This week in our learning:
We have completed our "connection to self" writing that describes who we are both on the outside and on the inside. We then created a Pablo Picasso style self-portrait paintings to go along with these, which will be on display for conferences. We then focused on writing a descriptive piece to attach to our model teepees. Each of our teepees were based on a First Nations centred book, each option telling a cultural/historical tale. A few of these books title were "Dream Wolf", "The Return of the Buffaloes", and "Star Boy", all written by author Paul Goble. Our task was to describe the symbols and designs we chose for our teepees and the significance of each in representing the story we had read. Our writing was compared to the description plaque found under an exhibition piece at a museum.
We are near the exciting conclusion of our read aloud book, Sunwing. Shade is in the midst of an epic battle to save the birds and beasts that are currently under attack, as well as having to save the sun from being permanently eclipsed. Each time we read as a class, we are completely enthralled by the story and often complain when we need to move on to something else.
We have begun a new unit exploring measurement. To begin with, we have been exploring how to measure time using calendars and clocks. We were shown how to write dates using three formats (often used when filling out forms), including metric notation. We followed this by exploring how to measure time using both digital and analog clocks. We were shown how the analog clock is set up with seconds, minutes, and hours, how it is divided into quarters, and how seconds and minutes are broken into groups of 5. We then learned about how to read an analog clock according to the minute and hour hands and how there are often various ways to express a given time. For example; 6:15 pm could be expressed as "six fifteen", as well as "a quarter past 6 o'clock". This was followed by exploration on how to measure the passing of time (elapsed time) and practiced by solving various problems. Finally we've compared how time measurement varies between using a 12 hour scale or a 24 hours scale.
As we continue to explore simple machines, we have looked more deeply at each of the six types of simple machines. These include: the inclined plane, wedge, screw, levers, pulleys and wheels and axles. First, we looked at the inclined plane and the wedge and compared how they are similar and how they differ. Although they typically have a similar shape, their purpose and uses are varied. The inclined plane is general stationary and is used to move a load from one surface to another. A wedge, on the other hand, is able to be moved and is used to hold or cut something. We then shifted our focus to the lever and discovered that there are 3 classes of levers; first class, second class, and third class. These are classified based on the position of the fulcrum, load, and force. We took part in an experiment that allowed us to test the effort required for each of the 3 classes of levers to lift a load.
Inspired by various First Nations themed books we created small, model teepees to represent both the significant features in the stories we'd read, as well as the previous knowledge we'd gained about the Blackfoot Nations earlier this year. These we created using paper, skewers, glue, and tea (to stain the paper to look more like animal hide). We then used classroom textbooks to research what was typically found inside a teepee (such as animal fur blankets/bedrolls, wood bows and arrows), as well as how traditions and information are passed from generation to generation using oral traditions, stone carving, and story robes.
We are able to say the French words for the common colours. We are also beginning to practice writing in French to practice what we've learned so far.
Bonus: A few students have had the opportunity to work with Mr. Ulph in the area of robotics. We have 3 types of robots in the school - Ozobots, Root, and Sphero, and the selected students have learned about coding and how to use them. In the near future, another group of students will be given the same of opportunities and they will then all be guides/leaders for future classroom robotics projects.
*Read at least 20 minutes daily
*Spelling test sent home
*Purdy's Chocolate fundraiser
Have a wonderful weekend!