Embedded Files
Grade 5: Structures & Mechanisms
Grade 5: Structures & Mechanisms
Forces Acting on Structures and Mechanisms
Forces Acting on Structures and Mechanisms
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to observe and document weather patterns and their affect on the environment. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
Nature Journaling is an incredible tool for students to observe and document weather patterns and their affect on the environment. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add leaves into the journal using tape
Count the birds/squirrels/insects etc.
Measure as much of the phenomena as the students can using non standard and standard units of measurement.
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encourage to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Photo by: S. Moye
The Great Fence Debate
The Great Fence Debate
This activity requires the student to do some online research. They can use E-books through PDSB BYOD or other sources.
This activity requires the student to do some online research. They can use E-books through PDSB BYOD or other sources.
Research the different styles of fences used to separate property lines, contain sports fields or keep people safe. The list may include wooden, chain link, plastic, metal rails.
Research the different styles of fences used to separate property lines, contain sports fields or keep people safe. The list may include wooden, chain link, plastic, metal rails.
Take picture (*please be mindful of private property) or draw the details of each fence you discover
List the possible reasons for the fence - include human use, animal needs, environmental purposes
Brainstorm possible pros and cons for using the fence. Consider the impacts to the environment, how does weather (frozen/wet ground, strong winds, sunlight, rain, changing temperatures, and humidity) effect the structure/material, long/short term placement, materials used, the effects of forces from nature vs human, effects from internal forces acting on the fence and any other factors you feel are valuable.
If it is safe to do so touch and explore those fences to feel their rigidity, flexibility and sturdiness. Determine the good and bad qualities of these fences when you think of the factors you listed from your brainstorm
Your final product will determine what materials you would consider best if you were to build a fence in one or more of the following areas: soccer park, personal backyard, nature sanctuary, or beside a road in our typical Canadian climate. Use diagrams, photos, descriptive words and scientific terms to explain your opinions to another person.
Your final product will determine what materials you would consider best if you were to build a fence in one or more of the following areas: soccer park, personal backyard, nature sanctuary, or beside a road in our typical Canadian climate. Use diagrams, photos, descriptive words and scientific terms to explain your opinions to another person.
NOTE: This can be used with the Nature Journaling activity at the top of the page.
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