DAY 87 – Fri., Feb. 5, 2016 – Canadian Communities, Area Parallelogram

LITERACY/Social Studies: Canadian Communities

We continued learning about a variety of people who immigrated to Canada and contributed to our Canadian society. There is a great deal of information in the pictures below – students are encouraged to re-read from today, particularly students who missed the activity. Students have been using this page of questions/categories for the last 3 days for their Google Slides presentation. Questions are adapted from the Curriculum Expectations.



#2 How has your grouped help make Canada more inclusive?

         e.g.   Did your group help the Canadian Government decide to make laws that protect workers?

In order to answer this, we need to think about what workers need.

Here’s our list:


We compared two groups of people who came to Canada in the hopes of having a better life. We learned how to use a Venn diagram to organize similarities and differences in a more sophisticated way —- using subtopics like tax, work, families, etc.


Notice how similar information is across from each other, and numbered in red. How does this organization help us better compare the details of the European and Chinese people’s experience? Answer in the comments below 🙂


There are many differences in the way European immigrants were treated to compared to Chinese immigrants. We will focus soon on the different  to notice the different experiences of different groups of new Canadians. One way the Chinese railway workers’ experience was different was that when their work was done, if their families  wanted to come join them in Canada, they had to pay a special tax (more money$$) called a “Head Tax”. All citizens have to pay some tax, and we shared what we know about taxes. In 2006, the Canadian Government issued an apology for making the “Head Tax”. Do you think the Head Tax was fair?  Compare the Chinese experience to the experience of the European immigrants in the Venn diagram.




MATH – Measurement: Area of a Parallelogram


  • reviewed calculating the Area of a parallelogram
  • answered the question “Why don’t we use the angled side to calculate the area?”
  • continued practice by working to the end of Question #4 on Pg. 354  (started yesterday)





DAY 15 – Sept. 23, 2014

This post is a work in progress – be sure to check back later too 🙂


We started with some independent reading, and then Isabel wanted an opportunity to express her review of the book “The Mealworm Diaries”. Isabel reflected that although the cover of the book did not look very appealing, the book itself was extremely engaging, deep, and meaningful. We discussed the saying “don’t judge a book by its cover” — and we were really talking about books! The cover isn’t always an indication of how good a book is: sometimes the cover matches the quality of the book, sometimes the cover looks better than the book and sometimes the cover is not modern looking or in great repair, but the book itself is FABULOUS. Student shared that they know that publishing companies often re-publish books with new covers because people often think that a new cover means a new book — and often, people assume that newer is better (although its not always the case!). One student shared that her absolute favorite classroom book last year was a book that didn’t even have a cover – and the student was so happy to have had the experience of reading this wonderful book.

Reading strategies
Our goal over the last two days has been to practice a variety of reading strategies while reading independently, and explain how we used the strategy on a sticky note on the page of the book.
We partnered with a classmate to share the different reading strategies that we have written on a sticky notes. We practiced providing each other with feedback –
e.g. Did our partner really explain a visualization? Or did our partner simply name the thing in the book that week or visualizing? Saying that I visualized Muhammed Ali entering the stadium is not visualizing – it is stating a fact. Saying that I visualized Mohamed Ali walking proudly into the stadium with his head held high and a determined look on his face, wearing his robe tied tightly around his waist IS visualizing. Visualizing uses our imagination.







Grade 6 students from both classes got together to work on their country/trade research. All of the countries where our T-shirts were made are either in South or Southeast Asia or Central America (With the exception of Turkey, which is in Western Asia). Today, students took a closer look at population. Specifically they looked at population density – they divided the area of their country by the number of people living in the country. We discovered that in most of our countries, each person wouldn’t have very much space of their own. In other words, the population in the countries where our T-shirts are made is quite dense and crowded – a lot of people are packed into a relatively small area. Miss Rankin used Canada as an example and showed that each person in Canada would have a space of approximately the size of our East Wing field. In China, Bangladesh, Vietnam, Indonesia, Guatemala, Malaysia, Nicaragua, turkey, Cambodia, and Honduras a person would have just a tiny space.

How might overcrowding in a country affect something like getting a job?
How might overcrowding affect the availability of homes?

How might overcrowding affect the type of homes available?
How might overcrowding in a country affect people having choices?
How might overcrowding affect the availability of green space (parks, backyards, etc.)?




Grade 5 students learned a few more details about the Canadian charter of rights and freedoms, which were created in 1982 and protected by law. We talked about the importance of having rights and what life would be like without them. We brainstormed about the importance of voting: Why do people vote? Students had some excellent ideas!

Our text “Faces of Government” outlines the seven rights that are part of the Canadian Charter of Rights and Freedoms. We broke into small groups to investigate six of them a little further (The last right is that we have is the protection of the previous six rights – so we focused on looking at the previous six in detail.)
We will continue next time by sharing what we learned about the specific right. We will also answer two important questions for each right:

1. How does this right improve people’s lives?
2. What would people’s lives be like without this right?



We worked on bumping up our formative assessments to show our best thinking for place value.





This year, our class is partnering with Mrs. Knight’s class (grade 1/2 with our grade 5’s) and Mr. Lee’s class (grade 1 with our grade 6’s). Today we spent time getting to know each other over a book….and then later, outside while playing. Quite honestly, FawcettsClass students could not wait to get down to the primary end! I look forward to having students use this space to share why buddy time is so meaningful for them — it was clearly their favourite activity of the day, if not the year so far!


Today we created movements in response to different types of music. Isabel described this picture/music: “This one is like tai chi ballet!”. It was really neat to pop in on the class while they worked with Mrs, Crocker!


June 11, 2014 – Social Studies (Canadian Government), Fractions/Probability


We came up with scenarios where the majority of people do not want a particular political party, but that party still “wins” the election because they secure more votes than any other party.


Just some of the political parties we researched in groups. This helped us to understand the different issues that government can be interested in. We also had a student vote today in Mr. Obermeyer’s. All students in grades 3,4,5 & 6 participated. We will find out the “election” results soon!



Good luck to our 5F students who will be running for student council on Thursday!