Wed., April 26, 2017 – Reading, Equivalent Ratios


We’re figuring out how to use our flexible seating arrangement — students are really enjoying having  choice!

Read-aloud (Inferring)

Thanks to Mrs. Laws for bringing us another Jon Klassen books! We have borrowed from Mrs. Crockett/Ms Dunsiger as well. Even though the books have fewer words and may seem to be “primary” books, there is a lot of critical thinking that can go into making meaning of such texts. Today we focussed on identifying the author’s purpose.

We wondered why the author included this page — with just the plants and no characters or words.

Authors purpose

We inferred that the author included this image to create tension and to show that the plants really aren’t see-through – Sally and Lauren

I thought that it could be the end of the book – a cliffhanger that leaves us wondering what happened – Maya
I disagree – Rees

I thought that the image was to show that the plants really ARE tall and are big and that no one will find him – Noah S



Sample 3+ answer

Ancaster Senior Public School – visit from the Principal!

Mrs. Seto-Vanderlip visited us today from ASPS! She explained lots of details about next year’s school for those who will be attending ASPS, and she also answered questions. We brought home a flyer advertising several dates.

April 21, 2017 – Reading groups,

(This blog post is a work in progress – please be sure to check back later, too!)

Fidget tools, & Flexible Seating

Here’s a peek at students using all sorts of fidget tools during our friday morning brag & drag. Next week, we’ll be incorporating some flexible seating options. (Thank ou to our parent community for raising funds that benefit our learning spaces!)


Reading Groups



Some students worked on their summarizing skills from yesterday’s work 

April 18, 2017 – Fractions, Percent & Decimals; Music


Today’s focus was “Percent”.

We related fractions to percent & also decimals to hundredths.


SCIENCE (Rewind: last week)

We continued to explore how lightweight objects behave around streams of fast air. We noticed that when we blew fast air between these two styrofoam balls, the balls moved towards the middle (towards each other).

Similar to the paper tunnel last week and the strip of paper last week, lightweight objects like the styrofoam balls tend to move TOWARDS fast streams of air.

REASON: This movement is because fast moving air creates an environment of LOW PRESSURE. The surrounding air is, by comparison, slower moving air (eg outside the paper tunnel, under the strip of paper, outside the styrofoam balls)…….which creates an environment of HIGHER PRESSURE.

The HIGHER PRESSURE AIR naturally moves towards the area of LOWER PRESSURE AIR….and when it moves, the HIGHER PRESSURE AIR exerts a force on the object in its way (paper, styrofoam), pushing it.

When this happens under a strip of paper (or under an airplane wing!) we call this HIGHER PRESSURE force “Lift“.


Aerodynamic Shapes

Right on cue, students began speaking about “aerodynamic shapes“. An airplane wing is an aerodynamic shape: curved on top and flat on the bottom. The air streams coming at aerodynamic shapes easily go up and over —- and the air really speeds up! The low pressure is created on the top, curved side……the air under the shape is relatively slower and = high pressure….and as the Hugh pressure moves up to the low pressure, “lift” is created (the wing moves up!)

A non-aerodynamic shape (boxy-shaped truck) does not allow the air to go up and over (no curved top!). As the air hits the front of the vehicle (the front of the truck resists the flow of air and the air exerts a force on the vehicle. The force is called “air resistance“. The vehicle is slowed down by the air resistance.

We learned that very aerodynamic cars can “catch air” like an airplane wing, and lift off roads and race tracks! These cars might have a piece that sticks up & stops the air flow (air resistance) — these pieces are called “spoilers”. Some very fast race cars can release a parachute out the back to resist the air flow and slow the car down.