Nature Challenge 2023


Want to win some outdoor toys or a game to play with this summer? Please join in our NATURE CHALLENGE!

During the months of April, May and June, starting now, please visit the many parks and natural spaces found in our local area. If you need maps of where these are, you can find them online or in our classroom, and I have provided some links to some great sites below.

Take pictures of yourself in the natural environment. Make a Google Slideshow of your pictures. The person with the most locations by June wins!

Here are the rules:

  • Pictures must be taken at some time between April 9 and June 23
  • Pictures need to include some identifying nature feature or a sign behind you.
  • You need to be in the picture, so I know it is from now.
  • One picture per location. Different parts of the exact same park don’t count.
  • Same point value regardless of location.
  • Local parks, other school playgrounds, beaches, pond areas, pathways, hike trails, lakes, rivers, soccer fields, courtyards with a sign next to it, green belts near your building that have a sign identifying what they are, or any place you can play outside, etc. all count!
  • Create a slideshow on PowerPoint or another slideshow application to share the pictures with me. Label the locations.
  • You do not have to spend a specific amount of time at the location — all you need is a picture!
  • Can’t be old pictures from past years.
  • Can include places you travel to outside of the Lower  Mainland between now and June 23 only.
  • Make this a family challenge!

Local Location Ideas:

Small prize for anyone in our class who participates and provides me with a slideshow, and then two main prizes for the two people who go to the most places. I hope you all spend a lot of time outdoors over the next three months!

Ms. D

New Unit: NATURE CONNECTION

Hello Everyone!

Time is flying, as we are already at mid April! We are finishing up our last unit, as students finish their news reports, create their SuperPower Resumes which you will see at Student Led Conferences, and prepare for our class debates. We are doing some more review of fractions and decimals, as part of math, but we are also moving into measurement, which will help us with geometry topics as we finish the year.

AND…..we have already jumped right in to some of our next unit, exploring our connection to nature. We will be doing this unit from now until June, while simultaneously giving more time for independent projects. Here are some details!

Unit Title:  The Nature Connection

Unit Focus Statement:

Human beings impact and rely upon the balance of nature’s interdependent systems.

Concepts:

Connection (main focus), as well as Systems and Patterns.

An inquiry into:

  • Our relationship with nature (mental health, survival, needs, recreation)
  • Biomes, biodiversity, and interdependence within ecosystems
  • How human interaction with the environment can affect the balance of systems
  • Earth’s water supply
  • How the moon, sun, weather, and tides affect our lives
  • The role of questioning, exploration, close observation, and documentation in science
  • The definition of science and the role of indigenous knowledge
  • How we express our connection to nature through poetry and art
  • Geometry and patterns in nature
  • French basic vocabulary and nature/weather expressions

Activities and learning to look forward to:

  • Field Trips Confirmed
    • Lower Seymour Watershed April 18
    • Boundary Bay Seashore Sleuths May 23
    • Dragon Boating May 30, June 2, June 6
  • Visits to the Classroom Confirmed
    • Science World Virtual Workshop – Tech Up Making Connections to Classify – April 25th 1:30 – 2:20 PM
    • Jennifer Kirkey, Instructor Department of Physics and Astronomy Douglas College, presenting on nature-astronomy topics, April 26th,1-3 PM
  • Participation in The 30-Day Walking Curriculum Challenge (from SFU Professor Gillian Judson and her book called The Walking Curriculum) for April/May, honing critical thinking, observation, documentation, and questioning skills.
  • Participation in The Walk 30 Walking Challenge , recording our minutes daily in a community contest.
  • Discussions around measurement, and geometric shapes and patterns found in nature, symmetry, and Fibonacci.
  • Continued practice of grade-level math curriculum through nature-inspired, real-life math problems in the books Planet Earth, Animal Kingdom, and Ocean Math, among other resources. Students will work independently and at their own pace on these using the book resource in EPIC, while also coming to me for small-group or individual instruction as needed.
  • Research on a specific organism in our local environment, understanding its name and classification, whether it is endangered and why, what it is used for, what local Indigenous cultures know about it, and how it is connected to our own lives, then producing artwork to represent findings.
  • Looking at native BC plants used by indigenous peoples for healing and food.
  • Mapping our local environment of plants and creating plant samples like a botanist using pressing techniques and art.
  • Discussions about the water cycle, water health, the harm plastics are doing to our waters, ocean acidification, using a variety of games, an ocean pH lab, and interactive challenges.
  • Class reading and analysis of the book The Skeleton Tree, which will connect to discussions of survival techniques in nature, such as how to use a compass, how to find edible food, etc.
  • Discussions of figurative language and poetry, which will lead to us creating our own mini poetry journal and an oral presentation of a poetry monologue about nature.
  • Creating models of our ideal outdoor play space for ADST.

And of course, we will continue to work on Independent Project alongside this unit, with our presentation being on June 12th. Please continue to watch the blog and Twitter for more information on what our class is doing. More information to come!

Ms. D

E-Port Watershed Visit

Hello Everyone,

Even if you did not do the watershed visit, you can still do these questions, as they deal with what we learned about the water cycle over the last few days.

Title: Our Connection to Water

Questions:

Explain briefly (one sentence per part) what the key parts of the water cycle are. Use scientific words. Make sure you include the new word we learned about the role trees play in the water cycle.

What is a watershed and why is it called that?

What are the three watersheds our drinking water comes from?

How does the GVRD keep our watersheds protected, and why?

What is turbidity and what causes it?

Why is the water safe for you to drink from the tap in the Greater Vancouver area?

If our water purification and delivery system didn’t exist, and you needed to find your own water like people did long ago, where would you take water from in order to ensure it was the most clean? Why?

Why do we need to conserve water, since there seems to be so much?

What advice would you give to someone during the summer months to conserve water?

Why would it be important to protect the animals and plants of the watershed?

What kind of animals and plants did you learn about on our trip, or that you know live in the watershed area?

Think about one thing you learned about at the watershed. Do a bit of research on it, and tell me more about it! (Need ideas? Witch’s Butter, Moss and First Nations, Bears and Marking Territory, Kingfishers, Monitoring of Watersheds, Albino salmon, mycelium and trees)

Debates!

In connection with our current unit and our discussions around the critical thinking core competency, we will be having DEBATES on topics of passion in class!

This is also a great follow up to our discussions about how to write a five paragraph argument (done before winter break), ethics (during our problem-solving unit), and using evidence to make arguments (making sure to say our becauses!) It is also an opportunity to practice writing, research, and speech-making skills.

What are the steps?

  • Each person has been given a partner to work with, and together they will form a mini debate team.
  • Each two person team has met with another team to decide a topic to debate. We have several different topics being debated in our class.
  • The four students will write a statement that serves as the affirmative side of the argument.
  • Then, the debate teams of two will begin by outlining for themselves some of the key argument areas they could make, on both the affirmative and negative side of the argument.
  • Students will do research to support both sides of the argument, taking notes in their journals. Divide up each page into four sections. Record quotes from the research source, who said it, the name of the source (such as Time Magazine, CBC) and the year. Do not use something older than 2020 or that does not have a date.
  • Then, each of the two people on a mini team will decide who is writing the positive/affirmative speech, and which one will write the negative speech to introduce the debate. Both people are responsible for turning in a speech to me. Partners can help one another with evidence for either speech.
  • When it is time to debate, Ms. D will flip a coin to decide which side each team will be on, affirmative or negative. Then, we will debate!

What is the format of the debate?

  • Team Affirmative will present their 5 Paragraph essay speech supporting the debate statement. (5 minutes – one person from the team)
  • Team Negative will present their 5 paragraph essay speech opposing the debate statement. (5 minutes – one person from the team)
  • Pause, where partners make quick outlines of counter arguments and evidence they can use against the points made by the other team.  (10 minutes – both partners work together)
  • Team Affirmative presents counter arguments against Team Negative’s opening statement. (2 minutes – the person who did not do the big speech)
  • Team Negative presents counter arguments against Team Affirmative’s opening statement (2 minutes – the person who did not do the big speech)
  • Pause, where partners make quick outlines of concluding arguments and evidence (5 minutes – both partners work together)
  • Team Affirmative makes a final argument (1 minute, either partner)
  • Team Negative makes a final argument (1 minute, either partner)

Even though each partner may have a different amount of speaking time, partners will work together to gather evidence and to make counter arguments.

If we have time, some teams can debate twice, as we have some groups of four with the same topic.

What is due to Ms. D?

  • Each partner needs to turn in an edited, five-paragraph speech, including evidence to Ms. D.
  • Ms. D would like to see the evidence cards you have made in your journal.
  • Each person participates in the debate.

How do I do well on this project?

  • I can use my critical thinking skills to create logical arguments, and back them up with evidence from my research.
  • I can document my research in my journal, along with the source of the information.
  • I can present my arguments in a clear way, using a five paragraph essay format as practiced in class. I can create a thesis that states my position and then provide evidence and points that help persuade the reader about my point of view.
  • I can write paragraphs with a proper indent, introductory sentences, and concluding sentences.
  • I can use proper conventions and edit carefully for capital letters, punctuation, and transition words.
  • I can present my information aloud to the class using appropriate volume, expression, enunciation, and eye contact.
  • I can listen to another team’s arguments with respect and then respectfully respond, debating the issue calmly and clearly.
  • I can understand a debate does involve one side or the other having a stronger argument, but that this doesn’t mean I am in a competition to beat another person. Sometimes a decision has to be made between two sides, but it is possible both sides did a great job. I can show I understand a debate is supposed to be a fun way to have a discussion about a topic.
  • I can express congratulations to both sides of debating teams, be kind to my partner, and acknowledge the great job the team against me has done.

When will we have the debates?

We will be working on these over the next two weeks and will set a debate time by April 19th, giving enough class time for research and writing.

Thank you and please let me know if you have questions. We went over a lot of this today in class.

E-Port Critical Thinker When Consuming News

Eport Title: 

Critical Thinker When Consuming News

Questions:

What are some clues you can look for to know a website may not be a real or reliable source of information?

As you are looking at a website, how can you tell if a pop up window is actual info from the website or an advertisement?

How does fake news spread so easily?

Why is fake news dangerous?

What is circular reporting?

After playing Data Defenders, what can you tell me are important things to do to protect your identity and data online?

What are some other things you know are important to be a digital citizen?

What are statistics?

How can statistics or numbers in the news be misleading?

News Report Project April 2023

What is this project?

As part of our studies on media, we have been analyzing what the parts of a news story are, as well as identifying the steps a reporter takes to create an interesting news story for the public.

Everyone will be creating their own news reports for our own paper Suncrest News!

We have been talking about this assignment for a bit in class, but here are some concrete details if you didn’t catch them during our discussions.

What are the steps?

  1. Your audience is “students at Suncrest.” Choose a topic. We already brainstormed topics and assigned one to each person.
  2. Brainstorm ideas. Who will you interview (you need to interview two people)? What observations can you make? What research will you need to do? What pictures will you need to take? What data or math numbers can you gather for this article? How might you use present the information (graph/chart) alongside the article? Detailed information, a picture, and numbers are required for the article.
  3. Begin the research and gathering process. Record your findings in your journal under two journal pages called “News Report Notes.” Take pictures using an iPad, or with a device at home if needed. Make sure you have access to your photos at school by saving them in your email or on One Drive.
  4. Do interviews. Before doing the interview, make ten questions. Show them to Ms. D. You may need to do interviews at recess or lunch, especially if it means getting perspective from other Suncrest students.
  5. Begin writing. Use the handout “Writing a News Report,” as well as any news reports you have seen online and in print, as a guide to writing all of the parts of a news report. Make an outline for your article first (a list of what you will talk about) and then begin drafting it in your journal or on the computer. Remember, it needs to have all the parts of a news report, and a minimum of five paragraphs of information. We did a practice and an edit of that practice report already in class.
  6. Begin drafting it in your journal or on the computer.
  7.  After you make a rough draft, make a final copy. Make sure to edit it by reading it aloud. Have a peer also edit it carefully for you. Fix any errors.
  8.  You can use the tools available on Microsoft Word, to begin the layout of your article. Make sure you think about spacing, the format of the headline versus the body of the article, pictures you want to include, and any charts or graphs that may be helpful.
  9.   Share your article. Share your report with me so we can share it with the community.

What are Ms. D’s expectations?

  • I can choose a topic for my news story that is of interest for my intended audience.
  • I can use critical-thinking skills to gather factual information for my news article.
  • I can conduct interviews with students or staff to gather information for my report.
  • I can create my story using all of the key elements of a news report.
  • I can express my ideas clearly in writing, editing carefully for conventions, and using complex sentences, conjunctions, and transition words.
  • I can use tools such as interesting vocabulary, an appealing layout, numbers/charts/graphs, props, or an expressive voice to better communicate my ideas and catch the audience’s attention.
  • I can share ideas about my local community in a news story format.

When is it due?  April 11th end of day.

 

Social Thinking and Me, Chapter 6: Hidden Rules and Expected Behaviour

Hello Everyone,

Today we finished going through Chapter 6, Thinking About the Hidden Rules and Expected Behaviour.

We started by brainstorming the unspoken rules that help everyone have a good experience and to feel safe in four different situations: a movie theatre, group work, in the library, and when we have a substitute teacher. As a group, the last one is particularly important.

The EXPECTED behaviour when a substitute or TTOC (Teacher Teaching on Call) is in the classroom, as brainstormed today by Div. 5, includes:

  • Be welcoming,
  • Follow the same rules as always,
  • Follow the routine in the same way we would if Ms. D were here,
  • Be helpful to the visiting teacher and others during the day,
  • Staying on task and getting projects done,
  • Staying with the group plan, and
  • Communicate by raising our hands if we need to make a suggestion.

The UNEXPECTED behaviour when a substitute is here includes:

  • Trying to trick the guest teacher or take advantage of the fact they are new and less familiar with the rules,
  • Making fun of or laughing at the guest teacher,
  • Not following the normal classroom or school rules, even if someone doesn’t tell you to follow them,
  • Arguing with the guest teacher about what should be done, as sometimes things have to change temporarily when we have a guest,
  • Interrupting all day during discussions without raising a hand, and
  • Choosing to read, talk, or do other activities that are not part of the group plan.

At home, please try going over the EXPECTED and UNEXPECTED behaviour or HIDDEN RULES in a variety of situations, such as when you visit a park, during dinners at home, when you get ready for bed, or during a soccer game.

A recap of what we discussed in class, for you to review at home:

  • It is important for me to figure out the hidden rules of any situation. The hidden rules help me to know what is expected behaviour.
  • When I know what the hidden rules are, then I can behave in a way that is expected by everyone in the group. When I behave in the expected way, people will feel more safe, happy, and relaxed.
  • When I use unexpected behaviour, I am not following the rules for a certain situation. Some of these hidden rules are things people are expected to understand. When I use unexpected behaviour, people may have negative feelings about me or the situation, such as feeling annoyed, confused, nervous, or worried.
  • I can figure out what the expected behaviour in a situation is by thinking with my eyes, looking around to see what others are doing, or by asking for help to know what the hidden rules are.

Thank you for using this vocabulary of expected and unexpected behaviour at home. I keep reinforcing the ideas from the book in our daily conversations. It will help if these ideas are also reinforced as you have conversations at home, too.

Have a great week!

Social Thinking and Me Chapter 5: Thinking With Your Eyes

 

Before the break we went over Chapter 5 of Social Thinking and Me, called Thinking With Your Eyes. Here is the summary of key points covered so you can review at home, as well.

 

 

  1.  When I am with other people, it’s always important to think with my eyes. This means to look around where I am, notice the people I am with, and notice what’s going on.
  2.  There are many reasons to think with my eyes. Doing this can help me:
    1.  Be safe
    2.  Figure out what people are doing and why
    3.  Figure out what I am supposed to be doing in a situation
    4.  Let others know I am interested in them
    5.  Let others know I am paying attention
  3.  When I take time to think with my eyes in a situation, I am observing and learning to use social detective skills.
  4. There are all sorts of things I can do once I can think with my eyes. I can:
    1.  start a conversation with someone
    2.  make a guess about another person’s plan
    3.  figure out how someone is feeling
    4.  figure out what I should be doing or not doing!
  5. Thinking with my eyes is not something I do just once, and then I am done. It is a strategy I use throughout the day and anywhere I am: at school, at home, during recess and breaks, at the mall, or anywhere else I find myself.

Be observant, and then be a critical thinker, using the information you have observed to inform your actions!

Practice noticing what people are doing, feeling, and saying at home or when you are out with your family, to see what you can pick up about what to do or say next.

 

Websites to Use for Media/Digital Citizenship Discussions

We are going to take a look at these on the afternoon of Wednesday, March 29th, and you can continue looking at them at home as you would like! Some of the videos we already discussed in class can be found on the Ted Ed link.

Burnaby Schools Digital Citizenship Web Quest

Data Defenders Game, play on a laptop

Media Smarts Cyber Security Quiz

Media Smarts Reality Check Game

Media Smarts Food Advertising Coco Game

Common Sense Media Google Search Tips for Students

Common Sense Media Digital Passport

/https://www.easybib.com/guides/10-ways-to-spot-a-fake-news-article/

Burnaby Schools Learning Web Resources

Easy Bib Ten Ways to Spot a Fake News Articlei

Ted Ed Media and Journalism Resources

Common Sense Media What is your digital footprint?

Science Buddies Creating an MLA Bibiliography Guide

Easy Bib More complex MLA Bibliography Details – not required, but a challenge for some

 

E-Port: Visit from Journalist Theresa Lalonde, CBC

Hello Everyone,

If you were absent for the presentation today, please get notes from the journal of a friend, as Ms. Lalonde spoke today about a lot of great things we need to know as we move forward in the unit.

You should be able to answer the questions below even if you were not here if you check in with a person from class, as I wrote the notes on the board for everyone, and we went over it together after the presentation, as well. Let me know if you don’t understand a question or need help.

E-Port Title:  Visit from Journalist Theresa Lalonde, CBC

Questions:

What are the six things a journalist needs to consider as they decide the topic for a news report or article?

How is ethics a part of being a quality journalist?

When you write an article or news broadcast, what is something that will make your writing POP and get the attention of the reader or viewer?

What are the three main objectives of a journalist — what do they do?

What does civic engagement mean?

Why do people put fake news out there?

What does a journalist do to ensure they are not sued for libel?

What does a news producer do?

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