We have had a busy five day week, delving deeper into our science inquiry, "How does human interaction with animals change an identity?", focusing on utilizing addition strategies to solve a problem, reflecting on the decisions we made to create our Kandinsky inspired art, and introducing our social studies investigations around quality of life, global interactions, and global citizenship. Science InquiryAn Oct. 11 article in the Calgary Herald, "Banff National Park trying to help ESL visitors understand wildlife rules" prompted us to explore rules that might be appropriate for interactions with animals. Our rules include:
Students have been asked to have a conversation with parents and bring in or email an image or story about their family's interaction with wild animals. This will support our continued conversation about interactions between animals and humans and how these interactions influence identity. In math, we have continued to explore expanded form and place value through a problem about palindromes. Students were asked to select a 3 digit number, reverse it and and the two numbers together. If the sum was not a palindrome, students would repeat steps 1 and 2, reversing the sum and adding, until they reached a palindrome. They were asked to look for patterns so they could predict which 3-digit numbers would create a palindrome in 1 step? in 2 steps? in 3 steps? The energy in our rooms has been amazing as some students are now working in the ten millions, and even after 10 steps still have not found a palindrome in their number. Students finished their Kandinsky inspired paintings and are working towards completing written reflections around the decisions they made as an artist. They have been thinking about including specific examples from their work and making connections to other art works or ideas. One part of my painting that I am proud of is my background and the lines. I like the top background because it is dark turquoise. I like the way that I made a gold colour from brown and yellow. I was trying to make this kind of look like a lollipop but then I thought that there would be too many circles so I made one circle on the side. On some parts of the bottom background it is more red than orangish-yellow. I chose my background because it is dark and light. I was really just trying to make a light turquoise but it ended up dark.I tried to use all the colours but black. I kind of thought that I should have made one part of the rectangle yellow to match the background but now I realize that would just make it a blank space of background. ~ Eddie ~ When I made my painting I really thought about spacing out my shapes. For example, if I put a triangle at the far end of my page, I would not put another triangle right beside it. I also really thought about spacing out my colours. That way my painting does not have too much of the same colour too close to each other. I made my painting like a mosaic by connecting everything with lines. I really liked the way that in Kandinsky’s painting he sometimes put groups of lines in circles so that’s what I did. Those are the parts of my painting I am proud of. ~ Robin~ As we investigate the ideas around quality of life and being global citizens in Social Studies, students were given a choice to take up one of the following ideas: Why do we fight? What is Peace? Peacemakers in the World. Ideas that students explore will be presented at our Remembrance Day Assembly along with our ceremony to honour our Canadian soldiers on November 10th. Symbols of peace that the students have identified:
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AuthorsMrs. Montanaro, Mr. Messer and Mrs. Austman teach grades 3/4 at Elbow Park School in Calgary AB. Archives
April 2017
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