The Learners of Division 13

Ms K Shellard and Ms G Lee's Grade 2 Class

Snowy Forest Winter Art

Dear Families,

Over the past week we worked on a Snowy Forest art project based on the book Once Upon a Northern Night by Jean E. Pendziwol. It is a beautiful story that contains winter pictures and lovely words with many similes. We created our snowy forest art using many steps. First, we painted our snowy background. Then we learned how to fold different sizes of paper in half,  draw a tree, and cut it out in order to make a full tree (symmetry). We also learned about these art concepts: foreground (larger trees in the front), background (smaller trees in the background), layering trees in front of and behind others to create the look of a forest, learning about perspective so that it creates a feeling of depth. The students “played” with their cut out trees in order to give the perspective of a forest that looked best to them. We then glued the trees and cabin down, added snow by “flicking” it on, added snow to the tops of the trees and finally added glitter to add some sparkle.  They turned out beautifully, as I’m sure you can see. We also assessed our own art, including how we felt about it and whether we met the criteria of the lesson. As a class, we learned to have a growth mindset, to be willing to move our trees around and that our strength lies in  our willingness to try new approaches.

Big Idea: Inquiry through the arts creates opportunities for risk taking.

First Peoples Principles of Learning:

  • Learning takes patience and time.

Curricular Competencies:

  • Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts
  • Develop processes and technical skills in a variety of art forms to refine artistic abilities

Content:

  • elements of design: line, shape, texture, colour, form
  • principles of design: pattern, repetition, rhythm, contrast

Core Competency: Creative Thinking

  • Creative growth requires patience, readiness to take risks, and willingness to try new approaches.

Learning involved:

  • Students learned the significance of following step-by-step instructions with careful considerations when engaging in art activity using mixed media.

Growth Mindset

Today, we learned about growth mindset vs. fixed mindset. We engaged in this activity in two parts. Please note that there is a purple notice coming home today for your information. Thank you for your support in helping your child develop a growth mindset at home.

Part 1:

First, we laughed together when Ms. Lee read the book “Stuck” by Oliver Jeffers as an introduction to our growth mindset vs. fixed mindset activity. Through this silly and funny book, we learned that we should try to find solutions when we are faced with a problem. Then, we collaborated with partners to brainstorm statements that align with growth mindset and fixed mindset by engaging in a sorting activity.

Part 2:

In the afternoon, we brainstormed traits of fixed and growth mindset using a famous quotation by Albert Einstein: “The most important decision we make is to believe whether we live in a friendly or hostile universe.” We talked about how people who choose to live in a friendly universe believe that their life is happening for them and how these people have an attitude of a learner. They are curious and believe that there is solution for every problem and they solve it through action. In contrast, people who live in hostile universe believe that the world is against them and set their value around being the best or the smartest. They tend to defend and complain. After our very insightful class discussion, we engaged in goal setting activity for 2023.

Big Idea: Confidence develops through the process of self-discovery & learning is a lifelong enterprise.

First Peoples Principles of Learning: Learning is holistic, reflexive, reflective, experiential, and relational.

Curricular Competencies:

  • Identify and appreciate their personal attributes, skills, interests, and accomplishments
  • Recognize the importance of learning in their lives and future careers
  • Set and achieve realistic learning goals for themselves

Content: 

  • Identify steps required to help achieve short-term goals
  • Identify sources of support at home, at school, and in the community

Core Competencies: Personal Awareness & Responsibility

  • I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.
  • I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.

Write the Room: 2D Shapes Review

In math, we are exploring the concept of 2D shapes and 3D objects through engaging activities. Today, we reviewed 2D shapes by exploring pictures of real-life objects with different shapes posted around the room!

Big Idea: Objects and shapes have attributes that can be described, measured, and compared.

First Peoples Principles of Learning: Learning is holistic, reflexive, reflective, experiential, and relational.

Curricular Competencies:

  • Use reasoning to explore and make connections
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms
  • Communicate mathematical thinking in many ways
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
  • Visualize to explore mathematical concepts

Content: 

  • sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule
  • describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles
  • identifying 2D shapes as part of 3D objects

Core Competencies: Critical and Reflective Thinking

  • Profile 4: I communicate clearly and purposefully, using a variety of forms appropriately.

Learning involved:

  • Students show what they already know about 2D shapes
  • Students deepen their understanding of 2D shapes by connecting it to real-life objects

Snow Business Inc.

Last week we were excited to present our evening performance of our Winter concert called Snow Business Inc.  The students worked hard to learn their songs and their actions. They did a beautiful job up on the stage for the first time in a school performance where we all came together. We hope you were all able to enjoy it! Well done Div. 13!

Pancake Breakfast and PJ day

Today was our pancake breakfast and pj day! We were the last group to go down and I didn’t think they expected us to eat so many pancakes! Many of the kids had two and they were a great hit! We were all so comfortable in our pj’s and this was an awesome way to end the school year.  Thank you to the many parents who volunteered to help during the breakfast. We really appreciate you!

Thank you Families of Div. 13!

Dear Families of Division 13,

WOW! Thank you so much from both of us! We are so grateful and inspired by your kindness and generosity this holiday season.

Wishing you all a very Merry Christmas & Happy Holiday season filled with love, warmth, and cheerful celebration! We hope you enjoy the snow together.

Thank you again for your thoughtfulness this holiday!

With Gratitude,

Kelly & Grace

Holiday Celebration: Gingerbread House!

In celebration of the upcoming holiday, we created our very own gingerbread house! First, we designed and sketched our ginger bread village. Then, we gathered materials, washed our hands, and sanitized our tables. Finally, we built our gingerbread house with lots of candies and creative freedom on our individual cake boards! As you may have noticed when they arrived at home, many of us went candy-overboard! 🙂

A special thanks to Shauna and Nelson for making the most perfect icing for building gingerbread house and Krista and Carley who came into our classroom to help out with the set up, building and the clean up! We also appreciate everyone for bringing candies to share!

On Monday, we were also busy finishing up our month long secret project. Please place the envelope that came home on Monday under your Christmas tree and open it on Christmas day!

Finally, this holiday season, we wish our students and their families much love, laughter, and lots of time together! May the year 2023 be a year full of lovely surprises, happy moments, and simple joys! We are so grateful to be part of such a caring classroom community! Thank you parents for your continued support this past year!

Love, Ms. Lee & Ms. Shellard

The Watershed Workshop By Metro Vancouver

This week, we participated in the watershed workshop by Metro Vancouver in the flex room.

We learned…

  1. Watershed is an area of land where the water “sheds” the water it has  collected from rainfall or snowfall.
  2. Our tap water in Burnaby heights area comes from the Seymour watershed. However, when the water supply is low in the summer, we get it from Coquitlam.
  3. Humans are the only species that damage the planet. For example, sunscreen that we use pollute the lake when we go swimming.
  4. Metro Vancouver has one of the cleanest water on our planet – we can drink tap water.
  5. We all share water. For example, clean water equals healthy salmon equals healthy forest.
  6. Conservation efforts: Ways to save water
    1. Turn off your tap when brushing your teeth
    2. reuse water if you don’t finish water in your water bottle by watering your plants or grass
    3. take a short shower (recommendation: maximum 5 minutes)
    4. avoid watering grass in the summer as it does not kill the grass but goes dormant
    5. Saving laundry until you have a full load

Scientific words: precipitation, condensation, watershed, reservoir, biodiversity, H2O

Cross Curricular workshop: Science and Social Studies

First Peoples Principles of Learning: Learning recognizes the role of Indigenous knowledge

Science

Big idea: water sources, including local watersheds

Content: 

-water sources, including local watersheds

-water conservation

-the water cycle

-local First Peoples knowledge of water: water cycles, conservation, connection to other systems

Social Studies

Big idea: local actions have global consequences, and global actions have local consequences

Content:

-how people’s needs and wants are met in communities

-relationships between people and environment in different communities

-diverse features of the environment in other parts of Canada and the world

-rights and responsibilities of individuals regionally and globally

-rights and responsibilities of regional governments

Snow Business Inc.

Yesterday and today we had our first practices on the stage for our upcoming musical, Snow Business Inc. We are learning our songs, the actions, how to enter and exit the stage and our spots on the risers. We can’t wait to share our Winter Concert with you next week.

Curricular Competency

Big Ideas (Arts Education):

  • Creative expression develops our unique identity and voice.
  • Inquiry through the arts creates opportunities for risk taking.
  • People connect to the hearts and minds of others in a variety of places and times through the arts.
  • Drama and music are each unique languages for creating and communicating.
  • Strong communities are the result of being connected to family and community and working together toward common goals.

Exploring and creating

Explore personal experience, community, and culture through arts activities

Communicating and documenting

Experience, document and share creative works in a variety of ways

Content

Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment

Indigenous Principles of Learning

Learning is embedded in memory, history and story

Go, Canada, Go!

On Tuesday, the Primary classes watched Canada play in the World Cup. It was so great to be all together and cheer on Canada for the first time in 36 years. There were tons of soccer jerseys and lots of red, white and maple leaves.  It was an exciting game with a great deal of cheering and excitement.

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