Parent Volunteers, Writing, Centres, Math

 

Attention to all parents who have so kindly and generously volunteered their time for this 5-day field trip: I have a full roster of volunteers of now, and will be emailing everyone their requested day(s) confirmation tonight :))

Please reply back and let me know that it is confirmed for you!

Writing
Today we reviewed Verbs (Action Words), Nouns (Person, Place or Thing) and Adjectives (Describing Words). We are working towards creating powerfully written sentences in our stories.

Adjective Song!
https://www.youtube.com/watch?v=q-zz6KVN27s&t=68s

Noun Song!
https://www.youtube.com/watch?v=3DBiEqpzo18

Verb Song!
https://www.youtube.com/watch?v=ineCCpqpZrM

Math
In Math, we were challenged to solve an addition problem and a subtraction problem using a stacked equation within a place-value T chart. I also had to write an equation, and represent it with both pictures and numbers! Ask me how I did it? What is different about when I solve a subtraction problem? 

Social Studies and Science

Arctic Inquiry Centres: Here are our 11 Arctic Centres that we have completed, self-assessed and documented our findings on!

Arctic Maps, Territories, Cities, Oceans and Bays!! I can find places in Canada and in the Arctic. I can find Nunavut and Iqaluit and the Arctic Ocean on a map.

Temperature: I can measure 4 different temperatures, record them and label them appropriately. 

 The Polar Bear Problem: I can read like a Scientist and do some research on the Polar Bear and problems facing the Polar Bear in 2018.

Polar Bear Research: I can research about the Polar Bear and find out some important information such as Appearance, Habitat, Food, Life Cycle and Predators: 

 Hot and Cold Temperature: I can sort different things into Categories of Hot, Cold and Room Temperature and record in a table in my Visual Sketchbook.

Transportation: I can read and look at photos about different modes of transportation in the Arctic. I can think about why some of these types of transportation would be used/needed in the Arctic. 

Arctic Animal Adaptations: I can look at some of the animals that live in the Arctic. I can draw them and label parts of their bodies that I think will help them adapt to the Arctic Environment.

 Solids, Liquids and Gases: I can read about states of matter. I can draw a glass of water and what the molecules look like in a Solid, Liquid and a Gas. I can build a model using blocks.

 Landmarks and Symbols: I can look at photographs of different Arctic Landmarks and Symbols and sketch them, talk about them and think about why they are Landmarks and Symbols of the Arctic. How are they important?

Arctic Stories: I can read some Arctic Stories and Legends. These are often stories passed down from generation to generation by Inuit and Arctic Peoples.

Arctic Nonfiction: I can read non-fiction books about the Arctic. I can find facts about the Arctic that I think are important and interesting:

 Today we had to go back into our Visual Sketchbooks and do a bullseye self-assessment for a centre from the very beginning and a centre that we felt we had done our very best work at. We had to think about if we had included all the steps and completed our work to the best of our ability. We had to put a mark for each of the three categories on our bullseye and write a reflection of our Arctic Centre Experience:

After doing these two comparative self-assessments the students also did a reflection of their Arctic Centres Learning: