Category: Assignment Info

Life Hunt Project — Animalia in B.C.

Okay, new project!

We want to learn something new about animals that can be found in B.C. I am challenging you to look for animals you don’t know ANYTHING about. Do something new! Look on our taxonomy chart at the phylums under ANIMALIA. What kinds of cool organisms could you do?

We will not do fungi and plants yet, though. More on that as we get going to the watershed, okay?

Want to do a search of B.C. animals? The B.C. Government maintains a great, searchable list. You can specify whether you want to find animals, plants, or ecosystems. Check out the list here. You can tell it if you want to see endangered, red list, blue list, endemic, native, or other species. I think it would be interesting to do something that is ENDEMIC to B.C. Don’t know what that means? Look it up, as we discussed it in class!

Once you have decided on an animal, tell me. I would like each person to do something different. Some people signed up for one today on the board. Don’t worry, there are lots of possibilities!

Then, you will need to research the following about the animal:

  • Common and Latin names
  • Taxonomy Chart
  • Habitat and Ecosystem where you would find it — describe it and give location
  • Food Chain for the organism
  • Adaptations
  • Interesting Facts, including how the animal may have been used or represented in First Nations stories
  • Pictures of the animal

After you have research, then we will be using the art of Sue Coccia as an inspiration and creating animal art of our own. You will find out the general shape outline of your organism and fill a page with it. Inside the shape you will place other images that communicate the information you have found above about the organism. I have samples of Sue’s art in class, you can search up images of her art online, and there are more here.

Notes need to be taken just like we would take independent project notes. You need to record resources as you go along. You may use online or book resources. There are many in our classroom you can look at!

Criteria for success? Show you understand the terms we have been talking about in class when referring to ecosystems, biomes, etc. by using them in your research and then including information in your drawings. Ensure you have included information from all the bullet points above. Be able to explain each image you include in your art, using researched information. We will make a formal rubric in class together.

By the way, if you are stuck on the drawing part, you can also print pictures and use their outline — ask me in class.

I look forward to finding out cool facts about the amazing animals that are found on our coast and that make up the important biodiversity of our world. Maybe you will find inspiration at UBC during our field trip!

Independent Project Process!

Hello Everyone!

As we continue with our unit called The Nature Connection, we will also be working on our independent research project. 

This project is about choice and passion. The topic you research needs to be important to you. You need to care about it! You need to be curious! You need to have lots of questions! If you don’t, then don’t do your topic. Each of you chose a topic before break, but if you have changed it, you need to tell me by the end of this week.

We will present our projects to parents, administrators, teachers, and some Suncrest classes on June 13th, Thursday, in our classroom, from 12-2:30 PM. 

Here are the steps and criteria:

  1. Narrow down your topic with a “search term” brainstorm.
  2. Ask beginning questions to start your research, in the form and function categories.
  3. Take notes as you research, using the format Ms. D provides in class. Notes can be taken by hand in your journal or on the iPad/laptop; however, notes are not cut and paste from websites. Please use your own words to summarize information. Notes will need to be turned in one week before presentation day.
  4. Record any resource you use. Ms. D will provide a handout on how to record all types of resources. You can also use Easy Bib as a tool for creating a bibliography. A final, typed, alphabetical bibliography needs to be turned in one week before presentation day.
  5. Please use a variety of secondary resources. You need to use at least one encyclopaedia (World Book online provided on our library website or use physical books in our library research section — Ms. Ho can make copies of pages as needed), at least 3 books (we have ordered some from high school libraries, but you will need to go to the public library), and a variety of reliable websites. We will talk about this in class.
  6. Please use at least one primary resource. A primary resource can include: an experiment you design and document with pictures and notes, an interview with an expert, a visit to a location or a specific experience to learn about your topic with pictures and notes, a survey of a larger group of people about your topic (not just our class), or the creation of an invention with documentation of the design process. There are many options and we can talk about this in class.
  7. As you find information, begin to ask more complicated questions and write them in your notes. Use our inquiry wonderings wall as a guide for your questions. If you feel you are done, you probably haven’t asked enough questions. All of your topics would take years to research if you kept asking questions! Go deep!
  8. Choose a way to present your information. This isn’t a science fair where a trifold is required with specific pieces of writing, etc. You choose how to present. When we go to see your information, you need something we can look at, something we can interact with or do, and some original writing we can read about your topic. You can do a trifold or poster for the background if you want, but there are other ways! Try a model, handout zines, do an experiment set up, write a magazine, create a cartoon, make a slideshow, create a game to learn about your topic, make amazing artwork, write a mini skit, do a puppet show on film, etc. Plan and decide what you want to do before the end of April, but I would love to see your creative thinking.
  9. Document the process of your project on your e-port. So we can share in your process, occasionally I will ask you to share some of the research, notes, pictures, or thoughts from your project.
  10. Assessment: After you present to the public, you will include thoughts about your independent project in your final reflections for report card. Your parents will also comment on your independent project process, as will Ms. D. We will create a general rubric of success together as a class to help with this. 

Okay, there we go! I look forward to seeing your research! If you have questions, please do ask!

Ms. D

Self-Reflections: What makes a good self-assessment?

Hello Everyone,

Learning to assess your own work is very important. While it is great to get feedback from your peers and your teacher, the true superpower is being able to look critically and constructively at your work.

It doesn’t mean beating yourself up if you make a mistake! That isn’t helpful because it just makes you feel bad. Who is going to be able to do better next time when they feel bad?

But, it also doesn’t mean ignoring things you know you could do better for next time. You need to be honest with yourself. Being honest and critiquing your work doesn’t mean YOU are a bad person…..the work is separate from you as a person. You can always try to do better next time!

When I ask you to reflect using a rubric, I provide you with the basic criteria in the middle. If we were thinking of the proficiency scale you see on your report card, or on our class rubric, then generally getting all of the BASIC CRITERIA = APPLYING. You are fully able to do what I asked.

The “Evidence of WOW!” is EXTENDING, and it looks different for each person, because there are so many ways to demonstrate understandings or to show your skills beyond basic criteria. Not only can you apply the basic criteria, you are able to show sophisticated thinking about the project. Not only can you do what I asked, you are reaching beyond the understanding of the project and can probably teach someone else how to do the project!

The “Areas for Improvement” refers to DEVELOPING/EMERGING — and these are areas you want to work on for next time. If I say you are developing a skill, it is not a negative, it just means that is an area for your focus. You have many superpowers, strengths, and skills, and with some extra effort, this may become one of those new skills you gain from your learning and projects!

Let’s brainstorm together in class what kinds of things we would write on our self-assessments that belong in each column. That way, as we start to write our self-reflections for term two, we can all be thinking about these words in the same way.

Thank you,

Ms. D

Happy Snow Day! Update on February 12th: Division 5 News….?

Hello Everyone,

Since we have a snow day, I thought it would be a good time to update everyone on what we are doing in class!

MEDIA LITERACY involves COMMUNICATION and CRITICAL THINKING SKILLS!

We have had great conversations about media literacy, including:

  • What media literacy is and why it is important (Check out Crash Course’s video on Media Literacy if you missed it!)
  • What kinds of media are out there, what are their features, and who are their audiences! (We looked at Vancouver Sun, The Province, The National, The Globe and Mail, magazines, etc. and identified their audience and reading level.)
  • Tricks and gimmicks advertisers use to sell products in the store, as well as in online, radio, TV and print commercials and ads (Watch some ads that are okay for kids here.)
  • How the media can manipulate graphs and numbers to tell their version of a story or to prove a point of view
  • How to check for reliable websites and to do effective searches online
  • The parts of a newspaper article/story (Check out Science News for Kids and Teaching Kids News for examples of news stories at our reading level.)
  • How editors of papers or producers of shows look for exciting things to report so the news programs can make money on advertising
  • How radio announcers deliver the news
  • The parts of a news broadcast
  • How to tell if something is plagiarism (Check out Byrne Creek Secondary’s Learning Commons Website as a follow up from our discussion in class.)
  • How to gather information to write your own news story.

PARENTS: I have been using Media Literacy 101 online, and there is a parents section you may want to check out for tips about media and digital literacy for children. Click here!

We had an editorial meeting of our Division 5 News Team (to be renamed by the group), and the Chief Producer (AKA Ms. D) asked for the team to PITCH story ideas for our own broadcast we will create about Suncrest Elementary News. Almost everyone has a story idea to work with now, and we also have a few commercials to make.

Everyone will be asked to write a news story for production, which will mean gathering data and doing interviews. That is for our next conversation as we get started!

As brainstormed in class, we will also need a team of builders to make our news desk, some anchors to do transitions, a new logo and news title (please bring in your suggestions!), visuals in the background for different reports, the proper clothing to wear for this kind of presentation, videographers, and editors. Our goal is to have something for people to see on March 14th.

In the meantime, here are things you can be doing to prepare for our broadcast!

  • Gather the who, what, why, when, where, and how details for your story as soon as you have been assigned an idea, which most of you have.
  • Write up some interview questions for important people you may need to talk to and get the questions approved by Ms. D. You will also need a press pass from me in order to go and ask questions.
  • Create a visual in the background for your story (simple pictures in a slideshow work)
  • Watch news reports online or on TV for examples of what a broadcast looks like
  • Listen to the radio, like News 1130 to hear how broadcasters and interviewers talk.
  • Listen to podcasts online. These are radio news broadcasts with longer stories and can give you ideas of how to report. Here’s a list of the Best Podcasts for Kids from Common Sense Media (I highly recommend you check these out, even for future research or ideas for projects, as there are all sorts of fascinating stories you will enjoy. My favourites are Brain On and Tumble — scroll down the list for the science ones.) Another list is Best Podcasts for Middle Schoolers. Get some help at home on how to listen to these. Most just require a computer and some headphones.
  • Pick out a nice outfit. Start looking at what news reporters wear. They don’t wear fleece hoodies or sweat pants. 🙂

MATH and SCIENCE:

We have finished up our Math Conjectures posters and slideshows. Ms. D is handing back feedback after reading all of your self-assessments. Some of you still need to hand in your notes and research by sharing it in Google. Thank you for getting those in so I can see all of your work!

In connection with our media unit, and as a follow up to mathematics work in our problem-solving unit from before, we have been working with our student teacher Ms. B on better understanding fractions, decimals, and percentages. On Twitter, Ms. D posted pictures of our Fractions War game, the concentration game, and the two clothesline activities we did, learning about equivalent fractions AND how to order fractions and decimals.

For science, we did a cool lab experiment on chemical reactions, so we could discuss the ways in which you can know a chemical reaction has occurred and also review the scientific method. Using this knowledge of how to communicate and document our science investigations, we created our own experiments on seed germination with Ms. B. Check out the pictures on Twitter and look at our windows, which are full of seeds waiting to sprout (or not!) We look forward to seeing the results!

COMMUNICATION is the key core competency area during this unit. How is math used to communicate ideas or to persuade others? What are statistics? What kind of graph or visual representation is best to present information? Here are some videos and websites on this topic:

FRENCH:

We continue our efforts to replace more of our basic conversation in English with French! We are finding it effective and fun to use French songs to do this. Please see the French posting, which will be updated with websites as we use them! Please practice the websites and phrases we have reviewed. On Friday, we partnered up to begin constructing dialogues. But that is just a practice. Ms. D will reveal the real French challenge soon, so keep practicing those phrases!

PE:

We have been working on endurance, improving our running times each opportunity we have in the gym! We are also mainly working on communicating ideas through movement, building communication skills for theatre and drama activities while also getting exercise. As our weather improves, I look forward to doing more of our gym outside, and we will be doing some walking after spring break!!

ART:

Students are finishing their masking tape sculptures, and we will be painting them soon!

More to come soon! Have a safe evening!

Ms. D

Becoming Media Literate! Update Friday February 1st

Hello Everyone,

Quick Update!

Math: We are working on finishing our mini posters or slideshows on a conjecture, pattern, or illusion from our investigations of math curiosities. You have had some time in class, and we will look to have them all done by Friday, February 8th.

Problem-Solving Projects: Everyone turned in their plans, which were reviewed by Ms. D. We had discussions about next steps, whether it was finishing models, posters, and educational items, or preparing to talk to Ms. Driussi about permission to proceed with solutions in a meeting next Tuesday. Everyone had to make an e-port entry on the solution they came up with for their problem.

Unit Review/Goals: Some of you have not published it, but everyone was asked to complete a unit review a while ago. Please check to make sure you published it on your e-port. We also took a look again at our term one report cards to review our goals for term two. Please finish your e-port entry on how you are addressing your goals by the end of next week. Great reflecting, everyone!

MEDIA! We have done a lot of great work this week talking about forms of media, how media affects us, and advertisements. This weekend you are asked to look at a paper advertisement of your choice and fill out the handout I gave you today. Please use the list of advertisement tricks I gave you as you analyze your ads. I look forward to our discussion on Monday. If you want to look at some kid-friendly TV ads to look at how gimmicks and other tricks are used to sell messages and products to you, here is a web link to find the commercials we were viewing in class.

Other updates on Twitter and in email.  Thank you and have a great weekend, especially for those of you joining in any Chinese New Year celebrations!

Kindly,

Ms. D

French Challenge! Build Vocab to Conversation! (Updated Frequently)

Hello Everyone!

In class today, we began the process of building our vocabulary together a small bit at a time to gather the tools we need to communicate in French in a basic conversation.

Each day, we will practice a few words and phrases together. We will decide as a class which 3 words or phrases we will add to our repertoire of words that we are actively using. In class we will actively use the words with one another, doing exercises to practice, but…..

The bigger challenge will be going the whole day using our new words (and all the previous ones, too), substituting Francais for Anglais slowly.

Here you will find our list of words as we continue to add to our challenge. You can watch any video of basic French greetings online to practice, and here is one we are using right now to learn the first phrases. Stay tuned as I gradually add to this list. My apologies for not using special French characters on some of the words, but we are copying them correctly in class.

Je — I  (the pronoun to refer to yourself)

merci — thank you

bonjour — hello

bienvenue — welcome

je m’appelle — my name is

je suis — I am 

Comment ca va? — How are you? 

oui — yes

ca va bien – I am good

ca va mal – I am bad

ca va pas mal — I am okay (meh)

ca va comme ci comme ca — I am a this and that / I am so so 

ca va! — I am okay

GREETINGS SONG  Comment ca va!

BEGINNING CONVERSATION SONG  Bonjour mes amis!

 

BONNE CHANCE!  (Good Luck!)

New Unit! “Communication is the KEY”

Hello Everyone!

Time for a new unit! Here’s what is going up on the UNIT board today!

Title:  Communication is the Key

Unit Focus Statement: Being an educated citizen requires reflection and critical thinking about how we communicate and receive information.

An Inquiry Into:

  • Forms of media and how they work
  • Fake news and social media safety
  • Questioning and research skills
  • Effective use of communication skills (presentations, writing, team sports, drama, visual arts)
  • Science Labs and Communicating Results
  • Communicating with others using French
  • Numbers in the news
  • The power of an “educated citizen”

CONCEPT FOCUS:  Power, Patterns, Relationships

CORE COMPETENCY FOCUS: Communication, Creative, and Critical-Thinking Skills

More to come on this as we begin to unpack our unit!! This unit will take us through Spring Break and the end of term two. For term three, we will be doing a unit all about interconnectedness with nature, another shorter unit on government and action, and our independent project.

Stay tuned!

Ms. D

General Update January 24th!

Hello Everyone!

Time for an update on what we have been doing! We are finishing our unit on problem solving and moving on to something new! As we move forward, we will finish a few odds and ends to show our learning. 

Language Arts and Socials:

Students finished their mystery stories, showing excellent creativity and including all the important parts of a good mystery! Ms. D is going through them slowly and will be providing feedback. Students also had an opportunity to receive peer feedback.

We have been working to strengthen our writing skills through daily, fun practice of skills. For example, we are expanding our vocabulary and using creative writing techniques from the book Rip the Page, which provides fun ways to explore new words and expressive prose. We also have had fun doing Ian Byrdseed’s Grammar and Parts of Speech Party to practice things like conjugation of verbs, noun-verb agreement, and sentence construction.

For reading comprehension, and to connect with our recent unit, we read the book Seepeetza, and students appeared to enjoy reading the story aloud as a class. Everyone had their own copy of the book and we read along together, discussing new words and the history of residential schools as we went along. To show their understandings, students created venn diagrams comparing their life with Seepeetza’s, and they also answered questions about the novel on their e-portfolios.

To practice proper paragraphing and research skills, and to show knowledge about discrimination in Canada, each student wrote a paragraph on one example of discrimination in Canada. If anyone has not put this on their e-portfolio, please do so as soon as possible.

In December we enjoyed a great visit to the Museum of Vancouver to see “City Before the City”, an exhibit dedicated to exploring belongings, language, and the story of the Musqueam First Nation. We discussed the idea of reconciliation in connection with problem solving from our unit, and we had the opportunity to look at specific First Nations’ belongings, pretending to be museum curators organizing them according to categories of economy, community, and ceremony — three ideas that helped shape our discussion of what it was like in First Nations’ villages.

CSI Science!

We have conducted a variety of labs that provided opportunities for students to use science, critical-thinking, and observation skills to solve crimes, which was lots of fun! We learned how to document a crime scene and how to evaluate fingerprints, bullet hole cracks in windows, bones, dental impressions, and unknown substances to determine identities of suspects and victims. We did several labs that allowed us to discuss physical and chemical properties of substances, such as the Crummy Cake Caper, and we even used fire to determine the chemical composition of fibres from a crime scene! We also had a visit from the BC Coroner’s office, and three members of their team explained some real-life solved and unsolved missing persons cases. 

Math

We continued to work our way through Math Curiosities, trying out a variety of real-life math conjectures, as well as interesting patterns, math optical illusions, and more. Each student is now responsible for making a mini math poster, Google Doc, or Google Slides presentation to explain one conjecture or pattern they particularly enjoyed. They will do some research on the topic, explain the conjecture and how it works, see if they can find out how long people have been working on the conjecture, and then use visuals and numbers to present their knowledge.

We have also been doing problem solving using Singapore Math visual diagram strategies from the book Word Problems from Literature, which involves word problems from Lord of the Rings, The Hobbit, and other popular stories. We have also enjoyed doing word problems from The Book of Perfectly Perilous Math, which we solve collaboratively using a variety of math strategies. During all of this we have been discussing strategies for solving word problems: reading carefully, using visuals to represent information, documenting your thinking, being patient with yourself when you can’t get the answer right away, and slowing down your thought process to ensure you have considered all information.

Finally, we enjoyed doing problems from You Do the Math: Solve the Crime. Students worked collaboratively to solve problems, and then as a class, we went through the answers and did mini lessons as needed. These problems cover area, unknown quantities, coordinates, measurement, decimals, fractions, and more from the curricular content and competencies in math. 

Art:

Before break, we were maker crazy, creating many cool items to either hang on the tree or share with others. This included some colourful wool creations, as well! Upon our return, we worked on the ABCs of Life, which is an alphabet giving advice to everyone on how to be happy. It is based on a print Ms. DeTerra has in the classroom. We voted on the words we wanted to use for each letter, which was a thorough discussion! Then we each took responsibility for different letters. Look for this to be on display in the school hallways soon! Coming up next, we will continue our discussions about elements and principles of art, which we began before break, and I look forward to doing some collaborative art with everyone soon.

PE and Health, French, Music:

We are monitoring our fitness levels in PE, competing against ourselves! Each time we meet, students try to beat their own times for sprints! Also, we have begun working on a drama unit, focusing first on different types of movement you can use to create characters. Our theatre games and movement exercises are noisy and chaotic, so they are best done in the gym! Starting Tuesday, we will be focusing a bit more on French, with the goal of developing sounds and basic words to have a conversation with someone who already knows French in the school community. More to come on this later!

In Music, students will be working on the recorder soon. Please see the gold notice that was sent home to order a recorder if anyone doesn’t already have one to bring to school to use.

Other News:

Our new unit is on MEDIA — I will make a separate post with the details that I am putting up on the board today.

No School on Monday, Jan. 28th for Curriculum Pro-D Day.

We will be having a student teacher join us for the short SFU practicum, for three weeks from Feb. 4-22. I will send an email to all of you with details. I am still doing the main teaching, and the student teacher will have opportunities to work alongside me for three weeks and learn, and to teach some lessons along the way. Please welcome her on Feb. 4th!

Field Trip Notices are going home tomorrow for our trip to the UBC Biodiversity Museum and Earth Science Museum on April 23rd, and to the GVRD Watershed on May 8th. The notices are going out early and at the same time because we need to pay deposits for these activities early. Thank you for getting payments and forms in by January 31st.

Learning Conferences for Report Cards will be from Feb. 27-Mar. 5, and our Student Led Conferences Event will be on March 14th from 2:15 – 7:00 PM. There is an early dismissal at 2PM on both Thursday March 14th AND Friday March March 15th. A notice will be coming to you on February 1st with more information so you can sign up for your time to come.

Thank you to everyone for filling out the field trip survey. We are going ahead with 3 of the trips, which includes the GVRD Watershed, the UBC Biodiversity Museum, and Dragon Boating on three days in late May/Early June. But we may not do the Deep Cove Kayaking as we don’t have enough parent drivers based on your responses and the bus cost to Deep Cove, in addition to the kayaking cost, is prohibitively expensive. I will be looking for another end of year option for us. Stay tuned!

Coming in Late— As a reminder, the doors to the classroom open at 8:50 AM and school starts at 8:55 AM. We have had a number of lates (so many I have regular stacks of late slips), and I want to encourage everyone to do their best to arrive at 8:50, which allows students time to get settled, find their seat, put away their coat, and not walk in when everyone has already started work. Thank you as always for your support!

Okay, enough details for now. Stay tuned for more information as we start a new unit!

Problem-Solving Project! First Week Back Summary & Project Details

Happy New Year!

We are in the process of completing our problem-solving unit! After returning from break, we:

  • Continued talking about the concept of PERSPECTIVE and how our cultural background, emotional state, and the needs we are trying to meet ALL impact the way we see the world, our relationships with others, and day to day situations.
  • Used critical-thinking skills to do Perfectly Perilous Math Problems and Word Problems from Literature, while discussing strategies for math problem solving such as collaborating with others, drawing visuals such as bar diagrams, reading problems carefully, and writing down relevant information.
  • Solved some more CSI Forensics Challenges about reading body language to detect deception AND to use observation skills to identify the owners of fingerprints! We are also finishing You Do the Math: CSI, which has math problems on area, coordinates, equations, multiplication, basic fractions, and more. We will be going over the answers to these questions on Monday, so some students have taken home the duotang to catch up at home.
  • Read My Name is Seepeetza, which details the Residential School experience. We are continuing our read aloud as a group that we started before break. 
  • Finishing our mystery stories and paragraphs on discrimination in Canada. These items need to be sent to Ms. D ASAP and/or posted on the e-port, as they were due Friday, January 11th.
  • Started a new, daily writing routine which comes from the book Rip the Page, during which we will enhance vocabulary, practice grammar, look at ways to stimulate our creative writing, and work on making our prose more interesting to the reader.
  • Participated in DRAMA activities about movement during our gym time, as we get ready to do some theatre-related tasks for late January and February.
  • Enjoyed a variety of new books Ms. D added to the classroom library such as The Miscalculations of Lightning Girl, No Fixed Address, Sweep, The Elements in the Room, Treasure Hunters, and more.
  • Began a new art project on the ABCs of Life!

So, we have been very busy and it has only been one week back! I look forward to the 2.5 months ahead of us.

Everyone is now working on our end-of-unit project SOLVING A PROBLEM!

FIRST, IDENTIFY A PROBLEM! First, we had to find a problem in our community, in school, or in our home that we want to solve! It has to be something we really care about. The problem needs to be clear. You need to ask questions to define the problem. You need to find out what other people’s perspectives are about the problem. Is it really a problem? Your problem doesn’t have to be big, but if it is, you can contribute to the solution — you don’t have to solve it yourself! Watch two videos to help you think: How to Define a Problem by Crash Kids Science, and The World’s Largest Lesson which details how young people around the world have been solving problems to help the United Nations meet Global Goals to improve the world by 2030. 

Ask questions? Do some research! What have other people done to solve this problem? What do you know about the problem?

WHAT DO YOU WANT TO SEE HAPPEN?

Detail in your journal what you want to see happen when the problem is solved. What will your solution help do for us?

WHAT ARE POSSIBLE SOLUTIONS?

Document some possible solutions. Come up with more than one. Will you INNOVATE, INVENT, or CAMPAIGN to solve this problem? What might that look like? 

EVALUATE EACH OPTION!

For each solution, create a pros and cons chart. Think about which solution will be easier to implement and makes the most sense.

SELECT ONE OPTION!

Select one of your solution options and tell us why you have chosen it in your journal.

DOCUMENT

Take notes as you do research on your problem. Record the notes in your journal or in Google Docs. If you read a website, record the name of the website, the article you read, and the date the article or website was published.

Document your solutions, the pros/cons chart, and the reasons why you chose the solution you did. Tell us your PLAN to solve the problem and the steps you will follow.

Take pictures of your process as you work to solve the problem! You can put these pictures on your e-port and explain what you are doing. 

AFTERWARDS

After you have tried to solve the problem, write a short reflection paragraph. What went well? Did you solve the problem? If not, what would you do differently next time? Maybe you were successful with this step — now what would you do to keep going with your efforts to solve the problem?

I look forward to seeing how you use your problem-solving skills to address change in our classroom, school, community, or at home!

1 … 15 16 17 18 19 … 29