February 17th - 21st

 


Once again we'd like to give a huge thank you to our Parent Association for covering the cost of our Teacher's Pet in-class learning experience!
Thank you also, for the parent volunteers who came to help us out with this in-class field trip this week!

Learning Intentions: (Science - Earth Systems)
- Students investigate Earth, its landforms, its bodies of water, and its relationship to the sun.

I Can:
- Identify landforms that are found locally or in Alberta
- Compare various landforms on Earth's surface
- Create a model to represent various types of landforms / bodies of water
- Represent various components of Earth
- Discuss how the various components of Earth interact to support life
- Represent ways that Earth's rotation connects to patterns of day and night
- Describe the relationship between time and Earth revolving around the the Sun


During our in-class field trip, students had a chance to move through different stations to learn about various components of Earth, it's landforms, bodies of water, as well as its relationship to the sun. 

Components of Earth Station
At this station students created a web using ropes that represented the various components of Earth such as, air, water, land, plants, animals, and the sun. Once the web was established they placed Bentley the Bison on the web to see if the components of Earth would support (hold) him...which we discovered it did! Slowly, students began to remove the ropes (different components) one at a time, to see what would happen as some of Earth's important components disappeared. What we learned was that Bentley could no longer be supported. 




Landscape Model Station
Using plasticine, tin foil and a plastic container, students created a model of the different landforms (mountains, glaciers, hills, valleys, plateaus, prairies, wetlands) and bodies of water (oceans, lakes, rivers, streams, creeks) that we have been learning about. 



Virtual Reality Station
At this station, students had the chance to put on VR headsets and explore some virtual landscapes, animals, as well as the Northern Lights! There was lots of ooing and awing as they visited different landscapes, as well as, a few screams as they came nose-to-nose with a polar bear! 



Earth and Sun Station
Using a rotating model of the Earth, Sun and Moon, students were able to see how Earth rotates each day (24 hours) and revolves in orbit around the Sun during the year (365 days.) We reviewed how day and night happens, as well as the 4 different seasons (how Earth is tilted towards the Sun.) 




Examples of Our Journal Work




February 10th - 12th

Kindness is the universal language that can be spoken by everyone.
~ Unknown

Learning Intention: (Wellness)
- Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy and respect.

I Can:
- Practise sharing and listening to ideas of others
- Reflect on how personal relationships are maintained or strengthened
- Develop friendships based on sharing, listening to ideas and having experiences with others

💗  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—

This week we didn't just talk about kindness...instead we decided to look closely at what it means to be kind! We often end each day with a sharing routine that we call "Leave an A for the Day." During this time we reflect back on our day and think about something or someone who we Appreciate, something that was Awesome, or maybe we need to leave an Apology before we head home. The students really look forward to this time of the day and have become very authentic about the 'A' for the day that they leave. Each classroom received a poster this week for upcoming Pink Shirt Day, and so we decided to stick our 'A's to it!


💗  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—


We read the beautiful story - 'You Hold Me Up' by Monique Gray Smith and Danielle Daniel. This book is written in both English and Anishinaabemowin, and is a book about friendship and kindness. Students were quick to notice that there were hearts on every page..."It's like our Heartprints story - they are leaving heartprints for each other!" The students also pointed how they were helping and tyaking care of each other in the pictures..."They are making sure that everyone in their community is ok." We talked about the different people who hold us up and created our own pictures.



💗  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—  ðŸ’—


We have spent lots of time this year, learning about our beautiful country and have really enjoyed looking closely at our map of Canada each time we receive a new post card to put up! So, we decided to take some time and talk about our very own 'heart maps.'  What are the important things that you love that you would put on your heart map?


I hope everyone has a great long weekend filled with lots of family time, love and laughter 💗

February 3rd - 7th

 


Learning Intention: ELAL - Writing
- Students create and enhance ideas and information by applying a variety of writing processes.

I Can:
- Ask questions to focus research questions
- Gather factual information on topics from various sources
- Use organizational tools to record or categorize information
- Record factual information through messages that include images, words and sentences

We have been working very hard on researching and learning about some of our amazing Canadian wildlife! 


Next we decided on which animal we wanted to learn more about and then started our research journey. There were 'mild and medium spice level' pages to read and gather information from about our animals. We used a planning page and recorded jot notes on sticky notes as we continued to learn more and more interesting facts about our animals. 
We were specifically looking for information about the animals habitat, diet, life cycle, appearance, interesting facts as well as Indigenous cultural connections.



Once we had gathered information for each of the headings we began working on our brochure. We worked on transferring our jot notes into sentences for each heading and added detailed pictures to help further show our understanding as well as enhance our work. We co-created a criteria that we used to refer back to as we worked, to make sure we were on track!






Check out the work we have documented so far...




We also had a very special guest, Mr. Jeff Stockton!  Thank you to our School Council for supporting our learning by funding this opportunity. 
    • I can listen to oral stories and share my thoughts about them.
    • I can retell a story I heard, including important details and events.
    • I can ask questions about a story to understand it better.
    • I can identify the main idea and key details in a story.
    • I can describe the characters, setting, and plot of a story.
We heard a story called, Brave Margaret. 
Ask your child to retell the story to you!


You can check out some more of Jeff's stories and beautiful harp playing here - https://www.jeffstockton.ca/

January 27th - 31st

 


Learning Intention: Movement Skill Development 
- developing physical literacy through movement and active living supports well-being across a lifespan

I Can:
- scan and assess surroundings to support spatial awareness
- refine movement skills in relation to people or objects in a variety of physical activities
- modify and adapt game play based on awareness of spatial changes
- modify one or more phases of movement to improve control and efficency

What an awesome time we had participating in our Alien In-Line residency with Coach Ashley! We learned so many cool things like...
  • putting on our equipment properly
  • keeping ourselves and others safe
  • stopping by using our rollerblade brake
  • skating forwards and backwards
  • attempting fancy tricks
Thank you to our Grade 5 Buddies for helping us with our gear each session, and of course a huge THANK YOU to our Andrew Sibbald Parent Association for covering the cost for this fabulous experience!













 
Subscribe to: Posts (Atom)