The following is a novel study guide for "Jean Val Jean" and a character wheel print out.
Math Makes Sense SK Outcomes
We read the story “Leaf Man” by Lois Ehlert. While reading, we discussed the various animals and objects that the artist created using leaves. After the story we brainstormed other animals. We then took it a step further and imagined we were someone/something else and again brainstormed what we might see in the leaves. Students then created works of art using leaves.
Each of you will be assigned a grade 6 and 8 partner with whom you will work with to create a storybook based on the legend of Jason and the Argonauts. Your story book must be intended for children so you will want to keep your language concise and clear while you tell the story. Requirements of your storybook are as follows:
- Front and back cover - 8-10 pages of story - Illustrations for each page - Complete retelling of the legend, including all steps of the heroic pattern
Science Background:
The basis of how the balloon works is that warmer air rises in cooler air. This is because hot air is lighter than cool air as it has less mass per unit of volume. Mass can be defined by the measure of how much matter something contains. The actual balloon (called an envelope) has to be so large as it takes such a large amount of heated air to lift it off the ground. For example, to lift 1000 pounds worth of weight you would need almost 65,000 cubic feet of heated air! To help keep the balloon in the air and rising, hot air needs to be propelled upwards into the envelope using the burner.
Materials: lightweight kitchen garbage bags, timer, hair dryer with various speeds and temperatures, scissors, thread, extension cord, tape, other types and sizes of bags
The folloeing are a variety of worksheets to go with literature circles.
For my artifact, I incorporated literature circles into the reading of the novel, Lord
of the Flies. The first step in this process was to introduce the roles to the students and
to explain what was expected of them. Then, I split the students into their groups of four
using a random group generator (groups can be adjusted based on numbers, but four
worked best in my class). Once students knew what was expected of them, they talked
with their group members to determine who was doing what role for the first two
chapters. From there, we would read two chapters and I would allow the students time
to complete their role sheet (I also encouraged them to do this as they were reading
along, especially for quotes and vocab) and then they would meet with their group to
share their role with the other members. As the teacher, I would circulate between the
groups while they were sharing to listen to them and to provide any input/clarifications.
We would then repeat this process after each two chapters (there are 12 chapters in
total in the novel).
Science Background: All organisms interact, and a key science concept for students to understand is that all organisms affect each other and are affected by each other. Getting rid of a certain species like mosquitoes disrupts the entire food chain, and this simulation allows them to start thinking about the ecosystem in a big picture way.
Materials: Pinnies or some other way of distinguishing teams, Large playing field, Timer
If your heart is healthy it will be able to work for a very long time.
It is up to you to keep your heart healthy.
Your heart will like it if you:
1. Exercise every day
You need to exercise your heart by making it work harder for at least 30
minutes a day. Our topics on 'Fitness' and 'Exercise' will show you how
2. Eat a healthy diet
Too much fatty food will block up the arteries with fat and your heart will
have to work harder and harder just to do its regular job of pumping
blood round your body. See our topics in the 'Your food' category to learn
about the foods your body needs and what your heart likes
3. Drink lots of water every day rather than fizzy drinks
4. Make good choices as you grow older. You can choose not to smoke, not
to take illegal drugs and not to drink too much alcohol
The purpose of this STEM project was for student’s to show their mastery of outcomes ME3.1 and ME3.2 using a STEM challenge. STEM is the acronym for Science, Technology, Engineering and Mathematics and requires the usage of each area in the planning, design and building of an inquiry-based project. In this challenge, the students were tasked with designing and building a magnetic maze for their classmates to maneuver a paper clip through in a race. The students were required to plan their maze and gather materials prior to class then assemble and test during class time. They then had the opportunity to test the mazes of two other classmates. Post-reflection of the activity involved discussion and evaluation of what worked and what didn’t and the best ideas and strategies that were discovered.
Action Plan: To add an active, fun component for Arts Ed. Grade One that would be motivating
and engaging for the students.
Summary: To achieve this I have adapted the Makey Makey invention kit for use in the shop
and created a water piano. I taught basic music theory and the basic scale first before allowing
the students to play and make their own music.
My goal was to have my students use critical thinking to discover why some instruments are capable of creating more than one sound and to create a simple instrument based on what was learned. This is CP1.5 in the arts ed. Curriculum. “Create music expressions and contribute to decisions about ideas, sounds, instruments and order.” First we learned about high and low pitches and what those terms mean. After that students looked at the following instruments in small groups: autoharp, boomwhackers, recorder, bells, chimes, and slide whistle. They were given the challenge to find the highest and lowest pitches first and then to discuss how the instrument construction determined this.
All students learn differently. It is important to understand the thought processes of all students. I wanted to use the class blog to demonstrate my students’ thinking and increase their engagement. I worked with all the different areas of learning styles presented at this PD day. I created different assignments and I had the students put their work on our class blog
Directions on making a math journal
Personalized Six Week Fitness Program should include:
o Ultimate Goal after 6 week fitness plan- 2 marks
o Key (color coded) & (correct identification of fitness components) - 10 marks
- Labels for each specific fitness component
1. Cardio
2. Strength
3. Flexibility
4. Muscle endurance
5. Power
6. Agility
This artifact demonstrates the implementation of Math as a Blended Learning opportunity for my colony classroom students.
The following is a unit created for the grade two addition strand. The unit progression is guided by a checklist that is given to the students. They use this checklist as a tool to monitor learning as they move through the unit material at their own pace. This along with the coordination of guided teacher instruction during mini lessons around skill areas that were identified as “gaps” during the preassessment. This checklist incorporates the use of Mathletics for support and extra practice (Learning Management System). The materials chosen to include for independent practice are from Math Makes Sense, Maximizing Math, Math-Aids.com and several other materials that were available to support the needs of learning.
My goal for this year was to add math games to my repertoire of teaching strategies as part of my regular classroom routine. I looked at this as the first step to moving towards a guided math program. Also our PLT group was working on ways to increase the level of math fact knowledge in addition, subtraction, multiplication and division. The Saskatchewan Curriculum recognizes that “mental mathematics is a combination of cognitive strategies that enhance flexible thinking and number sense. It is calculating mentally and reasoning about the relative size of quantities without the use of external memory aids. Mental mathematics enables students to determine answers and propose strategies without paper and pencil. It improves computational fluency and problem solving by developing efficiency, accuracy, and flexibility.” I also wanted to increase opportunities for communication and collaboration. Some of my math games involved building, creating and problem solving. Others involved competition and cooperation. I created a brochure that highlighted the favorite games of the students and it also provides links where teachers can find these games.
Science Background:
Methane gas is lighter than oxygen gas, causing the methane bubbles to rise. This can be used to demonstrate that even though both gases are colourless and odourless, they are made of different substances and therefore have different masses and properties. The reaction is caused by the combustion reaction. Anytime a hydrocarbon such as methane is burned, the products are water and carbon dioxide.
Materials: Water, Splint, meter stick, tape, dish soap, Gas line with hose
The following resources are for assessments on:
1. A good poster
2. An informative brochure
3. Poem
4. A personal narrative essay
To begin this lesson I introduced the concept of mindfulness as being more than an empty mind but rather focusing on the present and staying in the moment and being in the now. Shared a video on Mindfulness from GoStrengthsOnline called Teaching Mindfulness to Children At Home and In Schools. We discussed other ways we can be mindful in addition to sitting and meditating or doing deep breathing. Introduced the concept of mindful colouring – focusing on the now (What am I doing now? What color am I choosing and what part of the image will I colour with it?) I shared an image that I’ve been working on and discussed my colour choices the feelings I had while coloring it. Following their art work students used an iPad to record their colour choices and thoughts/feelings they had throughout the project.