Final Week of School!

Pines Camp... was a success! Thanks to all the parents who helped us on our trip. Much appreciated!
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Only 1 main curricular area left!

~...  Finish and present Sound Effects Stories: June 26, 27... (maybe part of the 28th if needed).
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Tuesday is FUN DAY - students travel class by class to participate in a variety of outside activities created by Grade Six students.

Wednesday is Sound Effects Stories (only if required) and Makey-Makey Day with Mr. McKenzie.

Thursday - Final House Team Point Tally...  Assembly, year-end slide show, report cards go home... Early dismissal at 11am. Your summer holidays begin!!!!!

Have a safe and adventurous summer! Reads lots!

June 19 - 23

Pines Camp... last minute info... Wednesday in class... other details... on the previous blog entry.
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Only 3 main curricular areas left!

1. Finish and present Aboriginal projects by Tuesday & Wednesday.

    Order of presentations: Tuesday: Denesuline, Inuit, Blackfoot
                                     Wednesday: Cree, Sioux, Iroquois, Salish... National Aboriginal Day! 
Be prepared with all your 3-D components.
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2. MATH... Final Bar Graph (on 27th Ave - Raw Data collection in the community)
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3.  Finish and present Sound Effects Stories: June 26, 27.
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CONGRATULATIONS to   ASH & PATEN    for being the latest Workers of the Week!

June 12 to 16

June 15 - Thomas and Gabe / Avery and Maya - Present Simple Compound Machine, formally.

June 16 - All other Simple Compound Machines will be presented in the morning! 
             - Thomas's last day. - Thomas will also present his SIOUX Project.

June 20 and 21 - Aboriginal Group Presentations. 
June 21 - 1 pm School Dance.

Pines Camp - cabins and groups will be chosen this Friday. Camp days are June 22, 23. 
More Pines info about items to bring...  for students on June 21, 

June 27 - Fun Day!
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L. ARTS...

READING:  - we will finish our novel...
                      - chapter 7, 8 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.


Writing - NEW! Short story...

Sound Effects story... starts Monday, June 12
- Share them on Monday, June 26.

                                                        Sound Effects Story – Criteria

Name:  _______________________             Story Title: ________________________________

Criteria	Rating Scale
There is a clear beginning, middle, and ending of the story.	1  2  3  4  5
A ‘hook’ is used effectively at the start to capture the attention of the listeners.	1  2  3  4  5
Story has a significant, developed problem; it’s realistic and it makes sense.	1  2  3  4  5
Story flows smoothly in sequence from one idea to the next (without large story gaps).	1  2  3  4  5
Story contains some powerful vocabulary (descriptive and accurate word choices – uses thesaurus).	1  2  3  4  5
There is clear evidence of careful editing for correct spelling, punctuation, and capitals.	1  2  3  4  5
Alliteration is used appropriately at least 2 times.	1  2  3  4  5
Hyperbole is used appropriately at least once.	1  2  3  4  5
Sound effects are used appropriately & effectively  - has 8 to 10 sound effects maximum  - sounds / music match the words or phrases  - sound effects are spread out evenly throughout the story and not clumped together.	1  2  3  4  5  6  7  8  9  10
	Total = ______             50

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 - Data Analysis and Graphing
           - tallying, pictographs, line plots, interpreting graphs, bar graphs, double bar graphs,...
           - gathering raw data and accurately putting the info. into a graph form.
           - we will be going outside close to the school to collect data.



Interactive Graphing Sites


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APPLIED DESIGN, SKILLS, AND TECHNOLOGY + Science - UNIT....

Most students are working with a partner.

PARENTS: You should have seen a note that went home about it as well.

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.

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)

Due Date: Friday, June 16… At 9:50am we will begin to share our designs with our classmates. It may take most of the day. We will set up a scheduled time for students to sign up for a presentation order. 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!

You Tube - Ideas... 

More...


Label your machine like Brian!
................................................................
PE -badminton skills and drills; rules and strategies
.........................................
Technology - integrated with ADST, Socials, LA, and word processing.
.............................................   
Socials - Specific Aboriginal group study...

Aboriginal Project – Components - Due June 20, 21

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.

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.

........................................

ART - integrated into Socials.
.............................................................
Congrats to LUKE AND FINN For being the latest Workers of the Week!

June 5 - 8

June 6 - District Track Meet at COTR - hand in your permission form to attend. Mr. Bartraw at the track meet - Mrs. Rokosh teaching in our class.

June 7 - Teacher Appreciation Assembly  - 9am.

June 8 - Highlands Garage Sale in the gym - noon to 6pm. Please donate items from home if you can. 

June 15 - Thomas and Gabe / Avery and Maya - Present Simple Compound Machine, formally.
              - Thomas will also present his SIOUX Project.

June 16 - All other Simple Compound Machines will be presented in the morning! 
             - Thomas's last day. 

June 20 and 21 - Aboriginal Group Presentations.

Pines Camp - cabins and groups will be chosen this Friday. Camp days are June 22, 23. Some chaperons need to pay their $ fees. 
........................................................................
L. ARTS...

READING:  - chapter 6, 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 - ten people remain - sharing on Monday.

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 - Data Analysis and Graphing
           - tallying, pictographs, line plots, interpreting graphs, bar graphs, double bar graphs,...
           - gathering raw data and accurately putting the info. into a graph form.

Interpret Line Plots

Create Line Plots

Interactive Graphing Sites

Handling Data
  .........................................................................
Health: -Advertising - honest ads - what would they look like? Sound like? 

 .................................................................
APPLIED DESIGN, SKILLS, AND TECHNOLOGY + Science - UNIT....

Most students are working with a partner.

PARENTS: You should have seen a note that went home about it as well.

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.

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)

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!

You Tube - Ideas... 

More...


Label your machine like Brian!
................................................................
PE -badminton skills and drills; rules and strategies
.........................................
Technology - integrated with ADST, Socials, and word processing.
.............................................   
Socials - Specific Aboriginal group study begins Monday. Final unit.

Aboriginal Project – Components - Due June 20, 21

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.

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.

........................................

ART - integrated into Socials.
.............................................................
Congrats to KIERAN for being the latest Worker of the Week!