LITERACY – Graphic Organizers, Social Studies (Residential schools vs Inuit life)
Yesterday, students were introduced to a new “Venn diagram” format — rectangles!! With overlapping rectangles, we can organize our information in a way that makes it easier to read. This is grade for older grade 6 students who include more detail in their graphic organizers.
We are almost finished reading “Fatty Legs”, a true account of a young Inuvialuk girl’s experience at a Residential School in 1944. Olemaun (Margaret) Pokiak-Fenton wrote the book with her daughter in law. Comparing Olemaun’s life with her family and her two years at Residential School help us to understand the effects of removing a person from their family and culture. We are also learning about the 60’s Scoop, where Indigenous children in Canada were forcibly removed from their families and adopted by and raised by non-Indigenous(usually) families. Understanding how so many Indigenous people in Canada were stripped of their language, spirituality and way of life helps us to understand the lives of Indigenous people in Canada today. Eventually, we will have this schema to refer to when studying cultural groups that were invited to settle in Canada from Europe and South East Asia. Comparing and contrasting different experiences in Canada and the resulting modern day communities in Canada is our focus for Social Studies and a topic for much of our Literacy.
We learned today that a Primary Source is a historical document or other artefact that was present during a historical event (compared to a secondary source, such as our Nelson Literacy textbook that was written in the modern day about history). Here is a Primary Source from the Canadian Department of Indian Affairs in 1921:
MATH – Patterning
We reviewed yesterday’s work, which students did with Mrs. Bell (in Ms Fawcett’s absence)
Our new math pattern learning involves patterns that related two numbers in a T-table
We can see a recursive pattern (like those we already learned about) if we find the gap number going DOWN THE VERTICAL column (“# of triangles in each arm”)….”start at 4 and add 4 each time”.
But what if we needed to know the # of triangles in each arm for Figure #100????????? It would take too long to +4 one-hundred times, and we would more likely make an error.
Instead, we need to find the pattern rule that relates the left column (figure number) to the right column (# of triangles in each arm).
We can use the gap number in the right column and use it as a clue.
A gap number of +4 each time is a clue:
If the # of triangles increases by groups of 4,
the Figure number needs to be multiplied by 4 (x4)
1 x 4 = 4
2 x 4 = 8
3 x 4 = 12
Figure # 100??
100 x 4 = 400 triangles in each arm
Fun! Warm as a spring day 🙂
(date should be Oct. 18, not 17)