Week in Review
This week, we did the following activities in these subject areas …
(This page gets updated weekly on Friday)
Reading:
Student read a short story titled, Charles Schulz and "Peanuts", and responded to a variety of comprehension questions related to finding facts, understanding words, making inferences, and getting the main idea.
Pupils have been continuing to practice and apply their nonfiction reading skills, including the power to zoom-in, the power to question and infer, the power to determine importance, the power to connect, and the power to transform.
Writing:
This week, they wrote a creative story based on the topic, Loser.
Students have been encouraged to think of a creative opening, use multiple paragraphs, and include dialogue
They have also been reminded about basic paragraph set-up, punctuation, and capitalization
Division 10 has been continuing to practice their cursive handwriting skills while simultaneously learning about punctuation and paragraphing
Oral:
Students have had opportunities in partners and small groups to collaborate on various assignments.
They have begun presenting and listening to science experiment speeches.
Math:
In this chapter on Dividing Multi-Digit Numbers, students have studied and practiced the following skills:
Exploring Division
Relating Division to Multiplication
Using Subtraction to Divide
Dividing by Renaming
Estimating Quotients
Science:
Division Ten has been studying this term's topic, Earth Patterns.
They have been practicing how to conduct research effectively.
Social Studies:
The class has been learning about the effects of colonization on early and present-day Canada
They reviewed some of the pros and cons of European first contact.
Pupils have been watching and listening to one person's account of their experience as a result of colonial growth and expansion.
Health and Well-Being (H.A.W.):
Division 10 has begun studying about personal safety
"Don't talk to strangers" has forever been the slogan of personal safety education. However, we now know that his can cause more harm rather than equip children with a safety strategy to help protect themselves.
"Stranger” is an abstract concept and difficult for children to understand, as “stranger” has often been associated with “bad,” “mean,” or “ugly.” Children become confused when someone they don’t know speaks to them nicely, looks “friendly,” or introduces himself/herself in a position of authority.
This “stranger” approach to safety becomes confusing to children, as adults interact and speak to “strangers” everyday. Research indicates that children are much more likely to be abducted or sexually exploited by someone they know or with whom they have come into contact. Therefore, the “stranger” theory is an ineffective approach to protect children from victimization.
There are situations in which children will need to approach a “stranger” for help. So more importantly, they must learn how to make safe choices about the type of individual they should approach in an emergency situation.
Additionally, most children are uncomfortable being impolite to adults. In most cases this is appropriate. However, they must be taught that if their safety is at risk or if they are feeling uncomfortable, it is okay to respond without concern for the feelings of the individual. This also heightens awareness about the messages adults communicate to children and their expectations of how to interact with adults. Many parents expect their children to express affection toward particular adults even when their child is uncomfortable doing so. Adults need to keep the lines of communication open and actively listen to children.
Children are often victimized by someone they know, as opposed to a “stranger”.
The Kids in the Know program has been designed to reduce child victimization and abuse by teaching effective personal safety strategies
Other:
Tie-Dye T-Shirts
Boardgames with Seaquam students