We caught Mr Hennigan setting up an obstacle course today! Kids came back talking about how fun it was! Lots of active movement and even some throwing practice!
Where does your body feel certain emotions? Check out our drawings and be sure the read the key at the bottom. We have been working on our long division this week.
If you would like to practice long division at home just give your child a few questions each night to try out. Here is a sample of what kinds of questions we have been working on. We have started a new Novel Study.
The Last of the Really Great Whangdoodles by Julie Andrews. We are working on chapter summaries and providing an analysis of what they read. Check in with your child about what they have been writing about. Students are applying their knowledge of electricity to building a working ArtBot. This was the first day. The students had to figure out how the ArtBot worked, what made it shake, and how to problem solve if the ArtBot stopped working, As part of their hands-on investigation, her students explored how the positioning of the wooden sticks affected the kind of art the ArtBot created. Students participated in scientific discussions about how it works best and what strategies to employ. Social Emotional Learning: Our learning continues around students being able to identify emotions and facial expressions. We continued to explore these concepts through discussion, and art! We also sorted new words that represented emotions into 4 main categories. It was a great discussion and students learned some new words to describe different emotions. See our pictures below. An electromagnet works because an electric current produces a magnetic field. ... However, the magnetic field produced by the wire wrapped around the core can force some of the atoms within the core to point in one direction. All of their little magnetic fields add together, creating a stronger magnetic field.
How many paper clips can your magnet pick up? Reading music and playing together. They did really well for only day 2! We are learning ways to help us understand what might make something historically significant.
Today we talked about Terry Fox and Drake. We looked at their contributions to decide if what they have done follows the criteria for being historically significant. Students will understand that: historical significance depends on three criteria: - how notable the event was at the time - how widespread and lasting the consequences of the event were - how symbolic or representative of historical issues or trends the event were what is historically significant to one group of people is not necessarily significant to others We have started some of our work with Patterns.
Mathematics is about recognizing, describing and working with numerical and non-numerical patterns. Patterns exist in all strands of this program of studies. Working with patterns enables students to make connections within and beyond mathematics. These skills contribute to students’ interaction with, and understanding of, their environment. Patterns may be represented in concrete, visual or symbolic form. Students should develop fluency in moving from one representation to another. Students must learn to recognize, extend, create and use mathematical patterns. Patterns allow students to make predictions and justify their reasoning when solving routine and nonroutine problems. Learning to work with patterns in the early grades helps students develop algebraic thinking, which is foundational for working with more abstract mathematics in higher grades. |