Day 41 – Nov. 4, 2015 – Biodiversity – classification, Justin Trudeau swearing in ceremony, 2D Geometry – estimating angles

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LITERACY – Science (Biodiversity)

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SOCIAL STUDIES

We watched part of the swearing in ceremony of our new Prime Minister, Justin Trudeau! Students were asked to pay special attention to how Trudeau and his team designed the ceremony to reflect the diversity of people & cultures that make up Canada. This connects with a future social studies unit 🙂

The ceremony also connects to our Rousseau student voice. The swearing in of the Prime Minister is like the introduction of our own Student Council Executive in October.  It is the culmination of the electoral process – which is a an important part of citizenship (participating in the electoral process: running for office/campaigning, voting, respect for leaders & our electoral process).image image image

 

DPA

It was another beautiful day for enjoying the day outside! We had extra time to fit in an additional game of manhunt.image image

 

 

MATH – Geometry

When estimating angles, it’s important to put all I thinking on paper.

Success Criteria for Estimating Angles

  • dotted lines showing benchmarks
  • square to show 90°
  • curved lines to indicate angles
  •  Words and numbers to explain how we used the benchmark

We make sure that we rotate the paper as necessary to have one arm of an angle  horizontal.image

 

This answer for number 1 b) of. 84 shows all these criteria. image

DAY 161 – Mon., May 25/2015 – Writing/Point of View, Volume of a Prism (Rectangular Prism – Grade5; Triangular Prism – Grade 6)

  

Grade 6 – Writing

This is our second day of working on our alternate epilogue for the book “Stargirl”. The original epilogue is written –– just like the rest of the book –– from the point of view of Leo. Our assignment is to write a new epilogue, from the point of view of Stargirl herself!     

Grade 5 Math – 3D Geometry & Measurement  

Grade 5 students creating rectangular prism’s and making strategies for calculating how many centimeter cubes are used in each prism. We also created a regular shapes and calculated how many centimeter cubes were in each of those periods for both, the final number of cubes is the volume in cubic centimeters       

We worked on practice questions from the textbook (#1, #2, #5) 

   We will share strategies and solutions for questions number two and five tomorrow 🙂

Grade 6 – Volume of a Triangular Prism, Algebra 

We threw on our knowledge from terminal one, where we learned that the area of a triangle is half the area of a rectangle with the same base and height. 

Isabel’s solution: 

Algebra:

Matthew suggested we multiply what we could in the equation, i.e. 4 x 2 = 8

After that, we could use guess and  test to find out what number multiplied by 8 will give us 24. Answer is 3! 🙂  

Algebra, cont’d

We can also use a more advanced algebra strategy: use the inverse operation by  turning a  multiplication statement to a division statement.

24 = 8 x w

Becomes

24÷8 = w……because 24 is the product and 8 and w are the factors.

 

DPA!!

What we learned about Cystic Fibrosis

We attended an assembly last Friday where we learned about cystic fibrosis. All Rousseau families are encouraged to consider donating to classrooms at Rousseau for Cystic Fibrosis research so a cure can be found.

We learned that it’s really hard to breath. We did this experiment where we had to run and then pinch on our nose and try to breathe only through a straw & our mouth. – Caleb

  • It felt scary,  as if I was drowning – Carson
  • It was difficult to breathe, like when it’s really cold out and it’s hard to draw in a breath – Noah
  • I found it was very difficult, and afterwards people said that my face looked really red – Ava

The problem is that their mucus is not very liquidy. People with cystic fibrosis have mucus that is really thick – Greg

  • The mucus doesn’t really leave the lungs, so when they get a cold the germs really stay in there and they get very sick – Brady
  • People with cystic fibrosis produce more salt in their mucous – Jude
  • They have therapy each day that vibrates the lungs to help loosen the mucus – Noah

People with CF have a difficult time maintaining a healthy body weight. The digestive system has a hard time getting vitamins and nutrients out of their food – Dea

  • They have to take medication to help all this: to deal with all that mucus, to get nutrients in your body and be able to do things without being so tired. – Brady

 

 


DAY 148 – Music Monday, Geometry, Energy (Gr5), Flight (Gr6)

  

MUSIC

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

SCIENCE

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.)

    It 

May 12, 2014 – (repost) Measurement/volume, Read Aloud, Welcome back Rosalyn!

Welcome to our new student – Rosalyn, who is returning after being here in grade three 🙂 Rosalyn, we’re so glad that you have joined us again! After French, the perfect morning activity is a mini soccer tournament and a good run! 20140512-102230.jpg

LITERACY

We enjoyed our read aloud outside today for literacy – The Mighty Miss Malone Mighty Miss Malone

MATH

In Math we started to explore volume of a rectangular prism using linking cubes. Thanks Emma for taking pictures!

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20140512-122807.jpg 20140512-122916.jpg 20140512-123024.jpg 20140512-123051.jpg 20140512-123108.jpg 20140512-123200.jpg 20140512-123231.jpg 20140512-123304.jpg 20140512-123428.jpg 20140512-123456.jpg 20140512-123512.jpg We estimated and calculates the Volume of other prisms too. 20140512-163246.jpg We developed a formula for Volume 20140512-163328.jpg 20140512-163353.jpg We practiced using the formula on a rectangular prism from THREE different perspectives. It is important to decide which will be the flat face that we find the area of FIRST…..then we can find the “depth” (how far back the prism goes). Even though we turned the cube 3 different ways, the final volume (36 units3) was the same. Makes sense! The prism stays the same size when we rotate it. We inferred that the units will be “cubed” with a little superscript “3” because the prism has three (3) dimensions. 20140512-163637.jpg Our final formula: V = l x w x d Below, we looked at an example where we don’t game the length, width and depth of the prism. Instead we have the area of the face and the depth. Donuts easier to do! 20140512-163911.jpg Instructions for independent work: 20140512-164322.jpg The answer to the first question. Please note the format – formula on one line, put in the numbers on the next line, do the multiplication on the next line, and and with the answer on the last line. Please remember units 20140512-164434.jpg 20140512-164722.jpg 20140512-164736.jpg