Embedded Files
June
June
Gardening Goodness
April
April
Living Systems and Nutrition
Summary
It was a body systems investigation kinda month! We did everything from watching videos, connecting to dissections, watching the baby chicks hatch, experiencing the lambs first few weeks of life, along with many experiments and art projects along the way.
Resources:
Charter Methods:
1. Experiential Learning
2. Educational Workshops
3. Multi-grade projects
4. Individualized Program Plans
5. Educational field trips
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Curriculum Outcomes:
Science -
Living Systems
Circulatory
Respiratory
Nervous
Digestive
Health -
Reproductive Health
Sexual Health
Art -
Charter Outcomes:
General Knowledge and Understandings Outcomes
I can identify how agriculture meets basic human needs
Animal Outcomes (A)
I can identify animals in our farmyard. (Science/LA)
I can describe characteristics and features of animals in our farmyard
I can understand the difference between domesticated and wild animals (Social)
I can label the body parts of animals in our farmyard
I can understand the health of animals in our farmyard (i.e nutrients, sickness, health maintenance, common diseases)
I understand the procedures for the care of animals in our farmyard (i.e castration, dehorning)
I can understand the life cycle ie. reproductive system of animals in our farmyard
I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)
I can be safe around animals and equipment in our farmyard
March - May
March - May
Spuds in Tubs
Summary
March was the big month to get our spuds in the tubs! Students were divided into four groups to see who could grow the most, biggest, and best potatoes from March until May. The groups are responsible for all potato care including watering, hilling, light, fertilizer, and more.
When planting students were asked to log all information about the potatoes in a data chart and complete their hypothesis, supplies, and question part of the scientific method. They recorded weight, number of eyes, length of sprouted eyes, width and height of tuber, and the colour of the tuber. We recorded the date of planting, emergence and the first hilling so far!
Once a week, students are tasked with hilling their potatoes. Students check the growth daily and determine if their tubs need any more water.
To be continued.... Stay tuned to see what we learn about potatoes, who wins, and the recipes we cook!
Resources:
Ag for Life
Potato Growers of Alberta
Tubs
Seed potatoes
fertilizer
dirt
rulers
scale
logbooks
Charter Methods:
1. Experiential Learning
2. Educational Workshops
3. Multi-grade projects
4. Individualized Program Plans
5. Educational field trips
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Curriculum Outcomes:
Social Studies- Physical Geography & Histories and Stories of Canada
Students will appreciate the diversity of geographic phenomena in Canada
Students will appreciate the influence of the natural environment on the growth and development of Canada
Students will appreciate how the land sustains communities and the diverse ways that people have of living with the land
Students will appreciate the geographic vastness of Canada
What do stories about the habitants tell us about Francophone history, culture and presence in Canada?
What do stories of the United Empire Loyalists tell us about British culture and presence in Canada?
Students will construct maps, diagrams and charts to display geographic information
Students will use data gathered from a variety of electronic sources to address identified problems
Art
Subject Matter: Environments & Places
Use models to make drawings with increasing accuracy.
Knowledge gained from study or experimentation can be recorded visually.
Continue to make two- and three-dimensional assemblages from found materials, reaching for more sophistication than at previous levels.
General Knowledge and Understandings Outcomes
I can identify how agriculture meets basic human needs
Environment and Land Stewardship Outcomes (ELS)
Land Stewardship & Conservation (PEW, Social, Science, LA)
I can understand the value of land (financial, cultural, health) (Math)
I can identify practices of sustainable agriculture (crop/grazing, rotations, natural fertilizers, non-chemical pest controls)
I can identify negative and positive impacts of human agriculture on the environment
Agriculture and Society Outcomes (AS)
I can identify my plant (Science, Math, LA)
I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)
I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)
I can identify varieties of my crop (etc. heirlooms vs. GMO)
I can describe the basic needs of my plant (Science, Math, LA)
I can plant and harvest my own crop (PEW)
I can understand the environmental impacts to crop growth (drought, flooding, pests, etc.) (Social)
I can identify equipment required to care for my crop
I can identify my crop’s use in society (PEW, Social, LA)
I can make recipes that use my crop (Math)
I can identify how my crop contributes to human health
I can identify the significance of my crop to different cultures
I can understand the inputs and outputs of my crop (financial) (Math)
I can identify where to get seeds and materials for growing a crop
I can evaluate food labeling to determine nutritional needs.
February
February
Shaping the Land: Oxen to X9s!
Summary
The lesson this month was focused on how farming plays an integral role not only in the economy of an area but in the physical design of the landscape. Students have been learning about the exploration of what is now known as Canada and the role agriculture had in the desire to move west. We looked at images from Europe and the rural area surrounding Quebec City to see the physical visual impact that agriculture had in shaping the land. Students were able to connect the manorial system to how the land is seen even today. This was a great contrast to our own landscape in the county around Calmar. We talked about equipment and farming practices that shaped these landscapes. Bigger equipment meant farms became larger and the land was broken into larger parcels. This also led to an investigation on irrigated land about how that technology has changed the landscape in areas of southern Alberta. Students led a fantastic debate about what land would look like now if we discovered a new unsettled territory. Would the parcels be larger or smaller, would they follow the natural bend of rivers, or would be create large squares that suit our equipment with little regard to nature's design.
Students have become quite familiar with the rule of seven generations and agriculture practices of the First Peoples of Canada. This investigation of the impact agriculture has on landscape was a great opportunity to look back and wonder if the First Nations' farming practices also impacted the land in such ways.
The continued exploration of how Canada came to be had students debating the roles of government as they learned about the rebellion of the 13 colonies. Students had a fantastic discussion led by them on the farming revolt in Europe that is happening today! It is an amazing testament to these fanastic Grade 5s that they can recognize on their own the connection and similarities between the Boston tea party and the modern day tractor blockades!
Resources:
Google Maps
Art supplies - 3D model supplies
Chromebooks
Social Studies Textbook
Charter Methods:
1. Experiential Learning
2. Educational Workshops
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Curriculum Outcomes:
Social Studies- Physical Geography & Histories and Stories of Canada
Students will appreciate the diversity of geographic phenomena in Canada
Students will appreciate the influence of the natural environment on the growth and development of Canada
Students will appreciate how the land sustains communities and the diverse ways that people have of living with the land
Students will appreciate the geographic vastness of Canada
What do stories about the habitants tell us about Francophone history, culture and presence in Canada?
What do stories of the United Empire Loyalists tell us about British culture and presence in Canada?
Students will construct maps, diagrams and charts to display geographic information
Students will use data gathered from a variety of electronic sources to address identified problems
Art
Subject Matter: Environments & Places
Use models to make drawings with increasing accuracy.
Knowledge gained from study or experimentation can be recorded visually.
Continue to make two- and three-dimensional assemblages from found materials, reaching for more sophistication than at previous levels.
Charter Outcomes:
General Knowledge and Understandings Outcomes
I can identify how agriculture meets basic human needs
I can identify how agriculture impacts local, regional, and global economies and communities
I can describe how agriculture has impacted society over time (ie. technology, outputs and inputs, the agricultural revolution, artificial fertilizers)
Animal Outcomes (A) ** Students at NHCS will learn about all animals of our school farm
I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)
Environment and Land Stewardship Outcomes (ELS)
Land Stewardship & Conservation (PEW, Social, Science, LA)
I can understand the value of land (financial, cultural, health) (Math)
I can identify practices of sustainable agriculture (crop/grazing, rotations, natural fertilizers, non-chemical pest controls)
I can identify negative and positive impacts of human agriculture on the environment
Agriculture and Society Outcomes (AS)
I can describe characteristics of rural communities. (Social)
I can identify ways that agricultural products are part of and move through the economy
I can identify ways that simple machines contribute to society. (Science, Social, LA)
I can identify the use of simple machines in agriculture (hand tools)
I can explain the reasons why simple machines reduce human labor in agriculture
I can identify how skill using hand tools affects the amount of labor involved (PEW)
First Nations, Metis and Inuit Outcomes (FNMI)
2. Conservation and Land Stewardship (Social, LA, Science, PEW)
I can identify FNMI practices that apply to sustainable agriculture
January
January
Farming ain't cheap!
Summary
We spent the month of January focusing on our budgeting skills and understanding the cost of raising some of our barnyard friends.
Students began by looking at the cost of our new Fish in Schools trout program. This was a great place to start because it had a great breakdown of items they needed to purchase with links to the items. Students worked on their technology skills to ensure they found Canadian prices and the lowest price item. As a group, without the use of calculators, they totaled up their full item list, working on their adding decimals skills.
The next step of the monthly project was designing their dream farm environment for the barnyard animal of choice. Each grade 5 created an drawing of their dream farm and ensured they included everything their animal needed. We headed out to the barnyard on another day to see what things were missing from their drawings. Students will later be using these drawings as their settings for our elaborative detail writing unit on critical settings.
After students added in the extra items, they were directed to break the drawing down into wants and needs of their animals.
The final step of the project was a surprise to the students. Anything they included as a need for their animal they now had to budget out. We took time as a class navigating through kijiji.ca to look at hay prices and farm supplies stores for shelters and extra supplies, as well as learning how to read a market report from VJV auction mart so they knew how much to budget for purchasing their animal. They broke the costs down into start up costs and monthly costs as well as fixed and variable expenses. Students had to provide ways they would create an income to cover the expenses of their animal. Finally, they were given real life scenarios and situations that might happen to their animal to encourage students to budget extra for the surprise expenses.
Resources:
Barnyard animals
Budget sheets
Fish in School program - Trout tank and supplies lists
Art supplies
Chromebooks
Charter Methods:
1. Experiential Learning
2. Educational Workshops
4. Individualized Program Plans
6. Independent student research
projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Curriculum Outcomes:
Math - Number Sense
Represent and describe whole numbers to 1 000 000.
Use estimation strategies in problem-solving contexts.
Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).
Variables and Equations
Express a given problem as an equation in which a letter variable is used to represent an unknown number (limited to whole numbers)
Health - Financial Literacy
In what ways can financial goals be supported
Students demonstrate how planning can support financial goals.
A budget is a plan that supports an individual when making decisions on how to earn, spend, save, invest, and donate over a period.
A budget consists of money currently on hand (assets), money expected to be earned (income), and money planned on spending (expenses).
A budget can be divided into needs and wants.
Budgets can be used for a variety of situations, such as: personal, household, business, an event or activity
Budgets may need to be adjusted due to unforeseen circumstances.
Factors that can influence consumer choice include: marketing, advertising, media, availability, trends, price
Budgeting is important to responsible financial decision making and can support achieving short-term and long-term financial goals.
When purchasing goods and services, individuals have the ability to make choices.
Develop a simple budget for an activity or event.
Examine the components of a budget.
Examine factors that influence consumer choice.
Art
Subject Matter: Plants & Animals and Environments & Places
Continue to explore ways of using drawing materials.
Use models to make drawings with increasing accuracy.
Knowledge gained from study or experimentation can be recorded visually.
Charter Outcomes:
Animal Outcomes
I can identify animals in our farmyard. (Science/LA)
a. I can describe characteristics and features of animals in our farmyard
c. I can understand the health of animals in our farmyard (i.e nutrients, sickness, health maintenance, common diseases)
d. I understand the procedures for the care of animals in our farmyard (i.e castration, dehorning)
I can identify animals in our farmyard roles in society (LA, Social, PEW)
a. I can identify human uses of animals in our farmyard ie. different cultures (i.e. eggs, milk, feathers, meat, wool)
c. I can identify the costs associated with caring for animals in our farmyard (Math)
I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)
Agriculture and Society Outcomes (AS)
2. I can identify ways that agricultural products are part of and move through the economy
November/December
November/December
It's all a matter of perspective!
Summary
Due to the shorter time in class during the months of November and December, we combined our monthly lesson so we could really focus on perspective. This lesson looked at what causes animals and humans to have different viewpoints and perspectives this included looking at physical vision and impacts of lifestyles. This unit was connected to our language arts, health, social studies, and charter curriculum and intertwined with many different activities and lessons that all pulled back to perspective!
Students began this unit by heading out into the barnyard to make hypothesis on what an animals field of vision would be. This portion was done without much guidance and instead allowed the students to freely think about what they were seeing. When we followed up by actually researching what each barnyard animals field of vision was, students were blown away by how much an animal can actually see around them. This led into a natural discussion of predators vs. preys, monocular vs. binocular vision, and depth perception. We started speaking about environmental factors that would cause certain animals to have the field of vision they did and think about their behaviour as an indicator of their field of vision. We even went so far as to test some of the animals field of vision in the barnyard.
When discussing field of vision, it is a perfect time to talk about angles and degrees. Although we did not go in-depth students had a chance to start introducing angles and degrees while using images of their animals field of vision.
This barnyard lesson connected great with our current health unit on perspectives and life experiences. Students are analyzing how the way a person is raised will impact their viewpoint on the world around them, the same way a prey animal will have adapted to have different eyesight to increase their chances of survival. We looked specifically at urban vs. rural to understand why our school community members may have a different perspective on the world than those from more urban centers. Students had a chance to tie in our understanding of First Nations, Metis, and Inuit ways of knowing by using this as a moment to talk about the rules of seven generations. This also was brought into our Language Arts unit about holidays around the world and how environments create different perspectives and therefore different holidays.
We wrapped up this two month lesson by dissecting pig eyeballs. Students got to actually see, touch, and explore the anatomy that creates vision and perspective in a physical sense.
Resources:
Barnyard animals
Field of vision sheets x 2 per a student
protractor
Eyeball
scalpel
pie tray
gloves
Curriculum Outcomes:
Math
identify angles
Health
How can a variety of life experiences influence resilience and perseverance?
Students reflect and relate life experiences to perseverance and well-being.
Life experiences can inform: strengths, preferences, beliefs, attitudes, decision making, virtues
Life experiences are the effects or influences of an event or subject on an individual.
Life experiences can result in: acquisition of knowledge or skills; development of personal strengths and potential; application of learning to produce favourable outcomes
Social Studies
Students will evaluate ideas, information and positions from multiple perspectives
Language Arts
Students analyze information, contexts, and perspectives using a variety of comprehension strategies.
Perspectives include attitudes, beliefs, or ways of thinking about events or information.
Perspectives are influenced by cultures, experiences, and interests.
Charter Outcomes:
I can identify animals in our farmyard. (Science/LA)
I can describe characteristics and features of animals in our farmyard
I can understand the difference between domesticated and wild animals (Social)
I can label the body parts of animals in our farmyard
I understand the procedures for the care of animals in our farmyard
1. I can be safe around animals and equipment in our farmyard
Environment and Land Stewardship Outcomes (ELS)
Land Stewardship & Conservation (PEW, Social, Science, LA)
I can identify negative and positive impacts of human agriculture on the environment
Agriculture and Society Outcomes (AS)
I can describe characteristics of rural communities. (Social)
I can identify ways that agricultural products are part of and move through the economy
I can identify different careers related to the production and movement of agricultural products (i.e. farming, ranching, transportation, sales, producers of agricultural equipment, agricultural research, animal health care, etc.)
First Nations, Metis and Inuit Outcomes (FNMI)
Importance of plants and animals (Social, LA, Science, PEW)
I can understand FNMI attitudes towards their keystone plants and animals (family attitudes, using the entire animal, etc.)
2. Conservation and Land Stewardship (Social, LA, Science, PEW)
I can identify FNMI practices that apply to sustainable agriculture
Charter Method:
1. Experiential Learning
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
OCTOBER
OCTOBER
Pumpkin or What?
Summary
Due to planting in the garden, my personal pumpkins cross pollinated with the zucchini plants. I brought these into the classroom and challenged the students to explore what this mystery squash was, what created it, and what characteristics did it have.
We looked at using the scientific method to guide our research beginning with a simple observation and guessing game as to what all the squashes on the table were. Then students were told that the last one was actually a cross between and pumpkin and zucchini and challenged to hypothesis why how this happened. We continued by discovering pollination and how it works to share traits. Students began dissecting the pumpkins, zucchinis, and, what they named, the pumpkinis. As they worked in groups to compare and contrast what smells, textures, colours, and more were shared from the two parent plants to the new pumpkini. They were learning about genetic traits, life cycles, and more!
We talked about how First Nations would use squash in their traditional ways of gardening and sharing the crop plot. We investigated why these three crops they grew were not able to cross pollinate, as they are from different types of plants: beets, squash, and corn.
Resources:
pumpkins
zucchini
pumpkini
knifes
cutting boards
Curriculum Outcomes:
Science:
How does evidence lead to understanding?
Students investigate evidence and reflect on its role in science.
Students investigate how evidence is gathered and explain the importance of ethics in science.
Some phenomena can be directly observed using the human senses.
A variable is a condition or factor that can influence the outcome of an experiment.
Representations of data can include all or some of the data.
Diverse representations of data can communicate evidence differently.
Evidence that is communicated clearly and accurately: uses correct vocabulary; includes all relevant data; is free from personal bias ; can be understood by the intended audience
Charter Outcomes:
Environment and Land Stewardship Outcomes (ELS)
Land Stewardship & Conservation (PEW, Social, Science, LA)
I can identify negative and positive impacts of human agriculture on the environment
Garden Project Outcomes (GP)
I can identify my plant (Science, Math, LA)
I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)
I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)
I can identify varieties of my crop (etc. heirlooms vs. GMO)
I can describe the basic needs of my plant (Science, Math, LA)
I can plant and harvest my own crop (PEW)
I can identify my crop’s use in society (PEW, Social, LA)
I can make recipes that use my crop (Math)
I can identify how my crop contributes to human health
I can identify the significance of my crop to different cultures
First Nations, Metis and Inuit Outcomes (FNMI)
Importance of plants and animals (Social, LA, Science, PEW)
a.I can identify key plants and animals to different FNMI cultures (the three sisters, buffalo, herbs, etc.)
I can identify FNMI agriculture practices
I can understand FNMI attitudes towards their keystone plants and animals (family attitudes, using the entire animal, etc.)
Charter Method:
1. Experiential Learning
2. Educational Workshops
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive
scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
SEPTEMBER
SEPTEMBER
The Giant Beet Harvest!
Summary
Summary
This project began for my class of Grade 5s back in the spring of 2023 when they planted the beets in the New Humble Garden. Students were over the moon to be a part of the harvest and see just how large their little beet seeds had grown! We harvested the beets as a class and then investigated different ways to utilize them. We began the pickling process as small groups and students were able to chop and jar their beets to create jars of pickled beets. Students took the jars home to their families and the rest were left to be used for the meal in the field.
Resources:
beets
vinegar
jars
large pot for canning
Curriculum Outcomes:
Science:
How can states of matter and other physical properties be explained using the particle model of matter?
Students investigate the particle model of matter in relation to the physical properties of solids, liquids, and gases.
Practice safe and appropriate use of materials, tools, and equipment.
Charter Outcomes:
I can identify my plant (Science, Math, LA)
I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)
I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)
I can identify varieties of my crop (etc. heirlooms vs. GMO)
I can describe the basic needs of my plant (Science, Math, LA)
I can plant and harvest my own crop (PEW)
I can identify my crop’s use in society (PEW, Social, LA)
I can make recipes that use my crop (Math)
I can identify how my crop contributes to human health
I can demonstrate food safety practices
Charter Method:
1. Experiential Learning
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive
scaffold learning
10. Teacher-centered instruction
12. STEM
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