November 18th - 22nd


Learning Intention: (Science)
- Energy: Understandings of the physical world are deepened by investigating matter and energy
- Students investigate the behaviours of light

I Can:
- Identify sources of light
- Conduct an investigation to determine how the path of light can be affected
- Examine how natural objects affect the path of sunlight

This week we had lots of fun investigating and exploring light energy. We started our exploration by coming up with ideas or facts that we thought we already knew about light...
  • "Nothing is faster than the speed of light!" - HM
  • "If something blocks the light it will make a shadow." - JO
  • "A natural source of light is the sun." - EA
  • "The most (main) source of light is the sun" - MWa
  • "The moon gets it's light from the sun!" - BG
  • "Light helps you see in the dark...and you can also play with light using a flashlight!" - MWe
  • "You can hold your hands in different ways to block the light and make shadow puppets!" - VW
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Students investigated the behaviour of light using a variety of materials at different centres. 
Ask your child to tell you what they discovered!



 "We had so much fun and learned lots just by playing with light!" - BG
We reviewed some terms and talked about our new discoveries.



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We had a really great time at Telus Spark and lots of fun investigating light energy with our program leader Rosemarie! We experimented with the electromagnetic spectrum as well as explored the light we can see and the light that we cannot see. Students participated in various experiments where they were moving, manipulating, reflecting and refracting light. 






We also really enjoyed exploring some of the other great areas at Telus Spark during our free time! 
A huge thank you again to our volunteers for joining in on the fun with us! 






November 14th - 15th

 

Learning Intention: (Math)
- Students investigate addition and subtraction within 100

I Can:
- Recall and apply addition number facts, with addends to 10, and related subtraction number facts

Our conversation began with the question - What do you think the words 'adding and subtracting' mean? Students shared the following:
  • "Adding means like 2 + 2 = 4."
  • "When you add things together it means you get more."
  • "Subtracting mean you are taking something away."
  • "When you subtract numbers it means you end up with less"
Building math fact fluency is the ability to recall the answers to basic math facts automatically and without hesitation. Automaticity in math facts is fundamental to having success in many different areas of higher mathematics. We work on building our basic facts fluency in lots of different ways such as dice and card games, number talks and problem solving...we even practice our math facts in the gym during our bean bag toss warm ups! Ask your child to tell you all about it!



We also use a variety of tools in our math learning. Students are encouraged to use manipulatives such as blocks or counters, hundreds charts, number lines, or whiteboards while completing in their math work.



Here is some parent information about addition and subtraction from our Math Up resource:




November 4th - 8th

 


This week we spent some important time learning and reflecting about Remembrance Day and Indigenous Veterans Day. We talked about how many generations of Canadians have served our country during times of war and conflict. We reflected on the courage and bravery of the young men and women who made so many sacrifices to help ensure that we live freely and peacefully today. 

Learning Intentions: (ELAL)
- Students examine and apply a variety of processes to comprehend texts
I Can:
- Share connections to and comprehend information from illustrations, visuals and texts
- Record factual information through messages the include images, words and sentences

Learning Intentions: (SS)
- Students explore the dynamic relationships between people, place and time
I Can:
- Understand how Indigenous groups inhabited the land and had unique ways of living on the land





Thank you to BG for sharing these important artifacts from his family


We read the story 'Meet Tom Longboat' and learned that Tom was an Onondaga runner from the Six Nations Reserve near Brantford, Ontario. He really loved to spend his time outdoors running and was well known all over the world for his successes in running marathons. Tom Longboat served in the first World War as a messenger for the Canadian Army, running through treacherous lands to deliver and receive important messages.




We also learned about how different animals served in the war.
Click the poster below to link to a page where you can read more about the animals and how they helped!






October 28th - November 1st

 


Learning Intentions: (Science)
- Students investigate properties of materials 

I Can:
- Sort various materials as being natural or processed
- Identify properties of natural and processed materials 
- Measure various materials 
- Represent the life cycles of various plants and animals
- Make and record observations, collect data and compare with others


Thank you again to all of our grade 2 families who donated pumpkins for our science investigation this week...we appreciated your generosity and had lots of fun looking closely at the properties of the different pumpkins! 

We took a minute to talk about the terms 'natural' and 'processed' and played a little game of 'I Spy" around the room. Students were quick to point out lots of processed materials such as pencils, dice, chairs, and tables. And found many different natural materials in our room as well, such as the bamboo plant and our favourite little lizard, Echo! We did get a little stumped by the orchid plant...turns out it's a "really real looking fake plant!"

Next we watched a video about the life cycle of a pumpkin and recorded our findings in our visual journals. 



  • "I didn't know that there are 5 stages in the life cycle of a pumpkin!"
  • "I learned that one of the stages is a flowering vine."
  • "I didn't know that it has male and female flowers."
  • "I was surprised to find out that pumpkins are actually green before they turn orange!"
  • "Now I know that when the vine turns brown it means the pumpkins are ready to pick!"
  • "It takes 10 days for the seed to turn into and sprout and 45 days for a pumpkin to be totally ready to pick!"
  • "Bigger pumpkins usually have more seeds in them than smaller pumpkins."
Next it was time to look closely at our pumpkins. We talked about the word 'properties' and discussed different examples of properties such as -
  • size
  • colour
  • weight (mass)
  • texture
  • shape
We also used a variety of other fruits and vegetables to also look closely at and compare to our pumpkins. Students were extremely excited as we cut these foods in half and passed them around to look at...in fact it made them break out into song!















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