This week, the students started up by sorting and organizing the $427 in coins that they raised for endangered animals in Ontario. In groups they had to figure out how many nickels would go into a roll to make $2, how many quarters would go into a roll to make $10 and how many toonies would go into a roll to make $50. Once we had rolled the money, the students selected animals that were endangered from the World Wildlife Foundation's website and voted on which ones to contribute the money to.
This week we also had our final Reader's Cafe of the year. At this event the students shared their personal portfolios with their parents from the year. This included all of their written projects in mathematics, science, social studies and language. They also shared their independent research projects on their google accounts with their parents. When they had finished sharing the students presented a series of acts to our captivated audience. These acts included scripts, dances, slide shows and stories.
This week the students were also asked to complete one final research project. I told the students that I would like to go on one outing a day the last week of school. I asked the students if they could research a place to go where we could walk as a class. They had to write a letter to me explaining where this location was and convince me why it would be a wonderful location to visit. The students then had to use google maps to figure out the directions to this location.
The writing assignment I had the most fun reading this week though, was the Cheeky Gavin assignments. As the students have listened to my Cheeky Gavin narratives all year, I presented them with a cheeky picture of Gavin and asked them to create their own. The creativity of the students here and their ability to tell a story really made me smile.
After a year of receiving guidance in their research skills, typing, creative story writing and editing on the computer, this week the students were awarded something they have been asking for all year...their own tdsb google accounts. This week the students practised using their individual student numbers and passwords to login to their tdsb accounts.
When the students had logged into their accounts they spent a lot of time transferring all their files from my google account to their own. They were very excited to prepare this so that they could share their assortment of written work and typed documents with their parents at the Reader's Cafe this coming Thursday.
Another new routine we started this week to wrap up and review our learning from the year was to practise two different word lists each day. The students reviewed these lists for 15 minutes through kinesthetic activities and then completed a quick quiz. Any words they didn't know they practised the next morning as seat work. I was actually very surprised to see how much they enjoyed reviewing all of our words from the year!
The morning after the Raptors' victory, the class was filled with excitement. To channel their energy, the students worked on their performances for The Reader's Cafe. As the students practised their dances in the hallway, the kindergarten students joined in the fun!
As a final project for this year, the students in room 101 have had the opportunity to create a presentation for our last Reader's Cafe of the year. Many of the students chose to complete a presentation on google slides on a research topic of their choice. Other students have been working hard to choreograph dances and write down the steps to these dances using procedural writing. Some students have opted to writing creative scripts and stories. Other students opted to help create a gardening centre in our class so we could grow plants for our new Mountview garden next year. We cannot wait to share these project with you on the afternoon of June 20th!
This week the students completed their research reports on an endangered or at risk animal in Ontario. This report included details such as the characteristics of the animal, where it is found in Ontario and why it is in trouble. Upon completing this, the students created beautiful watercolour pictures of their animals.
When we had completed our projects, the students thought about what they could do to help endangered animals in Ontario. We decided to have a bake sale. Once we had decided on a date and time, the students created posters to share the event details with the school. In doing so the students had to communicate why were were having the sale, when it would take place, where it would take place and what their customers needed to bring.
To tie our mathematics unit into the bake sale theme, the students learned about fractions and measurement as they prepared goods for the sale. They reviewed skip counting and problem-solving with money as they prepared to work the sale. They also worked on procedural writing as they recorded their recipes so they could enjoy these treats at home.
As the students worked at the bake sale they showed great pride in executing this event. The students worked in shifts to manage the sales tables and did a wonderful job calculating totals and change owed to their customers. Some students even carried signs through the school to attract more customers. In the end, students raised over $420 to help endangered animals in Ontario!!! They applauded themselves when they heard the news.
To add even more excitement to this fun-filled week, students had the opportunity to work with a visiting artist from OCAD. Ms. Gilbert used her expertise to show the animals how to create beautiful animal portraits using different lines and colours.
This week, we were lucky enough to be visited by Scientist Gail from Scientists in the School. In her presentation she helped us figure out what our classroom character Dex figure out what he could do on his journey if he encountered obstacles. Scientist Gail taught us about simple machines that could help Dex on his way. She taught us about forces such as gravity, friction and magnetism that could help move Dex's vehicle more quickly and slow it down. This lesson was all taught with a little help from a character called Percy the Penguin.
This week the students decoded Dex's note and inferred that the province he was in is in fact Ontario. In his weekly report we found out that The World Wildlife Foundation had hired him to help an animal who is at risk in Ontario. Dex asked the students in room 101 use the following website: https://www.ontario.ca/page/species-risk-ontario to see which animals were in trouble. He asked the students to each pick an animal from this website to study. Dex wanted the students to look into the characteristics of these animals, where they are located in Ontario and why they are at risk. To connect this project to mathematics and social studies the students learned about coordinate mapping this week. They also looked at word problems to determine different distances Dex has travelled on his journey.
Our class was so excited this week when we received Dex's weekly report along with pictures of his adventures in the mail. Dex explained how he combined all of the students' designs to create a vehicle that used renewable energy. He also sent us pictures of places where renewable energy was being used. The students looked at pictures of Dex at a hydro-electric plant, a solar energy station and in front of a wind turbine. After going through this material the students read Dex's next poem which contained clues to his whereabouts.
Using clues from this poem, the students inferred what country Dex was in. Many students explained that it had to be Canada, because the United States was just made up of states and Canada had 10 provinces and 3 territories. Some also explained how Canada had a beaver on its nickel so he had to be taking about Canada in his poem. Many also explained how Dex said his destination was "close to home" and Canada is home unlike the US or Mexico.
As Dex mentioned that he would not give the students their next clue until they mapped the provinces and territories, the students used computers, maps and books to accomplish this mission.
Last week, the students learned how to construct a vehicle using energy from wind, muscle and moving water. This week they learned how you can use the power of the sun, moving water and wind to create electricity. Upon doing so, they incorporated these elements into their machine designs. They explained how they would use solar panels or wind turbines to create electricity which would power the lights of their boat, an anchor or jet engines. When their design was complete, the students then recorded how long it took for their machines to travel 1 meter. We also looked at other units of measurement such as centimetres, meters, kilometres, inches and yards. In doing so they were able to infer which units would help our classroom character best measure the distance he would be traveling on his trip.
This week the students examined which renewable resources they could use to power the vehicles they had created. They learned that solar power, muscle power, wind and water power are renewable resources. The students created mini propellor's for their vehicles that used kinetic force, and moving water to push their boats forward.
Here the students created simple machines that use muscle power to work. They used procedural writing to record the steps required to build these machines.
This week the students in room 101 completed their papier mache globes. Once they had done so our classroom character Dex let us know that the continent he is going to explore is North America. He then informed the students that before he sets off on his journey the students need to explore different forms of energy. Dex wants to know what types of energy he can use to move around North America and which one would be best for the earth. On Tuesday, the students explored energy from moving air. They started to build boats that used the power of the wind to move. While creating their boats the students examined how the area of the flag and the position of the flag pole would change how quickly the boat could travel on its course. They also explored different 3D shapes and looked at which shapes would be best for the base of their boats.