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

PowerPoint: Most Important Invention or Innovation!

Hello Everyone!

Today, we began discussing making a persuasive speaking presentation about the machine, technology, or innovation you believe has been the most influential on humanity and the world. The influence it has had on us can be positive or negative, but you need to prove it is the most impactful on human existence.

The invention or innovation can be from any culture or time period. Please let Ms. D know what you will be doing.

We will go over all of the following criteria for the PowerPoint in class, but here are the details for everyone!!

During this project you will:

  • Work solo this time!
  • Do not do work over the holiday break — time will be given in class this week, and the week we return from break. Your homework for break is to read, play in snow, and support and love your family! (SERIOUSLY, don’t work on this during break!!!!)
  • Please do research using at least 5 resources, either books or the Internet.
  • You will create a minimum of 12 separate slides. One with a title, one with a bibliography of your resources, and 10 to answer the questions provided below.
  • You need to discuss the positive and negative impacts of your machine or technology on humans and the world. Be specific.
  • Each slide should have a subtitle at the top, a picture, and a one sentence comment at the bottom that will give us an idea of your commentary about the machine or technology. It is a good idea to make the subtitles match the questions I have asked you to answer.
  • On separate paper,  create a commentary script for each slide that you can use to make a presentation during the slideshow. Use different words than the one sentence you used for the comment on the slide.
  • Write commentary that answers the questions, please!
  • Edit carefully, reading aloud as you look for conventions and flow of your sentences.
  • Share your PowerPoint, Script, and Notes with the teacher.
  • Practice saying your script out loud so you can present it to the class.

Questions you need to answer. Use these to guide your notes and the slides:

Slide 1:  Title Page with name and date.

Slide 2:  What is the machine or technology you plan to discuss? (Define it, tell its parts, where we would find it, what it is made of)

Slide 3:   How is this machine or technology used? (Who uses it? Where would I see one being used?)

Slide 4 and 5:  How does the machine or technology work? (Break down the science of how the thing works!)

Slide 6 and 7:  When was the machine or technology invented? What is its history? Who invented it if we know?

Slide 8, 9, 10:  Why is this machine or technology the MOST influential on humanity and the world? What are the positive impacts of this machine or technology? What are the negative impacts of this machine or technology?

Slide 11:  What is a summary of your key points on why this machine or technology is the most influential?

Slide 12:   What is your bibliography of resources? Put them in a list in alphabetical order.  For websites: List name of website, name of article, and the date (no URLs or website addresses/links)  For books: List book name, author, date of publishing.

Criteria / Try to Use:

  • Persuasive language to convince us this machine or technology is the MOST influential,
  • Specific examples of how the machine has made a big positive or negative change in the lives of humans,
  • Pictures on each of your slides, and well-edited, one-sentence commentary underneath,
  • A well-edited script, with transition words, conjunctions, and complex sentences, that flows well when read aloud,
  • Different commentary in the script than on the slides. Use the commentary on the slides to begin the conversation, but don’t read it to us,
  • Specific facts about where the machine or technology comes from that show some effort and research,
  • Notes organized using the question/answer approach we have been using in class (do notes online in case you need to share them with Ms. D when we are not in class together),
  • A presentation with expression, volume, eye contact, and enunciation. Well practiced prior to presenting, so you know when to pause for slide changes and don’t have to look at your paper the whole time.

Please do not use:

  • Emoticons, cartoon pictures, or clip art,
  • Lots of text. Follow instructions for commentary on slides,
  • Fancy transitions that increase the overall time of the slideshow,
  • Pictures that have any copyright symbols or writing on them,
  • Goodbye slides. If you want a slide at the end, simply say “Thank you and Questions?”
  • Black, red, neon colours that are hard to look at,
  • Tiny or curly fonts no one can read,
  • Jokes in the middle of your PowerPoint. You are trying to prove a case. Convince me. Be professional.

The PowerPoint and Digital Notes will be due (shared with Ms. D) no later than January 19th. We will be deciding in class if we have time to present them aloud. If not, we will post them on the blog for everyone to see, and everyone will need to send a script to me. If we present them aloud, no scripts are needed.

Thank you!

Timeline Project – Technology, Innovation, Change

Hello Everyone!

In connection with our unit concepts of CREATIVITY and CHANGE, we are creating timelines to better understand how technology has changed over time due to constant human innovation.

Students are working with a partner, and they have chosen a topic to focus on.

It is important that we understand we are looking for human innovations in our timelines. For example, if you are looking at communication as a topic, then we are looking at the history of innovations, technologies, and tools that have been used for communication.

There is an example of a timeline hanging in the classroom on the topic of TRANSPORTATION. Please use this as a model to better understand how to create a timeline.

Here are the instructions and criteria list for the project, which we already talked about in class:

  1. Choose a topic. Brainstorm the related words to your project topic, so you can better find information online and in books.
  2. Use the books provided in the classroom or the internet.
  3. When using a book, use the non-fiction features we discussed, such as the table of contents, index, key words, headings, and captions, to find info more quickly.
  4. When using the internet, make sure to use some of the key words you brainstormed, not just the name of your topic. Ask for help if you need it!!
  5. Take notes and record your sources in your journal. Please use a minimum of 4 sources.
  6. Write down key ideas in your own words, as you will better remember what you learned. Don’t just copy.
  7. Check sources for quality as we have discussed in class. Is the website from a business and has lots of ads? Who wrote the website? What is the ending of the web address (use .edu, .org, .gov for example)?
  8. Do research independently, then come together with your partner to exchange notes and to discuss. Decide on 20 dates in time you would like to represent on your timeline.
  9. Ms. D will give you 4 sheets of 8.5″ x 14″ legal paper. Each partner will take two, as well as 10 of the dates. Create your half of the timeline. We will connect all four sheets together to make one large timeline at the end.
  10. Timeline can go horizontal or vertical. You can decide how the line will be drawn on the paper.
  11. You need an illustration for each date.
  12. You need a 1-2 sentence description for each date. Descriptions can be typed and glued on the timeline, or handwritten in pencil, then done in fine liner so we can see them. Writing needs to be large enough to fill the space and be visible to others when it is hung up for display.
  13. We will hang our results up for everyone to enjoy!

I CAN statements from the curriculum content and competencies that you will find on your assessment rubric:

I can find information for my timeline from a variety of sources and document my research in notes, recording key ideas and sources.

I can choose specific dates for my timeline and write descriptions of 1-2 sentences that show an understanding of how my specific technology or human innovation area has changed over time.

I can communicate using clear writing and edit for conventions of spelling, grammar, and punctuation.

I can use illustrations to communicate further information about each of the dates I chose on the timeline.

I can demonstrate an understanding and appreciate of evidence by looking through a variety of sources as I research.

I can sequence events on my timeline appropriately to show the positive and negative aspects of change in human innovations over time.

I can show knowledge of different types of machines and technology that have been created by humans to serve a specific purpose.

Due Date:  Dec. 10th, Friday, end of day

Questions? Ask Ms. D!

Rube Goldberg Machine!

Hello Everyone!

Using our knowledge of simple machines, we will be building a Rube Goldberg machine!

Before we begin, please do some investigation. On Rube Tube you can watch a variety of Rube Goldberg contraptions and get some ideas. You can also read about Rube Goldberg himself on this biographical website and on this Rube Goldberg resource.

Google “Rube Goldberg Cartoons” under images if you would like to see even more.

Consider the DESIGN PROCESS as you create your own contraption!

  1. Ask a question – What task will your machine complete?
  2. Imagine what you would do – Brainstorm ideas and watch Rube Tube.
  3. Plan and consider materials – Make a draft in your journal and a list of supplies
  4. Create something based on your plan – all day Friday or Monday
  5. Reflect, make adjustments to improve, and document changes — Journal!
  6. Present final product – Show it to Ms. D

Your contraption must use at least three simple machines. Documentation of all your building steps is a must!

I will be marking both your journal and your final presentation, so even if your product is amazing, you need written observations. Even if the machine doesn’t work, you need to show evidence of having considered simple machines and be able to explain your process to me.

We will build the machines on Wednesday, December 1st during a large chunk of the day.

Begin looking for ideas and materials from home. I have a lot of building supplies here, but if you need something specific, then please look at home. You shouldn’t need to buy anything new, so please focus on recyclables and toys you already have.

The contraption does not need to be big, either, so consider we will have 12 groups working in our space at the same time!

One way to make your machine more interesting is to consider how it might tell a story. When you watch the OK Go video on Rube Tube, it is based on a song. How does it tell a story or have a message? Or is it a funny task it will complete?

The only thing I don’t have in the classroom are pulleys, so if you are thinking of having a pulley device, you have to construct it. This can sometimes be very difficult, so I would avoid pulleys, as they often are tedious to set up so that they work well.

Have fun! I will provide a rubric for you for this activity in class that talks about your design process. While it would be great if your machine is successful, I am more interested in how you used the design process and simple machines to complete this task.

Ms. D

New Unit! Our Human Creations

Hello Everyone!

Now that we have finished our first unit on SYSTEMS, we are moving on to discussing the concepts of CREATIVITY and CHANGE!

UNIT TITLE:  Our Human Creations, Running Mid-November to Mid-January

CONCEPT:  Change and Creativity

Unit Focus Statement: We use creativity and knowledge together to make innovations that change our world.

An Inquiry Into:

  • Our learning and use of creative thinking or creativity
  • The design process and being a “maker”
  • The impact of technology on humans over time
  • Scientific forces and mathematical thinking behind our creations
  • How innovations make change
  • Change in our lives, perspectives, thinking, and abilities
  • Indigenous technologies and their connection to us
  • How we can share our creative thinking with one another and the community

Some of the Specific Topics Covered In:

Subject to change or additions as we go, as needed!

Science: Simple machines, Work, Center of Gravity, Technology, Early Indigenous Tools, Deciding which machine has had the greatest benefit/use, making catapults, creating hydraulic devices, Rube Goldberg devices
Socials:  Technology and Society — Positive and Negative Impacts, History of Technology, Timelines, Critical Thinking About Our Technology Use, Creation of a Timeline, Debate on Impact of Video Game Use on Children
Math:  Deeper Conversations around multiplication and division, Use of scientific formulas from physics around work and rate/distance/time, Basic Variables/Algebra, Area/Perimeter, Tiny House Creation, Math Used in Creating Buildings/Skyscrapers through the book “You Do the Math: Skyscrapers”
Language Arts: Creative Writing, Careful editing, use of non-fiction features in books to do research, organizing notes for research, using key words for internet searches
Applied Design: Design Process steps used in the creation of catapults, “Perfect Square” structures, as well as discussions around how creative thinking can be learned or measured.
French: Selection of one French-speaking country other than France and looking at history of how it came to have French-speaking peoples. Use of French Games. net for French Vocabulary on Greetings and Other Basics
Arts:  Maker Projects, Spindle Whorls and Coast Salish Art Forms, Creative-Thinking Challenges, and continued talk about elements and principles of art.
Physical Education and Health: Brainstorming together creative options for cooperative play on the playground. Creating our own games for outside play to share.

Mini SOLO Math Project: Data & Graphing!

To show our understandings of data, probability, and graphing, each student will do a mini SOLO math project!

The goal is to show your ability to collect, analyze, and present data on a topic of your choice.

Steps and Requirements:

  1.  Choose a topic you can find out data about. Ms. D will give you some examples in class. It will need to be a number-based set of data, such as measuring something using the metric system, or finding out the number of something.
  2.  Gather your data in a tally table in your journal.
  3.  Look at the data and find the mean, median, and mode of your data.
  4. Find out the probability of having a specific response or measurement in your data collection. Use fractions, decimals, and percentages in your journal to show your work around probability.
  5.  Decide what kind of graph you will do. Ms. D will give you a piece of graph paper to put it on.
  6.  Complete a graph, making sure to include all the important parts of a graph, as well as putting on the graph paper your results for mean, median, and mode, as well as probability, including the fraction, decimal, and percentage.
  7. Post a picture of your graph on an e-portfolio labeled “Solo Graph Project.” Write a 5 sentence minimum statement about your graph and what you can conclude from your data (what can you say about the data?).

Criteria:

  • I am able to collect data using a table, and to communicate my questions and data collection well in my journal, such that others can read the data clearly.
  • I am able to make a graph with all of the essential parts.
  • I am able to make a graph that is clear, aesthetic, and neat, so my ideas are communicated clearly.
  • I am able to use fractions, decimals, and percentages to express probability (at a minimum, I am able to do fractions and decimals)
  • I am able to make a conclusion from my data and communicate it to others.

This shouldn’t take us very long to do, so it will be due November 10th. We will work on it concurrently with our PowerPoint and game projects.

 

Math in MACC 4/5 – a Q&A for Parents

Hello Everyone,

Given our many levels of math in MACC, I do things a bit differently than other classrooms to provide differentiation and challenge. So, here are a few reminders on how I do math:

Textbook, do we have one?    It is my experience one textbook is not helpful to address all of our needs in MACC, and usually students do not find it engaging. Thus, I work from a variety of resources, some traditional and some of my own making, so we have materials to work with.

What level of math are we doing?  Just a reminder that we do grade-level math for grade 4/5. That said, sometimes students are ready to talk about things above grade level, such as finding percentages or using exponents. I do discuss those things as we need them for applied math, or for math that connects with our conceptual unit. In the end, though, the focus for assessment is on the grade 4/5 material, and that is what we focus on finishing and reviewing more than the extra discussion items.

How is the main math practice and checking in done?  Students participate in discussions, practice in their journals, and math activities with partners or the whole class. It is during those activities, and through the e-portfolio and projects, that I can see they are understanding math concepts. For example, in the SYSTEMS unit, we created a scatter plot graph together as a class, we did mean/median/mode through Skittles, we played Let’s Make a Deal and Rock Paper Scissors for probability, and we had discussions about graphs from the NY Times. All of these activities provide me with input about whether or not students are understanding the key concepts and material at the grade 4/5 level.

I see my child is bringing home some handouts. Some are challenging for them and they are unable to finish. Do I need to be concerned?   I provide a variety of handouts to further practice things we have already done as a whole class. Some students fly through the handouts, while others may find them challenging or not have the time to finish them. It is okay. These are extra practice and challenges. Each child can finish what they have time for.

Do you mark all of the handouts?  There are some handouts I specifically mark with the class, because they are at grade level. For example, in this last unit, we worked from the book Math on the Job: Keeping People Healthy, and we will go over each question from those, as it deals with grade-level measurement concepts. However, there was extra practice from three other books at a variety of different levels. These handouts take some time and are at different levels of difficulty. Students can finish what they can. I mark it for completion and look over them for general understanding of material. Students are welcome to use the books I have in class to mark their answers if they finish, and have completed all other required work.

How do I know how they are doing on math?  I ask questions about their learning in their e-portfolios. I also ask students to apply what they have learned to a specific activity in class. Assessment is through e-portfolios, observation of their work in class, listening to their answers during discussion, and project work.

My child is feeling some frustration about the math, what can I do? In this group, there isn’t any student below proficient in math this year for grade-level concepts. So, it is important to remind your child they are doing well, and that this program is providing them with some challenge that can sometimes take them outside of their comfort zone. But, that is where new learning happens! If they are having too much trouble with the extra handouts, however, they need to be encouraged to either ask questions in class about questions they don’t understand, or put aside the math and move on to required activities.

How long should students spend on math at home? Each night, please use the 30-40 minutes as a guide for all work, not just math. Please have them work on the priority item first, which is anything with a due date indicated. For example, e-portfolio entries and projects take priority over extra practice for math. It is not my intention that any student stay up late or work beyond 40 minutes on math homework. If I feel students are doing this, and spending hours on math problems beyond their bed times, then I will hold back on offering some of the challenge opportunities so they do not lose sleep. Given we all have different needs in the group, I monitor the temperature of the class throughout the year and make adjustments as needed. Please help support this by limiting the time your child spends on extra challenge at home, encouraging a healthy routine of sleep, nutrition, and play, too!

If you ever have any questions about math, please let me know!

Ms. D

Health and Systems GAME!

Hello!

Final assignment for our first unit of the year!

Students will be put in groups to create a game to teach people how their personal choices are connected to the health of their body. The goal is to show your knowledge from the unit!

A minimum of 30 questions must be included with information from the unit.

A winner should be able to be determined after 30 minutes of play.

The game can be a board game, cards, 3-Dimensional, jeopardy, etc.

 

Step One  Make up a theme for the game. We will brainstorm some themes together in class, so feel free to use one of those or make up your own.

Step Two  Create the rules of the game. Write them down for your players to study.

Step Three  Look at materials we have available. Think about how much time you have to build. Then, make a draft of what the game will look like and a list of the materials you will need.

Step Four   Make the game. As you find issues with construction, don’t worry about changing your idea, but keep track of how much time you have to build so it is finished on time and meets criteria. Make sure you think about the knowledge the game is supposed to teach.

Step Five   Add playing pieces and think about how to store the game so pieces are not lost.

Step Six    Find someone to play the game with. Have them evaluate your game. Evaluate yourself on the rubric.

 

Tips and Ideas:

  • Always remember simple is better. If the game is easy, it will be more fun to play.
  • Add a start and a finish space. Add a path, maybe one that’s short but dangerous, or a long but easy one.
  • Add a gimmick like put in items or a jail; use your imagination for this step.
  • Add spaces where you have to draw a card and print or hand write cards on heavy paper
  • Have a few test plays by yourself to see if it is too hard or has too many spaces.
  • Cut small figures out of paper to use as game pieces, or use Legos, etc.
  • Get ideas from other people. Creativity doesn’t just come from one person. The best ideas are ones that involve lots of ideas.
  • Make it colorful and eye-popping. Make it 3D! Don’t make it too big.
  • Name it! Come up with something of your own – don’t use a name out of a movie or comic book.
  • If you want people to play your game make it unique – people won’t want to play it too much if it’s already been done.
  • Add something like spaces that take you to other spaces or a space that gives you triple of your next roll. Remember to use your imagination.
  • Try playing around with rules. Rather than moving a set number of spaces, for example, have a player be allowed to move freely for a set time period.
  • You could have an objective instead of a finish space such as find a golden nugget or land on the water fountain 10 times.
  • For the base of the game you can ask for a clean take out pizza box from a restaurant or buy some from a restaurant supply. Any supplies from home are also okay, as long as Mom and Dad are okay with it!
  • Minute timers, dice with 6 to 32 sides, and some playing pieces may be available from Ms. D, but you will have to return them after we are done playing with the games 

A rubric will be provided to self-assess at the end of the project. The project is due by November 10th.

 

1 … 14 15 16 17 18 … 71