Les projets d’écriture

In Term 3, we focused on narrative writing. Students were able to choose between different formats, such as picture books or graphic novels.

Division 10 first practiced writing un brouillon (rough draft) and then having them both peer edited and corrected by the teacher. Finally, they created une copie finale (final copy).

For many students, this was a first experience with writing rough drafts. Writing takes lots of effort!

It also uses many core competencies. We used creative thinking skills to create the stories. We used critical thinking in mapping out the stories and then reviewing work via POMMES. Finally, we used communication and personal/social responsibility skills in respectfully looking over each other’s work.

Today, we shared our projects with peers. It was a time to celebrate the process, not just the finished product. Bravo to the young authors of Division 10!

 

On s’inspire de nature

British artist Andy Goldsworthy continues to inspires us. Nature continues to inspire us.

In the fall, we explored the autumnal hues of red, orange, and yellow. We played with the crunchy texture of dried leaves or the bumpy scales of cedar pinecones.

Today, on this spring day, we observed the lush green of young plants overcrowding our garden trough or the pastel petals of nearby cornflowers. We found feathers on ground, possibly from a nearby starling nest.

In this art activity, students practiced math skills in creating patterns or aiming for symmetry. In choosing their materials, they compared size and assessed whether to use small or large items to create their visual effect. They also practiced science observation skills in observing plant parts.

On explore la mesure dehors

We practiced another outdoor measurement activity from the fantastic resource Messy Maths by Juliet Robertson.

Students observed objects in front of our school. They practiced using comparative language, like le plus grand, le plus long, le plus gros.

Voici la plus petite plante. Peux-tu la voir? Here’s the smallest plant in the trough. Can you spot it?

We looked at comparing height, length, and width. Further math talks could focus on depth, distance, or weight.

Voici le contenant en bois la plus large. Here’s the widest wooden container.

We hope to return to this activity so that students can create their own measurement competition for peers. As Robertson suggests, some sample questions could be:

  • “Which is the biggest and smallest door in the school?”
  • “Which is the widest and narrowest window?”
  • “Which is the tallest and smallest plant they can find?”

Not only are students practicing to use comparative language but getting to know their school environment better.

Quelle heure est-il?

We’re currently learning to recognize digital and analog time. We’re also learning to understand duration. How long is a minute? How long is an hour? What about other time intervals?

Inspired by Juliet Robertson’s book Messy Mathsstudents practiced telling the time using hula hoops, chalk, and sticks.

We wrote hours inside of the clock face and minutes outside of the clock face. First marking benchmark numbers of 12, 3, 6, and 9 helped us space out the other numerals.

Les chenilles (et futurs papillons)

Division 10 has some visitors! We have Painted Lady butterfly caterpillars in our classroom.

We hope to see all of our caterpillars survive and develop into these beautiful butterflies.

Students have many wonder questions about this local species and about butterflies in general. We plan to find as many answers as possible in the coming weeks. We also plan to continue adding more questions as they come. Here are some questions from today.

How much pollen do butterflies need?
What kind of animals eat butterflies?
How many kilometres per hour can a butterfly fly?
I wonder how many species of butterflies there are?