Let's ThrOW SnOW!

We threw snowballs ... in the classroom!

As part of our Language Arts instruction, the children are introduced to different letter combinations and the sounds they make. We had a ball learning about the "ow" word chunk!

When "ow" is at the end of a word, if often sounds like "oh". For example, snow, grow and yellow all end in "ow". 

We began by manipulating paper letters in a stick. The students noticed that some of the words we spelled had the "ow" chunk.

We brainstormed a list of words that end in "ow", including the "ow" words we spelled in our sticks. One student's last name even made the list! Neat!

The students were given two pieces of paper. They neatly wrote a word from the "ow" list on each piece, and were very surprised when Mrs. Beliveau grinned and hollered "Now CRUMPLE IT UP!"

Then the students had a chance to throw their paper snowballs around the room! It was hilarious! 

Then the students were instructed to stop, pick up a snowball or two, open up the paper and read the "ow" word written inside. We got to throw snow several more times, stopping to read the snowballs every so often. What a fun way to put our new knowledge to the test and practice our reading!

Once most of the energy had been used up, the students spent a few minutes recording some of their favourite words ending in "ow". 

Children learn best when they are active and engaged. What better way to practice reading the "ow" word chunk than to thrOW snOW? 

Exploring Transparent and Opaque

Today several of our classmates were away, but that didn't stop us from doing some serious learning!

In Science we have been enjoying our Creating Colour activities, and today we examined transparent and opaque. Transparent means something is see through. Opaque means is it not see through. The children observed several different samples today and decided if the sample was transparent or opaque. Some were pretty challenging!

For those who were away, here are the samples we observed. Please take some time to flip through and decide if each sample is transparent or opaque:



You may have noticed there was no #5 ... it was going to be chocolate sauce, until Mrs. Beliveau, for some unknown reason, didn't have any left in her pantry!

We had a wonderful afternoon and learned so much together!

Thanks to Ms. Kuchmak for sharing this activity with us. Great observations, scientists!

Creating Colour Centers

Our classroom could be called busy on an average morning, so we might call yesterday morning exhilarating!

We have recently begun a Science unit exploring colour, and yesterday we got a little messy as we experimented with a variety of colour mixing activities! Our morning was centered around several of the following I can statements:

We welcomed in seven volunteers who bravely led the students through the hands-on experiments. Here is a glimpse of what we were learning!

Colour Centers in the Kindergarten room!

Students were given balls of plasticine in primary colours; red, blue and yellow. They squished and squeezed the plasticine together to create secondary colours; purple, green and orange. Can your little scientist remember how to make purple? Orange? Green?

Mixing primary colours

Using primary coloured paint, students predicted what would happen if white paint was added. They added a drop of white paint for each descending circle. Can you see the colours getting lighter?

Adding white to a colour

We also tried adding drops of black paint to the primary colours, and were not surprised when the colours got darker.

Adding black to a colour

We experimented with adding water to a colour. We began painting over a bear-shape with regular brown paint. Uh, oh, we couldn't see the bear anymore! We added a few squirts of water, and painted over the next bear. We repeated this process a few more times, and observed that the bear-shape could now be seen! The paint became thinner with water. When we painted the first bear, the paint was opaque (not see through). When we painted the final bear, the paint was transparent (see through). 

Adding water to make the paint transparent

We also enjoyed the challenge of putting paint chips in order from lightest shade to darkest.

One of the favourite activities of the day was making rainbow snowflakes! Students decorated coffee filters with water-based markers, gave them a few squirts with water, and let them dry. A few folds and a few snip-snips later, and we had a wonderful RAINBOW BLIZZARD in our hall!

We're tired of winter weather, So cold and wet and white,
We talked to Winter's Wizard, He made a Rainbow Blizzard!

Next week we will explore transparent and opaque in more depth. For now, we all need a good hand-washing and an even better rest. 

Thank you, helpers!

The Story of Creation

The boys and girls in our class, along with the other primary classes, led our weekly celebration at assembly today!

Over the past few weeks, our class has explored the Creation Story. This story describes how God created the world and everything in it. If you look for it in the bible, it comes from Genesis.

Rather than read the Creation Story form the bible, we acted it out. Our two narrators told the story, and several students wore special hats for the retelling.

In the beginning, the earth was empty. God was there and He had a plan. On the first day, God made day and night. 

On the second day, God made the sea and the sky.

On the third day, God made rivers and mountains, trees and flowers. 

On the fourth day, God made the sun, moon and stars. 

On the fifth day, God made the fish in the sea and the birds in the sky. 

On the sixth day, God made the animals. He also made people in his image. 

God made the world and everything in it. When God finished, He rested. 
  

We ended our celebration by singing the song He's Got the Whole World In His Hands. Not only did we use our voices, but we used our hands, too, and learned sign language to accompany the lyrics! Can your child remember any of the signs?

We are blessed. God created everything just for us. Let us thank God for all He has created.

God wants us to take care of all that He has made. How can we take care of God's creations? 

First Families

Last Friday we welcomed in Mary from the Strathcona Wilderness Centre! She spent the afternoon sharing with us how families used to live a long time ago. We learned so much about the Inuit people of the Arctic, the Plains First Nations, and the Woodlands First Nations of Eastern Canada. 

Sharing many treasures and artifacts
from the First Families of Canada. 

Mary began by explaining why the first families in Canada thrived. There were no stores, like Save On or Costco, so these people were excellent hunters. They lived in community, supporting each other in many ways, such as sharing food and child care. The children had chores and responsibilities that helped their families survive, too. While they didn't attend school, children learned from elders how to hunt, make clothing, cook, and so much more. 

The Inuit

The Inuit lived in the north, often in igloos. Mary shared many fascinating items with us from the Inuit people. We touched a ring seal fur. Fur from ring seals was used to make clothing and "kamiks", or shoes. One student tried on a cozy caribou fur parka, which is very warm, as well as caribou kamiks! Another student gave snow goggles a try, which are wooden glasses with thin slits that protect the eyes from the sun's glare off the snow. 

L to R: Ring Seal fur, caribou parka and kamiks, and snow goggles

The Plains First Nations

The people of the plains would follow the buffalo and hunt them. They often lived in tipis, which could be quickly and easily set up, taken down, and  transported. 

Mary shared that the Plains First Nations were known for their love of celebrations, or "powwows". She shared an elaborate fan that the women would use, and when it waved it sounded as though birds were flapping overhead! She dressed up one of our students in some traditional male celebratory clothing. He wore a tooth and bone necklace, a bone and bead choker, beaded moose moccasins, a breast plate (often used as chest protection during battle), and a moose skin wrap. The most amazing piece he wore was the headdress, made of eagle feathers, ermine, and beads. Each eagle feather on a headdress represents a brave or kind deed. 

Dressed in traditional celebratory clothing. A woman's fan. 

The Woodland First Nations

The Woodland First Nations lived in the forests of eastern Canada around the Great Lakes. They were amazing hunters. Mary shared a variety of beautiful furs with us. 

L to R: Timber wolf, beaver, coyote, and red fox.

The Woodland First Nations lived near many lakes, and made canoes from the bark of birch trees so they could travel through the water. 

Birchbark canoe

After hearing so many interesting things from Mary and seeing her amazing collection of artifacts, it was time to touch it ourselves! The students most enjoyed feeling the silky furs and pelts, and many tried on the cozy caribou parka!

Then Mary challenged the students to get creative! She handed out paper, feathers, and markers, and the children got to work designing their own fans. They were encouraged to draw scenes from nature, and many drew rainbows, flowers, animals and more!

Colourful fans!

Perhaps the highlight of the afternoon was learning several of the games the children would have played. While they were simple, with few rules or game pieces, they were challenging and fun for everyone! 

Can your child tell you about these games?
(besides that that they were fun)

With a bit of energy left to burn, we headed outside to learn a few more games. Kick Stick had us cheering and laughing, as classmates kicked sticks in teams in a relay race. We also tried Finger Pull and a Back Push, two games of strength where you try to get your opponent to take a step. The children were excellent sports and enjoyed the challenge of the simple games. 

Mary's wealth of knowledge and her deep respect for the First Families, combined with our ability to participate in a hands-on manner, made the afternoon a complete success! Thank you to the energetic volunteers who ensured the afternoon ran smoothly. We all learned so many new things about the Canadian families who lived so long ago. 

Making Our School A Better Place

Imagine a group of students willingly giving up time from their recess and lunch breaks and working hard to get a few spare minutes of class time, all so that they can make our school a better place! Those are our kids!

Since beginning our most recent Social Studies project, the children have been very excited to take part in small group projects to improve our school community. Our Social Studies curriculum has a large emphasis on developing skills, and this project has focussed on (a) collaborating with others to make fair decisions, and (b) making an age-appropriate contributions as responsible citizens.

The children began by brainstorming ways to make our school a better place. They each recorded an idea that interested them, as well as several ways to make a fair decision.

Meeting time! Children met in their small groups. They shared their idea and listened to others. As a group, their task was to fairly agree on a way to give back to our school. 

Sharing and listening. 

Using rock, paper, scissors to decide.

It wasn't always easy to agree, and some were initially disappointed with the kind deed their group decided upon. However, after realizing that they actually got to go beyond the walls of our classroom and work as a team, EVERYONE was excited!

Some students chose to shelve library books. It was neat to learn how the letters on the side of the book tell us where a book belongs. 

Another group decided to help the Grade 4's with lunchtime recycling. Each student worked with an older buddy to learn how to clean and sort drink containers. 

Gathering and sorting drink containers.

One group offered their help to the teachers down our hallway. Boy, did the work pour in! They bagged cereal, sharpened pencils, sorted books and crayons, and did anything and everything to lighten the load for our staff!

Sharpening a HUGE pile of dull and broken pencils.

The last group of students chose a thoughtful way to make our school a better place. They wrote kind notes to our hard-working staff! The delivery was the best part!

Delivering notes to our Custodian, Assistant Principal,
Secretary, and Principal.

As this week winds down, it appears as though most of the projects will continue informally, with kids from different groups crossing over and helping with their peers' initiatives. The children had so much fun and were so proud of their contributions!

If this is the difference they can make as children, imagine what they could do when they group up?

Snowballs & Shovels & Skates, Oh My!

This week we embraced winter and made posters celebrating our favourite winter activities!

We began by taking a picture of each child dressed in his or her winter attire. The children posed as if they were doing their favourite winter activity. Can you guess what snowy activities these kids are acting out?

After developing these pictures, we cut out each child from their picture. Then the students chose a background for their poster. So many choices!

After adding a few details, such as a snow shovel, snowboard, skates, or snowballs, the posters were nearly complete! 

Finally, students wrote a sentence to accompany their poster.

Here are some of our finished products:

 (Top L to Bottom R): 
In winter I like to have snowball fights. In winter I like to snowboard.
In winter I like to build a snow fort. In winter I like to make a snow angel. 

This activity was so rich. We were able to focus on writing a complete sentence that made sense, paying careful attention to beginning with a capital letter and including a period at the end. We were also able to draw on our knowledge from our recent Science unit, Seasonal Changes in Winter, and describe activities people do in this chilly season.

Come enjoy our work!

Project idea adapted from a project featured by Christina Bainbridge. Visit her blog at Bunting, Books and Bainbridge.