Embedded Files
Opportunities for
Opportunities for
cross-curricular learning
cross-curricular learning
Students used dioramas to describe some of the ways in which communities have had an impact on Canadian identity. Also, they described ways in which Aboriginal people used plants for food, shelter, medicine, and clothing.
Look closely you will see the three-sisters being grown in gardens, furs being dried, and tools being carved.
Students learned about media and the power of design.
Pictured is a bulletin board designed by grade 3 students to inform about the immigration of Europeans to Canada. Students researched the countries of origin during the 19th and 20th centuries.
Infographics were a great way to showcase why people should move to Canada.
We looked at how infographics:
- answer the 5 W's
- use graphics and visuals (pictures ,icons, drawings related to the topic)
- have one graphic for each piece of information
- use text features like bold titles & subtitles
- considered audience
People need structures to be strong and stable and to last a long time. Students discovered the important distinction between strength (the capacity to withstand forces that tend to break an object or change its shape) and stability (the capacity to maintain balance and stay fixed in one position), and the ways in which these two properties affect the usefulness of a structure.
Student used jinx wood and popsicle sticks to measure and construct their structures.
Here, they learned the valuable lesson of measure twice, cut once.
Wood cutters and saws helped students establish independence during the construction stage.
Students followed established safety procedures when using cutting tools.
Student used a collaborative diorama to describe some of the similarities and differences in various aspects of everyday life of groups living in Canada. They also compared some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day.
As students investigated they began to identify the main reasons why different peoples came to Canada.
Some challenges they discovered:
- Harsh winters, dry summers
- retrieving water
- making flour
- transportation
- labour
Read alouds and shared reading were great avenues for students to formulate questions to guide investigations while evaluating evidence and drawing conclusions about some of the major challenges facing the different groups and communities in Canada and measures taken to overcome these challenges.
Students were able to identify various settler communities in Canada while describing their interactions between the newcomers and the groups that were already in the country.
We looked at symmetry and transformations in quilts.
- freedom quilt
- pioneer quilts.
After, students were able to create their own patterns for a quilt using reflections and symmetry while identifying congruent shapes.
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