We practised the anthem “We are One” for Monday’s “Music Monday” Celebration! The celebration will happen in the gym this Monday at 11:33 a.m.. Hope to see caregivers and families there! In addition to the whole school singing this song together on Monday, each class will also perform a song that they have learned in music class. We are singing a song in 3 part harmony with class 6R called “You Can Dance, You Can Sing”. It uses lyrics from Zimbabwe and is s really fun song!!
The Strings Program students will play, and our Primary Choir and Junior Choir will perform as well! Please join us! Here are some of our r elections after practising “We Are One” today:
The song makes me feel happy — it makes me feel like I can actually sing – Ryan
I feel like I’m not the best singer and I feel like I can sing this song – Noah
I think a lot of people like the song because the beat and the resume feels like a pop song, but when you stop and look at the lyrics it’s very different than a pop song – it has a deeper message than a lot of other songs – Stephanie
We are one – Myles
One thing I like about the songs that you can’t really tell what genre of music it is. To me it sounds like it’s different genres together – sometimes it sounds like a nice acoustic guitar, it also sounds a little bit country and at some point even a little bit rock ‘n roll – Ben
Grade 6 – Air and Flight – We worked on our flight inquiry. We reviewed the criteria for the “best” paper airplane that we begin brainstorming last week earlier in the week, and we added to the list. We tried to be focused on what actions (how does it fly?) we would observe when watching the flight of the “best” airplane in the left-hand column, and inferences about how those actions could be accomplished (design features) in the right-hand column. We worked with partners to create three prototypes that would help accomplish the criteria of the best airplane. We made a hypothesis about which airplane out of the three would be most successful and why. Then, we tested our airplanes by measuring the distance traveled, observing how direct flight path was, and how stable the airplane was.
If you are a grade 6 student reading this blog, please share how you might improve the best airplane to help it meet the criteria for success even more.
Grade 5 – Energy
Today, we experimented with potential energy and kinetic energy.
We used the catapults that we made last week to launch cows and pigs! Ms. Fawcett shared a video clip with us from a Monty Python movie, which shows people in medieval times lunching animals to defend their castle! Instead of using the humorous and in accurate French from the movie (“Fetche la vache!”), we used real French! (“Obtenez la vache” and also “Obtenez le cochin”, since we used pigs, too!!) FUN!!!! We measured how far our animals launched, and we made some hypotheses related to the fact that the pigs were smaller than the cows.
Next week, we will share our data, and we will record all of our observations. Then, we will make inferences about why some of the catapults had different results than other catapults (conclusions). We will discuss how we could store more potential energy so that we can release more kinetic energy. If you are a grade 5 student reading this blog, please reply as to how you think more potential energy could be stored in this experiment.
Here, we are hot gluing plastic bottle caps onto the end of our catapult in order to have a “cup” to place our animal in.
MATH – 2-D Geometry
Both grades have math homework this weekend. Protractors have been taken home, and need to be returned on Monday – thank you! 🙂
Grade 5 – We learned about all of the features of a protractor. It is very important when reading the scale on a protractor to be choosing the correct row of numbers. After learning about the features of the printed numbers and scale on a protractor, we used our arms as a strategy to practice the direction that angles will open and which side of the protractor we need to read. We estimated the size of angles by counting by 10°.
Grade 6 – We learned about quadrilaterals! Then, we reviewed attributes of two dimensional shapes. We chose to attributes to focus on, and sorted a variety of quadrilaterals into a Venn diagram. Photos of student work (Venn diagrams) will be shared on Monday 🙂
(We crossed out the quadrilaterals that have reflex angles, because reflex angles are covered in grade 7.)