June 6 - District Track Meet at COTR - hand in your permission form to attend.
June 8 - Highlands Garage Sale in the gym - noon to 6pm. Please donate items from home if you can.
Pines Camp - cabins and groups will be chosen next week. Camp days are June 22, 23. Some chaperons need to pay their $ fees.
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L. ARTS...
READING: we are starting book 2 of a Residential School Life called "A Stranger At Home."
- it is the follow-up on our character Olemaun Pokiak from "Fatty Legs."
- daily reading, discussions, and comprehension skills practiced.
Continuing with...
- Mystery Book - Report
~ We are analyzing our Mystery Books by using an all-encompassing "Bloom Ball."
~ be ready to present on Wednesday.
Writing - integrated into language arts and socials project...
There will be no more Word Work tests... students must be able to apply their spelling, vocabulary, and correct usage of words in all areas of the curriculum.
Math - Graphing unit continues.... Test/Assignment next Wednesday and Thursday, June 7, 8.
- ordered pairs; understanding (x,y) coordinates both positive and negative values.
- moving to translations, reflections, and rotations of simple geometric shapes.
Reflections Theory
Reflections Practice
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Health: - Human Development: Explore and describe strategies for managing physical, emotional, and social changes during puberty
- Click BC Health Education Gr. 4 Curriculum for more information ...
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APPLIED DESIGN, SKILLS, AND TECHNOLOGY + Science - NEW UNIT....
Curriculum Link… Applied Design, Skills,
and Technology
Compound Machine Assignment
Due:
Friday, June 16, 2017
What is a Compound
Machine?
A compound machine is a machine made up of more than one
simple machine. Types of simple machines
include the lever, wedge, pulley, ramp (inclined plane), screw, and wheel and
axle. We will be learning about these in class.
What are the goals?
1.
To demonstrate a clear understanding of how simple
machines work by creating a compound machine.
2. Prototype:
a)Outline a general plan, identifying tools and materials
b) Construct a first
version of the product, making
changes to tools,
materials, and procedures as needed
c) Record changes of
prototyping.
3.
Provide a written paragraph that explains how their
compound machine works.
4.
Build a compound machine that works and performs a
task.
5.
Be able to explain verbally how your machine
accomplishes its task. Please use the
appropriate vocabulary: force, motion,
load, fulcrum, distance and so forth.
We are trying to use “science” words when describing our compound
machines.
6.
Create a sign that names your machine & parts.
Ensure that it is legible.
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How to build your
compound machine:
Use your knowledge of simple machines, your creativity, and
your ingenuity. Look for other examples
on you-tube. If you need advice, ask
other students, your teacher or your parent/guardian.
Is anything
off-limits?
Your machine needs to be safe.
What do I do first?
Think of a problem or an idea where you think a compound
machine would be useful. Do some brainstorming. Make a sketch of some simple machines you may
include. If your first idea does not
work, try again. Inventors have lots of
ideas and often they encounter many setbacks before they are successful.
NOTE: There is no failure. Instead of thinking that you failed, think
about what you may do differently. It is
often the mistakes we make that help us move forward.
What do I do next?
Show your sketch and plan to your parents. Talk over your ideas. See if you all agree that your idea is
possible. Once you have come up with your
idea, please show your teacher so that they can approve it.
After my compound
machine plan has been approved by my parents and/or Mr. Bartraw, what do I do?
Start gathering the material you need to make your compound
machine. You can look pretty much
anywhere. You might use cereal boxes,
parts of a broken-down toy, recycling, scrap material, tool boxes, “junk” from
your closet, or even something under your bed!
Please remember to ask your parents before you turn something from home
into your compound machine.
Once I have my
supplies, what do I do?
Start putting your compound machine together. Patience is extremely important at this
point. Make time to work on this
project.
How can my parents
help?
You can discuss your ideas with your parents. Your parents
may need to take you places if you need certain materials. Since this is mostly
an at-home project, it is expected that parents will be involved.
Often, the number one comment made by students
is this: “I enjoyed spending one on one
time with my parent(s) while building this!”
How the assignment will be assessed:
Compound
Machine:
·
Two or fewer
simple machines = Emerging (C-/C)
·
Three simple
machines = Developing (C+)
·
Four simple
machines = Applying (B)
·
Five or more
simple machines = Applying and Extending (A)
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Due Date: Friday, June 16… In the morning we will
share our designs with our classmates. All parents are welcome to attend.
Note: This is the only day students will be able to
present their compound machines. Late entries will not be assessed; bring in what
you have created, regardless if it is a working machine or not.
1. The Basics!
2. Learning more about simple machines
3. Simple Machines - use them
4. Make it Work!
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PE - gymnastics centers completed.
- badminton skills and drills; rules and strategies
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Technology - integrated with Socials and word processing.
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Socials - Specific Aboriginal group study begins Monday. Final unit. Due Date to be announced soon.
Aboriginal Project –
Components
Goals:
a) to learn specific details of a
Canadian Aboriginal group and teach these to the class in a creative or
‘experiential’ way.
b) to work collaboratively in a small
group.
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Components
1.
Speaking – use cue cards to help you teach about specific
aboriginal cultural facts and information. Use these with your ppt.
2.
Technology – create a MS Power-point slide show, with
animations and transitions stating main headings and sub-headings.
- use ppt with your cue
cards.
3.
2-dimentional part – each student will find or create one or more
pieces to add to the project in a display of some sort. Combine all your
2-dimensional pieces on a stand-up or flat poster board.
~Examples:
a coloured drawing of a piece of aboriginal art, of a traditional tool; a
printout of an important animal, people dancing,…
4.
3-dimensional
part – each student will construct
or make some type of relevant hands-on object or replicated artifact.
~Examples:
a diorama; a model of a drum, teepee, inuksuk, tool, piece clothing,
traditional weapon, totem pole, or a porcupine quill… and describe their
importance and usage. Do the ART activity on page 30!
~
Students who study ‘food’ could bake / cook a small sample for display and
share the recipe (like bannock, soapberry ice cream, moose stew,...).
5.
Audio/Video – one student per group will be responsible for
‘music and dance’ section. This student will link a short video clip to share in his/her ppt presentation. Aboriginal
ART and other clip art will also be shown.
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ART - integrated into Bloom Ball studies and Socials.
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Congrats to JAREN for being the latest Worker of the Week!
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