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. 

There was a buzz in Division 7 today. It started when students were given their role in our new and upcoming Drama Play all about FORCE + MOTION! Today we reviewed the importance and purpose of visual arts such as drama. Our actors were immediately eager and enthusiastic to read through their very own part in our play. Please stay tuned to how our drama play enfolds in the coming weeks as we start our drama practices TOMORROW! 

* Students may be coming home with a copy of their script, they are not required to memorize their lines, but a little practice at home will always be encouraged to reinforce familiarity of their lines as well as build up their confidence. Thank you in advance for your support!

Next time you are in the upper hallway, please view our map of Canada. Can you identify the various landforms that are significant to each provincial region of Canada? The students did a tremendous job taking ownership over ‘their’ province, identifying significant natural landforms as well as manmade structures. While viewing our map, we hope you gain new information such as learning which province is known for having Hoodos, or the Wawa Goose and or has polar bears? To ensure that our audience could read, interrupt and understand our map we worked on labelling our drawings. 

Below our map you can read our acrostic poems about Landforms. Students worked on ensuring that their poem related to the outlined topic and represented the beautiful landforms, both land and water formations, that can be found nationally as well as globally. 

I am VERY proud of the beautiful work that our citizens produced. Quality was kept in mind during the process of creating this map. 

As we continue in our Landforms unit in Social Studies we are becoming more confident in our abilities to (a) list various formations (b) distinguish between water and land formation and (c) we are capable of expressing how landforms can be created.

There was a lot of wonderment today as we thought about how ARE landforms created? What forms a mountain? – is there a giant somewhere that is molding play-doh to create a it? “NO, absolutely not!” the students roared. But then, how are mountains formed? What creates a canyon? 

We are constantly demonstrating a natural curiosity about the world around us. We are encouraged to ponder, wonder and to ask and inquire about our surrounding environment. We discovered today that landforms are caused by earthquakes, weathering (i.e., rain + wind), erosion and deposits. Ever wonder how an island is formed? Ask your young citizen if they can recall one example of how an island is created *hint hint, think of a volcano and lava. 

We are currently very curious about landforms! See if your young learner remembers why a plateau can be called a MESA? How does a plateau differ from a mountain? 

Stay tuned as we are going to begin looking at specific landforms that pertain to different provincial regions in our Country. How does our geography change throughout the provinces and territories?