Today we started off by reviewing heterogeneous and homogeneous mixtures.
We know that a heterogeneous mixture is simply any mixture that is not uniform in composition – it’s a non-uniform mixture of smaller constituent parts. Using various means, the parts in the mixture can be separated from one another. Such as this group of nuts.We know that a A homogeneous mixture is a solid, liquid, or gaseous mixture that has the same proportions of its components throughout any given sample. An example is air.
We also looked at how different liquids could have different densities. And how something that was more dense (heavy) would sink to the bottom while the lighter liquids would sit at the top. Pay attention to where the solid items sit in the tower.We also talked about how some mixtures could be negative to our environment we looked at oil spills and how could affect our fresh water sources. Oil spills include any spill of crude oil or oil distilled products (e.g., gasoline, diesel fuels, jet fuels, lubricants) that can pollute the surface of the land, air, and water environments. Oil spill pollution may comprise a variety of amounts starting with one or more gallons of oil and up to millions or even hundreds of millions of gallons spilled. The term is usually associated with the oil spills in the ocean and coastal waters.
For this science experiment we are going to see what happens when we mix two common household liquids, oil & water. Then we’ll add another item to the mix and see if it impacts the experiment.
The first thing you will observe is that Oil and Water won’t stay mixed together. Instead, the oil slowly rises to the top of the water. This is because of the density of the two liquids. The oil is less dense than the water, therefore it rises to the top.I was proud of our hard work as investigative scientists today as we worked in groups using different techniques to separate 4 mixtures. We really put our communication and critical thinking skills as work.
1. Give an example of a heterogeneous mixture
2. Give an example of a homogeneous mixture
3. Was there anything that surprised you during the density video? Was something more or less dense then you expected. Look at the solid objects added in later on.
4. Why did the oil and the water separate? (Think about density)
5. Why did the soap allow them to stay mixed together?
This week in class we participated in a project which covered a couple of different topics such as math, art and social studies.
We had already spoken about the symbolism behind totem animals. First nations believe that each animal is a symbol which act as teachers and guides with characteristics that can be learned from. Each animal represents and symbolizes human traits, personality and values.
Some of the animals we had to choose were:
BEAR: The Bear has great self awareness and is able to deliberate about choices or actions.The Bear represents strength, family, vitality courage and health. The bear is a thoughtful creature, independent, with little need for fellowship and is self-contained and strong-willed.
HUMMINGBIRD: The Hummingbird symbolizes beauty, intelligence, and love and sends messages to the people of things to come. A messenger of joy, this beautiful tiny bird is also called Sah Sen and represents friendship and playfulness.
OWL: First Nations people perceived the Owl to be linked with wisdom, foresight and the keeper of sacred knowledge. The strength of the Owl would be invoked during ceremonies when prophesy of secret knowledge or a message of the unknown is involved.
RAVEN: The Raven is a key part of many North West Coast legends and stories. In many stories the Raven teaches us about life and right from wrong. The Raven is often misbehaving but never boring. He symbolizes change in life, creativity, and humor. The Raven is known as a trickster or the catalyst for change, causing many changes to transpire. Raven is quick to take action, extremely curious and at times greedy.
SALMON: The Native Salmon Symbol symbolizes abundance, perseverance, persistence, determination and dependability. For thousands of years the Salmon have been the primary food source for the Northwest Coast Native Americans. Salmon give themselves up as food for humans in many Northwest Native American myths, and therefore these fish hold a special position of honor and respect.
WHALE: The Whale is known to help people in need when they are helpless or wounded. The whale symbolizes kindness, intelligence and compassion. Whales mate for life and because of this nature they are known for their strong sense of family values and unity in numbers.
We talked about the history of beads, they had been around for 40,00 years in virtually all countries around the world. Bead trading came to North America with Columbus in the late 1400’s. European fur trades introduced glass beads to first nations in 1700’s. Today almost all aboriginal nations of North America practice bead work in one form or another. Beads can be used to adorn a variety of saved items, everyday items and personal clothing and regalia. Glass beads were enormously popular among Fur Trades as they were lightweight, easy to pack and transport, undamaged by water and thus could be carried along rivers and in canoes they were also highly desirable by the tribes. For the Indigenous peoples across Canada they were enchanted by the glass beads as they were something that had not been seen before.
Homework Response: Answer all four questions.
- What pattern and colours did you choose for your necklace and why?
- What animal totem did you choose and why?
- Where do you think glass beads were made from?
- How did First Nations create beads before the glass beads came to North America?
On Thursday we were visited by the Math and Science Coordinator of the Burnaby School Distract. Donna Morgan came in to share with us some fun Chemistry and Science Experiments.
Experiment: Do you think there is more blue potion in the red or more red in the blue?
Scientists do two important things they hypothesize (predict or guess what will happen) and they observe. During the presentation we thought like scientists and predicted. After we witness the experiment we also wrote down our observations. Donna reminded us that it is important to use our communication skills as scientists build ideas together.
Experiment: Flame on a balloon filed with air vs a Flame on a balloon filled with water.
Experiment: Washer vs. Flask which will fall?
Experiment: Physical Reaction vs. Chemical Reactions. Homework Response: What was your favorite experiment you observed and why? List 2 things you learned from our science presentation.
Experiment: Flame on a balloon filled with ZnCl
Homework Response: Which experiment did you enjoy the most and why? List 2 things you learned about chemistry or physics from Donna.
Today we had the opportunity to watch another Arts Smart production. This time the production was a play about different important parts of Canadian History.
Background: PIER 21, located in Halifax on the Eastern edge of Canada, was a place of
dramatic comings and goings. Steamships, docking at the Pier, brought over a
million immigrants hoping to settle in Canada. Among the immigrants were
refugees, orphans, and War-brides who made their first steps down a ramp into
the drafty warehouse that was Pier 21. As luggage and trunks were unloaded,
hundreds of people milled about or waited on benches. They were greeted by
Immigration officers, volunteer organisations, nurses and aid societies, and
long missed relatives.
This old warehouse profoundly shaped what Canada became during the decades
it was in operation.
Our play begins at the outbreak of World War 2 just as Canada is about to join
England in the war effort. People are fleeing Europe to escape the coming dangers. Half a million soldiers will sail away from the Pier to fight the Nazi
scourge in Europe. For some Canadian soldiers, the Pier was the last place in
Canada they would set foot on.
2019 marks the 75th Anniversary of D-day when the largest allied force in history
stormed the Normany coast to liberate Europe from the brutal rule of Dictatorship. Without the courage and sacrifices these soldiers made, we would be living in a very different world without the freedoms we take for granted.
Homework Response Question: Choose 2 questions to answer from the list below and respond to a classmates post.
1. How would you feel if you had to leave your home behind because of war?
2. Would you be excited or afraid to make a new home in Canada?
3. How would you communicate if you didn’t know English or French?
To help Div. 5 get ready for our upcoming Literature Circles we have been learning how to ask Surface Level Questions and Deep Thinking Questions. Our first step was to brain storm the difference. We came to the conclusion that Surface Level Questions are relatively simple, answers will come from the book and as long as you read the book you will be able to come up with this answer. On the other hand Deep Thinking Questions might have different answers and can be interpreted in different ways by different people. The book does not always tell you the answer and there is not always a correct answer.
While reading “The Paperbag Princess” by Robert Munsch the students were asked to brainstorm on whiteboards different questions. These were then shared to the class and we had a group discussion. At the end of our discussion I choose a Deeper Thinking Question for the students to answer “What was the moral of the story?”.
Each student had the opportunity to share their answer with the class. We learned that each of us has different opinions, interpretations and an understanding of the message behind the story. Here are some examples of different interpretations.
Homework Response: Today in class we read “The Balloon Tree” by Phoebe Gilman share a Deeper Thinking Question you came up while we read and reply to another classmates question.
This week we have begin to explore patterns and algebra. Today as a whole class we participated in an order of operations activity. Our goal was to make two numbers either 24 or 42. We were able to use four different number 8,7,9 or 3 only once in our operations. Addition, subtraction, multiplication and division could be used as many times as needed.
We did this activity a couple of times with different numbers. It was amazing to see the students flex both their creative and critical thinking muscles to come up with different answers to the problem. Students were also given the opportunity to work alone or in groups.
Homework Response: Your job is to make 72 or 27, the numbers you need to use in your operations are 3,2,7,4 remember you are able to use addition, multiplication, subtraction and division as many times as you would like.
Div. 5 has been reading Wonder by R.J. Palacio.
ABOUT THE BOOK:
After being home-schooled for four years, Auggie, who suffers from a severely deformed face, enters the fifth grade at Beecher Prep School and does his best to be just an ordinary kid with an extraordinary face. The first few days of school are more than difficult. Try as he might to ignore them, Auggie must endure the looks and whispers—even the cruel game, “The Plague,” where everyone is afraid to touch him. Julian especially causes Auggie’s days to be miserable, making references about Auggie’s face and veiled threats to harm him. The flip side is that Auggie has the steadfast support of his first friend, Summer, and his best friend, Jack, and his teachers and the principal like
him. But for every positive, there is a negative: Jack betrays him, a gang of kids try to hurt him, and some particularly insensitive parents even try to have him removed from the school. Yet, Auggie shows amazing understanding and
compassion. As the school year progresses, Auggie learns that, though there will always be people who want to taunt him and make his life miserable, he can have true friends despite his looks. The wonder of Auggie’s extraordinarily unique presence is that the people around himlearn what it is to be kind and to be courageous.
Throughout our novel study we worked on conveying our opinions through both A-B partner sharing, whole class discussion as well as written responses. We also worked on summarizing and focused on the aspects of the 5 W’s (Who, What, When, Where, Why) to help us. Lastly we worked on using evidence from the book to come up with characters for four different characters. In the end students were able to choose one character to write a paragraph about. Which I am very excited to read over winter break.
Each of the students has done a good job staying engaged throughout our reading and we celebrated the end of our novel study today by watching the movie.
There were many themes explored within this book: family relationships, friendship, overcoming challenges, bullying and betrayal.
At the beginning of the book Mr. Brown introduces his precepts which are anything that helps guide you when are making a decision his first precept is “When given the choice between being right or being kind, choose kind. — Dr. Wayne W. Dyer.. While at the end of the book Mr. Tushman says “the best way to measure how much you’ve grown isn’t by inches or the number of laps you can now run around the track or even your grade point average – though those things are important, to be sure. It’s what you’ve done with your time, how you’ve chosen to spend your days and whom you have touched this year. That to me is the greatest measure of success”.
Homework Response: Auggie gains his standing ovation at the end of the book his character is recognized by his teachers and peers. Thinking back to the story we read how do you believe Auggie changed from the beginning to the end of the book? What lessons have we learned about friendship, kindness and social responsibility?
Personal and Social – Personal and social competency is the set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.
Today we talked about how we can be socially and personally responsible and how we can show this in both school, home and online. The activity we participated in was a community building activity where each student was connected together with a piece of string. When each student was holding the string it was tight and looked like a spider web however once student by student started to let go one by one the web slowly started to unravel.
Response Homework: Think about the conversation we had in class. How can be promote personal and social responsibility in our classroom? Think back to the activity we participated in how does it relate to both community building and people utilizing their personal and social responsibility as part of our classroom community?
Today’s Div. 5 underwent another ADST challenge. This time they were working in groups of 3 or 4 with the goal of making a Tin Foil Boat. Before receiving their tin foil groups were asked to think about the shape of boats and their design as well as create a plan ahead of time. Once a plan was created and shown to their teacher students were given a piece of tin foil, after building the boat the groups were given the opportunity to see how many pennies their boat could hold before it sank. It was amazing to see all the boat designs students came up with.
Cutest boat design
Held the most pennies!
Response Homework: How did you use creative and critical thinking during this challenge? Was your first result successful? If it was not what did you try to fix for your second attempt? What take away do you have from this challenge.
Thinking – The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.
This afternoon Mme. Burket joined us again for our second indepth lesson on the core competencies. Today we talked about how we use both creative and critical thinking in our day to day lives this included both at home, at school and during our extra curricular activities such as sports, playing instruments, dancing etc.
We all participated in an activity to help us flex our creative and critical thinking muscles. We were shown 4 different numbers the classes job was to come up with some ideas as to why one of the numbers does not belong. We came to the conclusion that in the What Number Doesn’t Belong activity we are thinking both creativity and critically.
Response Homework: Watch the following animated short film. Think back to the conversation we had in class.Your goal is to make connections between the conversations we had in class and the video. What are your thoughts in regards to creative and critical thinking shown in the following video? Answer in paragraph form. Remember to double check your spelling and grammar before posting.