Wood Working with Divisions 3 & 4

During the busy month of May, Divisions 3 and 4 have been creating wood working projects. We used the “Wood Working Kits” available from the District Resource Library to complete the projects. The kits contain many different tools and supplies. Some of the tools we used included the back saw, mitre box, square, clamp, hammer, nails, glue, sandpaper and safety goggles. The wood for the projects was donated by The Ruholl Family, thank you for your generosity!

The project we completed was a tablet stand which supports your tablet/iPad or phone when you want to view the screen ‘hands-free’. We learned a lot during this project; how to select wood, work safely with tools, measure and cut accurately, assemble and sand our project. Students worked with classmates at every step of the process, offering advice and helping hands!

Please visit your child’s blogfolio to read about their thoughts on the project.

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Gymnastics

April is Gymnastics month. So much fun!

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Burnaby Village Museum

Division 4 visited the Burnaby Village Museum and participated in two educational programs – Business as Usual and Fairground Physics.

Business as Usual offered hands-on activities at the barbershop, general store, print shop, bank and blacksmith. We talked about how gender roles and technology changes affected the workplace by  comparing our own community with one from the 1920s.

In Fairground Physics, we practiced scientific inquiry in fun ways, using principles of measurement, geometry, sound, and force to discover the inner workings of the 105-year-old carousel. Plus, we were able to ride the Carousel…twice!

“I learned that when I went on the ride if you were the outside you went faster and the inside it went a bit slower.”

“Something I learned from the Burnaby Village Museum is that the carousel was never touching the ground.”

“I learned that there is a type of force called centrifugal force that makes you go outward. If you’re on the outside you go faster but if you are on the inside you go slower.”

“I learned that there is so much stuff in our past and we don’t even know about it. I also learned that you have a lot of simple machines and complex machines to use to do simple things.”

“I learned that if you want to be a printer you have to be very focused because you might cut off your hand when you are working on the machine.”

“I learned how to make cans out of sheet metal. I also learned about centrifugal force.”

“I learned that back then in 1925 everything was done manually like the printer. You had to use your feet to get it to work.”

“My favourite memory was when we went on the carousel. I was scared at first, but then it turned out to be really fun.”

“My favourite memory was when I was pretending to get my beard cut because it was really funny.”

“My favourite memory was when we pushed the carousel, and saw the inside of the dog house in the carousel.”

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PBS Jeopardy

Our school is a PBS school. What does this mean? We emphasize proactive schoolwide systems of support and strategies to create a positive school environment through appropriate student expectations in the different zones of our school.

At our last Community Gathering, Division Four reviewed the expectations “in the Gymnasium” using PBS Jeopardy. We performed a skit of the game show which reminded everyone of the Respectful, Responsible and Safe expectations in the Gymnasium. We had a lot of fun performing and sharing with the school community!

View the photos and listen to the audio version of our performance.

 

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Gulf of Georgia Cannery

Division 4 visited the Gulf of Georgia Cannery, a National Historic Site, in beautiful Steveston located on the Fraser River. We used this field experience as a complement to our Social Studies curriculum.

The class engaged in the following activities with the guidance of a Cannery Interpreter:
– Artifact examination
– Canning Line Tour
– Salmon Preservation Station
– watched the video, “Salmon People”

It was a fantastic day where the class learned about the traditional fishing methods and techniques of Coast Salish People. We connected traditional Coast Salish fishing techniques and tools to present day fishing methods. Division 4 also analyzed salmon preservation through time. 

 

Some comments were: 

“Something I learned today is that chinook is a very big fish, it’s almost as tall as me.” 

“I learned that some jobs for sorting the salmon gets paid $1 for each day they work. I also learned that kids who put out the cans gets paid  ¢ 10 each day.” 

“I learned that there were once many fish in the fraser River, but because of overfishing, there aren’t as many as before.” 

“I learned that First Nations people preserve salmon by smoking them and putting salmon in cans.” 

“I learned that your not a true canner unless your missing part of a finger and if your missing 1 finger you still work, if your missing 2 fingers you still work if your missing 3 fingers your fired because you won’t be able to hold a knife.” 

“My favourite memory was when we got to look at items and find out how it was used back in the days.” 

“My favourite memory is that movie called the salmon people and that time we looked at the fraser river.” 

“My favourite memory was when, in our groups we had to figure out what our artifact was. My group’s artifact was a salmon trap.” 

“My favourite memory was when we got to touch the fake models of the cut salmon at the washing station.” 

“My favourite memory was when our tour guide brought us to the theatre room where the movie told us about Salmon People.” 

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We Remember

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Building with Wooden Blocks

Our class have been using wooden blocks to explore some of the learning outcomes in ADST. Students have applied their designs by the employing the following concepts:

Defining

  • Choose a design
  • Identify key features

Ideating

  • Generate potential ideas and add to others’ ideas

Prototyping

  • Outline a general plan, identifying tools and materials
  • Construct a first version of the product, making changes to materials and procedures as needed
  • Record iterations of prototyping

Testing

  • Test the product
  • Gather peer feedback and inspiration

Make changes and test again, repeating until satisfied with the product

Sharing

  • Demonstrate their design and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications
  • Reflect on their design thinking and processes and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient
    co-operative work space
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Tennis with Marcus

Division 4 has been having fun and improving our tennis skills in Physical Education with our special guest instructor Marcus.

We have been working on:

  • proper technique for fundamental movement skills in tennis
  • movement concepts, which include:
    • body awareness (e.g., parts of the body, weight transfer)
    • spatial awareness (e.g., general spacing, directions, pathways)
    • effort awareness (e.g., speed, force applied to the ball and racquet head)
    • relationships to/with others and objects
  • strategies: plans and/or ideas that will help a player or team successfully achieve a movement outcome or goal

Student comments:

“I learned how to swing the tennis racket better, so I could serve and hit the ball better than before.”

“I improve on running up and getting the tennis ball over the net and with hitting the wall back and forth.”

“I improved in serving the ball and hitting the ball lighter so it didn’t go so high up in to the air.”

“I improved on hiting the ball harder and knowing when to hit and where to hit.”

“I improved at running swinging and serving.”

“My shots are lately not going to the sides of the net, my shots are straight.”

“I improved in tennis by learning how to take more control of the ball and I also improved by moving my tennis racket into more directions.”

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Learning Together with Little Bits

Little Bits empower everyone to create inventions by using colour coded bits that each have a specific function (i.e. motion, lights, sound, sensors). All bits snap together with magnets to make larger circuits.

Our class divided themselves into their groups to make their creations. They named the groups: Terabytes, Buzzers, Software Engineers, Loose Wires, Electric Shockers and Hackers.

These are some of the comments made:

“We came up with ideas that could make it more “better” or “smarter.”

“I was giving lots of suggestions to my group for ideas we could make like a car.”

“We all gave ideas like the fan and the buzzer.”

“We all showed a lot of teamwork and we worked together for all the things we made.”

“Whenever someone would build something cool I would say “whoa that’s cool!”

“Whenever my friends wanted to do an idea I would say great idea lets get to work.”

“I encourage others in my team sometimes but usually they sometimes encourage me.”

“I recommend to try little bits because it’s fun and you can learn some stuff.”

“I really love doing little bits so I want to know where did you buy it.”

“One of the ideas we made were we got as many fans as we could and made a little fan station so we wouldn’t get hot.”

“I liked that you can interact with friend, make friends and have fun. When we make creations we talk to each other. You also feel happy when you have finished your creation.”

“I liked how you can make technology with your bare hands, make your own car and it’s fun.”

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