Ms Elder's Grade 4/5 Class

French: I can develop vocabulary based on the theme: animals; I can practice pronunciation.  Over the past couple of months, we have been exploring Animal vocabulary in French. Some ways we have learned and practiced the vocabulary include: repeating vocab works with Ms Elder, searching out and recording the names of animals at the Zoo, playing BINGO, reading books, drawing mixed up animals on whiteboards and guessing each others' and worksheet games.  We have shown our learning through a French booklet. Each page has a picture of a mixed-up animal, and a sentence underneath describing its body parts. For example, this page by Rochael says,  My animal has the head of a bunny. My animal has the fin of a dolphin. My animal has the leg of a wolf. We each met with Ms Elder one-on-one to read her our booklet in both French (to check our pronunciation), and English (to check our understanding). Then, we went over our marks together. Today, we shared our French booklets with our Grade 1/2

Science: I can explore household substances; I can use the scientific method to answer a question: I can design a fair test. In class, we have been learning about Chemistry and Matter. This week, we have been learning about physical and chemical changes. A Chemical Change is when there's a change that creates something new and a Physical Change is when its appearance changes but it's still the same substance.  Five clues that a chemical change has happened are:  Bubbles form  Heat is released Light is produced There is a colour change A smell is produced An example of a Physical Change would be changing States of Matter: An ice cube melting to water Yesterday, we put baking soda in a balloon and mixed it with vinegar to see what would happen. The balloons inflated. It was fun to watch them. When you mix baking soda and vinegar, it creates carbon dioxide (CO2) gas. They expanded because of the increase in carbon dioxide gas. We know the molecules, when they turn into a gas, tr

Math: I can explore Division strategies; I can represent Division in a variety of ways. This week, we worked on dividing 3-digit by 1-digit numbers. Students were given the problem: 124/4. They had the chance to try on their own how to solve it. Then, different students came up to the Smartboard to show how they solved the problem. Here are some different strategies that were shared:  "I halved the dividend and the divisor." ~ Callie "I broke it down into the hundreds place, tens place, and ones place, then divided each by 4." ~ Lawrence "I drew 4 groups for each place value column. I divided each by 4." ~ Seb K ~ Hazel "I drew 4 groups because the divisor is 4. Then I gave each group 1 to start. That left me with 120. I gave each group 10, which left me with 80. I gave each group 20, which. left me with 0. So in each group there are 31." ~ Ms Elder Students were given the chance to practice a strategy that worked for them. Those who self-assesse

Students, this is a reminder that you will have a Chemistry Quiz on Wednesday next week. Today, you took home this outline sheet. It is optional if you would like to practice or review your vocabulary so that you feel prepared. I would also recommend looking through the Lesson Slides and links posted in the Google Classroom under "Classwork" -> "Science". Quiz Date: Wednesday, April 27 I Can Statements:  I can recognize and give examples of the three states of matter.  I can understand the difference between a reversible and irreversible change. I can explain the difference between a homogeneous and heterogeneous mixture. I can apply an understanding of separating mixtures to solve a problem. I can explain what a solution is and how to separate one.  I can describe surface tension. I can describe how to identify a physical and chemical change. 

Music News!!! We are very excited to have the opportunity to view the   Calgary Opera's   virtual presentation of Dean Burry's   The Brothers Grimm   next week.    This virtual opera is performed by the McPhee Artist Development Ensemble with Musical Direction by Mel Kirby. We will be viewing it during music class and we will be discussing the various parts of the Opera including singing parts, opera terminology, and how an opera contains a variety of forms of music.   We are very fortunate that Calgary Opera offers this presentation free of charge to our schools.  Hopefully your child will be able to share with you all about the opera at the end of next week!  If you have any questions, feel free to contact Mrs. Serra at   jeserra@cbe.ab.ca

We made huge beads of water on coins! Science: I can experiment with household items; I can explore surface tension Today, Ms Dool taught us about water. We learned how water molecules "attract" to each other. We can see this at home when water beads when dropped onto a surface or how water beads combine on a windshield when it's raining. Water has a "skin" on top of it that holds it together, almost seeming like a magnetic force.  We were given time to experiment with water. We used materials like cups, eye droppers, coins, paper clips, and, of course, water! Here are some things we observed:  "When water lands carefully, it makes small beads." ~ Suzi "When you have the small bead of water and you drop a paper clip or coin into it, it will take the shape of the item that you dropped in and will go around it." ~ Callie "My group noticed that we made a mixture of coins and dropped it into a cup to make it full. We figured out that we can

Math: I can demonstrate an understanding of the relationship between Multiplication and Division.  For the last two weeks in Math, we have been exploring what Division is, how it is related to Multiplication, and how to use the Multiplication facts we know to solve Division equations. We have practiced dividing using arrays, drawing groups, and "flipping" multiplication equations. "I really liked this activity because we got to do Math and Art at the same time and it helped me with Division." ~ Callie "I really like Division because it's just like Multiplication, you just flip it around!" ~ Dillon "Division is hard because you have to split the dividend into different equal groups." ~ Oscar "I like Division because it's fun and it helps my brain. When I get to high school, it will help me more and I like Math. Division is easy because you take 3 numbers...start with the big number and then flip it around from the multiplication equa

Phys Ed: I can explore a variety of movements. Some sneak-peak pics of the work we're doing with Three Left Feet. Stay tuned for a video of our work and performance! :)

Science: I can test a variety of household materials; I can use the Scientific method to test a question Today, Ms Dool led an experiment on testing solutions. We reviewed the vocabulary words: solution , solute , and solvent . ( Click here to watch this video to review what a Solution is ).  We made predictions for which solutes would or would not dissolve, then we recorded our observations in a chart (see the Google Classroom to see our chart). We were even able to use science vocabulary words from earlier in the year: transparent and transluscent .  You may wish to try this experiment at home with your family (ask for parent permission first!).

Science: I can explore parts of a plant and how different plants need different things to survive; I can develop classification skills; I can explain the relationship between plants and humans French: I can develop vocabulary (animals) Yesterday, we had a zoo-tastic field trip to the Wilder Institute/Calgary Zoo. We took part in a program about plants that directly relates to our Science curriculum. Today, we recounted the day and students showed their learning using pictures and words in their visual journals. Here are some student learning quotes:  The Devil's Tongue "We were lucky to be there on the day the Devil's Tongue bloomed because it only blooms once a year! It smelled like something that was rotting. What made it smell awful was a chemical compound called putrescine. But what insect would pollinate this flower? Well, it's the decomposer, of course!" ~ Hazel Why do we care about plants?  "They help us live and help filter our water." ~ Hazel &q

We are continuing our work this week on Asking Questions. See our blog post from last week for more information .  We are reaching the climax of the book! Here are some questions we have: Simple "Who drew the drawings?" ~ Dillon "Who brainwashed Papa Georges?" ~ Hudson "How old is Hugo?" ~ Sadie Complex "Why is Papa Georges so upset?" ~ Hazel "Why is Papa Georges trying to tear up his drawings?" ~ Seb C "Why was Mama Jeanne saying sorry to Papa Georges?" ~ Suzi "Why was Papa Georges saying, 'no, no, no'?" ~ Lillian "Why is Papa Georges saying that the drawings aren't his when he has his name on all of them?" ~ Callie "Why is Papa Georges so curious and upset about why these drawings are in the room? Why was Mama Jeanne trying to get Papa Georges out of the room when the paintings were scattered on the floor." ~ Seb K "He was muttering something about the dry ocean and a lost monst

Science: I can test a variety of household materials; I can investigate the states of matter. Today, Ms Dool lead us in our first Chemistry experiment! We have learned so far about the states of matter , reversible and i rreversible changes , and different types of mixtures ( homogeneous and heterogeneous ). Today, we got to make mixtures and then use different tools to try to separate them.  Each group was given a category of mixtures (solid & solid, liquid & liquid, or liquid & solid). We got to choose the materials from a whole pile that Ms Dool had (like jello powder, blocks, screws, dirt, milk, gatorade, etc). Then, we could choose our tool to try to separate (like a sieve, magnet, coffee filter, or other liquids).  "We had soap and milk. When we stirred it, they mixed it. The soap kind of 'took over' the milk; it turned orange. We tried to separate it with the eye dropper and the milk got sucked up easily." ~ Lillian "We made a mixture of vege

Math: I can develop strategies to solve Multiplication equations. This week in Math, we built upon our foundational knowledge of number and multiplication by exploring larger equations. Students from both grades worked with equations that were 2-digit by 1-digit. Then, the Grade 5s continued on to work with 2-digit by 2-digit equations.  We explored the Distributive Property strategy where you can break a number down into its tens and ones places. This makes it easier to multiply and shows flexible mathematical thinking.  Here's a look at expanded form and " the box"  strategy that the Grade 5's used to solve 2-digit by 2-digit. Expanded Form and "The Box" Parents are often confused by this strategy because it's different from what we adults learned in school. But, it actually shows a great deal of understanding of place value and number concepts. All of the students who participated in this lesson caught on quickly and were successful with this strateg

The Fab 4 of Reading Strategies  Language Arts: I can develop reading strategies. This year, our school has been focusing on four key reading strategies, also named the "Fab 4." They are: Making Predictions, Summarizing, Asking Questions, and Clarifying .  So far this year, we have learned about and developed strategies for "Making Predictions" and "Summarizing." This week, we started working specifically on Asking Questions when reading.  We watched a video on Questioning and discussed the difference between Simple and Complex Question (also known as "Closed" and "Open" questions). A simple question is a question that can be answered with just a few words. Some examples are:  How old are you? What is your favourite ice cream flavour? Where did you find that book? A complex question requires more detail in the answer, such as:  How did you decide to become a firefighter? Why did you choose that as your research topic? We have been appl