Category: General Update

More on the human body!

Today we had another great day! First we started to get ourselves organized for work by getting our binder and journal systems set up. Students have binders for three things, and these binders typically stay in class. One is blue (the unit work), one is red (for math and other stand alone work), and the last is black (our portfolios.) Students also have a red journal booklet for writing and a blue booklet as an art journal. We went over criteria together for the writing journal and Ms. DeTerra introduced her pie writing starters, which students chose from to receive writing prompts today. The art journal will be for doodling and also for trying out art techniques before using them in larger projects.

For the afternoon session, we did some human body stations in small groups. Students rotated between different tasks designed to learn about the different human systems, whether it was labeling anatomy, reading about the systems, measuring their breathing rate, determining the length of the whole digestion system, or discovering their lung capacity using water. Please ask your child to tell you about the lung capacity experiment today!

Homework: All students have been asked to bring something in related to our unit to share. This can be an internet article they print, a link to an article they send to me in email, a book from home that has something related to the unit, a past project, or anything else they can brainstorm that may be related. I look forward to seeing what they bring in!

Talk with students about assessment

Many of the students have asked, “What is different between MACC and a regular class?” In my opinion, one of the things that will be different is that in MACC, students will have more input into their own learning environment. For example, students were encouraged to share essential agreements around behaviours that will provide them with an effective learning community. Today, they were also asked to think about what it means to be a good contributor to a MACC class.

We discussed how activities are more rich when active participation happens. How will we measure this active participation in MACC?

Students were given a rubric with the letter grades A, B, C+, C and C-. We discussed what those letter grades generally mean, based upon students’ past experiences or what they have heard.

Then, I asked them to draft on a blank rubric what participation would look like at the “A” or “B” level. In groups they came up with measurable criteria, and then we shared the criteria aloud. I recorded their responses and collected their drafts, which I will use to make a rubric on participation. This rubric will apply to all subjects and MACC 4/5 activities, and I will ask students to do self-assessments, based on their criteria and mine, as we continue during the term.

Learning how to assess your own performance is an important, lifelong skill, and students will be encouraged to answer their own question when they say, “Is this good enough?” or “Is this what you want?” I often answer by saying, “Does it fit the criteria?” or “What do you think based on what we agreed would be quality work?”

Beginning our first unit!

Today, we began our first unit of inquiry, and Ms. DeTerra introduced the focus statement to students:

Our personal choices play a role in the interconnected system of the human body.                            

For the next six weeks, we will go in depth into this unit, combining activities across the disciplines. This will be an inquiry into:

  • The systems of the body and how they work together
  • Diseases and how they impact our community
  • How the body defends itself against disease
  • The factors and strategies that contribute to healthy immunity and well-being

Our first activity today was a pre-assessment of students’ prior knowledge on human anatomy. Working in groups of three, one student lay down on a large sheet of paper while the other students traced him or her. Then, the students worked together, without looking in books, to draw everything they would be able to see in an x-ray of the body, labelling the parts along the way. Students had fun drawing together, and it was an excellent opportunity for Ms. D to see their group work skills and knowledge of our body’s inner workings!

In art today, we focused on the use of LINE, as we will be spending some time going through the elements and principles of art. Using LINES, students created zentangles on bookmarks to help with our book loan system in class. Also, they created 3D drawings of their forearm and hand. We will be doing other art related to both elements and principles, as well as the human anatomy and drawing during this unit.

For homework, students were asked to check out the blog. Ms. D encourages all parents and students to begin looking for books or articles online, in the newspaper, and in magazines, related to our unit. Please bring these things in! Students can share anything they find with the class briefly, and Ms. D will post printed articles in the classroom for sharing with everyone. You can also send Ms. DeTerra links to articles by replying to this blog post, and I will add them to the section Articles of Interest under Body Works, our first unit web list.

Essential Agreements

During the last week, MACC 4/5 students discussed the difference between rules and agreements.

Rules are things that are hard line statements designed to ensure our health and safety, and they are usually set before we even arrive at a place. For example, Suncrest has some rules designed to make things run smoothly such as walk on the right side of the hallway, don’t talk while making transitions between classes and stay within the boundaries during recess time. In our classroom, we have a few rules set by Ms. DeTerra such as no hats, gum, toys, and food during classtime, and raising your hand to speak during discussions.

Agreements are different, because with those, we all have some input and come to consensus about what the behaviour in a great learning environment should be. Through discussion and input, students are agreeing to a set of behaviours they know will help us have a positive year. Students brainstormed in small groups ideas for agreements and then shared them with another small group. One person was then nominated between the two small groups to share the best agreements from the list with the whole class. We now have a draft set of essential agreements on our whiteboard, and we hope to revisit and reword as needed during the coming week.

Ask your child about our agreements and how we use them in class!

Reading Around the World!

By now, your child should have shown you their green READING AROUND THE WORLD folder! As homework, I asked them to have you sign the letter at the front (in the top corner is fine) explaining the program so everyone understands how it works. Some quick pointers about this program designed to help students read a variety of fiction and non-fiction resources during the year:

  • When a student finishes an entry, they need to record it on the reading log, and then either a parent or teacher can sign in the teacher comment box.
  • If you run out of reading log sheets, ask Ms. D. She has more that you can add.
  • When you finish a continent in its entirety, please show Ms. D, and she will verify it is complete. Then, you get to choose a prize from the prize box.
  • When all continents are complete, then you get a free lunch with Ms. D that will be provided at the end of the year in June.
  • Students can read in any language. If you have Chinese or French books at home, for example, please use them!
  • All items read should be resources the student read THIS YEAR, not before coming into MACC.
  • If a prompt is specific, such as “Kiribati: read an online article about how this island is sinking”, then, you need to read an article about how the island is sinking. But, if it is not specific, such as “Maldives: read any mystery book” then you can read any mystery book, long or short, easy or hard, your choice. It doesn’t have to be a mystery book related to the country.
  • Don’t fill in the reading log entry until you are done with the book or resource. This is a year-long program, and you have lots of time to complete it, so even if the book is long, you need to finish it first. Some of the items on the list are quite short, so that will save you time, too.
  • This program’s purpose is fun and reading. Participation is expected, but I am not marking students on how many books they read or what they read. The purpose is to get us reading from a variety of resources throughout the year.
  • If you have trouble finding a book under a specific country, let me know!

Thank you for your support of the program, and please email me at andrea.deterra@sd41.bc.ca if you have questions.

End of a great first week!

Thank you everyone for a great first week! We completed a variety of activities designed to build community and explore our strengths.

Wednesday, students built fantastic marble roller coasters out of foam tubes (insulation tubes for pipes from Rona split in half), masking tape and items from the classroom. After a quick lesson on roller coaster physics, our classroom space became a giant display of 8 different roller coaster designs. I was impressed with everyone’s creating thinking and group work skills!

On Thursday, we worked on paper rockets! Each student used paper, tape and critical thinking to build tube rockets, each one labeled with their WISH for what they hope to get out of MACC for the year. We then went outside and launched them using the power of air and Ms. DeTerra’s PVC rocket launcher tube, designed with the help of MAKE Magazine.

On both days, we had opportunities to get to know students in other classes, both younger buddies in grades one and two, as well as peers in grades four and five. With the younger students, we participated in the whole school brainstorm around what it means to be CARING of self, school, environment and others. We also learned how to make ORIGAMI CRANES. We did this in honour of the 70th Anniversary of the atomic bombing of Hiroshima. Ms. DeTerra explained the legend of Sadako and the Thousand Cranes, which is related to the bombing and an ancient Japanese legend. Please look for it at the library, as it is an excellent book to read at the grade 4/5 level. Ms. DeTerra was impressed with how many origami experts we have in MACC 4/5 and appreciated their help with teaching other students. Perhaps we should have an origami club this year? With peers in grades four and five, we also played open games such as chess, blokus, chinese checkers and more to make new friends.

On Friday, we did some abstract art around our names, mainly designed to let Ms. DeTerra know something about our critical and creative thinking skills. These are now posted in the classroom, and we look forward to having more art to build our classroom community and decorate our learning environment. Students were introduced to our year-long MACC reading program Reading Around the World, and they were asked to bring home their green folders for parents to see and sign for the weekend. Finally, there was a giant Capture the Flag game between all grades 5-7 out on the fields.

Already, MACC students are making new friends, which is wonderful to see. Ms. DeTerra sent each student a personal letter during the week, and they responded on Friday with their own letters, which will give Ms. D more information about their learning styles, likes and dislikes, and personalities.

Just a reminder!!! If you have not turned in the parent questionnaire, please do get it in as soon as possible. If any child has not turned in their personal letter or brought their supplies, please do so on Monday. Next week, we will discuss more about our first UNIT of the year, and we will also receive agendas to take home. Thank you for a great week!!

Our First Day!

Welcome everyone to Suncrest Elementary! Today everyone received a personal letter from Ms. DeTerra telling more about herself. Please take some time to write a letter back! Letters can be in pen/pencil, typed/not typed, handwriting/print. As long as it is done and tells me some great details about you. Use my letter as a guide. These are due on Friday, September 11th. Look forward to getting to know everyone!

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