April 2-5

I can understand fractions as a part of a whole and convert fractions to decimals (grade 6 Math)

We started by looking at some benchmark fractions and learned how to write fractions as decimals and decimals as fractions. Students learned how to use a hundredth grid to represent a fraction and also learned the steps to make conversions using mathematical procedures.

We practiced this concept with this task:

There are 10 different lengths of cuisenaire rods.  Choose one rod to represent a whole.  Identify the fraction and decimal represented by the other cuisenaire rods.

Cuisenaire rods

                                                       

After some practice, we challenged the students with The Unusual Baker problem to work through:

We will continue working on this concept then we will move into adding and subtracting fractions!

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I can recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases (Grade 6 Science)

In science, we thought it would be a great idea to review the phases of the moon! We had the opportunity to create a stop motion animation! Students were challenged to create an entire moon phase cycle using plasticine. Here is a look at our work:

Here is a finished project: 

March 18-21

 

I can interpret artworks for their symbolic meaning (Art, grade 6)

We have been so fortunate to host Land Eater, a travelling exhibition of artworks by Jude Griebel, right in the Andrew Sibbald Learning Commons! In grade 6, we spent time looking closely at all the pieces of art and discussed the message we think the artist is trying to convey. 

When we analyze art, we follow this format. Students are welcome to add their own thoughts and ideas outside of these guidelines, but this offers a nice starting point when we are first learning to think carefully about art. 

Everyone is really great at interpreting the art in a literal sense; the students notice details and are able to talk about how the artist created the pieces. We noticed that many students still need some practice considering the theme of the art, or the artist's message. We came together as a class and looked at some of Griebel's other art in the series and the discussion the students took us on was impressive! We have been practicing the skill of finding the deeper meaning when we read different texts in the classroom so once they got going, they shared some great ideas about our human interactions with land and our impact on natural ecologies!

We ended our week by brainstorming some ideas for our own "Land Eater" art. We are looking forward to coming back in a creative way to create some personal art inspired by Jude Griebel.

Here is some of Jude Griebel's Work: 

March 11 -15

I can create written texts for a variety of audiences and purposes (Grade 6, ELAL)

This week we took our first shot at news article writing! Before we started our news article, we watched a video on a new urban living experience called The Line. We were then given a piece of paper with information on it. We learned that we needed to read through the information and categorize it into 2 categories: most important information and less important information. 

We learned that our news article should be organized in the following way:

• Headline
• Byline 
• 5 W paragraph (Who, what, when, where, why)
• Paragraph with the most important information
• Paragraph with less important information

Here is a look at our progress so far!

March 4 - 8

 I can provide evidence that air takes up space, has mass, is capable of being compressed, and exerts pressure, and identify examples of these properties in everyday applications (Grade 6 Science)

I can use vocabulary in referring to control surfaces of an aircraft, such as: wing, vertical and horizontal stabilizers, elevators, ailerons, rudder (Grade 6 Science)

This week we started our unit on Aerodynamics and Flight! We learned 4 important properties of air: 

1. Air takes up space: blowing up a balloon

2. Air has mass: the full balloon was heavier than the empty one

3. Air exerts pressure: a piece of paper is hard to lift with a flat ruler laying underneath because the pressure of the air over the paper creates resistance (ask your grade sixer to show you a demo of this!)

4. Air can be compressed: the air in a scuba tanks is compressed to fit more

We also learned about the control surfaces of an airplane: aileron, rudder, and elevator. We learned what yaw, pitch, and roll meant as well. We drew a diagram of an airplane and watched a video and read a website to label our picture and explain each.

February 26-29

 I can represent, order, add, and subtract integers (Grade 6 Math)

This week in grade 6, we learned that integers are positive and negative whole numbers. We worked with integers on number lines and learned that the intervals (or scale) on a number line must be consistent. We also learned that you can make a number line start and end anywhere you want, as long as it has a consistent interval.

We also experimented with coloured counters, making one colour represent positive numbers and the other colour represent negative numbers. 

We thought of real-life examples of integers. Some ideas that the students came up with are par, birdie, eagle, bogey, and double bogey in golf; temperatures on a thermometer; and borrowing and saving money from mom and dad! 

We practiced ordering integers on a number line and determining the difference between two integers using problems like this:

Rossa prepared to jump off of a diving board. She was 15 feet from the pool's water level.

If she jumped up 2 feet, dove to the pool water level, and then dove 8 feet into the water,

how many feet did she travel total?

Then we were ready to add and subtract positive and negative numbers. We learning using counters and number lines: 

For example, −3 + (−4) can be represented by putting together 3 negative counters and 4 negative counters. 

There are 7 negative counters in total, so the sum is −7.

To model 3 + (−4), you can put together 3 positive counters and 4 negative counters.

Since each pair of positive and negative counters cancels each other out, you are left with -1. 

So, 3 + (−4) = −1.

Using the counters helped some students understand what it means to add and subtract integers.Others preferred to use a number line. For example, to calculate −2 + 5 you can start at −2, count 5 forward and see where you land. 

So, −2 + 5 = 3.

Phew! That was a lot of learning! Students worked hard calculating and solving problems in 

groups and independently.