for the word big, small etc. As a class we are collaboratively making our very own 3D Properties of Matter bulletin board. Stay tuned for our finished product.

A new theme this week was ADST – Applied Design, Skills + Technologies

This week we received a mission to plan and design, collaborate as a group, and execute a marble run structure out of recyclable materials. Our first step was to individually plan out our design for our marble run that must include at least 5 obstacles. Once that was complete, we then came together as a group to share our insights and combine all our ideas to come to a one united idea. Next up, what materials do we need? This week we strictly focused on planning and collaborating. Next week we will begin constructing! Lots of excitement over here!

I spoke too soon, this week’s planning sessions quickly evolved into the beginning of construction. Students were so focused and peacefully collaborated their ideas within their group, that they were ready to begin the building process for their structures. I must apologize to the other classrooms whom we share a hallway with, as our hallway was BUZZING with excitement and communication yesterday and today (Thursday + Friday).

As artists this week, we were inspired by French artist Georges Seurat who developed the technique of Pointillism. Pointillism uses distinct dots, that when viewed from afar the dots appear blended together to create a visible image. Students were free to choose a portrait of their choosing and then be an artistic risk-taker to explore the technique of Pointillism. Students quickly came to realize how time consuming this was and the patience that it required.

In Language Arts, we continue to work on our persuasive writing, employing a strong, authentic author’s voice to persuade and change our readers’/audience’s thinking. This week after reading the story, Can We Save the Tiger? by Martin Jenkins, we discussed various animals that have become extinct and those animals that are deemed high risk for extinction and/or are currently endangered. Students selected an animal of their choosing to write about. The purpose was for students to persuade their reader with reasons for how and or why they should protect and save this animal from endangerment.

Above you will see a draft that a student expanded upon from their ideas that were brainstormed and collected in their graphic organizer. This morning over breakfast, as I read the morning paper I came across an article that outlined how human activity was impacting the songbirds in the tri-cities. I brought in the article and read some highlights to the class. Immediately, hands shot up into the air and I repeatedly heard the word “connection! CONNECTION!” The students quickly recognized and realized the similarities between this article and our writing theme from the week. Another student commented that not only was the tri-cities article persuasive, convincing the reader to be mindful of the bird’s nest, but it also showed elements of instructional writing, as the author outlined ways that humans can be mindful and prevent the destruction of these birds’ nests. This was a beautiful moment to witness the students transferring taught concepts from within the classroom to real-life situations in our surroundings. Can you make more connections to the themes and big ideas that we are discussing in class to your surroundings?

Happy Weekend! Stay safe + healthy!

As scientists we are currently exploring the topic of MATTER. Everything has Matter! As curious learners we are taking in our surroundings and closely examining the states of matter that objects are, and if and how they can change their state. On Monday, we took our curiosity to ‘the lab‘ and participated in an experience. During our ‘lab’ we followed the scientific procedure by stating our question, hypothesis (making a strong, logical and educated guess to our question), record the materials used, wrote down the procedural steps, then recorded one’s observations and finally stated a conclusion to our findings. Our question for this experiment was based on our wonder, can an object be two states of matter at once?

As the students observed the materials of cornstarch and water combine, many quickly came to the realization that we were making OOBLECK! The classroom walls were vibrating from the excitement of the students. Was this gooey slime a liquid or a solid? Or, was it in fact BOTH? Ask your scientist what their conclusion was based on their findings of this experiment.

As writers we continue to work on our ability to take our brainstormed ideas, that are recorded in our graphic organizer, and expand upon them by incorporating detail, examples and descriptive language. Moving forward, we will continue to work on being receptive towards feedback during the editing stage to ensure that our writing can be the very best that it can. As good authors, we will ensure that our writing always includes proper punctuation, this includes the use of capitalization at the start of the sentence and a period at the end of the sentence to mark the end of our thought. During the editing stage we are also working on our vocabulary and expanding our word bank. Rather than using the word good, students are encouraged to use a triple-scoop ice cream word that is rich is description, such as fantastic, splendid, terrific, superb, outstanding.. and the list goes on!

As responsible citizens we continue our discussion about the environment and how we, can make a difference. This week we discussed ways that we can reduce our individual carbon footprint. In connection to our writing we continue to practice our instructional writing by utilizing strong, clear and direct language.

This afternoon we read the story The Two Sisters by E. Pauline Johnson, illustrated by Sandra Butt. This story is an Indigenous, Vancouver legend. Again, we discussed the importance of First Peoples’ oral story telling and how it is an integral part of their culture. The students remembered that story telling is not shared for the purpose of entertainment, so they quickly became engaged with the story to try and decipher the moral, the lesson or the teachings of the story. Throughout the reading, students shared their curiosities, their wonders and their enjoyment for the book. As we neared the end of the story, students came to the realization that this legend is based on a local mountain on the west coast, The Two Sisters, or commonly known as the Lions. As promised to the students, I would not retell the legend behind the creation of the mountains, as they were eager to retell this legend themselves to teach you the history behind it. If students need a little refresher, please find the provided link below, a good historical resource to fall back on.

https://www.legendsofvancouver.net/two-sisters-vancouver-bc

A conversation that stemmed from this book was ” was this true?” As the curious learners that we are, I used this opportunity to highlight our Social Studies skills which consists of using our inquiry skills to ask questions, gather, interpret and analyze ideas. It is vital to ask questions to gain more information and to further our learning. Soon, students were building upon other’s ideas and questions, creating a stimulating dialogue. Yes, this is a First Peoples’ legend and traditional belief for many, but does this mean that we all need to believe this legend? We discussed and showed appreciation towards exploring aspects of First Peoples’ oral storytelling as well showing an awareness for how many stories in First Peoples’ cultures connect people to land.

In Math we continue to show our mathematical thinking in various ways, this can be through oral discussion, the use of manipulatives, concrete or pictorial representation. Students are encouraged to explore various modes of representation to illustrate their knowledge and understanding. The grade 2s continue to learn strategies to accurately add and subtract with, and without regrouping. We have primarily been focusing on boxing the ones when looking at at an equation and then carrying the tens to the ten’s place. Grade 3s have just begun their journey with division, and have quickly caught on to the similarities between multiplication and division. Stay tuned to learn more about the mathematical strategies that we will be learning to expand our skill-set to illustrate our mathematical thinking.

In Physical Education, we continue to learn and practice how to control our bodies in a safe manner while being in a shared space with our peers. During group activities and games, we continuously practice our flexibility (by going with the flow), demonstrating good sportsmanship and monitoring our exertion levels during physical activities.

Due to Covid-19 and us being unable to hold our annual student-led conferences that occur typically during the month of May, I encourage you to visit your child’s blogfolio as I strive to update each individual blogfolio with artifacts of your child’s learning and progress. On some posts there will solely be a picture, where as on other artifacts it will be categorized as communicating student learning where I will be providing a written comment. I encourage you to view these artifacts of learning with your child. If you have time, can you and your child reflect on a learning artifact? can your child retell the purpose of the activity? what they learned? etc, if possible, I encourage you to write a written response on their own post.

Thank you in advance for your continued support and involvement in your child’s learning journey.