Category: Articles and Unit Connections

Hello Everyone,

Our time outdoors during this unit has resulted in some discussions about how walking is great for your physical and mental health and how being in nature makes us feel relaxed and calm.

Let’s give some ideas to the school about what it could look like! Invent a natural space you would enjoy spending time in during your breaks. What natural elements would you include? Get creative! Remember, this is not a playground, so no playground equipment. Think trees, rocks, natural space, garden, etc.

Try to include math in the way you design your elements! Can angles, perfect circles, and/or Fibonacci play a role in your design? How will your elements work with the surrounding natural space rather than against it?

Try to include some of the indigenous plants, trees, and shrubs we will talk about in class in your space!

Here are the steps for the project with a partner!

1. Make an individual brainstorm plan (knowing you will need to adjust your ideas once you are with a partner). Look at the websites below for ideas.
2. Measure the actual space. We will be basing it off of the space beyond the swings in the upper intermediate playground area.
3. Compare ideas with multiple classmates to further develop your ideas.
4. Choose a partner you feel you can work with, and who has similar ideas (not your best friend — a classmate who can compliment your ideas.) If you are unable to get matched up, Ms. D will help. You may not work with a partner you have done things with before this year.
5. On grid paper, begin to plan out a space together. Each block is equal to 2 feet.
6. Start thinking with your partner about what the scale will be for the box I will provide for your project model. Set the scale and tell Ms. D.
7. Brainstorm what materials you may need. I have lots of things including pieces of wood, sand, clay, paint, and more, but maybe you want something specific from outdoors or from home?
8. Write a quick explanation on your e-port for me by June 15th about what your plan is and why you are doing it the way you are.
9. Create the model! Go crazy!
10. Write a reflection about your model on your e-port. What went well in your design process? What would you change for next time? How did it go working with a partner? Do you think this model represents a natural space someone could actually build? Is it doable? Due by June 27th.

Here are the criteria, which will be put into a rubric for your thinking!

• Show an appropriate sense of scale when creating elements in your natural space. (applied math)
• Include only natural elements and have a variety of different types of things to make the space interesting.
• Use indigenous plants, trees, and shrubs, and tell us which ones.
• Include math patterns we discussed during this unit in your design, as well as angles, shapes, equidistant measurement, balanced thinking,
• Show thinking, through the model and your reflection, about creating a realistic space that will allow all ages to relax and enjoy the natural elements you included.
• Use a variety of materials to represent your natural elements.
• Show evidence in your reflection of your design process, including ways you would improve the process for next time, how you worked with materials, and how you worked with your partner.
• Create a model that communicates your ideas clearly through specific, neat features, and clear sections
• Provide a written explanation that further details your thinking and design process.

The written explanation for your project is due by June 15th. The model and reflection is due June 27th.

Websites As Food For Thought:

Oberlander Landscapes in Vancouver

Nine Buildings Inspired by Nature – BBC

Mathematics Garden Design

Pictures of Math in Garden of Versailles

Parc Guell Math – Gaudi

Geometry of Gaudi

The Mathematics of Play, Video

Mathematical Art of MC Escher

MC Escher Math Gallery

Nature and Architecture

10 Ways Architecture and Nature Can be Combined

Reconnecting to Nature Through Landscape and Design

Andy Goldsworthy Art

James Brunt Artist

Ten Best Roof Gardens

Math-Inspired Playground

How Fibonacci Can Make Your Garden Beautiful

Chihuly Gardens and Glass

Elements of French Garden Design with Math

The Magic of Islamic Geometric Design

Five Elements to Creating a Nature Play Space for Children

How 3D Printing Helped Us Build a Nature Space

 

If you would like to investigate a topic with more depth, or you just need to rewatch a video from class, here are some links for you!

Math:

Math in Nature Video Series (seen in class)

Numberphile YouTube How to Trisect an Angle with Origami

How Plants Tell Time, TED Ed

The Science Behind Natures Patterns, Smithsonian Magazine

Can One Math Pattern Explain All Nature? YouTube

Alan Turing’s Patterns in Nature, Wired Magazine

Math Patterns in Nature, The Franklin Institute

Some zebras are developing odd stripes, humans may be to blame, CBC

The unexpected math of origami, TED Ed

The Math and Magic of Origami Robert Lang TED Talk

Fold and Cut Theorem Numberphile YouTube

Describing nature with math, PBS NOVA

Nature by the Numbers, Golden Ratio and Fibonacci, YouTube

Doodling in Math Class, Fibonacci Part 1

Doodling in Math Class, Part 2

Doodling in Math Class, Part 3

Painted with Numbers, Math Patterns in Nature, The Guardian

The Magic of Fibonacci, YouTube

Incredible Geometric Shapes Found in Nature, YouTube

Fibonacci in Nature Go Figure

The Golden Angle Go Figure

Fibonacci and Spirals, Fractal Foundation

Videos, Fractal Foundation

Pi and the Fibonacci Sequence, PBS

 

Science:

How Nature Gets Its Rhythms, TED Ed

Bird Video Library, Cornell Lab of Ornithology

Quizzes from the NCC to Learn About Animals

6 Ways Mushrooms Can Save the World, TED

Suzanne Simard How Trees Talk to One Another, TED

Nature is Everywhere, We Just Need To Learn to See It, TED

Plants Use an Internet Made of Fungus, TED Ed

What is a Fungus?, TED Ed

Reasons for the Seasons, TED Ed

Where We Get Our Fresh Water, TED Ed

Symbiosis, A surprising tale of species cooperation, TED Ed

Why do we harvest horseshoe crab blood, TED Ed

A simple way to tell insects apart, TED Ed

Birds of the World Database, Cornell Lab of Ornithology

Bird Sounds of the World, Birds.net

University of Victoria Ethnobotany Plant Profiles

Inside the Killer Whale Matriarchy, YouTube

Jellyfish Predate Dinosaurs, How did they live so long?

Hydrothermal vents, Geysers of the Deep 

Taking a Lichen to Lichen, Island Nature Blog

Lichens, Go Hiking

Bees, SFU

BC Species Explorer, BC Government Website

Fern Identification, Stanley Park Ecology Blog

Tree Book BC

Ocean Networks Canada

Arctic Diversity, Ocean Networks

E-Flora BC Plants Database at UBC

Seaweeds and Sea Grasses BC Coast

Seaweeds the Ocean’s Superfood and Where to Get It

Edible Seaweed of the Pacific Northwest

Slideshow All About Seaweed

TED, the Roots of Plant Intelligence

Can Plants Talk to One Another, TED Ed

Got Seeds?, TED Ed

Why we’re storing millions of seeds, TED Talks

Zoology UBC Mushrooms Database

The Electrical Blueprints that Orchestrate Life – Ted Ed

 

Health

Trees are not just for the birds, Birds Canada

Nature’s Sounds Improve Well Being, CBC

NCC Nature Tours

The Healing Power of Plants

Blue Space is the New Green Space

 

Socials and Social Responsibility:

TED Ed Climate Change Game of Tetris

TED Ed Climate Change Series of Videos and Lessons

Bill Nye Climate Change National Geographic/YouTube

Bill Nye 5 Things to Remember About Climate Change, YouTube/Nat Geo

Scientists team up with First Nations to revive herring stocks, CBC

Healthy Food Systems for a Healthy Planet, David Suzuki Foundation

Intact Forest, Boreal Forest Conservation

Disappearing Frogs, TED Ed

Difference Between Global Warming and Climate Change USGS (plus other articles)

Reforestation, Impact on Climate, TED Ed

Threat of Invasive Species, TED Ed

Invasive Species in BC

Burnaby Climate Action Plan

From the top of the food chain down, rewilding our world, TED Ed

Buildings Made of Fungus Could Live, Grow, Biodegrade, CBC

Climate Solutions 101

The Indigenous Science of Permaculture

Walking in Two Worlds, Inuit-Led Research in the Arctic, Science World

How Science and First Nations oral traditions are converging, CBC

Article List of Indigenous Traditional Knowledge and Western Science Connections, Stitcher

Clam Garden Network

Our Home on Native Land Maps

The Great Bear Sea Curriculum Video Links

13 Moons of the Wsanec

Silolem Moons

Moon Phases from First Nations Perspective, Teacher Blog

First Peoples Interactive Map BC

Secwepemc World View You Tube

Mysteries of Ancient Clam Gardens

Aboriginal Uses of Plants

SFU Ethnobiology Database for Indigenous Names/Uses of Plants and Animals

Inuit Sky (Astronomy)

Inuit Knowledge and Climate Change Movie

Sacred Relationship Videos About Aboriginal Connection to Water and Land

First Nations Traditional Foods Fact Sheets

Climate Change Bill Nye, Found on YouTube

A Subsistence Culture Impacted by Climate Change, Alaska, PBS

Keepers of the Coast Movie, Vimeo

Northern Abalone in Haida Gwaii

Why Beavers Matter, CBC

Eyes and Ears on the Land and Sea Movie, Vimeo

Indigenous Plant Diva, Vimeo

11 Foods Already Being Impacted by Climate Change, Rolling Stone

Micro organisms and their role in combating climate change, TED Talk

Sea Urchins in Haida Gwaii

Kelp Forest Disappeared in Haida Gwaii, and here is how they were revived

Indigenous Knowledge and Ocean Science, TED

Pacific Northwest Forests Deliberately Planted by Indigenous Peoples

What’s In the Air You Breathe – Ted Ed

Genetically Modified Grass Can Suck Toxins Out of the Ground – CBC

 

Language Arts:

Raven Stories

Raven Goes Fishing Story/Video

The Raven Symbol in art

Common Raven Overview, Cornell Lab of Ornithology

Common Raven, National Bird Project

Squamish Legends Database

Raven, a Haida Creation Story, YouTube

The Raven in Haida Culture

The Raven and Oral Traditions BC First Nations

Make 1,000 Ravens for Reconciliation

Vimeo, What is Difference Between Raven and Crow

Caw vs Croak Crow vs Raven Sounds YouTube

Raven and Crow Training Test YouTube

Hello Everyone!

So far this year, we have been exploring conjectures, counterexamples, and patterns, which are some of the STRUCTURE and foundation of mathematical thinking.  We will continue this work during this coming week as we practice being THINKERS in math.

As we approach math challenges, we will keep two key questions in mind: What do I NOTICE? What do I WONDER? 

 

We have also been discussing what it takes to be a real mathematician and apply our numeracy skills. We need to take risks, dig deeper in our thinking, and take MORE time to investigate patterns and relationships, rather than speeding through or being satisfied with the first, immediate answer! Through Professor Boaler’s work at Stanford University, and the YouCubed Math Tasks, we discussed how speed is not as important as deep, slow thinking in numeracy. Some of the best mathematicians were slow thinkers! We have also looked at how BRAIN CROSSING or the doing of two different things in math (such as drawing or visualizing math patterns, using them in art) helps us cement numeracy understandings.

By end of week, everyone will receive a packet to put in their blue binders with a series of tasks to investigate the STRUCTURE of numbers, as well as the STRUCTURE of our mathematical thinking. We will be applying and learning about grade-level curricular content and competencies in math, while also using critical-thinking skills to talk about game and math-learning strategies!

The tasks involve BRAIN CROSSING — in other words, doing traditional math, but while also playing games and analyzing them, making visual representations of math concepts, creating a math rap, answering math questions online and in a book, and more. The more we cross between subject areas and skills, the more concepts are cemented in our brains. Plus, it is hopefully more fun!

These majority of these tasks are meant to be done IN THE CLASSROOM, NOT AT HOME so I can see students working, ask them questions, and help as needed. Supplies they need are in the classroom and can’t go home, with the exception of some handouts. While some tasks and writing can be done at home, please remind students class time is being given for these activities, and I do not want them to be working past 30-40 minutes at home. It is not homework. They will need to learn to be SELF MANAGERS and use classtime well, so they can complete it with Ms. D.

There are many tasks, and students may not finish all of them — that is okay. They can choose the order and how many they are able to do. The minimum amount for PROFICIENCY is to finish 6 tasks, which are detailed on the handout.

Students have a lot of choice and can complete tasks in any order. Depending on how they feel, they can work with a partner at a large table, or choose to sit alone for a bit at a private desk. I hope it will provide everyone with the appropriate level of engagement they need to explore our math curriculum with depth and complexity. If anyone needs help with the questions, I am here to guide and to teach students one-on-one.

Websites to explain the games, as well as more complex topics, are available under “Math” in the Articles of Interest.

PLEASE: Again, unless a student is absent, or I direct everyone to do some math tasks at home, students need to be doing most of the work at school. They can take the tasks/binder/journal home, but they need to return to school each day or it will be difficult to do our activities. Thank you for your support with this.

The tasks allow us to investigate math content and curricular competencies across subject areas. For example, as they work together or alone, students will be able to:

• Practice and discuss elements of good learning and work habits
• Use critical-thinking skills to obtain information and mathematical understandings
• Exchange ideas and build shared understandings about the math content.
• Integrate language arts and math, using language in creative ways to express math understandings.
• Answer critical-thinking questions, ask questions of their own, corroborate inferences, and draw conclusions using evidence.
• Collect simple data to provide evidence about their thinking
• Use graphs and venn diagrams to make comparisons and organize the data.
• Develop mental math strategies and abilities to make sense of quantities (Magic Number activities, Sumoku game, Quirkle).
• Visualize to explore mathematical concepts (Quirkle, Blokus, Venn Diagrams)
• Use technology to explore mathematics (iPad videos, Math is Fun website, Domain of Science YouTube Channel, and more.)
• Develop, demonstrate, and apply math understandings through play, inquiry, and problem solving.
• Communicate math understandings in many ways.
• Work with addition and subtraction, multiplication and division, and multiples and factors according to their abilities and grade level.
• Explore patterns found in numbers and how they can be represented both visually and numerically.
• Investigate number concepts such as types of numbers (irrational, rational, integers, etc.), number lines, prime and composite numbers, and more.

Enjoy our math tasks!

Ms. D