Sr. Carlos Plata


Welcome Families,

Please find below the curricular outcomes that we will be exploring for the next two weeks.

Important Dates:

Nov 11th Remembrance Day - No School Day

Nov 13th Poinsettias WOM Fundraising Order Due

Nov 18th Parent Council Meeting

Nov 20th Non-Instructional Day

Nov 20th The W.O. Glow Family Dance Party 

Social Studies

We have explored, critically, the physical characteristics of the Interior Plains (Grade 5) and the Grasslands and Foothills regions (Grade 4). We will continue to explore the Cordillera Region (Grade 5) and the Rocky Mountain region (Grade 4).Also we will be discussing Histories and Stories of Ways of Life in Canada.

Grade 4

  •  examine, critically, the physical geography of Alberta
  • analyze how Albertans interact with their environment

Grade 5

  • analyze how people in Canada interact with the environment
  • examine, critically, the physical geography of Canada

Science 

In Science, we start exploring new topics, light and shadows and weather. These two topics start with the sun as a star!

Grade 4

Students learn about light by studying the effects of light on things within their environment. They learn about light sources, about materials that light can pass through and about what happens when a material blocks or changes the path of light. By observing shadows and their motions relative to a light source, students discover that light and shadows fall along a predictable path. They discover that mirrors, prisms and a variety of other materials can affect that path by reflecting and refracting light and by splitting light into colours.

  1. Recognize that eyes can be damaged by bright lights and that one should not look at the Sun-either directly or with binoculars or telescopes.
  2. Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials).
  3. Distinguish objects that emit their own light from those that require an external source of light in order to be seen.
  4. Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.

Grade 5

Students learn about weather phenomena and the methods used for weather study. They learn to measure temperatures, wind speed and direction, the amounts of rain and snow, and the amount of cloud cover. In studying causes and patterns of air movements, students learn about the effects of uneven heating and cooling and discover the same patterns of air movement in indoor environments as are found outdoors. They also learn about human actions that can affect weather and climate and study the design and testing of clothing used as protection against the weather.

  1. Predict where, within a given indoor or outdoor environment, one is likely to find the warmest and coldest temperatures.
  2. Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is cool.
  3. Describe and demonstrate methods for measuring wind speed and for finding wind direction.
  4. Describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in the air.

 

Mathematics

Both grades will continue to build on their understanding of multiplication and division and apply it to operations for problem solving. The y will be using different strategies to solve problems and check the accuracy of their answers.

Grade 4

  • Demonstrate an understanding of multiplication and division to solve problems (i.e. Strategies to determine basic facts)
  • Multiplying 2 and 3-digits numbers by one digit.

Grade 5

  • Demonstrate an understanding of  multiplication and division.
  • Multiplying 2 and 3-digits numbers by 2-digits.

English Language Arts

We continue to enjoy our novel study of Finders Keepers, by Andrea Spalding. Students continue to learn about the traits of excellent writing, and are practicing them by writing a personal narrative, “A Moment in Time.” Sharing their drafts with peers will allow students to practice giving and receiving constructive feedback.

Grade 4

  • Discuss and compare ideas to prior experiences to understand new ideas.
  • Explain connections between personal experiences and characters, setting and events in texts.
  • Develop opinions and preferences using evidence from experiences and texts.
  • Explain how literary devices create mental imagery and convey meaning.
  • Discuss story elements (such as main characters, plots, settings, illustrations) from diverse cultures and communities and describe similarities and differences among them and self.
  • Identify and use conventions in their own writing.

Grade 5

  • Develop new ideas by exploring prior understandings and own experiences
  • Compare text situations to personal experiences and use comparisons to support interpretations of texts.
  • Describe characters’ actions and words and retell stories from their points of view.
  • Explain how literary techniques/devices (such as similes, hyperbole) and apt word choice create mood and imagery.
  • Discuss texts from a variety of cultural traditions and genres (such as historical fiction, myths, biographies, poetry, news reports, guest speakers) identifying similarities and differences in forms.

Spanish Language Arts

Our students continue to build their skills in speaking and listening through daily conversations, rehearsed communicative activities, listening tasks, and games. They continue to build their understanding of verb conjugation and agreement in order to express themselves orally and in writing. Students in both grades are beginning to access disciplinary texts related to their learning in math, science, and social studies.

Grade 4

 

  • consistently use, in structured situations, all elements of the sound–symbol system
  • listen to and generally understand a short oral presentation on a familiar topic in structured and unstructured situations
  • produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured situations
  • produce, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations

Grade 5

 

  • use, independently, in oral and written situations, all elements of the sound–symbol system
  • use vocabulary and expressions appropriately in classroom, school and community contexts
  • listen to and understand the main points of an oral presentation on a familiar topic in structured and unstructured situations
  • produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
  • produce, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations
  • view and understand a series of simple events and/or representations
  • create multiple representations of the same ideas, events and/or information

Homework expectations | Daily | 20 minutes | Independent work

Guidelines:

  • The goal of homework is to help facilitate conversations at home about your student’s learning.
  • Homework is a practice at home of concepts that students have already explored and practiced at school.
  • Although homework is not part of our summative assessment, it informs our instructional decisions.
  • Although deadlines are flexible, meeting them is an important skill your child should practice.
  • Homework is not prescriptive, and it will be class dependent. Each grade 4/5 class will be designing activities according to students’ needs.
  • Homework is assigned and explained to students at the beginning of the week and is due at the beginning of the following week. 
  • Students have access to the assigned homework and required material in their Google Classroom.


Welcome Families,

Please find below the curricular outcomes that we will be exploring for the next two weeks.

Important Dates in October:

October 21 - Parent Council Meeting, 7:00pm 

October 30 - Non-instructional day

November 3 - Photo Retakes with Lifetouch

Social Studies

We will continue to explore, critically, the physical characteristics of regions of Alberta (Grade 4) and Canada (Grade 5). Specifically, we will examine the Interior Plains, Grasslands, and Foothills regions.

Grade 4

  •  examine, critically, the physical geography of Alberta
  • analyze how Albertans interact with their environment

Grade 5

  • analyze how people in Canada interact with the environment
  • examine, critically, the physical geography of Canada

Science 

In Science, we will continue exploring the relationship between waste disposal processes and their impact on essential ecosystems such as wetlands.

Grade 4

  • Identify methods of waste disposal currently used within the local community.
  • Identify kinds of wastes that may be toxic to people and to the environment.
  • Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper
  • Identify ways in which materials can be reused or recycled, including examples of things that the student has done.
  • Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal.

Grade 5

  • Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community.
  • Identify the roles of different organisms in the food web of a pond:
    •  producers—green plants that make their own food, using sunlight
    • consumers—animals that eat living plants and/or animals 
    • decomposers—organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living.
  • Draw diagrams of food chains and food webs, and interpret such diagrams.
  • Recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each.

 

Mathematics

Both grades will continue to build on their understanding of place value and apply it to operations for problem solving. In Grade 5, students will begin to explore the sources and applications of data.

Grade 4

  • Represent, compare, and order numbers to 10 000, pictorially and symbolically.
  • Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions. 
  • Demonstrate an understanding of multiplication and division to solve problems.

Grade 5

  • Represent and describe whole  numbers to 1 000 000.
  • Demonstrate an understanding of  multiplication and division.
  • Differentiate between first-hand and  second-hand data.

English Language Arts

We continue to enjoy our novel study of Finders Keepers, by Andrea Spalding. Students are also learning about the traits of excellent writing, and are practicing them by writing a personal narrative, “A Moment in Time.” Sharing their drafts with peers will allow students to practice giving and receiving constructive feedback.

Grade 4

  • Discuss and compare ideas to prior experiences to understand new ideas.
  • Explain connections between personal experiences and characters, setting and events in texts.
  • Develop opinions and preferences using evidence from experiences and texts.
  • Explain how literary devices create mental imagery and convey meaning.
  • Discuss story elements (such as main characters, plots, settings, illustrations) from diverse cultures and communities and describe similarities and differences among them and self.
  • Identify and use conventions in own writing.

Grade 5

  • Develop new ideas by exploring prior understandings and own experiences
  • Compare text situations to personal experiences and use comparisons to support interpretations of texts.
  • Describe characters’ actions and words and retell stories from their points of view.
  • Explain how literary techniques/devices (such as similes, hyperbole) and apt word choice create mood and imagery.
  • Discuss texts from a variety of cultural traditions and genres (such as historical fiction, myths, biographies, poetry, news reports, guest speakers) identifying similarities and differences in forms.

Spanish Language Arts

Our students continue to build their skills in speaking and listening through daily conversations, surveys, listening tasks, and games. They are building their understanding of verb conjugation and agreement in order to express themselves orally and in writing. Students in both grades are beginning to access disciplinary texts related to their learning in math, science, and social studies.

Grade 4

 

  • consistently use, in structured situations, all elements of the sound–symbol system
  • listen to and generally understand a short oral presentation on a familiar topic in structured and unstructured situations
  • produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured situations
  • produce, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations

Grade 5

 

  • use, independently, in oral and written situations, all elements of the sound–symbol system
  • use vocabulary and expressions appropriately in classroom, school and community contexts
  • listen to and understand the main points of an oral presentation on a familiar topic in structured and unstructured situations
  • produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
  • produce, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations
  • view and understand a series of simple events and/or representations
  • create multiple representations of the same ideas, events and/or information

Homework expectations | Daily | 20 minutes | Independent work

Guidelines:

  • The goal of homework is to help facilitate conversations at home about your student’s
  • learning.
  • Homework is a practice at home of concepts that students have already explored and
  • practiced at school.
  • Although homework is not part of our summative assessment, it informs our instructional decisions.
  • Although deadlines are flexible, meeting them is an important skill your child should practice.
  • Homework is not prescriptive, and it will be class dependent. Each grade 4/5 class will be designing activities according to students’ needs.
  • Homework is assigned and explained to students at the beginning of the week and is due at the beginning of the following week. 
  • Students have access to the assigned homework and required material in their Google Classroom.

Grade 4/5
Learning Update 
September 30th to October 7th, 2020


Welcome parents:  

The following are the contents that we will be covering in the following 2 weeks starting with relevant dates: 

Important Dates:

  • Students photos - October 5th
  • Parent-Teacher conferences - October 8th and 9th

 

SocialStudies:

In Social Studies, we will continue integrating the  objectives  of the grade 4 and grade 5  curriculum.  The specific goal that we will be covering from the Social Studies program are:

Grade 4:

  • Examine, critically, the physical geography of Alberta
  • Analyze how Albertans interact with their environment

           Grade 5:

  • Examine, critically, the physical geography of Canada
  • Analyze how people in Canada interact with the environment

Resources: 

Canada Our Regions Documentary

https://www.youtube.com/watch?v=TYqSUtQk12E 

Elder in the Making

https://www.youtube.com/watch?v=MYglFfTG0TE&t=6s


Science

In science class, we will continue exploring the relationship between waste disposal processes and its impact on essential ecosystems such wetlands.

Grade 4:

  • Identify methods of waste disposal currently used within the local community.
  • Identify kinds of wastes that may be toxic to people and to the environment.
  • Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper

 

Grade 5

  • Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community.
  • Identify the roles of different organisms in the food web of a pond: • producers—green plants that make their own food, using sunlight • consumers—animals that eat living plants and/or animals • decomposers—organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living.

Resources:

The life of a plastic bottle

https://www.youtube.com/watch?v=_6xlNyWPpB8 

Plant and animal life cycles

https://www.youtube.com/watch?v=oexpd7kS8rY 



Mathematics :

In Math class, students will continue developing their number sense. Students will start to use benchmarks such as the number line and pictorial representations to demonstrate a capacity to differentiate between quantities. 

Grade 4:

  • Represent and describe whole numbers to 10 000, pictorially and symbolically. 
  • Compare and order numbers to 10 000. 
  • Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions 

Grade 5: 

  • Represent and describe whole numbers to 1 000 000. 
  • Use estimation strategies in problem-solving contexts. 




English

In ELA, will start reading the book “Finder’s Keepers” by Andrea Spalding to develop their reading skills with special focus on the following objectives:

  • Discuss and compare ideas to prior experiences to understand new ideas.
  • Explain connections between personal experiences and characters, setting, and events in texts.
  • Develop opinions and preferences using evidence from experiences and texts.
  • As writers, our students will continue developing routines journaling personal narratives, and
  • exploring strategies (mind maps, charts, sentence starters, picture prompts…) to generate and organize ideas.

In addition to to this, students will will also start to work personal narratives 

Resources: 

Personal narratives:

https://www.youtube.com/watch?v=AxInWagSaA0&list=PLTCzXKdxBpDDTpvoywXGuipjJTxBcFJsN




Spanish 

We will continue developing their use of irregular verbs such gustar, ser and estar. Student will use this verbs to chat, write and share information about themselves, their family and

their preferences and be able to communicate personal narratives and experiences in written and oral form

SPEAKING/ WRITING

  • About yourself and your family 
  • Through fun project
  • Emphasis on when to use Ser and Estar and correct conjugations

READING/ LISTENING

  • Group readings and videos about hobbies, families, school, etc.

Resources:

Space Invaders for Spanish Verbs 

http://www.fun-learning-spanish.com/spanish-verb-space-invaders.html



Homework expectations|daily|20 minutes|independent work

Guidelines:

  • The goal of homework is to help facilitate conversations at home about your student’s
  • learning.
  • Homework is a practice at home of concepts that students have already explored and
  • practiced at school.
  • Although homework is not part of our summative assessment, it informs our instructional decisions.
  • Although deadlines are flexible, meeting them is an important skill your child should practice.
  • Homework is not prescriptive, and it will be class dependent. Each grade 4/5 class will be designing activities according to students’ needs.
  • Homework is assigned and explained to students at the beginning of the week and is due at the beginning of the following week. 
  • Students have access to the assigned homework and required material in their Google Classroom.

 

Grade 4/5
Learning Update
September 17th to October 1st, 2020

Dates to Remember:

TerryFox RunSept. 22
NationalTreeDaySept. 23
Non-InstructionalDaySept. 25
OrangeShirtDaySept. 30

Dear Parents and Guardians,
We would like to welcome you to our biweekly learning update. We hope this gives you an
idea of the topics we will be exploring in the coming two weeks. You can use this as a tool to
prompt conversations with your child about their learning; it may also be used to guide
learning at home in case your child has to miss school.

Alberta and Canada|SocialStudies

In Social Studies, we will combine the specific outcomes of
grade 4 and grade 5 to appreciate and value Alberta’s and
Canada’s physical geography and natural environment.
Resources:
What is a landform?


Canada’s Physical Regions:

Canadian geographic: Landforms and regions
http://www.canadiangeographic....
Alberta Regions:
http://www.learnalberta.ca/con...
1
Waste and Wetlands|Science

In Science, we will combine the topics of grade 4 and grade 5 to explore the impacts of our
waste, and the importance of our wetlands as follows:
1. Identify plant and animal wastes, and describe how they are recycled in nature. For
example, plant leaves serve as a source of food for soil insects, worms, and other creatures.
The wastes of these animals may then be further broken down by molds, fungi and bacteria.
2. Identify and classify wastes that result from human activity.
3. Describe alternative methods of disposal, and identify possible advantages and
disadvantages of each.
1. Recognize and describe one or more examples of wetland ecosystems found in the local
area; e.g., pond, slough, marsh, bog, fen.
2. Understand that a wetland ecosystem involves interactions between living and nonliving
things, both in and around the water.
Resources:

What is a Wetland?
https://oceanservice.noaa.gov/...
Canada produces the most waste in the world!
https://www.usatoday.com/story...
roducers-of-waste/39534923/
Canada’s waste problem and finding a fix:

Personal narratives and Read Aloud|ELA
In ELA, our students are going to explore book studies, such as “Secret Path” by Gord Downie
and “Finder’s Keepers” by Andrea Spalding to develop their reading skills with special focus
on the following objectives:
-Discuss and compare ideas to prior experiences to understand new ideas.
-Explain connections between personal experiences and characters, setting, and events in
texts.
-Develop opinions and preferences using evidence from experiences and texts.
As writers, our students will continue developing routines journaling personal narratives, and
exploring strategies (mind maps, charts, sentence starters, picture prompts…) to generate
and organize ideas.
Resources:
Good Readers Ask Questions:
2

Six Traits of Narrative Writing

NumberSense!| Matemáticas

In Math, our students are going to explore open-ended questions to show their understanding
of numbers as follows:
-They will work on identifying and describing patterns using tables and charts
-Play estimation games.
-They will represent, compare, and order numbers pictorially and symbolically (up to 10 000
for grade 4 and up to 1 million for grade 5).
Resources:
Number sense and Place value:
https://nrich.maths.org/10712
Tell me more!|Spanish
We will continue establishing Spanish routines for our students to get back into practice. Our
students will be chatting, writing and sharing information about themselves, their family and
their preferences. These routines are helping us identify common mistakes and promote
self-correction of most used expressions (Ex. “Yo me gusta” should be “A mi me gusta”).
Resources:
“Me gusta y no me gusta”

Google Classroom|sharing our learning

All Grade 4/5 students will be using Google Classroom. Your teacher will let you know when
their classroom is up and running.

Homework expectations|daily|20 minutes|independent work
Guidelines:
-The goal of homework is to help facilitate conversations at home about your student’s
learning.
-Homework is a practice at home of concepts that students have already explored and
practiced at school.
-Although homework is not part of our summative assessment, it informs our instructional
decisions.
-Although deadlines are flexible, meeting them is an important skill your child should
practice.
-Homework is not prescriptive, and it will be class dependent. Each grade 4/5 class will be
designing activities according to students’ needs.
-Homework is assigned and explained to students at the beginning of the week and is due at
the beginning of the following week.
-Students have access to the assigned homework and required material in their Google
Classroom.





















Last modified on

RT @tuscany_cbe: Ms. Batchelor grade 1/2s spent the afternoon in the coulee. They saw a moose! Thank you to our volunteers for participating. #landbasedlearning #WeAreCBE @yyCBEdu @CbeArea1 @Indigenous_cbe #tuscanytogether https://t.co/AoaIqzYEcJ

RT @Copperfield106: It’s the first day of Truth and Reconciliation Week. Thank you Ms. Sayer for teaching us about smudging and drum making. #WeAreCBE @CBEIndigenous ❤️ https://t.co/Upz6zSr2Vd

This week CBE schools with be participating in lessons and activities such as Orange Shirt Day to recognize Truth and Reconciliation Week from Sept. 27 - Oct. 1. Learn more: https://t.co/g4RGn7NrLd Reminder | CBE schools will be closed on Thursday, Sept 30 #WeAreCBE https://t.co/jmiIdr6CGW

RT @WilliamreidC: Congratulations Mme Jessica Walsh-Moreau on winning Jack FM Calgary’s Best Teacher! Merci Karli M. for your nomination and your generous donation. Our community is amazing! Personalizing education each student, every day:) #WeAreCBE @JACK969calgary @morningshowmatt @SarahCrosbie https://t.co/LiDCUoV6ga

Friday, Sept 24 is a system-wide non-instructional day so there are no classes for CBE students. Have a safe long weekend and please continue to follow all public health measures #WeAreCBE https://t.co/2BCAzks4jb