This week in grade 4 the students have been consolidating their understanding regarding the interpretation and creation of graphs. This inquiry is ongoing as graphing will continue to support how we share our research and results.
We kicked of our exploration of number sense with the question, " What is twelve?". A wide range of concepts were uncovered that will lead to further exploration. The Problem of the Week is incorporating some of these concepts with multi-step solutions. Technology supported our further exploration of where simple machines are found in everyday life. The tomato plants are continuing to develop under the watchful eye of Mr. Jerome Makasiar, our student teacher in mathematics/science.
We kicked of our exploration of number sense with the question, " What is twelve?". A wide range of concepts were uncovered that will lead to further exploration. The Problem of the Week is incorporating some of these concepts with multi-step solutions. Technology supported our further exploration of where simple machines are found in everyday life. The tomato plants are continuing to develop under the watchful eye of Mr. Jerome Makasiar, our student teacher in mathematics/science.
Fourth graders were busy with their interviews throughout the week. Student interview questions were first brainstormed last week and interviews were completed by this past Tuesday.
In addition to sharing their findings from interviews conducted, students gathered further information for their inquiry into how natural environment affects where you live by viewing videos and exploring pic collages that featured other provinces and countries. Grade fours were first asked to watch tourism videos from places like Prince Edward Island and Australia and make a generalization about how the wildlife, vegetation, landscape, resources and climate might affect daily life. Students repeated this process on Wednesday, this time focusing on two pic collages. One featuring images from Iceland, the other from Hawaii.
To begin wrapping up this inquiry, students were asked to answer the question "How does the Natural Environment of Where you live Affect How you Live?" in as much detail as possible. A rubric for this assignment was shared on Thursday and can be accessed through Edmodo.
Students also revisited two assignments that they had first begun in October of this school year. Both assignments were designed to capture initial thoughts and feeling about life in Alberta as we first began to explore our natural regions, resources and lifestyle. Both asked that room be left to expand and change thinking later in the term.
In addition to sharing their findings from interviews conducted, students gathered further information for their inquiry into how natural environment affects where you live by viewing videos and exploring pic collages that featured other provinces and countries. Grade fours were first asked to watch tourism videos from places like Prince Edward Island and Australia and make a generalization about how the wildlife, vegetation, landscape, resources and climate might affect daily life. Students repeated this process on Wednesday, this time focusing on two pic collages. One featuring images from Iceland, the other from Hawaii.
To begin wrapping up this inquiry, students were asked to answer the question "How does the Natural Environment of Where you live Affect How you Live?" in as much detail as possible. A rubric for this assignment was shared on Thursday and can be accessed through Edmodo.
Students also revisited two assignments that they had first begun in October of this school year. Both assignments were designed to capture initial thoughts and feeling about life in Alberta as we first began to explore our natural regions, resources and lifestyle. Both asked that room be left to expand and change thinking later in the term.