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Geometry Test, Speeches, and Hansen Palooza Basket

Geometry Test

We will have a 2D Geometry Test next Thursday, May 30th. A purple test note and package was sent home with students today. Students are encouraged to review different ways to sort, and describe 2D shapes using geometry vocabulary (please see purple note for details). 

Opinion Paragraph Speech

The note below, as well as copy of your student's speech was sent home today. 

Here are the links to speeches we watched in class today:

What Adults Can Learn From Kids Speech

Kid President: 20 Things to Say More Often

Kid President: How to Change the World

Hansen Palooza Basket

May 10th Update

Math

We are learning about geometry. Here are the learning goals for Grade 2 and 3 students:

Grade 2

• identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties; 

• compose and decompose two-dimensional shapes and three-dimensional figures (create models and skeletons of 3D solids, create a 2D hexagon using triangles)

• describe and represent the relative locations of objects, and represent objects on a map

Grade 3

• compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties; 

• describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures;

 • identify and describe the locations and movements of shapes and objects

We began our learning by investigating shapes that are congruent. Congruent means exact same size and shape. As a class we folded a piece of paper and drew half of a heart on it. When we unfolded the paper we saw the heart shape. We cut the heart exactly in half and noticed that the two halves were the exact same size and shape. They were congruent. 

From this we began to learn about symmetry. The line in the middle of the heart that separates it into two congruent parts is also a line of symmetry. We had some fun creating symmetrical images using pattern blocks and tiles. In one activity students had 20 seconds to create an imagine on one side of the line of symmetry using pattern blocks. They then milled around the room to music and when the music stopped they had to build the other half of a classmate's picture to make it symmetrical. 

 

 

Once students understood the concept of symmetry, we applied it to investigate how many lines of symmetry different 2D shapes have. Students used cut out shapes and folded them to find lines of symmetry. There were many observations and questions. We discovered:

a square has 4 lines of symmetry 

If a hexagon has sides that are an equal length it has 6 lines of symmetry

....and after much debate and perseverance it was discovered that a parallelogram doesn't have any lines of  symmetry but a rhombus has 2. 

This week we have been learning about 3D solids. Students have learned how to identify, describe, and compare a variety of 3D solids. They have built 3D solids from nets, and also created them with toothpicks and candies. 

 

 

Students are encouraged to use geometry vocabulary when describing, comparing and sorting 3D solids. Today we practiced using geometry vocabulary by writing riddles about 3D solids. Students used actual wooden 3D solids to be able to physically feel and count vertices, faces, and edges.

 For example, one student wrote: I have 5 Faces, 8 Edges, and 5 Vertices. Who Am I? The answer is a square-based pyramid. 

We can describe solids by:

-prism or pyramid

-number of faces

-number of edges

-number of vertices

-if it can roll,

-if it has two congruent bases

Here is an example how how a Grade 3 student compared a cube to a rectangular prism today:

 Next week we will spend some more time sorting and comparing 3D solids. Later we will sort, compare, and describe 2D shapes.

 We will also spend some time in the afternoon learning about probability. We will focus on using probability words to describe the likelihood of events occurring (impossible, unlikely, very likely, certain). We will also learn how to predict outcomes in probability experiments, and determine if a game is fair or unfair.

Science

In science the Grade 2 students have been learning about air and water, while the Grade 3 students have been learning all about soil. Here are the big ideas for each grade:

Grade 2:

Air and water are a major part of the environment. 

Living things need air and water to survive.

Changes to air and water affect living things and the environment. 

Our actions affect the quality of air and water, and its ability to sustain life. 

The overall curriculum expectations for Grade 2 are:

1. assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;

2. investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;

3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

Grade 3:

Soil is made up of living and non-living things. 

The composition, characteristics, and condition of soil determine its capacity to sustain life.

Soil is an essential source of life and nutrients for many living things. 

Living things, including humans, interact with soils and can cause positive or negative changes. 

The overall curriculum expectations for Grade 3 are:

1. assess the impact of soils on society and the environment, and of society and the environment on soils;

2. investigate the composition and characteristics of different soils;

3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship between soils and other living things

To begin our learning in these areas students in both grades planted tomato seeds in our classroom greenhouse. We have been observing these seedlings grow, and asking many questions (why have some seeds not sprouted? why do some grow faster than others? why is it always damp inside the greenhouse? How come we don't need to water inside the greenhouse very much?)





As is often in science, both grades have done experiments! Grade 2 students have explored the air bubble in a cup submerged in water, how air becomes trapped in a sponge, and the water vapor that comes out of a kettle. 

 Grade 3 students spent time collecting soil samples around the school yard and examining them. They have learned that there are different types of soil in our environment. Each type of soil collected was put into a large mason jar and shook up. Once the soil settled the layers could be seen!



We are waiting for a nice warm day, to dig up the pumpkin that we planted in the fall! It will be interesting to see what has happened to it over the winter.

In the coming weeks we will explore how humans impact air and water and soil, and what can be done to reduce harmful effects. Later we will move into our final science units about growth and changes in animals and plants.

Literacy

Most students have completed their final opinion paragraph. The next step is to edit and make revisions using a checklist:

 Once edits and changes have been made students will work on typing up a good copy of their opinion paragraph.

We have been reading a variety of non-fiction texts as a class mostly connected to science. We are also reading another adventure type story together titled the Wild Robot. Students read with Mrs. Gibbs on a regular basis, sometimes with a group, and sometimes one-on-one. During this time the teacher and student discuss different reading strategies, and goals. It is important that students continue to read at home everyday.

Additional Information

EQAO

The EQAO assessment for Grade 3s begins on May 22nd. Students will write the test during the morning block for 6 days. While we have been preparing for this assessment throughout the year (incorporating EQAO style questions in assessments, using some EQAO reading selections, and vocabulary) next week Mrs. Gibbs will spend some extra time with the Grade 3s during literacy to work on some of the practise questions that can be found here 

so....what will the Grade 2s do?

Next week the Grade 2 students will be working on a passion project during literacy. They will come up with a topic that they are passionate about. It can be anything!! They will then create 5 questions to guide their research. For research students will use non-fiction books, as well as the Encyclopedias online.  Once they have found their information, they will create a google slide to share it with the class. 

JUMP ROPE

Jump Rope for Heart is a fundraiser that our school has supported since it opened. Yesterday the whole school attended an assembly lead by a representative from Jump Rope for Heart. They learned why heart health is important, and how to keep your heart healthy. They also learned how the Jump Rope society supports individuals and families in need. Today students brought home pledge forms. Our school goal is to raise $3000. Students who raise $25 dollars receive a prize! Your support is greatly appreciated. Our school Jump Rope for Heart date is June 12th. 

CLOTHING DRIVE CONTINUES 

Grade 8 students are still collecting clothing for their clothing drive. Please send in any unwanted clothing in good condition.

GARDEN PARTY

Our school has a community garden that continues to grow. It is organized and taken care of by the school's Garden Club. It would not be successful without the help and support from members of the community as well. Over the past few years families have signed up to water over the summer. The fruits and vegetables that grow in the garden are available for anyone in our community to harvest and enjoy!

The annual Garden Club Planting Party is on Thursday May 30th this year beginning at 5:30 pm. If you are available and would like to help please join us! If possible please bring your own gardening tools. 

Into The Woods

Into the Woods the Musical is coming to Rick Hansen next week! There are two night performances on Wednesday, May 1 and Thursday May 2nd at 6:30 in the gym. Tickets are FREE!

Please see the weekly e-blast for an order form or have your child ask me for one!

Puppets

Click here for the link to Ms. Caughey's puppet instructions

April 9th Update

Math

In math we are learning about repeated addition and multiplication.

Yesterday we began by looking at a picture of a grocery store. Students were challenged to determine how many of each product without counting by ones (see pictures below). 

Many students chose to skip count, others made groups and then added the groups together. From here we will explore how grouping, and repeated addition connect to multiplication.

Today we looked at collections of stamps. Students learned about why stamps have a cost, and how many people buy a "package" of stamps. All stamps in a package are the same price. We explored different ways to determine the price of a package of stamps. 

In one picture a collection of stamps looked like this:

4   4   4              

4   4   4

Some students decided to add 4 6 times. 6 groups of 4 equals 24, so the price of the package is 24 cents. 

Some students grouped the 4s together to make 8. 3 groups of 8 also equals 24.

Another way was to look at the stamps as 2 groups of 12. 2 groups of 12 also equals 24.

Our learning goal today was to make groups, and then add the groups together. Students construct their learning in different ways. Some students are still comfortable with skip counting, while others are beginning to make the connected between repeated addition and multiplication.

Here is one example of student work from today:

Literacy

Reading: As a whole class, we are continuing to read articles and books while discussing the different perspectives presented. Last week we finished reading The Tiny Hero, this week we began a new chapter book titled The Wild Robot. In small groups (guided reading groups, and one-on-one reading) we have been focusing on using non-fiction text features (glossary, bolded words, index, headings) to deepen our understanding of the text. We have also been working on finding the main idea in a text, and reviewing decoding strategies. 

Writing: We are learning how to write an opinion paragraph. After spending lots of time sharing our opinions orally, it's time to capture our ideas and thinking in writing. Yesterday we read, "Should Children Choose Their Bedtimes?" as a class. After reading we discussed some of the main reasons and examples that support the two different opinions presented in the text (children should choose their own bedtimes, parents should choose children's bedtimes). Next as a whole class we worked on organizing our ideas into an "OREO" planner. Finally, students worked on their own OREO planners to share their opinions. This week we will continue to use the OREO planner to organize our thinking, next week we will learn how to transfer ideas from the planner into complete sentences to create a paragraph. 

We have been looking at "issues" as a whole class (e.g., should animals be kept in zoos? is it right to use technology to track sharks? are self driving cars safe?). Later students will determine their own issue that they feel passionate about. They will use the OREO planner to organize their thoughts (opinion and reasons with examples to support it), and then write a paragraph. After that, students will read their paragraph to the class as a speech. 

Social Studies

Grade 2 students have been learning about a global community. Grade 3 students have learned about the three land form regions in Ontario, and have chosen one that they will explore deeper. Last week students gathered 5 pictures that represent how physical features/landform features, and climate affect humans in a specific region of Ontario/ global community. This week they are working on using these 5 pictures to create a poster that will be shared with the class.

At the end of the week students will complete a Show What You Know about our learning in social studies. There is no need to study and review at home as students have be engaged in activities and discussions here in class. This assessment at the end of the week will provide an additional opportunity for students to share their learning in this unit. 

Next week we will jump into our next science unit about air and water (Grade 2) and soil (Grade 3)

Drama

Students have worked in small groups to create a short adventure story. They will present their adventure stories through drama in the coming weeks. The first dramatic presentation will be done with puppets! If you have any extra felt, buttons, fabric, or other craft materials that will help to create puppets please send it to school ASAP. Thank you!

Blue Spruce Vote

Blue Spruce Vote