Category: Core-Creative/Critical Thinking

Students had so much fun prototype narratives on Friday afternoon during our Serious Lego Play Workshop.

Poems will be uploaded to your child’s Spaces Account later this week for viewing.

The Burnaby School District provides students with access to a variety of digital tools, which include technologies and information systems. These tools enhance learning and include: websites, programs to “chat” and message one another, discussion boards, video conferencing, email, secure virtual classrooms, and storage for your files.

Students – or in the case of younger children their parents or guardians – are asked to review and are expected to adhere to these guidelines.

Guidance about what to do and not to do

What to Do

• Do treat others fairly and with respect.
• Do use the devices owned by the Burnaby School District and the digital tools provided by the District for educational purposes.
• Do understand that you are responsible for your actions when using technology.
• Do keep your personal information private.
• Do respect the privacy of other students and adults.
• Do know there is never a 100% guarantee of privacy with any digital tool or platform, including: secure virtual classrooms, chats and messaging tools, discussion boards, video conferencing tools, email, file storage and public websites.
• Do report uncomfortable, unsafe, or inappropriate behaviour or messages to your teacher or principal.
• Do follow copyright laws.
• Do respect and acknowledge the ownership of others for their creative works.

What Not to Do

• Do not share your passwords.
• Do not use chat and messaging services provided by the District to connect with students and teachers outside of the online classroom environment.
• Do not falsify your identity or use someone else’s identity.
• Do not take pictures or videos of others and share them without their permission.
• Do not hurt or mistreat others by what you create or share.
• Do not harass, stalk, bully, threaten, insult, abuse, or attack others.
• Do not damage computer systems, networks, digital tools or content.
• Do not access secure information owned by others without their permission.
• Do not use information provided by others without their permission or use the work of others as your own.
• Do not use District or personally owned devices for commercial, illegal, or malicious purposes.
• Do not access and/or distribute pictures, video, audio or text containing inappropriate language or nudity.
• Do not meet with someone you met online without the consent of your parents or guardians.

GUIDELINES FOR VIRTUAL CLASSROOMS AND VIDEO CONFERENCING

Online classroom sessions include virtual classrooms, blogs, messaging, chats and video conferencing tools.

Etiquette

• Come prepared and be on time.
• Work in a room with no distractions. Turn off the TV, other computers, music or anything else that might distract you or your classmates.
• When you first enter the virtual meeting/classroom, please mute your mic and turn off your camera.
• If your teacher asks you to turn on your camera to participate in the discussion you may do so.
• Consider your background and any personal information you may be displaying like photographs or personal items.
• This is a school activity and you should be dressed appropriately.

Behaviour

• The same expectations present in the physical classroom are expected while video conferencing or participating in online classroom sessions.
• Questions and comments should be related to the class.
• Be a respectful listener while your teacher or another student is speaking.
• Do not be a distraction to others.
• Your teacher is the moderator and will guide participation in the activity.

Permission

• Do not use District online classroom sessions to initiate individual or group video conferences, chats or messages without yourteacher or permission from your parents or guardians.
• Do not record or capture any part of an online session. Your teacher may record a session or a lesson for future reference. Any recording will be done with student cameras off.

Finally … Be patient. Technology can be temperamental, so when glitches happen, take a breath and be understanding.

Recently in class students participated in a climate justice and climate change simulation.  In this simulation students learned about the consequences of climate change, the injustice, and effects of climate change often experienced by vulnerable populations around the world.
Students work in groups to build communities and attempt to develop mitigation and adaptation strategies while experiencing the impacts of climate change (droughts, tropical storms, rising sea levels, and other impacts of climate change).

Some of the takeaways were:

Climate change is affecting those who are often contributing the least. The people hit the hardest are those already living in poverty and at higher risk.

The simulation also highlighted the affects that climate change is going to have on people.

– Climate change is affecting our ability to grow food. Growing seasons are disrupted or shortened and storms, droughts, and floods all
affect harvest outcomes.

– Climate change is affecting where and how we live making people relocate and find new homes after generations of living in one area. It is also causing extreme storms, rising sea level, melting permafrost, etc.

-Climate change directly affects human health and safety and can lead to the spread of diseases (like malaria), heat waves, wild fires, air pollution.

This lesson is going to be one of many climate change lessons as we explore more sustainable ways of being and doing in our world in an attempt to protect the planet.

After Spring Break students will also be participating in Indigo’s Read for the Planet Program and as a classroom we will be exploring ways we can take action in our school and the broader community to combat climate change and keep our planet healthy for more years to come

Students are naturally curious about the world in which they live. They want to know more about their planet and are concerned with the challenges we face. Reading and learning together with your child is a safe and supportive way to develop awareness and ideas for ways to care for the planet. Reading about how to care for the planet can also help deepen connections to other people and the planet—connections critical for understanding the challenges and opportunities being faced in communities around our planet.

The attached resource was designed by the Indigo Love of Reading Foundation in partnership with our curriculum partner, The Critical Thinking Consortium (TC2) as an extension of our school-based Read For The Planet learning modules. We know that schools are just one place students learn and that home is a critical space for expanding on and practicing what happens in the classroom. This guide provides parents and caregivers with book suggestions, worksheets, discussion prompts and a template for a home-based action project all to help you and your little changemaker to get inspired through reading and have fun while learning about the environment together.

http://This lesson will invite students to examine the qualities of people or actions intended to address climate change or other environmental issues. The focus will be on helping students explore and decide what actions they might take.

Lesson Retrieved From: http://www.mcic.ca/uploads/documents/Climate%20Justice-Final%20PDF%202022.pdf

Black History Month

By: Ashley

Black History Month

By: Ashley lyske

Black History is an important part of our history that we must

Learn about, and

Acknowledge.

Carter G. Woodson started Black History in 1996

King (Martin Luther) was a well-known leader of nonviolent resistance to equal rights for all.

Hariet Tubman escaped slavery and played an important role in helping others through the underground railway

I have a dream was a famous and powerful speech by Martin Luther King.

Stop violence against all people

Treat

Others

Respectfully, kindly and how you would like to be treated

You are the change

Our Differences

By: Arielle

We are a community of varieties
But some were treated unfairly
People were tortured and blamed in our society
We couldn’t speak for ourselves clearly

Some were sold as slaves and maids
As a result, our numbers decreased
They were bruised and used in the trades
Wanting to be released

Racial Injustice/Inequality

By: Andrea

Slavery started in 1619
Back then people were controlled
Now this has changed, they are finally seen
And history has been told

We all have our differences
And that’s what makes us unique
We should stop ignorance
We have a voice, we’re not weak

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https://sd41-my.sharepoint.com/:p:/g/personal/2574689_edu_burnabyschools_ca/ETRNrVJco_dCpEfjtYqWTrUB2UrSlF-c4pM2KUuCSwfpmQ?e=wLrpD5

https://sd41-my.sharepoint.com/:p:/r/personal/1445002_edu_burnabyschools_ca/Documents/undreground%20rauleosad.pptx?d=wd7c12e04dd634ee0aeca555f96736ba4&csf=1&web=1&e=Q0RP7h

This past week we have been learning about figurative language and poetic devices.  If you would like to have a closer look all poetry has been uploaded to our Spaces accounts.