In this week’s Parsha we were learning with the students about the power of words and what “Lashon hara” can do. For the parsha activity students were writing good things about their classmates, then they shared how they felt when someone said a good thing about them. We all agreed that “Lashon hara” has the opposite effect.
We should always think before we speak and not to use “lashon hara”, it can hurt somebody’s feelings.
Innovation Day will look a little differently this year. Without being able to physically welcome you into our classroom, we would like to virtually invite you in!
Students have been working through the Design Thinking process to learn about renewable energy sources and develop a plan for a community space that is inclusive, safe, and takes into account the various gatherings that would normally take place inside, that no longer can because of COVID-19. The challenge is to DREAM BIG! How can we bring electricity to community spaces through renewable energy sources to deal with the ever-growing desire to gather (socially-distanced) outside?
We can’t wait to share what we’ve come up with!
Please mark your calendars and join us for an afternoon of Innovation!!
We will be finishing up our Algebra and Patterning unit this week and as always, students are given ample time and preparation to revise and get ready for the end of unit test on Thursday, March 11.
Here are some review videos of all the concepts we have learned for this unit:
* This video has two examples with exponents. You DO NOT need to know exponents. Watch the first two examples until 2:10
Solving Equations (Balancing)
* This video has one example at the end with negative numbers. You DO NOT need to know this. We are only using whole numbers. Watch the first three examples until 4:15
Writing Equations from Word Problems
Students are encouraged to use IXL algebra and patterning recommendations and assigned tasks from Miss Mellenthin and Mrs. Thompson, alongside paper practise. Here are the worksheets to print if you prefer paper copies (5B have copies in their bags):
Even before COVID-19, we’ve been living in a world where social media plays a large role in the way we communicate – for our children too! With lockdowns, school closures, and the need to physically distance, many of us have increased the amount of time we spend online, as a family and as individuals. With this has also come concerns around the amount of screen time for our children, and how to best support them as they navigate an increasingly online world. Jesse Mille of Mediated Reality, is a national social media awareness expert, and he will be holding a parent information evening on Monday, March 1st at 7:30 pm to address parental fears and minimize stress around screen time, discuss perceptions around technology addiction, and answer all your questions.
This is a workshop that shouldn’t be missed! Mr. Miller will also be speaking to our students (4-8) during the day on March 1st, so the evening is encouraged for parents only.
Please register here for this incredible event, or click the link in the flyer below.
February is Jewish Disability Awareness, Acceptance and Inclusion Month (JDAIM), In Grade 5, we spend lots of time throughout the whole year talking about acceptance and inclusion, not just now. However, a reminder is always a good thing.
While we will be spending time doing activities throughout the month in school, one additional innitiative is the Youth Leadership Award Challenge. Students are encouraged to work on their own, with siblings or with friends to come up with an idea for how to create inclusive programs, spaces, or virtual spaces in our community for people of all abilities. We have begun brainstoming in class, but all students are encouraged to participate in this important event. Please see the poster below for all the details.
Good morning and welcome back to in-person learning! It was so wonderful to see the students today, not just their heads with cool backgrounds, or minion avatars 😉
Today we will be launching our final Science task for our Matter unit, which will be an integrated project with Language Arts. Students will be exploring some real-world examples of changes in matter, and how those changes can have both positive and negative implications for our environment.
This will be a chance for students to demonstrate their understanding of physical and chemical changes, research skills (including writing a bibliography), media literacy knowledge, and oral presentation skills. In addition to doing their own research, both classes will also be watching the documentary, David Attenborough: A Life on Our Planet. If you have not yet seen this film (it’s on Netflix) I highly recommend it.
Although this will be an in-class assignment, please talk to your children about their work. Have a look at our slides and what is required of them. Over the next few weeks, here are some things you can discuss at the dinner table:
What issue have you chosen to explore for your science project?
What have you learned so far?
Did you know that…. (and share some of your own knowledge with them)
If you come across any articles that you think would be interesting to them, or our class, feel free to comment with the link below.
After hearing a short description of each book, students fileld out a form and ranked the books they wanted to read. Based on their choices, we have divided them into 4 groups, all of them getting either their first or second choice of book to read.
Here’s how it will work:
Students will have 4 weeks to read their book. With their groups, they’ll decided on weekly reading goals. Each week, in addition to reading, they will also have a “job” to prepare for their group discussion. These will be based on the section they read that week. This is all to be done AT HOME as homework. Other than meeting discussions, students will not have class time to work on this.
As an example, their schedule may look something like the one below. As you can see from this picture, the top schedule outlines what everyone in the group is doing and when. The bottom chart is each student’s INDIVIDUAL schedule that says what they need to read, and what job they need to complete. They only need to complete the sheet in their folder that matches the job they are doing that week. So in week 1, as the Figurative Language Finder, I would only need to fill out the sheet titled – Week 1 – Figurative Language Finder. If they are unsure how to complete their job, students can refer back to the first pages of the package where the requirements are explained in detail. The other Week 1 sheets will be completed in class when we meet in groups for discussion.
Here is a digital copy of the package they already received when you picked up their science kits.
We mentioned the new Math curriculum when discussing memorizing multiplication facts. Another new section within this unit is that students are now required to learn 3-digit by 2-digit division. In the past, learning 3-digit by 1-digit division was a new skill. Therefore, with this change, there’s a bit of a gap with the progression of learning, and our students need to learn both 3-digit by 1-digit division AND 3-digit by 2-digit division.
In the best of times, long division can be confusing. Therefore, we have made a few choices in terms of how we will be teaching and assessing this skill this term.
Students have learned 2 different long division strategies — standard algorithm and division with repeated multiplication (see videos below). They have the choice to use whichever strategy they are most comfortable with.
For our quiz on Tuesday December 15, students will also have the choice of which skill they demonstrate their understanding of. The truth is, that if you know how to do long division for 3-digit by 1-digit numbers, you likely will be able to do 3-digit by 2-digit as well. But we understand that it can feel overwhelming and tricky, and that’s the last thing we want to induce! Therefore, there will be 2 quizzes for students to choose from. Quiz A will focus on 3-digit by 1-digit division. Quiz B will focus on 3-digit by 2-digit division. Throughout the term, students who choose to do quiz A will have other opportunities to practice and demonstrate their mastery of 3-digit by 2-digit division.
To help review for this quiz, students already chose a practice worksheet to bring home as part of their homework this week. There are 9 questions in all, and we recommend they do 2 – 3 each night. We have also been checking in one-on-one with each student throughout the week to help them make the best choice as to which quiz they will be completing next Tuesday. This is a great step in independence and owning their own learning.
If you would like to see some of the strategies we have been learning, please watch the following videos. Students can also access extra practice worksheets here, and use IXL as a study tool.