Recent Announcements 2019-2020
Measuring the Perimeter of Pattern Blocks
In this activity, students made various shapes out of only 6 pattern blocks. Then they measured the perimeter (one side of the green triangle represented 1 unit). We then sorted the perimeters by size.  |
Sculptures STEAM Project
Students used LEGO and cubes to build sculptures inspired by nature as well as warm and cool colours. First we looked at sculptures for inspiration:  Then students were introduced to the STEAM task:  Below is a gallery of our creations!
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STEAM- Creating a Device that Defies Gravity!
Students have been learning about forces in Science. Last week students completed a STEAM activity (with a partner), to build a device that would slow an object that is being pulled down by gravity.
First we watched and discussed a short video about gravity.
Then we discussed out guiding questions for this project.
Guiding Questions
Afterwards, students were giving the below task to complete. They were giving materials (paper plates, string, cardstock, tape, construction paper, straws, popsicle sticks and others) and were told that they needed to plan and build the contraption with a partner.
 Students were then introduced the recording sheet. They needed to stop a ball from 150 cm and time how long it took to hit the ground. When they finished their contraption, they needed to re-time the ball falling to the ground using the contraption.
When students were done the experiment, they completed a reflection sheet on how well they did with their learning skills during the activity.
 Students created a large variety of contraptions! Some students created parachutes where other students created gliders. One group even use the air vent to have their ball hover! |
Estimating and Measuring Length and Collecting Data using Google Forms
Students have been estimating and measuring in cubes. Task: Students were tasked to estimate and measure 3 objects from the classroom using cubes. They were also asked to identify whether their estimate was: too short, too long or just right.  When done, students entered in their data on an iPad using Google Forms:  Consolidating the lesson: When done, we examined the data that was collected. First we looked at students' estimates. We noticed that their estimates were very accurate.  . Next we looked at the length of objects. The most popular length (or mode) was 4 cubes long.  Finally we used Google Sheets to order the objects from smallest to greatest. The smallest object measured (Lego) was 1 cube and the largest object measured (filing cabinet) was 53 cubes!  |
The Power to Connect
This week I introduced our first reading power. Reading Power is a terrific resource that teaches various reading strategies to help students understand (or comprehend) what they read.
The reading power I introduced was called the power to connect. Making connections while we read is something we do naturally as we get older. To explain the power to connect I read them the below passage to help explain why making connections while we read is actually quite remarkable. Over the next few weeks we will be working on making meaningful connections to texts we read in class.
 We also related the Power of Connect to the book: Once Upon an Ordinary School Day by Colin McNaughton
Students were asked: Why is it, in this book, when everyone in the room was listening to the same piece of music, everyone was thinking something different?
-We discussed that everyone is unique and therefore makes different connections from the music to their life stories. |
Dash (the Robot) Bulldozing Challenge!
Yesterday, students completed a STEAM task involving coding Dash the robot. The task was to code Dash to remove as many balls as possible from a hundred's mat.
This activity linked to the curriculum and learning skills in many ways:
First we discussed what a force was (a push or pull) and I showed them some robotic videos from Boston Dynamics as inspiration. Next students were presented the task.  Then students were given grid paper that showed the layout of the balls on the mat. They were told that if they programmed Dash to move 20cm, that was the equivalent of moving one square on the grid. Students planned a route for Dash on the grid paper before coding their route on the iPad app.
 Finally, when students were satisfied with their code, they attempted the task. Students were allowed up to three attempts. This gave students the opportunity to analyze Dash's performance and make modifications to the code before the next attempt. It is interesting to note that almost every group was able to improve Dash's performance in subsequent attempts.
  Afterwards, students reflected on their Learning Skill using Google Forms. They were asked to reflecton the following cooperation skills:
I shared and took turns coding Dash with my partner.
I listened and appreciated my partner's ideas.
I showed teamwork with my partner.
I used kind words with my partner.
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