May 20th -23rd

 

Learning Intention: (Grade 2 Wellness)

- students examine roles and responsibilities and their connections to self-understanding

I Can:

- explore how connections within a community help to develop social-emotional well-being
- practise sharing and listening to ideas of others
- examine ways that individuals can positively contribute to communities through various roles
- investigate opportunities to participate in community roles

Students, parents, and staff from Andrew Sibbald School had a very exciting opportunity this year to participate in our mural project. While Mrs. Scarrrow began this work behind the scenes at the end of last school year, we introduced the mural project to our students at the beginning of grade 2. What a journey it has been, and the end product looks amazing too!

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Thank you to all the parents who have graciously volunteered their time this year at Andrew Sibbald...we really appreciate everything you do to support us!

 

May 12th- 15th

 

Learning Intentions:

- Students modify movement to improve control and efficiency

I Can:

- experiment with the three phases of movement in a variety of physical activities

- modify one or more phases of movement to improve control and efficiency

- participate in repeated practice for skill development

- reflect on the performance of movement skills, and apply ways to be more efficient

- display behaviours that support participation and safety

Over the past 3 weeks students had the opportunity to participate in a variety of gymnastics focused activities. We started on the mats and practiced moving in different directions (forwards, backwards, sideways, diagonal), at different speeds (fast, medium, slow) as well as at different levels (high, middle, low). We also focused on our balances and experimented with trying various strategies to help us have strong and steady bodies.  Next we progressed our learning onto the box horses, trestles, ladders, bench beams and climber. It was great to see the students build their confidence and skills over the 3 weeks!

May 5th - 9th

 

What an amazing day at the zoo we had this week! Thank you again to all of the parent volunteers who joined us and helped make the trip so successful...you are all very much appreciated!  Not only was it a beautiful day, but it was also a great chance for us to see many of the Canadian animals that we had researched for our brochures and also included in our migration stories!

During our Arctic Adventure program with our facilitator Tom, we talked about the different animals that live in Canada's Arctic region. We learned about adaptations, like large polar bear paws, their three layers of fur, caribou antlers, how long seals can hold their breath, the prickly stem on arctic poppy, muskoxen's thick heavy fur, and the difference between animals with eyes in the front of their heads and eyes on the sides of their head. We learned about permanent and temporary ice, as well as the divergence of ice in the spring due to warmer weather and the convergence of ice in the winter due to colder temperatures. Tom read us a story about our beloved polar bear, Siku, and how he came to the Calgary Zoo from Winnipeg. It was also very exciting to get to touch all the neat artifacts like a polar bear tooth, a caribou antler and the fur from an arctic fox, polar bear and muskox!

Learning Intentions: (Science: Living Systems)

- understandings of the living world, Earth, and space are deepened by investigating natural systems and interactions

I Can:

- discuss ways to respect plants and animals while interacting in various environments

- explain positive and negative impacts of human behaviour on plants and animals

April 28th - May 2nd

 

Learning Intention:

- Students create and enhance ideas and information by applying a variety of writing processes

I Can:

- create written messages that align with an intended audience or purpose

- organize sentences in a logical sequence to create written messages

- collect ideas that are inspired by a variety of experiences

- apply creative thinking to create representation of messages

- include adjectives and adverbs to add interest and detail to writing

- use organizational tools to record or categorize information

After learning about the migration patterns and routes of some of our Canadian animals, we decided to take the information we had learned and create our very own animal migration stories! Students had the opportunity to choose the animal they were interested in writing about and then needed to come up with a problem the animal would encounter during their migration journey in connection to what we had learned. Students got creative and designed a story plan using loose parts before breaking their story into the beginning, middle and end parts on a story map. We talked about how the beginning is when we introduce the characters and setting, the middle is when the problem happens for the animal, and the solution happens at the end of the story. Students worked really hard and did a fabulous job on their stories!