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.
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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
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Health: -Advertising - honest ads - what would they look like? Sound like?
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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.
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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!
You Tube - Ideas...
More...
Label your machine like Brian!
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PE -badminton skills and drills; rules and strategies
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Technology - integrated with ADST, Socials, and word processing.
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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.
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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 Socials.
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Congrats to KIERAN for being the latest Worker of the Week!
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