Ms Elder's Grade 4/5 Class

PE: I can cooperate with others and demonstrate teamwork.  In Gym class these last few weeks, we have been working on Cooperative Games. We did a hula hoop challenge where we had to get our team from one end of the compound and back stepping only inside the hula hoops. We also navigated a "blindfolded" classmate through a course full of pylons by only giving them oral instructions. Then, we worked silently with a team to re-arrange ourselves teetering on the wall behind the school. None of the games were a RACE, they were all challenges. Now, we are creating and leading our own Cooperative Game in groups for the class.  "My favourite thing about this was playing fun things made by awesome people, like llama tag." ~ Iggy "It was very hard to think of a cooperative game. My group took 2-3 days to think of one." ~ Lawrence "I liked making up a game and then getting to play other people's made-up or real games that I didn't know of."~ Hazel &

Social Studies: I can explain how our stories make up our provincial and national identity;  Social Studies: I can honour the stories of Indigenous people of Alberta/Canada.  Today, we read a story called "Tyson's Orange Shirt" and we continued our discussion on what Orange Shirt Day is. Students are well-informed and articulate about Residential Schools, thanks to the work they have done in previous years at school and conversations from home.  After our discussion, students had some quiet reflection time where we listened to some Blackfoot music and created Orange Shirt slogans and designs. The focus was "What My Orange Shirt Says." If you're looking for a launching point for further discussions at home, I would recommend listening to this read aloud together: Stolen Words  by Melanie Florence.  Tomorrow is Orange Shirt Day and everyone is encouraged to wear orange . Thursday is National Truth and Reconciliation Day and schools will be closed so families

Science: I can record observations in a clear and organized way. I can discover and explain the predictability of light and shadows. I can observe and connect with nature. Math: I can measure accurately. Yesterday, we explored light and shadows in a few different ways. One way we experimented was by drawing a chalk outline of our shadows on the compound. We used our Measurement skills to observe how they changed throughout the day. "I was surprised to know that some of the shadows were the same as us. For example, if you put your hand on your head, it was reflected in your shadow." ~ Iggy "The shadow started to grow smaller and smaller as we were working because the sun started growing higher and higher in the sky." ~ Vance "One time, I wasn't moving and then all of a sudden, my shadow moved. I was trying to get back into the exact pose where the chalk was but it didn't work because it was different because the sun was moving." ~ Seb C "It did

For the past two weeks, we have been learning about Measurement and practicing our measuring skills. This afternoon, we did a Measurement Olympics! There were 4 events: High Jump, Longest Step, Cotton Ball Shot Put, and Straw Javelin. Some events were for practice; Ms Elder marked the Javelin.  "It was very fun because we could move around and not sit down and write. " ~ Lillian "I enjoyed it because sometimes we could help each other mark where the end of the ruler was." ~ Hazel "I was lucky that I didn't have to sit in a chair for so long and get a sore bottom." ~ Sebastian K "It was nice to get out of our desks, move around and have fun!" ~ S "When you're measuring, you need to make sure you're measuring to the exact spot on the ruler (to the closest millimeter)." ~ Leo "There are multiple ways to measure (metric or imperial). In Canada, we use the metric system." ~ Sebastian K "I liked that we got to use m

Writing: I can write using descriptive language and literary devices (similes); I can write using a variety of sentence starters. Art: I can use found objects to represent ideas; I can follow model artists. Students are exploring literary techniques including descriptive language and similes. We are following a model author and artist, Hanoch Piven. We listened to two of his stories for examples:  (click here) My Best Friend is as Sharp as a Pencil (click here) My Dog is as Smelly as Dirty Socks Students have brainstormed a list of 4-5 similes for one family member they'd like to write about. They have also listed the items they need to bring in from home on Tuesday to complete the artwork. A few students did not finish their similes, so they have taken their work home to complete.  Before Tuesday, please: Read your child's similes with them. You can ask them to explain what a simile is Make sure they have completed 4-5 similes for one family member Help them find their items

SS: I can value the traditions of Indigenous cultures; I can develop my mapping skills and use cardinal directions. LA: I can speak loudly and clearly when presenting for the class. Over the past two weeks, we have been learning about different teachings of the Medicine Wheel. Here are some things that we learned:  "I learned that there are a lot of different versions of the Medicine Wheel such as North, East, South and West." ~ Leo "I learned that different cultures use the Medicine Wheel in different ways. Some, like the Blackfoot, might use the white section for Wolf. Different Indigenous people might use different animals." ~ Sebastian K "The Medicine Wheel can show many elements." ~ Maria "I learned that when Indigenous people catch animals for food or take plants for crops, they dig a hole and put tobacco in it to say thanks to the Earth." ~ O "Each version of the Medicine Wheel has many other versions, like different animals." ~

Reminder :  The Terry Fox Run will take place this Friday from 10:30-11:00 am . Please make sure you are wearing appropriate clothing and footwear to run for 30 minutes. We will be running in our cohort, with the Grade 5/6 class.  If you would like to contribute to the Terry Fox fundraiser, you can bring in a donation from home ("Toonies for Terry").  In Gym over the past two weeks, we have been preparing by learning about pace . We've discussed and set goals for the run. We have increased the amount we are running every two days (2 laps, 3 laps, 4 laps, 5 laps, 6 laps) to build endurance!  We are noticing and complimenting classmates who are encouraging others and running with a positive attitude. This year's run has a slogan "Trying Like Terry". Update:  Thanks for the support! We had a great run!

Math: I can name and select a metric unit of measurement. I can measure accurately (start at 0, keep my tape in position, etc). Science: I can use scientific observation skills. I can develop my understanding of plants and ecosystems.  Social Studies: I can make a personal connection to the land. Art: I can draw realistic shapes. This week, we completed a 3-Part cross-curricular lesson series on the land. We have broken down our learning into subject areas to better explain the skills we were working on:  Science Part One was to do an activity called "Befriend a Tree." We partnered up and took turns closing our eyes. Our partner guided us to a nearby tree and we used our scientific observation skills to gather information about the tree. We felt the texture of the trunk and how big the trunk was. We felt the branches and leaves/needles and how soft or pokey they were and if the edges felt wiggly or straight. We noticed how long the branches were and estimated how tall it was.

Science: I can build, test, and make changes to a design using a variety of materials. Results: I can work with others cooperatively. Results: I can persist with learning challenges. Today, Ms Elder gave us a challenge: build the tallest tower possible using only 20 sticks of spaghetti, 1 meter of tape and 1 meter of string. The tower had to hold a marshmallow. It was HARD! Here are some observations from our building:  "The limited amount of resources was challenging." ~ L "The amount of time we had was challenging." ~ S "How breakable the spaghetti was made it hard." ~ C "The marshmallow was so heavy that it leans everything!" ~ I "Gravity!" ~ H "It was hard to get the spaghetti to stand up because it was leaning." ~ L "I think it was fun because everyone put in lots of ideas. Everyone contributed to the broken tower." ~ L "I liked doing it with teamwork. I wouldn't want to do it alone." ~ M We discus