May 30, 2013 – SOCIAL STUDIES weblinks

CLASS 5/6F

Grade 5 – Group Scavenger Hunt ūüôā
(please write your group answers in your own booklet)

 

 

CLASS 5/6F

Grade 5 – Combined student responses! ūüôā

Aspects of Government in Canada

The Federal Government

– identify the structure of Canada’s federal government
– demonstrate an understanding of the components of the federal government

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Federal Government section of the CanadaInfo web site.
http://www.craigmarlatt.com/canada/government/federal.html

Use the information presented on this web page to answer the following questions.

1. What does “Constitutional Monarchy” mean

 

 

2. Who is our Sovereign?

 

 

3. Who is our Governor General?

 

 

4. What is the role of the Governor General?

 

 

5. Who is our Head of Government?

 

 

 

 

6. Describe one way in which the Senate and House of Commons are similar and one way in which they are different.

 

 

 

7 Who needs to agree before legislation (laws) can be passed?

 

 

 

Aspects of Government in Canada

Government Responsibilities

– identify the connections among the three levels of government
– identify services provided by the federal government
Рresearch ways in which the three levels of government work together (e.g., in responding to natural disasters). 

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Government in Canada section of the CanadaInfo web site.
http://www.craigmarlatt.com/canada/government/government.html

PART 1

Use the information presented on this web page to complete the chart.

Level of Government Responsibilities
Federal  

 

 

Provincial  

 

 

Municipal  

 

 

 

 

PART 2

Visit the CBC Archives and go to the Disasters and Tragedies section.    http://archives.cbc.ca

Choose one of the following natural disasters. View the video clips and summarize the various levels of governments’ roles in dealing with the disaster.

Natural Disaster Governments’ Roles in dealing with the disaster
The Saguenay Flood Federal Goverment:

 

 

Provincial Government: 

 

 

Municipal Government:

 

 

The Ice Storm of 1998 Federal Goverment:

 

 

Provincial Government: 

 

 

Municipal Government:

 

 

The Wrath of Hurrican Hazel Federal Goverment:

 

 

Provincial Government: 

 

 

Municipal Government:

 

Red River Rising: Manitoba Floods Federal Goverment:

 

 

Provincial Government: 

 

 

Municipal Government:

 

 

 

 

Aspects of Government in Canada

Rights and Responsibilities

– demonstrate an understanding of the rights of Canadian, including those specified in the Charter of Rights
– demonstrate an understanding that for every right there is a responsibility

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Citizenship Rights and Responsibilities section of the Citizenship and Immigration Canada web site.

http://www.cic.gc.ca/english/resources/publications/discover/index.asp
Read the page carefully and then you should be able to identify each of the following as either a right or responsibility.

Right or Responsibility

Obey Canadian laws

Vote in an election

Live and work anywhere in the country

Eliminate discrimination

Enter and leave Canada freely

Speak freely

 


Aspects of Government in Canada

Citizenship

A Link to Learning web-based student learning activity     www.linktolearning.com

Read about How to Become a Canadian Citizen from the Citizenship and Immigration Canada web site.
http://www.cic.gc.ca/english/resources/publications/howto.asp
1. Identify these statements as True or False;

To apply to become a Canadian citizen, an adult must;

Know both French and English            __________

Have lived in Canada for at least three years            __________

Learn about Canada        __________

Have a job        __________
2. The web site states that you must be 18 to apply for Canadian citizenship.  So how do children become Canadian citizens?

 
3. There are 6 steps for an adult immigrant to follow to become a Canadian citizen.¬† In the “Step Number” column, write 1, 2, 3, 4, 5, or 6 beside each step to show the order in which they have to happen.

Step Number

Complete the application form and attach the necessary documents.

Take the Oath of Citizenship.

Make sure you have the right application form.

Get ready. (prepare for your citizenship test)

Read the “Application for Citizenship” form before you fill it out.

Mail the form in the envelope provided.

4. Try 2 on-line quizzes containing questions from the official Citizenship test.

Citizenship Test 1                 

Citizenship Test 2                  

 

 


Aspects of Government in Canada

Early Prime Ministers

– identify the significance of early Canadian Members of Parliament

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity is a “scavenger hunt” for information using the Facts section from the First Among Equals web site.
http://www.nlc-bnc.ca/primeministers/kids/h9-3000-e.html

Fill in all the blanks.

Contribution or event during time in office

Year

Prime Minister

Construction of the Canadian Pacific Railway

1879 -1884

Northwest Rebellion

1932

Richard Bedford Bennett

Creation of the Supreme Court

Canada’s first prime minister

Led Canada as Prime Minister throughout Second World War

Creation of provinces of Saskatchewan and Alberta

Creation of Canadian Criminal Code

 

 

Aspects of Government in Canada

The Federal Government

– identify the structure of Canada’s federal government
– demonstrate an understanding of the components of the federal government

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Federal Government section of the CanadaInfo web site.
http://www.craigmarlatt.com/canada/government/federal.html

Use the information presented on this web page to answer the following questions.

1. What does “Constitutional Monarchy” mean

 

 

2. Who is our Sovereign?

 

 

3. Who is our Governor General?

 

 

4. What is the role of the Governor General?

 

 

5. Who is our Head of Government?

 

 

 

 

6. Describe one way in which the Senate and House of Commons are similar and one way in which they are different.

 

 

 

7 Who needs to agree before legislation (laws) can be passed?

 

 

 

Aspects of Government in Canada

Government Responsibilities

– identify the connections among the three levels of government
– identify services provided by the federal government
– research ways in which the three levels of government work together (e.g., in responding to natural disasters).

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Government in Canada section of the CanadaInfo web site.
http://www.craigmarlatt.com/canada/government/government.html

PART 1

Use the information presented on this web page to complete the chart.

Level of Government Responsibilities
Federal  

 

 

Provincial  

 

 

Municipal  

 

 

 

 

PART 2

Visit the CBC Archives and go to the Disasters and Tragedies section.    http://archives.cbc.ca

Choose one of the following natural disasters. View the video clips and summarize the various levels of governments’ roles in dealing with the disaster.

Natural Disaster Governments’ Roles in dealing with the disaster
The Saguenay Flood Federal Goverment:

 

 

Provincial Government:

 

 

Municipal Government:

 

 

The Ice Storm of 1998 Federal Goverment:

 

 

Provincial Government:

 

 

Municipal Government:

 

 

The Wrath of Hurrican Hazel Federal Goverment:

 

 

Provincial Government:

 

 

Municipal Government:

 

Red River Rising: Manitoba Floods Federal Goverment:

 

 

Provincial Government:

 

 

Municipal Government:

 

 

 

 

Aspects of Government in Canada

Rights and Responsibilities

– demonstrate an understanding of the rights of Canadian, including those specified in the Charter of Rights
– demonstrate an understanding that for every right there is a responsibility

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity uses the Citizenship Rights and Responsibilities section of the Citizenship and Immigration Canada web site.

http://www.cic.gc.ca/english/resources/publications/discover/index.asp
Read the page carefully and then you should be able to identify each of the following as either a right or responsibility.

Right or Responsibility

Obey Canadian laws
Vote in an election
Live and work anywhere in the country
Eliminate discrimination
Enter and leave Canada freely
Speak freely

 

 

 

Aspects of Government in Canada

Citizenship

– describe how immigrants apply for citizenship and become Canadian citizens

A Link to Learning web-based student learning activity     www.linktolearning.com

Read about How to Become a Canadian Citizen from the Citizenship and Immigration Canada web site.
http://www.cic.gc.ca/english/resources/publications/howto.asp
1. Identify these statements as True or False;

To apply to become a Canadian citizen, an adult must;

Know both French and English            __________

Have lived in Canada for at least three years            __________

Learn about Canada        __________

Have a job        __________
2. The web site states that you must be 18 to apply for Canadian citizenship.  So how do children become Canadian citizens?
3. There are 6 steps for an adult immigrant to follow to become a Canadian citizen.¬† In the “Step Number” column, write 1, 2, 3, 4, 5, or 6 beside each step to show the order in which they have to happen.

Step Number

Complete the application form and attach the necessary documents.
Take the Oath of Citizenship.
Make sure you have the right application form.
Get ready. (prepare for your citizenship test)
Read the “Application for Citizenship” form before you fill it out.
Mail the form in the envelope provided.

 

4. Try 2 on-line quizzes containing questions from the official Citizenship test.

Citizenship Test 1

Citizenship Test 2

 

 

The Queen or
The King

 

Aspects of Government in Canada

Early Prime Ministers

– identify the significance of early Canadian Members of Parliament

A Link to Learning web-based student learning activity     www.linktolearning.com

This activity is a “scavenger hunt” for information using the Facts section from the First Among Equals web site.
http://www.nlc-bnc.ca/primeministers/kids/h9-3000-e.html

Fill in all the blanks.

Contribution or event during time in office

Year

Prime Minister

Construction of the Canadian Pacific Railway 1879 -1884
Northwest Rebellion
1932 Richard Bedford Bennett
Creation of the Supreme Court
Canada’s first prime minister
Led Canada as Prime Minister throughout Second World War
Creation of provinces of Saskatchewan and Alberta
Creation of Canadian Criminal Code

 

 

 

Gr. 5 Math Answers — May 29th

Pg. 233    Transformation Geometry: Translations & Reflections   ANSWERS

# 1.  Describe the transformation that moves the figure to each image.
 Can you describe any movements in more than one way? Explain.

a) Image A:  Reflect through a vertical line of reflection at 6 on the x-axis.
b) Image B : Reflect through a horizontal line of reflection at 4 on the y-axis.
c) Image C : Translate the Figure up (or North) 4 units.

 

# 2. Copy this figure on 1-cm grid paper.
Draw the image after each transformation.

a) a translation of 4 squares down and 1 square right   Notice how the answer shows my thinking (in green). Can you add marks like this to your answer to show your thinking?

 

b) a reflection in the broken line ¬† ¬† ¬†The Figure in this question looks like a rectangle whose left and right sides have “caved in”. The left side is “caved in” one square deep and the right side is “caved in” two squares deep.

Notice how using colour in the answer helps us to see the difference between the original Figure (red) and the new figure after reflection (green).We can use tracing paper to reflect the image.

We can also imagine the reflected image by counting the # of squares deep that each side has caved in and do the opposite of what the original looks like.

 

#4.   a) Use a transformation.
How many different ways can you move Figure A to coincide with Figure B?

This part a) question is asking for a ONE STEP transformation. The only way to do it in one step would be to use Rotation….but we aren’t learning rotations in Grade 5.

b) Use two transformations. How many different ways can you move Figure A to coincide with Figure B?

Possible answers:

  • ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬†translate 3 squares down, then 4 squares to the right
  • ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬†translate 4 squares to the right, then 3 squares down
  • ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬†reflect through a horizontal ¬†line below shape A that cuts the space below A in half,¬†then translate 4 squares to the right.
  • ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬†reflect through a vertical line one space to the right of shape A, then translate 3 squares down

 

 

Thurs., May 23 – Grade 5 Science Experiments (Energy)

EDITOR’S POST (@michellefawcett):

We had a great day in Grade 5! [The 6’s had a great day at the McMaster University Planetarium and we look forward to a blog post tomorrow about their day – thanks Mr. Greenway, for taking them!]

After working on Literacy/Science (renewable vs non-renewable resources) in our computer lab period and working in French class, we set to exploring potential energy and kinetic energy in three experiments:

  • Straw Spinner
  • Thread Spool Turbine
  • Thread Spool Motor

The experiments can be found here on my Google Docs account:
Grade 5 Conservation of Energy & Resources Experiments

We were so fortunate to have our new classroom volunteer, Miss Adamson — who is working towards becoming a teacher — with us today to help document our day with photos and tweets. [sidenote: Miss Adamson is a former @FawcettsClass student at Rousseau!] Both Miss Adamson and I scribed students’ tweets so that students could remain fully engaged in their experiments. The students can explain our day the best, so here are videos of their experiments and also our day in Tweets from @FawcettsClass, complete with photos. Additional photos can be found at

Grade 5 Energy Experiment – Additional Photos





 

Wednesday,May 22nd ,2013

By Sarah and Ella

First off we read our juicy books for the pleasure of reading for 20 minutes. Then the amazing Mrs.Fawcett put us into groups: Group 1: adrian, nathan, sarah and Lauren those kids really worked hard! Group 2: Ella, skyler, peter and Olivia those kids are a great example for the class. Group 3: Thomas, Jack and Curtis they had great interest in learning about there topic! Group 4: Naomi, Brendan and Adam they used there time very wisely. Group 5: Shane, katelynn, Farrah and Madeline they really are interested in learning about there topic. Group 6: Steven (“Stephano” – lol), Victoria and Luke they really work hard together. In those groups we read a text for science(Grade 5: Energy & Conservation and Grade 6: Space — a preview, since they are joining the other grade 6’s tomorrow on a trip to the McMaster University Planetarium). First we did a picture walk, then we talked about the text features and then after we actually read the interesting text.

 

That was our morning!

MATH
After break the gr.5s continued reading their juicy books & then previewed transformational geometry. The gr.6s worked on taking up their math (probability) and they talked about EQAO which starts on Monday. (Good luck!!!)

Grade 5 then worked on Probability too and used tally charts to track a game.

 

We ended the day with DPA outside (gorgeous day!) and learning part of a song on the Recorder – Clin d’Oeil. We look forward to sharing it with you!

 

TOMORROW;

Grade 6 students – hope you are looking forward to your trip to the Planetarium!

Grade 5: We have a day of Energy & Conservation experiments! Please bring your shoebox!