Month: January 2022

Create a Character from Canada’s Migration Story!

Hello Everyone,

In class, we created a timeline on the board of many events that brought people to Canada, going back to 14,000 – 75,000 years ago when First Peoples first came into Canada via Beringia or the ice filled Bering Strait.

We asked the big question, “How did we get here?” To answer that, we discussed the many reasons people were drawn to Canada, such as searching for passage to other lands, seeking new resources and land, the fur trade, escaping war, creating the railway, the gold rush, and seeking new opportunities.

It is a complicated history! Even though Canada is a young country, we have a longer history of how we came to be here that ties in with our unit discussions about people’s need to explore. It also tells us a lot about the Canadian identity, as we have many groups of people who have come to Canada and contribute their cultures to the country we live in.

First, here are some more videos to explore, some of which we will watch in class:

YouTube TedEd What Does It Mean to be a Refugee?

YouTube The European Refugee Crisis from Syrian War

YouTube Cool Map of Early Human Migration

International Organization for World Migration Migration Interactive Map

YouTube History of Immigration to Canada

YouTube 2016 Census History of Immigration Facts

YouTube Great Review of Push Pull Factors for Immigration

YouTube PowToon Review of Types of Immigration

YouTube Curriculum Canada Fur Trade in Canada

Next, let’s each take on one character from Canada’s story, do more research, and then present a monologue to the class as that character!

  1.  Pick an individual from Canadian history that we have discussed and get it approved by Ms. D. We each want to do someone different. You don’t have to have a famous person, you could create a person from a specific time period — a Chinese immigrant who is working on the railway in Canada, a person who came over for the fur trade, a farmer coming for new lands, etc.
  2.  Do research on that individual, so you know what their story would be. What is the time period you live in? Who are you and where did you come from? What was the journey to Canada like? What were the challenges on the journey? What were the challenges when you arrived? What happened when you got here? Tell us some details that give us information about the push and pull factors of why the person is in Canada.
  3.  Write a short script of one minute. Write the script in the first person as if you are the person yourself. Use I statements! Pretend you are in that time period, not telling us a speech about a historical figure. Tell us a story of how you came to Canada. Put the script on cue cards, practice it a lot, almost memorize the script so you can do more acting than reading. You will be presenting it as if you were that character! We will talk more about whether we do this in front of the whole class, or do it as a museum of characters, so it is less nerve wracking!  🙂
  4.  Create a costume! You will need something to wear and some props to represent the story you are telling!
  5.  Ms. D Help: There are books in the classroom to help with research, and as I know which characters we are interested in, I will post links on this blog entry to help if we need them. Please ask after you have taken time to find some info of your own.

Criteria:

  • Your presentation is one minute long and is written in the first person.
  • Your presentation contains solid evidence of having researched the time period or individual you are representing. We learn some facts about when this person was alive, what their challenges were, and how push/pull factors were involved in their immigration story.
  • You made an effort to memorize your script and have it written on cue cards to help you.
  • You have a costume and at least one prop to help tell your story.
  • You are able to use volume, enunciation, pace, and expression so your audience is interested in your story and can understand you clearly.

Due Date:  Presentations will be made no later than February 24th.

Literature Study: Immigration and Refugees

Hello,

During our unit “The Way We Move” we are studying the concepts of EXPLORATION and IDENTITY. To do this, we are discussing the reasons people immigrate to other countries and/or become displaced from their countries to become a refugee.

Each student has chosen a book to read over the next 2-3 weeks which will help with the discussion. Our goal is to show a deeper understanding of our unit topics, and to practice and to show evidence of deeper, reading comprehension skills.

As we read, we are trying to help answer questions from our unit:

  • What are the reasons people move from place to place? (push/pull factors)
  • How does your identity move with you when you leave home?  (core competency of positive personal and cultural identity)
  • What are the challenges of leaving one’s home?
  • How do we adjust to a new culture?

Students have made themselves a schedule for reading, dividing the pages up into sections so they read a smaller section each day in class. The books cannot go home. Some students are away for a longer absence, and they are reading a book on EPIC and can do the activities listed here at home. Books need to be finished by Friday, February 11th.

Tasks while reading include:  (Students will need to show me these things in their journals when reading is complete.)

  • Each day, record in your journal on the Literature Study Pages new vocabulary you find and look up the meanings of the words using an iPad or dictionary.
  • As you read, determine what is unique about this story in terms of time, place, and culture. Find out more information about each and record it in your journal on your Literature Study Pages. For example, if you are reading a book about Egypt, research Egypt by looking up a map and finding out more about the country. If you are reading a story about Jewish and Muslim peoples, then find out more about their religious beliefs and their culture. If you are reading something about a specific war, then find out more about the war, such as when, where, and why it happened, and who was involved.
  • If you have something in the book you don’t understand, ASK. Don’t be afraid to ask questions about new ideas or cultural references in the books that you may not understand. Some ideas in the books may be unfamiliar to you, and that is okay. Please ask for help!

What will we do after reading? Choose a manner to present information about your book from one of these options.

  • Create a diorama with a written explanation. You can create a small model in a shoebox to illustrate the plot, setting, and immigration story in the book. Write 3 paragraphs to explain your model. Don’t tell me how you made the model, but tell me why you placed certain things in your diorama. You will need to find a shoebox or something if similar size. I can provide other art materials as needed.
  • Create a poster with writing and pictures. The poster will need to include writing and pictures about the plot, setting, and immigration story in the book. It needs to have at least 3 full paragraphs of writing somewhere on the poster. Please get the poster paper from Ms. D.  If you want to type out writing, I can print it for you to put on poster.
  • Create a piece of art with a written explanation. Talk to  Ms. D about options such as making a coloured drawing, watercolour painting, or 3D piece of art of your choice the represents the story, the culture presented, and the setting in some way. I will provide watercolour paper or art supplies. Have at least 3 paragraphs of writing to explain your artistic choices and to explain the book.

Criteria For All Choices: (we will reflect in a rubric at the end)

  • Writing is well-edited for conventions and proper paragraph format has been followed including indents, introductory sentences, and concluding sentences.
  • Writing shows evidence of interesting vocabulary and transition words.
  • Both the project and the written explanation show solid evidence of having read the book, noticing details of plot, the culture or history presented, and the places involved.
  • The project shows specific evidence of research beyond the book about the culture or place presented in the novel.
  • The project focuses on the questions we are trying to answer in the unit in some way.
  • The project has a book title and author visible, so others will know which book was read.
  • The project shows evidence of planning (making a draft or sketch before starting, for example) and thinking about layout or aesthetics so information is clearly presented.

Approximate Due Date:  February 22nd

Independent Project, Next Step: Begin Secondary Research

Hello!
Now that everyone has provided me with their topic, we are starting our research process. First, we will do secondary research, which means using encyclopedias, magazines, websites, books, and videos as sources for information. We will be taking notes and recording resources. We will try to use a wide variety of resources — many more than what we have used for unit projects. This research will be going on alongside our current units for the next three months.
Here are the next steps:
  1. Narrow down your topic if I asked you to do this.
  2. Ms. D will give your topics to Ms. Ho so she can begin looking for books in our libraries. This will take some time.
  3. Go to the public library to pick up some books. You can minimize your time in the library by looking online through the Burnaby Libraries and putting books on hold that would be helpful. That way they can be waiting for you to pick up.
  4. Create questions for your topic. Please use the Jar of Inquiry we discussed in class. If you were absent, the poster is in class and we can talk when you return, as it is a lot to explain. But in the meantime, make sure you are starting with basic FORM questions of “What is it like?” and FUNCTION questions “How does it work?” You need to understand your topic basics before moving into more complicated ideas.
  5. Create a list of related words to help you with research. Don’t go to a research resource and say, “There’s nothing here about my topic!” after only three minutes searching. Research takes time. Use related words to see if there is anything under alternative categories. It won’t always be under your first choice.
  6. Go to the Suncrest Website, select Library from the main menu. On the Library website, use the Research Resources available before going to GOOGLE. For example, use World Book Student/Advanced, or Discover Science. Do not use Ebsco, as it is difficult to navigate and not necessary for your level of research right now.
  7. Note taking: You need to create a 2 column table for your notes, either in a journal or electronically. In column one, put the question you are trying to answer. In column two, write your resource then point-form notes in your own words. The nice thing about using a computer for this is you can create a TABLE in Microsoft Word, put in your questions before you start researching, and then you can answer ANY of the questions as you research. ONE RESOURCE may answer more than one question. If it does, cut and paste the resource info into EACH BOX it helps to answer!
  8. As you record resources, be aware of what you will need for a bibliography. Read this website from Science Buddies, which gives great details on how to do an MLA Format Bibliography. It is the easiest to read. For videos, you can basically use the same format as you do for websites. Here is also a more complicated website to refer to, EasyBib. Do not use it to create your bibliography, though, as you need to know how to create one yourself.
  9. Ask new questions as you go. So, if you do find answers to your first 10 questions, add new questions based on what you find out! Go deeper!
You are learning excellent skills to help document your area of passion and to share your research with others!
Remember, this is a project that will last until June, so we are looking for deep questions, and we want to use a variety of resources — way more than what we would usually use for a project. I look forward to seeing your findings!
Ms. D

New Unit January 21, 2022: The Way We Move

Hello Everyone,

We are in the process of finishing up our last unit projects, so now we will begin a new inquiry unit called The Way We Move!

Unit Focus Statement: Migration is a response to challenges, risks, survival, and a natural need to explore.

Concepts: EXPLORATION, IDENTITY

Core Competency Focus: Positive Personal & Cultural Identity

Areas of Inquiry:

  • The nature of exploration
  • The reasons people move throughout the world
  • Human migration and its impact on Canada, indigenous cultures, and the world
  • The similarities between humanity and other animals as related to migration
  • Our own personal and cultural identity as a result of migration
  • Biomes of the world
  • Geography and maps
  • Personal narrative writing as related to identity
  • Tiny House Math Projects (Area, Perimeter, Multiplication, Division) related to what is most important to us
  • French Country Mini Project, as well as ongoing vocabulary learning

We look forward to….

  • Doing exploration of our identity, of our outside spaces, and more through the use of careful observation and documentation skills
  • Studying migratory birds and other animals and tracking their journeys
  • A virtual visit with Birds Vancouver to learn about local birds, their behaviours, and migration patterns.
  • Writing mini stories designed to strengthen our idea-generation strategies, paragraphing, dialogue writing, and conventions
  • Creating a class map of our own family’s migration paths
  • Interviewing community members about immigration stories
  • Doing a group research timeline on how we all came to be in Canada, then writing mini monologues to present some of the key figures and events from our history
  • Making a Quilt of Belonging piece representative of our Cultural Background/Identity
  • Reading and analyzing books/stories related to immigration and refugees
  • Discussing immigration policies in Canada, and then making our own immigration policy for a made-up location
  • Doing activities and games related to multiplication, division, and geometry

Plans may change depending on time and possible functional closures. We will do as much as we can in February and early March, and finish this unit before we go to Spring Break.

Next unit will be on NEEDS and WANTS, talking about resources, geology, economics, trade, and more.

Our independent project research and work will be ongoing from now until June.

More to come!

Ms. D

Independent Project Begins! Topics Decided by January 19th

Hello Everyone!

In term three, one of the major things we focus on is an independent research project. We end the year by doing a formal presentation of our findings.

But right now, we are in term two. While I will provide more specific information on the entire project later, right now we just need to decide on our topics!

So, by January 19th, I would like to know your topic. Please read and respond to the post about brainstorming topic ideas under GENIUS HOUR IP in MS Teams.

How do you choose a topic for IP or Independent Project?

  1. Make sure the topic is something you are really passionate about. Do not choose a topic just because an adult suggested it, and do not choose a topic because you are trying to do something similar to your friends. It has to be something you want to know about! (Otherwise, this process is not fun at all.)
  2. Topics need to be something you are not already an expert on. Or, if it is something you have studied before, you need to come up with new questions about the topic.
  3. Topics need to be deep and take time to explore, but they also need to be specific so you have some direction. For example, I am not going to study “how do lights work” as that will not take very long to do, and I can probably use one resource to answer that question. But, I am also not going to study “plants” – this is too big of a topic and could be about anything! A good example would be “how electricity use affects the environment” or “what we can learn from indigenous knowledge about plants”
  4. Brainstorm several options before settling on one. Discuss with Ms. D. Let’s talk together about your topic. Have more than one option just in case.
  5. Can you answer this topic using only one resource, or will you need to use more than one? A measure of a good topic is that you will need to use more than just GOOGLE to figure it out. You will need to look at book resources, maybe do some interviews of experts, or perhaps do an experiment and document it.
  6. Make sure the topic is at your level. Some topics are far too complex, and we won’t be able to find resources that will help you (at least not at your reading level, and not within the Burnaby Libraries.) So, please listen to Ms. D’s guidance when I say, let’s find a way to make it age appropriate for you.
  7. Do not do a topic you have done as a previous Genius Hour or Independent Project topic.  If you want to continue research from a previous project, then let’s talk about how this project will be different and answer NEW questions you have about that topic of interest. Maybe try to be open minded to doing something new so you expand your knowledge!
  8. You can choose to expand on something we have talked about in class. If you want to do genetics, for example, even though we have been talking about it in class, then that is great! This is a good opportunity to expand on unit topics.

Okay, that is all for now. In class we will talk about this some more. Time to start brainstorming!

Ms. D

Remote Learning Schedule ***only if needed for school functional closures***

Hello Everyone —

As Promised, here is our daily schedule for Remote Learning. Please see my previous post that explains more.

**Please note: This is only used if we have a functional closure or everyone goes to remote learning. The school will inform you if this is the case. In the meantime, if you are absent, you can check MS Teams for brief updates as they are available. We have gone over this in class as of January 10th.**

During Remote Learning, please do the following:

  1.  Have a dedicated space in your house for virtual learning.
  2.  Try to keep a regular routine that is the same each day, following our schedule, just like you did for in-person learning, as this is healthier for you instead of sleeping in or spending the day on video games!
  3.  Check the blog and School Email once daily.
  4.  Check MS Teams 3 times daily.
  5.  Participate in Whole Class Meetings. Every morning on Teams, plus one optional read aloud session at 1PM.
  6.  Participate in Small Group Meetings. You won’t do this every day, because I only meet with 5-6 students at a time. So, check blog and your TEAMS calendar for weekly, rotating schedule.
  7.  Follow the schedule below when not in a meeting. Do assignments on TEAMS; check TEAMS channels for things to see, do, or to comment on; and if done with both of those, go to Optional Learning Activities and do an activity of your choice. You can switch around schedule blocks as you want, for example, if you want to do MAKER in the morning instead of the afternoon, or FITNESS with your parents in the evening. As long as you make time for each category, each day.
  8.  Don’t spend the whole day in front of the screen. Do some activities without a computer and make an effort to connect with one another. 🙂

Here is our DAILY SCHEDULE, EVERY DAY OF REMOTE LEARNING:

I suggest printing this post and putting it up somewhere in your learning space.
Each week of remote learning, I will make one blog and MS Teams post about the week and re-post this schedule for you.

8:45 – 9:00 AM

SET UP
Get yourself ready to learn, Log in, Check Mail

9:00 – 9:30 AM

MORNING MEETING
Join us on Teams, Whole Class, Link in Your Teams Calendar.
Time for Discussion, Class Game, Seeing One Another!

9:30 – 10:00 AM

UNIT/LA/MATH Independent Time
Look at Teams Assignments, Participate in Team Channels, Do Projects,
Email Ms. D Questions

Use Optional Activity List for Ideas if finished with required assignments.

10:00 – 10:30 AM

FITNESS Independent Time
You can do your own fitness routine, look for ideas on MS Teams                                      Fitness Channel, or use an idea on the Blog’s Optional Activity List.

But, be active for 30 minutes! If you can’t do it at this time, you are welcome to do it later in the day. The schedule blocks are flexible.

10:30 – 10:45 AM

BREAK/SNACK
Open time to stretch and get food, just like at school.

10:45 – 11:30 AM

UNIT/LA/MATH Time
Look at MS Teams Assignments and Channels, Do Projects

OR

Small Group Meeting with Ms. D
Discuss Unit/LA/Math Topics in groups of 5-6 students.
See Blog/Teams Calendar for Schedule and Link to Join

11:30 – 12:00 PM

SERVICE/CONNECTION TIME
Ideas for this are on MS Teams Service/Connections Channel or
the Blog’s Optional Activity List.

Connect socially with someone, help out at home, or do a fun activity of choice.

If you can’t do it at this time, you are welcome to do it later in the day. The schedule blocks are flexible.

12:00 – 1:00 PM

LUNCH
Ms. D unavailable via email and TEAMS, but available any other time from 9-3.

1:00 – 1:30 PM

AFTERNOON READ ALOUD
Teams Meeting Whole Class for teacher read aloud – OPTIONAL
Link to join in Teams Calendar

OR

INDIE READING
Ms. D will dismiss at some point for independent reading, so have something to read!
Use EPIC or other ideas from the Optional Activity Page on the Blog.

1:30 – 2:15 PM

MAKER TIME

Making things — crafting, art, offline things!
Ideas on MS Teams Assignments or Optional Activities on Blog

If you can’t do it at this time, you are welcome to do it later in the day. The schedule blocks are flexible.

2:15 – 3:00 PM

GENIUS HOUR TIME
Work on Independent Project Research. Check Assignments for Project Steps. Check Teams Channel for Ideas, as well.

or

Small Group Meeting with Ms. D
Discuss Independent Project Ideas, Connect with Classmates
Check Blog/Teams for Schedule. Link to Join in Teams Calendar.

If you can’t do it at this time, you are welcome to do it later in the day. The schedule blocks are flexible.

Please Read: Preparing for Absences, Closures, or Remote Learning

Hello Everyone,

Before we return on January 10th, I would like you to know about a few updates. Please return to the blog for any additional information which may come up.

Health Checklist: Please be vigilant and do the health checklist each day. Omicron is very contagious, and we need to be careful about monitoring our symptoms, even minor ones. As getting testing can be difficult, we have to assume any symptoms may be something beyond a cold, so use the checklist every day. I will be also doing a health check at the door. Students who have symptoms will be sent home.

Masks and Distancing:  Please look for masks that properly fit around the nose and mouth, with a good seal. If you are able to get a K95 or similar layered mask, even that is better than a simple cloth mask, per information from the Ministry of Health and the BCCDC. Please review at home that the only time masks can be off in the classroom is when eating is happening. It is important to also maintain distance and to not touch others, even outside.

Classroom Seating:  We will be doing assigned seats now, with seating spaced apart as best as we can given the size of our room.

Backpacks:  Backpacks will hold supplies, journal, and binder. Try to avoid having any other items, as the backpack will be stored on the back of each student’s chair. Lighten the load as much as possible. Lunches and water bottles will be stored in the cloakroom, separate from the backpack.

Cloakroom:  In the mornings, we will be going into the cloakroom two at a time, to prevent crowding. This may mean you need to wait outside a bit longer until it is your turn to come in.

Snacks and Lunches:  The only time masks can be off in the classroom is when eating is happening. We will do water breaks outside. Please discuss at home the importance of not talking and of staying in assigned seating during these eating times. Eating will be inside, as there isn’t supervision outside for students. If anyone decides they need to eat off site during lunch, please email me with the specific plan so I can advise the office and know where all students are during lunch.

Ventilation:  All windows will be open, regardless of cold. Please wear layers. It is not possible to wear your outdoor coat or shoes at your desk, as you get papers and the floor wet on messier days, so please wear warm layers under heavier coats or rain jackets.

Short Absences Due to Illness:  If you are sick, please don’t worry about doing any work. Focus on getting well. If it is a short absence, I can catch you up when you return. Please email me about absences. Thank you!

Longer Absences Due to Illness or Isolation:  If you are away for longer, due to isolation, etc., please note there isn’t a virtual option while you are away if the class is in session, in person. So, if you are away and able to do work at home, I will catch you up when you return, and you can:

  1. Check the classroom blog for new projects or announcements,
  2.  Check MS Teams once to see if anything is posted, and/or
  3.  Email me to see if there is anything you can work on.

MS Teams: We will use TEAMS mainly if we are forced to go to remote learning or because of a school closure. Thus, you don’t need to keep checking MS TEAMS unless you are 1. Absent (Please see information about absences above), or 2. Directed to do it by the teacher.

What would happen during remote learning if we are directed to do it?

We would do the following:

  1.  Check the Class Blog:  Ms. D will post general information about remote learning and a schedule for you to follow each day from 9AM to 3PM on the class blog. The schedule will include online meetings and independent time for:
    1.  Unit/Literacy/Numeracy Time:  Online Discussions, Small Group Meetings, MS Teams Channel Questions and Challenges, Unit Learning Tasks
    2.  Indie Reading Time: Student independent reading and/or teacher read aloud
    3.  Fitness Time:  A regular fitness routine of student design, which we will talk about as a class.
    4.  Service/Connection Time:  Specific time to do a helpful task at home, connect with family or siblings, participate in Fun Stuff Challenges on MS Teams, or writing fellow classmates as penpals in email.
    5.  Maker Time:  Crafting, art, creative tasks
    6.  Genius Hour Time:  Independent Project Research Work
  2.  Attendance:  Attendance will be taken by participating in the day’s online meetings, as well as checking in on MS Teams. I use the application Insight to track whether or not each student has visited and/or contributed to MS Teams. I will follow up via email or phone if students are not attending. If a student is sick, please send a quick email, so I know all is okay! Holidays such as Family Day and Professional Development Days are still recognized, and on those days we will not have any online activity.
  3.  Have a Learning Space Ready:  Students will need a computer with video capacity, headphones or earbuds with a microphone, desk space, and regular learning supplies. This includes their journal, binder, pencil, pencil crayons, markers, a glue stick, scissors, calculator, and a math set. It is also helpful to have a device that can take and upload pictures.
  4. Some tips for online learning video participation?
    1. Have a neutral background behind you,
    2. Make sure enough light is on your face so we can see you,
    3. Have a private space for video calls (without siblings and parents in the background watching or listening if possible),
    4. Know where volume and video settings on the computer are before participating, and make sure your microphone works, and
    5. Do a video practice before joining us, to make sure the child’s entire face is visible in the screen, and that they know how to join the call.
  5.  Student Email and MS Teams: Make sure your child knows how to access their email at home using Microsoft Outlook from the O-365 Microsoft School Applications. They have all practiced doing this at school. They will want to check in to MS Teams and their Email three times a day. Please encourage them to not over check or spend the entire time 9-3 online.
  6.  Some Live Learning As a Whole Class: During regular times, we will meet as a whole group, live, on MS Teams. To participate, students will go to their calendars in MS Teams and click on the meeting time for that day. Students need to join with their video and microphones off to start. We will not be online together all day, every day, because it is hard to manage 24 people online in this way, and being online all day is not effective learning.
  7.  Some Live Learning As a Small Group:  I will do small groups of four on a rotational basis, with a weekly schedule posted on the blog, and with times and links posted in each student’s MS Teams Calendar. This will allow me to have more of a conversation with specific students to discuss unit questions or to check in to see how they are doing.
  8.  Some Independent Learning:  Students may be directed to do specific independent tasks for the day, following the schedule provided on the blog. Directions will be provided in MS Teams.
  9.  E-Portfolio:  We would continue to use our E-Portfolios for assessment, and e-port questions will be posted using MS Teams, so everyone has access to them.

More information will come as it is needed. If you have any questions, please feel free to email me!

Ms. D