Events coming up:

May 11th Garden of Wonder Clean up

May 13th-May 21st Alien inline skating

May 14th Fun Lunch

May 17th P.D. Day

May 20th Victory Day

May 21st Comic Arts Presentation

May 22nd Heritage Park Field Trip

SLA- Spanish

Over the next few weeks we continue to explore stories of Alberta Social Studies and will learn to express our ideas in Spanish. As part of our investigations, we will develop questions to ask grandparents and/or family members that can tell about our grandparents and how they lived in the past. In Spanish, we will learn vocabulary and sentence structures to communicate about the way of  life of our grandparents in the past. Sra. Pao will continue to collaborate with grade 4 classrooms on enhancing Spanish oral skills.

Guiding questions: What was life like for my grandparent when they were in grade 4? Did my grandparent live in an urban or rural community? What kinds of jobs/chores did my grandparent have when they were young? What kinds of foods did they eat? What activities did my grandparents do for fun ie. games ? What was school like for my grandparents?

ELA- Narrative and Descriptive Writing

We continue with the reading of “The People of Sparks”, by Jeanne DuPrau. For the next couple of weeks, we will use the book to focus on various elements of writing and to analyze literature through the practice of inferring, predicting, summarizing, visualizing, questioning, making connections.

As we explore types of writing, the students will focus on narrative/ descriptive writing as we go through our poetry unit.

Guiding questions: What do you think is going to happen in the next chapter? WHY do you think that? How do you picture Sparks? Does the book remind you of anything in the real world?

Please note that grammatical expectations are ongoing and according to our Alberta Program of Studies:

Attend to grammar and usage

  • identify simple and compound sentence structures, and use in own writing

  • identify correct noun–pronoun agreement, and use in own writing

  • identify past, present and future action

Attend to spelling

  • use phonic knowledge and skills and visual memory, systematically, to spell multisyllabic words in own writing

  • identify and apply common spelling generalizations in own writing

  • apply strategies for identifying and learning to spell problem words in own writing

Attend to capitalization and punctuation

  • use capitalization to designate organizations and to indicate the beginning of quotations in own writing

  • use commas after introductory words in sentences and when citing addresses in own writing

  • identify quotation marks in passages of dialogue, and use them to assist comprehension.

People of Sparks on YouTube: https://www.youtube.com/watch?v=X4ZdqpWIwJQ

Social Studies - Early Settlement

We continue learning about diverse early settler’s stories for the student to appreciate how Alberta’s history, peoples and stories contributes to their own sense of belonging and identity.

The student will:  

• recognize how stories of people and events provide multiple perspectives on past and present events

• recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history

• recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity

• recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta’s heritage

• recognize British institutions and peoples as integral parts of Alberta’s heritage

• recognize how the diversity of immigrants from Europe and other continents has enriched Alberta’s rural and urban communities

• demonstrate respect for places and objects of historical significance

SCIENCE / SOCIAL STUDIES

Simple Machines

We continue to explore how simple machines are assembled, how they operate and how they are used. Students continue to investigate and explore the history of catapults. We will connect this unit with our Social Studies unit with the guiding question: How do you think the use of simple machines impacted the life of the early settlers in Alberta?

The student will: 1. Explain how rollers can be used to move an object, and demonstrate the use of rollers in a practical situation. 2. Compare the wheel and the roller, and identify examples where each are used. 3. Construct devices that use wheels and axles, and demonstrate and describe their use in: • model vehicles • pulley systems • gear systems. 4. Construct and explain the operation of a drive system that uses one or more of the following: • wheel-to-wheel contact • a belt or elastic • a chain • cogs or gears. 5. Construct and explain the operation of a drive system that transfers motion from one shaft to a second shaft, where the second shaft is: • parallel to the first • at a 90° angle to the first. Students who have achieved this expectation will be aware of changes in speed and direction that result from different ways of linking components. Introduction of gear ratios, however, is not recommended at this grade level. Students will have an opportunity to develop the concept of the ratio as part of their junior high mathematics program. 6. Demonstrate ways to use a lever that: • applies a small force to create a large force • applies a small movement to create a large movement. 7. Predict how changes in the size of a lever or the position of the fulcrum will affect the forces and movements involved. 8. Construct models of levers; and explain how levers are involved in such devices as teeter-totters, scissors, pliers, pry bars, tongs, nutcrackers, fishing rods, wheelbarrows.

Guiding Questions:  

  1. How do simple machines make life easier? How do simple machines make the world more accessible to all? How were catapults use in the past?

MATH - Fractions and Decimals

We continue our focus on understanding fractions. The students have been naming and recording fractions of a whole and fractions of a set, comparing and ordering fractions. Our next steps include relating decimals to fractions and fractions to decimals (to hundredths), demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using personal strategies to determine sums and differences, estimating sums and differences and use mental mathematics strategies to solve problems.

Number sense skills continue through the use of math centers for students to practice their multiplication and division facts.

Through our Plastic Bag Challenge, we learned to collect data and to create graphs. We will continue to develop our understanding of interpreting data, making graphs and looking for patterns using real world problems.

At this time of the year, it is expected that students are able to understand and apply strategies for multiplication and related division facts to 9 X 9 as well as recall multiplication and related division facts to 7x7.

Guiding questions:

Where do fractions live in the world? How do we use fractions? Where do fractions go on a number line?

Resources:

Math:

Introduction to fractions:

https://www.youtube.com/watch?v=bFosWzDPALg

Introduction to decimals:

https://www.youtube.com/watch?v=2FH6YiLWIuE

Fractions to decimals:

http://www.inquirymaths.com/home/number-prompts/Fraction-decimal-conversion

Multiplication with area model:

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-place-value-area-models/v/understanding-multiplication-through-area-models

Big 7 strategy for division:

https://www.youtube.com/watch?v=Zyn2yALYkK8

Telling time in Spanish:

http://concurso.cnice.mec.es/c...

Fact families:

https://www.topmarks.co.uk/number-facts/number-fact-families

Spanish

Important verbs:

https://rockalingua.com/games/important-verbs

“Yo tengo”  songs:

https://www.youtube.com/watch?v=Uy_B7raM7n8

https://www.teachertube.com/video/yo-tengo-un-libro-165741

Science:

Simple machines:

https://www.youtube.com/watch?v=IEKJLF2sTVI

https://www.youtube.com/watch?v=fvOmaf2GfCY

Social Studies:

Alberta was shaped by Mavericks:

https://www.glenbow.org/mavericks/english/menu.html

African-Americans crossed the border to settle in small communities around Edmonton:

https://edmontonjournal.com/entertainment/movies/paula-simons-moving-new-film-untangles-albertas-complex-black-history

Historic Edmonton and Northern Alberta images:

https://www.youtube.com/watch?v=x6X3NlGPoRc

Alberta Settlement:

https://www.collectionscanada.gc.ca/eppp-archive/100/200/301/ic/can_digital_collections/pasttopresent/opportunity/black_settlers.html


Srta. Sandra Imperadeiro


  


Events coming up:

May 11th Garden of Wonder Clean up

May 13th-May 21st Alien inline skating

May 14th Fun Lunch

May 17th P.D. Day

May 20th Victory Day

May 21st Comic Arts Presentation

May 22nd Heritage Park Field Trip

SLA- Spanish

Over the next few weeks we continue to explore stories of Alberta Social Studies and will learn to express our ideas in Spanish. As part of our investigations, we will develop questions to ask grandparents and/or family members that can tell about our grandparents and how they lived in the past. In Spanish, we will learn vocabulary and sentence structures to communicate about the way of  life of our grandparents in the past. Sra. Pao will continue to collaborate with grade 4 classrooms on enhancing Spanish oral skills.

Guiding questions: What was life like for my grandparent when they were in grade 4? Did my grandparent live in an urban or rural community? What kinds of jobs/chores did my grandparent have when they were young? What kinds of foods did they eat? What activities did my grandparents do for fun ie. games ? What was school like for my grandparents?

ELA- Narrative and Descriptive Writing

We continue with the reading of “The People of Sparks”, by Jeanne DuPrau. For the next couple of weeks, we will use the book to focus on various elements of writing and to analyze literature through the practice of inferring, predicting, summarizing, visualizing, questioning, making connections.

As we explore types of writing, the students will focus on narrative/ descriptive writing as we go through our poetry unit.

Guiding questions: What do you think is going to happen in the next chapter? WHY do you think that? How do you picture Sparks? Does the book remind you of anything in the real world?

Please note that grammatical expectations are ongoing and according to our Alberta Program of Studies:

Attend to grammar and usage

  • identify simple and compound sentence structures, and use in own writing

  • identify correct noun–pronoun agreement, and use in own writing

  • identify past, present and future action

Attend to spelling

  • use phonic knowledge and skills and visual memory, systematically, to spell multisyllabic words in own writing

  • identify and apply common spelling generalizations in own writing

  • apply strategies for identifying and learning to spell problem words in own writing

Attend to capitalization and punctuation

  • use capitalization to designate organizations and to indicate the beginning of quotations in own writing

  • use commas after introductory words in sentences and when citing addresses in own writing

  • identify quotation marks in passages of dialogue, and use them to assist comprehension.

People of Sparks on YouTube: https://www.youtube.com/watch?v=X4ZdqpWIwJQ

Social Studies - Early Settlement

We continue learning about diverse early settler’s stories for the student to appreciate how Alberta’s history, peoples and stories contributes to their own sense of belonging and identity.

The student will:  

• recognize how stories of people and events provide multiple perspectives on past and present events

• recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history

• recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity

• recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta’s heritage

• recognize British institutions and peoples as integral parts of Alberta’s heritage

• recognize how the diversity of immigrants from Europe and other continents has enriched Alberta’s rural and urban communities

• demonstrate respect for places and objects of historical significance

SCIENCE / SOCIAL STUDIES

Simple Machines

We continue to explore how simple machines are assembled, how they operate and how they are used. Students continue to investigate and explore the history of catapults. We will connect this unit with our Social Studies unit with the guiding question: How do you think the use of simple machines impacted the life of the early settlers in Alberta?

The student will: 1. Explain how rollers can be used to move an object, and demonstrate the use of rollers in a practical situation. 2. Compare the wheel and the roller, and identify examples where each are used. 3. Construct devices that use wheels and axles, and demonstrate and describe their use in: • model vehicles • pulley systems • gear systems. 4. Construct and explain the operation of a drive system that uses one or more of the following: • wheel-to-wheel contact • a belt or elastic • a chain • cogs or gears. 5. Construct and explain the operation of a drive system that transfers motion from one shaft to a second shaft, where the second shaft is: • parallel to the first • at a 90° angle to the first. Students who have achieved this expectation will be aware of changes in speed and direction that result from different ways of linking components. Introduction of gear ratios, however, is not recommended at this grade level. Students will have an opportunity to develop the concept of the ratio as part of their junior high mathematics program. 6. Demonstrate ways to use a lever that: • applies a small force to create a large force • applies a small movement to create a large movement. 7. Predict how changes in the size of a lever or the position of the fulcrum will affect the forces and movements involved. 8. Construct models of levers; and explain how levers are involved in such devices as teeter-totters, scissors, pliers, pry bars, tongs, nutcrackers, fishing rods, wheelbarrows.

Guiding Questions:  

  1. How do simple machines make life easier? How do simple machines make the world more accessible to all? How were catapults use in the past?

MATH - Fractions and Decimals

We continue our focus on understanding fractions. The students have been naming and recording fractions of a whole and fractions of a set, comparing and ordering fractions. Our next steps include relating decimals to fractions and fractions to decimals (to hundredths), demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using personal strategies to determine sums and differences, estimating sums and differences and use mental mathematics strategies to solve problems.

Number sense skills continue through the use of math centers for students to practice their multiplication and division facts.

Through our Plastic Bag Challenge, we learned to collect data and to create graphs. We will continue to develop our understanding of interpreting data, making graphs and looking for patterns using real world problems.

At this time of the year, it is expected that students are able to understand and apply strategies for multiplication and related division facts to 9 X 9 as well as recall multiplication and related division facts to 7x7.

Guiding questions:

Where do fractions live in the world? How do we use fractions? Where do fractions go on a number line?

Resources:

Math:

Introduction to fractions:

https://www.youtube.com/watch?v=bFosWzDPALg

Introduction to decimals:

https://www.youtube.com/watch?v=2FH6YiLWIuE

Fractions to decimals:

http://www.inquirymaths.com/home/number-prompts/Fraction-decimal-conversion

Multiplication with area model:

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-place-value-area-models/v/understanding-multiplication-through-area-models

Big 7 strategy for division:

https://www.youtube.com/watch?v=Zyn2yALYkK8

Telling time in Spanish:

http://concurso.cnice.mec.es/c...

Fact families:

https://www.topmarks.co.uk/number-facts/number-fact-families

Spanish

Important verbs:

https://rockalingua.com/games/important-verbs

“Yo tengo”  songs:

https://www.youtube.com/watch?v=Uy_B7raM7n8

https://www.teachertube.com/video/yo-tengo-un-libro-165741

Science:

Simple machines:

https://www.youtube.com/watch?v=IEKJLF2sTVI

https://www.youtube.com/watch?v=fvOmaf2GfCY

Social Studies:

Alberta was shaped by Mavericks:

https://www.glenbow.org/mavericks/english/menu.html

African-Americans crossed the border to settle in small communities around Edmonton:

https://edmontonjournal.com/entertainment/movies/paula-simons-moving-new-film-untangles-albertas-complex-black-history

Historic Edmonton and Northern Alberta images:

https://www.youtube.com/watch?v=x6X3NlGPoRc

Alberta Settlement:

https://www.collectionscanada.gc.ca/eppp-archive/100/200/301/ic/can_digital_collections/pasttopresent/opportunity/black_settlers.html


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Today is the last day of the school year for teachers and school staff. Thank your for another amazing year. Enjoy your well-deserved summer break! #WeAreCBE https://t.co/IlEIqQUkXj

Today was the last official day of classes for the 2018-19 school year! Congratulations to all of our students on your many accomplishments and successes this year. Have an awesome summer! #WeAreCBE https://t.co/NJWHSGxs9c

RT @cityofcalgary: School/playground zone safety is everyone's responsibility. A friendly reminder that the maximum speed in playground zones is 30 km/h and is in effect from 7:30 a.m. to 9:00 p.m., 7 days a week, year round. https://t.co/z67wIsesnP https://t.co/k1jLA9Sxv0

RT @YourAlberta: As the school year winds down, hats off to all our students for a successful year and congratulations to Alberta's class of 2019! 🎓 🎉 #abed https://t.co/KJw6wNa3Lo