Online Learning
April 3rd
Good morning 3A!
You will find today's learning (English, Math, Science and Art tasks below. Have a Happy Weekend!
You will find today's learning (English, Math, Science and Art tasks below. Have a Happy Weekend!
English:For English today, please do some reading of your choice for enjoyment. You can think of this as an Independent Reading block. This means that you can select any type text that you are interested in. It may be a chapter book you have at home, some picture books on an App, a comic book, an online article about something you are interested in or would like to know more about, etc. This goal is that you build your stamina and read for enjoyment for at least 30 minutes today.
Math:Today, you will complete an assessment on centimetres, metres, and kilometres. This assessment will be graded and recorded on your Term 2 Report Card. Students, please make sure that you complete this assessment independently. This means you cannot ask a parent or guardian to help you to answer the questions. Every student must complete the work on his or her own or the assessment will not be graded.
Please log in to your student account on Seesaw and complete the assessment that has been assigned to you. You will need to click on the “Activities” tab (look for the light bulb) and then click +Add Response for the “Centimetres, Metres, and Kilometres Assessment” activity. This assessment has more than one page, so please make sure that you complete each one.
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Art:Today, I would like you to take some time to reflect on the artwork you created by the artist, Norval Morrisseau. As you learned earlier, Morrisseau believed that animals had special energies and unique powers. Morriseau tried to represent the energy and power within an animal through art by using different colours and lines in his paintings. This technique came to be called the ‘x-ray’ style painting technique.
Indigenous Canadians believe animals to be very symbolic. This means that they find animals to hold a great deal of meaning and believe that animals represent different ideas. Take a look at the chart below to find the symbolic meaning of the animal that you chose for your artwork. What does your animal represent?
*If you don’t understand what a word means, take some time to look it up!
*If you don’t understand what a word means, take some time to look it up!
Learning Task: Once you have identified the symbolic meaning of the animal you chose for your artwork, please log into your student account on Seesaw and complete the “Norval Morrisseau Art Reflection” activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity. Please note that this reflection will be graded and recorded on your Term 2 Report Card. Students, please make sure that you complete this reflection independently. Every student must complete the work on his or her own or the reflection will not be graded.
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Science : As we have learned, plants are living things. And just like other living things, plants grow and change throughout their. We call this a life cycle. Plants have a life cycle, just like humans and animals do as well.
Today we will learn about the life cycle of one type of plant: A pumpkin plant!
A pumpkin plant begins as a seed, and goes through different stages of growing and changing before it becomes a pumpkin that is ready to be picked. In total, there are 6 stages of a pumpkin life cycle.
Today we will learn about the life cycle of one type of plant: A pumpkin plant!
A pumpkin plant begins as a seed, and goes through different stages of growing and changing before it becomes a pumpkin that is ready to be picked. In total, there are 6 stages of a pumpkin life cycle.
Learning Task:
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2. Log in to your Seesaw account and complete the “Lifecycle of a Pumpkin Activity #1” activity that has been assigned to you. You will need to draw a picture for each of the 6 stages of the pumpkin life cycle.
April 2nd
Good morning 3A!
You will find today's learning (English, Math, Social Studies and Drama tasks below, and a reminder for the Art Assessment).
*Important Notice: There will be a Math Assessment tomorrow Friday April 3rd on centimeters, meters, and kilometers. We will review today and tomorrow.
You will find today's learning (English, Math, Social Studies and Drama tasks below, and a reminder for the Art Assessment).
*Important Notice: There will be a Math Assessment tomorrow Friday April 3rd on centimeters, meters, and kilometers. We will review today and tomorrow.
English:Now it’s time to check in on your understanding of persuasive media techniques. The techniques we are learning about are:
- Humour: the media shows something funny happen, or makes people laugh, so the audience feels enjoyment and remembers the product.
- Emotional Appeal : the media makes the audience feel a certain emotion, so they remember the product.
- Celebrity Endorsement: the media uses a famous person to advertise the product. The creators of this type of media will use a celebrity, or famous person, popular with the audience to try to convince people to buy the product
- Bandwagon Appeal:the media uses the argument that “everyone else is doing it, so you should too!”, and this makes people want to buy a product.
- First, review the techniques listed above.
- Then, log in to your Seesaw account and complete the “Persuasive Media Techniques: Show What You Know!” Activity that has been assigned to you.
Math: Today you will receive feedback on your Measurement Review to help you prepare for the assessment tomorrow.
You have also been assigned measurement questions on Prodigy Math. If you are able to log on to this, please log on and work through the activities.
You have also been assigned measurement questions on Prodigy Math. If you are able to log on to this, please log on and work through the activities.
Social Studies:We are learning about what life was like in the past for Settler people. We have learned about their transportation, the food that they ate, and the responsibilities that people had. We know that life was very different in the past, but that there were also some similarities to life today. Just like you have some chores or responsibilities at home and at school, children in the past needed to help out with their families. Today, we will review the different chores that settler boys and girls had in the past, and then you will reflect on why you think children had to have more chores (or jobs) and responsibilities in the past than now.
Some Examples of Boy's Chores:
- help carry things such as the sheep wool - feeding the pigs - help with preparing food - cutting wood for the fire |
Some Examples of Girl's Chores:
- help take care of the younger children - feed chickens and other animals - help in the garden - help with preparing sheep wool to make new clothes |
Drama: We have learned about role and character. Now, it is time to put your acting skills to the test! This week, you will be assigned a time, place, and role for the monologue below. This is a Drama assessment that will be recorded for Report Card 2.
Here is your Success Criteria for this assessment activity:
Here is your Success Criteria for this assessment activity:
- Create and wear a costume for your role (get creative!!!)
- Rehearse your lines so you have them memorized
- Use different facial expressions
- Change of voice and volume (Don’t sound like a robot!)
- Use actions appropriate for your scene
- Have fun and try your best!!!
Learning Task: Practice the monologue below over the next week. The assessment is due next Tuesday.
Title: Gosh, I’m Thirsty!
Role: Plant (Your Choice)
Genre: Dramatic/Funny
Description: You are a plant sitting on a windowsill and the family who cares for you went on a long summer holiday and FORGOT to tell the neighbor to water you.
Hello? Helloooooooooo! Gosh, I’m thirsty! These people are NOT responsible. I haven’t drank anything in a week! Don’t they know that water is SUPER important for photosynthesis? Yes-- I’m sitting here by a window underneath this beautiful, hot sun. I’m absorbing all of this energy in my bright, green leaves. Yes-- I’m getting lots of nutrients from the rich soil through my long, strong roots. And yes-- I’m absorbing carbon dioxide and turning it into oxygen. Is THIS what I get in giving you FRESH, CLEAN AIR? And do they-- OH...MY... GOODNESS... is that my first brown spot? Oh no….. I hope they come back soon or else I’ll shrivel up like Fred the Flower over there. Poor guy... all he wanted was to be planted in a bigger pot, to spread his seeds, have a big glass of COLD WATER!
Role: Plant (Your Choice)
Genre: Dramatic/Funny
Description: You are a plant sitting on a windowsill and the family who cares for you went on a long summer holiday and FORGOT to tell the neighbor to water you.
Hello? Helloooooooooo! Gosh, I’m thirsty! These people are NOT responsible. I haven’t drank anything in a week! Don’t they know that water is SUPER important for photosynthesis? Yes-- I’m sitting here by a window underneath this beautiful, hot sun. I’m absorbing all of this energy in my bright, green leaves. Yes-- I’m getting lots of nutrients from the rich soil through my long, strong roots. And yes-- I’m absorbing carbon dioxide and turning it into oxygen. Is THIS what I get in giving you FRESH, CLEAN AIR? And do they-- OH...MY... GOODNESS... is that my first brown spot? Oh no….. I hope they come back soon or else I’ll shrivel up like Fred the Flower over there. Poor guy... all he wanted was to be planted in a bigger pot, to spread his seeds, have a big glass of COLD WATER!
Art Assessment: A reminder that your Art Assessment task that was assigned on Friday is due TOMORROW. This will be marked and recorded for the Report Card 2.
April 1st
Good morning 3A!
You will find today's learning (English, Math, Health and Science tasks below, and a reminder for the Art Assessment).
*Important Notice: There will be a Math Assessment this Friday April 3rd on centimeters, meters, and kilometers. We will review today and tomorrow.
You will find today's learning (English, Math, Health and Science tasks below, and a reminder for the Art Assessment).
*Important Notice: There will be a Math Assessment this Friday April 3rd on centimeters, meters, and kilometers. We will review today and tomorrow.
English:We are learning about media that is made to persuade (or convince) the audience to do or buy something. We are learning about persuasive media techniques. The techniques that we are learning about are:
Yesterday, you saw a commercial that showed an example of the technique “Bandwagon.” The boy in the commercial says to his mother “Why can’t I just dress like them?”. The commercial is for a clothing store and it is making the argument that everyone is going shopping and buying clothes at their store, so you should too!
Today, you will watch a commercial that uses a different technique.
Learning Task:
Watch the following commercial, then decide which persuasive advertising technique was used.
- Humour: the media shows something funny happen, or makes people laugh, so the audience feels enjoyment and remembers the product.
- Emotional Appeal : the media makes the audience feel a certain emotion, so they remember the product.
- Celebrity Endorsement: the media uses a famous person to advertise the product. The creators of this type of media will use a celebrity, or famous person, popular with the audience to try to convince people to buy the product
- Bandwagon Appeal:the media uses the argument that “everyone else is doing it, so you should too!”, and this makes people want to buy a product.
Yesterday, you saw a commercial that showed an example of the technique “Bandwagon.” The boy in the commercial says to his mother “Why can’t I just dress like them?”. The commercial is for a clothing store and it is making the argument that everyone is going shopping and buying clothes at their store, so you should too!
Today, you will watch a commercial that uses a different technique.
Learning Task:
Watch the following commercial, then decide which persuasive advertising technique was used.
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Then, explain your reason for why you think this was the main technique used. Make to explain your idea using examples from what you saw and heard in the commercial.
Your response should look like this: The media technique used in this commercial was _________________________. This was the media technique used because ____….. (Be specific!) |
Math:Today, you will review what you have learned about centimetres, metres, and kilometres in preparation for an assessment on Friday April 3rd, 2020. You can see the instructions for completing the review in the video.
Please log into your student account on Seesaw and complete “Centimetres, Metres, and Kilometres Review” activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity. |
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Health :We are learning about stress and how our bodies respond to stress. We know that our bodies respond when we are in a dangerous situation and that this can be helpful because and tells us we are in danger and helps us decide what to do. However, sometimes our brains are too sensitive and our bodies react when there is no real danger. The feelings that we feel when this happens are called stressed. When we become stressed, we have stressful feelings.
Today, you will show what you have learned so far in this unit by discussing some situations that may make us feel stress, and some solutions that can help you calm down if you are feeling this way.
Today, you will show what you have learned so far in this unit by discussing some situations that may make us feel stress, and some solutions that can help you calm down if you are feeling this way.
Learning Task:
Log into your student account on Seesaw and complete the Mental Health Oral Summary activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity. You can use notes and information, as well as your own ideas, to help you respond to the questions. You may wish to write your ideas down before responding. Make sure though that you are responding to the questions in your own words and using your own ideas! |
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Science: Yesterday you learned that one major way that plants are important and useful to humans is by providing us with food. In fact, all of the food we eat comes from a plant in one way or another. We either eat a plant, for example lettuce or carrots, or we eat an animal that survives from eating plants, for example chickens or cows.
Today, you will think about some fruits or vegetables that you eat, or that you have seen in the stores
Today, you will think about some fruits or vegetables that you eat, or that you have seen in the stores
Learning Task:
Select 5 more foods that you like to eat are part of a plant. List them, draw pictures, and then do your own research to find out which part of a plant they are. Record the results of your investigation in a chart like the one below. *Your challenge: Try to find on type food for each plant part! (roots, stem, leaves, flower, fruit, seed)
Select 5 more foods that you like to eat are part of a plant. List them, draw pictures, and then do your own research to find out which part of a plant they are. Record the results of your investigation in a chart like the one below. *Your challenge: Try to find on type food for each plant part! (roots, stem, leaves, flower, fruit, seed)
Art Assessment: A reminder that your Art Assessment task that was assigned on Friday will be due this Friday. This will be marked and recorded for the Report Card 2.
March 31st
Good morning 3A!
You will find today's learning (English, Math, Drama and Science tasks below, and a remind for the Art Assessment).
You will find today's learning (English, Math, Drama and Science tasks below, and a remind for the Art Assessment).
English:We are learning about media that is made to persuade (or convince) the audience to do or buy something. We are learning about persuasive media techniques. The techniques that we are learning about are:
Yesterday, you saw a commercial that showed an example of the technique “Emotional Appeal”. Today, you will watch a commercial that uses a different technique,
- Humour: the media shows something funny happen, or makes people laugh, so the audience feels enjoyment and remembers the product.
- Emotional Appeal : the media makes the audience feel a certain emotion, so they remember the product.
- Celebrity Endorsement: the media uses a famous person to advertise the product. The creators of this type of media will use a celebrity, or famous person, popular with the audience to try to convince people to buy the product
- Bandwagon Appeal:the media uses the argument that “everyone else is doing it, so you should too!”, and this makes people want to buy a product.
Yesterday, you saw a commercial that showed an example of the technique “Emotional Appeal”. Today, you will watch a commercial that uses a different technique,
Learning Task:
Watch the following commercial, then decide which persuasive advertising technique was used. |
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Then, explain your reason for why you think this was the main technique used. Make to explain your idea using examples from what you saw and heard in the commercial.
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____….. (Be specific!)
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____….. (Be specific!)
Math:So far in this unit, we have learned about two standard units of measurement: the centimetre (cm) and the metre (m). Both of these units of measurement can be used to measure how long, how tall, or how wide an object is, however centimetres are usually used to measure smaller objects whereas metres are usually used to measure larger objects. Metres can also be used to measure short distances (the length of space between two points). For example, I can use metres to measure the distance from my classroom to the library.
When I want to measure longer distances, I use a standard unit of measurement called the kilometre (km). Here are a couple of benchmarks to help you to think about the magnitude (or size) of a kilometre:
When I want to measure longer distances, I use a standard unit of measurement called the kilometre (km). Here are a couple of benchmarks to help you to think about the magnitude (or size) of a kilometre:
Think about the distance from your home to the school. Do you think it’s less than 1 km, more than 1 km, or about 1 km? Hint: Think about how many minutes it would take you to walk to school. For example, if it would take you more than 15 minutes to walk to school, then the distance would be greater than 1 km.
We learned last class that:
1 m = 100 centimetres
We can also compare metres and kilometres:
1 km = 1000 metres
So, if we were to compare the 3 standard units of measurement we have learned about and put them in order from smallest to largest, it would be centimetres (cm), metres (m), and then kilometres (km).
We learned last class that:
1 m = 100 centimetres
We can also compare metres and kilometres:
1 km = 1000 metres
So, if we were to compare the 3 standard units of measurement we have learned about and put them in order from smallest to largest, it would be centimetres (cm), metres (m), and then kilometres (km).
Learning Task:
Please log into your student account on Seesaw and complete “The Kilometre” activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity.
Please log into your student account on Seesaw and complete “The Kilometre” activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity.
Science:Last day you were asked to research some examples of things that are made from plants. You found some great examples!
People use plants in many ways. Many things that we use everyday come from plants.or are made out of plants. Materials such as cork, rope, rubber and cotton all come from plants. Some medicines come from plants as well. Things that are made from wood come from trees. Plants are important because they are useful to us and are also sometimes a basic need that humans need to survive.
One major way that plants are important and useful to humans is by providing us with food. In fact, all of the food we eat comes from a plant in one way or another. We either eat a plant, for example lettuce or carrots, or we eat an animal that survives from eating plants, for example chickens or cows.
The different fruits and vegetables we eat are different parts of a plant. Some are fruits, while other may be a root, stem, leaf, flower, or seed!
Today you will do some investigations to find out which plant parts we eat.
People use plants in many ways. Many things that we use everyday come from plants.or are made out of plants. Materials such as cork, rope, rubber and cotton all come from plants. Some medicines come from plants as well. Things that are made from wood come from trees. Plants are important because they are useful to us and are also sometimes a basic need that humans need to survive.
One major way that plants are important and useful to humans is by providing us with food. In fact, all of the food we eat comes from a plant in one way or another. We either eat a plant, for example lettuce or carrots, or we eat an animal that survives from eating plants, for example chickens or cows.
The different fruits and vegetables we eat are different parts of a plant. Some are fruits, while other may be a root, stem, leaf, flower, or seed!
Today you will do some investigations to find out which plant parts we eat.
Learning Task:
Think about the foods in the chart and fill in the “What part I think it is” section. Then, watch the video below to learn each part. As you watch the video, complete the last part of the chart. |
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Drama: We have learned about role and character. Now, it is time to put your acting skills to the test! This week, you will be assigned a time, place, and role for the monologue below. This is a Drama assessment that will be recorded for Report Card 2.
Here is your Success Criteria for this assessment activity:
Here is your Success Criteria for this assessment activity:
- Create and wear a costume for your role (get creative!!!)
- Rehearse your lines so you have them memorized
- Use different facial expressions
- Change of voice and volume (Don’t sound like a robot!)
- Use actions appropriate for your scene
- Have fun and try your best!!!
Learning Task: Practice the monologue below over the next week. The assessment is due next Tuesday.
Title: Gosh, I’m Thirsty!
Role: Plant (Your Choice)
Genre: Dramatic/Funny
Description: You are a plant sitting on a windowsill and the family who cares for you went on a long summer holiday and FORGOT to tell the neighbor to water you.
Hello? Helloooooooooo! Gosh, I’m thirsty! These people are NOT responsible. I haven’t drank anything in a week! Don’t they know that water is SUPER important for photosynthesis? Yes-- I’m sitting here by a window underneath this beautiful, hot sun. I’m absorbing all of this energy in my bright, green leaves. Yes-- I’m getting lots of nutrients from the rich soil through my long, strong roots. And yes-- I’m absorbing carbon dioxide and turning it into oxygen. Is THIS what I get in giving you FRESH, CLEAN AIR? And do they-- OH...MY... GOODNESS... is that my first brown spot? Oh no….. I hope they come back soon or else I’ll shrivel up like Fred the Flower over there. Poor guy... all he wanted was to be planted in a bigger pot, to spread his seeds, have a big glass of COLD WATER!
Role: Plant (Your Choice)
Genre: Dramatic/Funny
Description: You are a plant sitting on a windowsill and the family who cares for you went on a long summer holiday and FORGOT to tell the neighbor to water you.
Hello? Helloooooooooo! Gosh, I’m thirsty! These people are NOT responsible. I haven’t drank anything in a week! Don’t they know that water is SUPER important for photosynthesis? Yes-- I’m sitting here by a window underneath this beautiful, hot sun. I’m absorbing all of this energy in my bright, green leaves. Yes-- I’m getting lots of nutrients from the rich soil through my long, strong roots. And yes-- I’m absorbing carbon dioxide and turning it into oxygen. Is THIS what I get in giving you FRESH, CLEAN AIR? And do they-- OH...MY... GOODNESS... is that my first brown spot? Oh no….. I hope they come back soon or else I’ll shrivel up like Fred the Flower over there. Poor guy... all he wanted was to be planted in a bigger pot, to spread his seeds, have a big glass of COLD WATER!
Art Assessment: A reminder that your Art Assessment task that was assigned on Friday will be due this Friday. This will be marked and recorded for the Report Card 2.
March 30th
Good morning 3A, Happy Monday!
You will find today's learning (English, Math, and Social Studies tasks below, and a remind for the Art Assessment).
You will find today's learning (English, Math, and Social Studies tasks below, and a remind for the Art Assessment).
English: In the last lesson, we learned about the 3 different purposes that a piece of media can have. They were:
- To inform: the purpose is to give people information about something.
- To entertain: the purpose is to give people entertainment or enjoyment. For example, a fiction book, a TV show, or a song on the radio.
- To persuade: the purpose is to convince people to do something, often to buy something. For example, a TV commercial, a billboard (very large sign) or a poster for a company.
Today, we will focus on the purpose “to persuade”. Some media is made to persuade people to do or to buy a product. Advertisements in magazines or newspapers, and commercials on the TV or on the radio are often trying to persuade us to believe something. Often, these types of media are trying to convince people that they need to have the product they are advertising, so people will go buy it.
People who create media need to think carefully about how they are going to persuade other people to buy their product. There are different techniques that media creators use to try to get the attention of their audience and persuade them to buy their product.
There are 3 techniques that we will focus on. They are:
Learning Task:Watch the following commercials, then decide which persuasive advertising technique was used (humour, emotional appeal or celebrity endorsement). Hint: Both commercials are using the same technique! The second commercial is in Cantonese, but you can read the words in English.
People who create media need to think carefully about how they are going to persuade other people to buy their product. There are different techniques that media creators use to try to get the attention of their audience and persuade them to buy their product.
There are 3 techniques that we will focus on. They are:
- Humour: the media shows something funny happen, or makes people laugh, so the audience feels enjoyment and remembers the product.
- Emotional Appeal : the media makes the audience feel a certain emotion, so they remember the product.
- Celebrity Endorsement: the media uses a famous person to advertise the product. The creators of this type of media will use a celebrity, or famous person, popular with the audience to try to convince people to buy the product
Learning Task:Watch the following commercials, then decide which persuasive advertising technique was used (humour, emotional appeal or celebrity endorsement). Hint: Both commercials are using the same technique! The second commercial is in Cantonese, but you can read the words in English.
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Then, explain your reason for why you think this was the main technique used.
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____…..
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____…..
Math:Last week we learned that one centimetre (cm) is about the width of your finger. Today we are going to talk about the metre (m).
One metre (m) is a length of 100 cm. 1 m = 100 cm Here is a picture of a metre stick. It is 100 cm long. You can see that it is a little more than the length of 3 square tiles on the classroom floor. |
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Here are some other things that are about 1 m:
- The length of a baseball bat
- The height of a 3-year old child
Learning Task:
1. Below is a fun activity you can try at home. Use a measuring tape to help you to measure the distance after completing each event. I encourage you to record your measurements in centimetres and metres. For example, I may roll the cardboard tube a distance of 1m 35 cm (which can also be recorded as 135 cm).
Event 1: Tube Roll
Roll a cardboard tube. Measure how far it rolls.
Event 2: Coin Flick
Use your thumb and middle finger to flick a coin. Measure how far it goes.
Event 3: Cotton Ball Puff
Place a cotton ball (or another object that is small and light) on a table and blow it as far as you can in one breath. Measure how far it goes.
2. After you have completed this activity, please log into your student account on Seesaw and complete the “Measuring Length in Metres” activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity.
Social Studies: We are learning about what life was like for settler people in the past. Today we will focus on the different roles and responsibilities each person had. We will try to answer the question:
What were the roles of different family members within the settler community, and how do these various roles differ from our own? |
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When someone says they have a ‘role’ in their community, what does this mean?
A role is the position or purpose that someone or something has in a community, relationship or organization. We can also think of it as a responsibility.
Examples:
Think about the roles you have in your own family. What kind of role(s) do you have within your family? What are the different responsibilities of each person in your home?
Learning Task: Watch the video and then complete the venn diagram. While you are watching, make sure to be thinking about the chores that the children have and how the boy's chores and different than the girl's chores so that you will be prepared to complete the task.
A role is the position or purpose that someone or something has in a community, relationship or organization. We can also think of it as a responsibility.
Examples:
- The role of a baker is to make bread and baked goods for a community.
- The role of a doctor is to care for people when they are unwell
- The role of teachers is to educate their students
Think about the roles you have in your own family. What kind of role(s) do you have within your family? What are the different responsibilities of each person in your home?
Learning Task: Watch the video and then complete the venn diagram. While you are watching, make sure to be thinking about the chores that the children have and how the boy's chores and different than the girl's chores so that you will be prepared to complete the task.
Art Assessment: A reminder that your Art Assessment task that was assigned on Friday will be due this Friday. This will be marked and recorded for the Report Card 2.
March 27th
Good morning 3A, Happy Friday!
You will find today's learning (English, Math, and Art Assessment tasks below).
You will find today's learning (English, Math, and Art Assessment tasks below).
English: For English today, please do some reading of your choice for enjoyment. Select any type book or text that you will be able to read for at least 30 minutes. You could any fiction or non-fiction book or magazine that you have at home, or you could read on a reading app.
When you are finished reading, please share what you read by sending:
1. The title and the author.
2. Was it fiction or non-fiction?
3. A summary of what you read OR, if you read a non-fiction book, a fact that you found interesting from your reading.
When you are finished reading, please share what you read by sending:
1. The title and the author.
2. Was it fiction or non-fiction?
3. A summary of what you read OR, if you read a non-fiction book, a fact that you found interesting from your reading.
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Math:Today, we’re going to practice drawing items using a ruler, given a specific length in centimetres. Let’s take a look at an example:
**Challenge: Draw a pencil that is 5 cm long**
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3. Notice how I have included the ruler in my picture, so that it’s easy for you to see exactly how long my line and drawing are. This is very important!
Learning Task:
I would like you to follow the 3 steps above to complete each challenge listed below. Please submit a photo of each drawing and remember to include the ruler in every picture, so I can see exactly how long each picture is.
I would like you to follow the 3 steps above to complete each challenge listed below. Please submit a photo of each drawing and remember to include the ruler in every picture, so I can see exactly how long each picture is.
- Draw a picture of a worm that is 6 cm long.
- Draw a picture of a car that is 11 cm long.
- Draw a picture of a carrot that is 15 cm long.
- Draw a picture of a baseball bat that is 8 cm long.
Art:Today, we are going to apply what you’ve learned about the elements of line, shape, and colour to the creation of an art piece inspired by the Indigenous Canadian artist, Norval Morrisseau.
Today, you are going to create your own ‘x-ray’ style art. However, instead of paint, we will use construction paper. This piece of art will be assessed and graded and count towards your Term 2 Report Card. This art will be due 1 week from today, which will give you lots of time to collect the materials that you need to complete the assessment.
You may remember the piece of artwork I showed you two weeks ago by this Canadian artist:
Today, you are going to create your own ‘x-ray’ style art. However, instead of paint, we will use construction paper. This piece of art will be assessed and graded and count towards your Term 2 Report Card. This art will be due 1 week from today, which will give you lots of time to collect the materials that you need to complete the assessment.
You may remember the piece of artwork I showed you two weeks ago by this Canadian artist:
What do all 3 of these Norval Morrisseau paintings have in common?
Norval Morrisseau created art inspired by the beliefs and traditions of the Anishinabe/Ojibway people, which is a group of First Nations people living in Canada. He believed that animals had special energies and unique powers. Morriseau tried to represent the energy and power within an animal through art by using different colours and lines in his paintings. This technique came to be called the ‘x-ray’ style painting technique. Morrisseau used a lot of circles in his artwork to represent the life cycle and large eyes to represent the healer. The lines you see around the animals, especially in the last example are energy lines.
Today, you are going to create your own ‘x-ray’ style art. However, instead of paint, we will use construction paper. This piece of art will be assessed and graded and count towards your Term 2 Report Card. This art will be due 1 week from today, which will give you lots of time to collect the materials that you need to complete the assessment.
- They all show animals
- They all show a variety of colours
- They all show a variety of lines
- They all show shapes within shapes
Norval Morrisseau created art inspired by the beliefs and traditions of the Anishinabe/Ojibway people, which is a group of First Nations people living in Canada. He believed that animals had special energies and unique powers. Morriseau tried to represent the energy and power within an animal through art by using different colours and lines in his paintings. This technique came to be called the ‘x-ray’ style painting technique. Morrisseau used a lot of circles in his artwork to represent the life cycle and large eyes to represent the healer. The lines you see around the animals, especially in the last example are energy lines.
Today, you are going to create your own ‘x-ray’ style art. However, instead of paint, we will use construction paper. This piece of art will be assessed and graded and count towards your Term 2 Report Card. This art will be due 1 week from today, which will give you lots of time to collect the materials that you need to complete the assessment.
- Begin by deciding which animal you would like to use for your artwork. I have made templates available here for you to download and print (e.g., . If you don’t have a printer, I suggest that you trace the animal on a black sheet of construction paper).
- Cut out your animal template.
March 26th
Good morning 3A!
You will find today's learning (English, Math, and Science tasks below).
You will find today's learning (English, Math, and Science tasks below).
English:In the last lesson, we learned about the 3 different purposes that a piece of media can have. They were:
- To inform: the purpose is to give people information about something.
- To entertain: the purpose is to give people entertainment or enjoyment. For example, a fiction book, a TV show, or a song on the radio.
- To persuade: the purpose is to convince people to do something, often to buy something. For example, a TV commercial, a billboard (very large sign) or a poster for a company.
Today, we will focus on the purpose “to persuade”. Some media is made to persuade people to do or to buy a product. Advertisements in magazines or newspapers, and commercials on the TV or on the radio are often trying to persuade us to believe something. Often, these types of media are trying to convince people that they need to have the product they are advertising, so people will go buy it.
People who create media need to think carefully about how they are going to persuade other people to buy their product. There are different techniques that media creators use to try to get the attention of their audience and persuade them to buy their product.
There are 4 techniques that we will focus on. They are:
1. Humour: the media shows something funny happen, or makes people laugh, so the audience feels enjoyment and remembers the product.
2. Emotional Appeal : the media makes the audience feel a certain emotion, so they remember the product.
3. Celebrity Endorsement: the media uses a famous person to advertise the product. The creators of this type of media will use a celebrity, or famous person, popular with the audience to try to convince people to buy the product.
4. Bandwagon Appeal:the media uses the argument that “everyone else is doing it, so you should too!”, and this makes people want to buy a product.
Learning Task:
1. Watch the following commercial, then decide which persuasive advertising technique was used (humour, emotional appeal or celebrity endorsement). |
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2. Then, explain your reason for why you think this was the main technique used.
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____…...
Your response should look like this:
The media technique used in this commercial was _________________________. This was the media technique used because ____…...
Science: In the last lesson you were asked to think about ways that plants and other living things depend on each other to survive. You were asked to think about and research examples of how they help one another.
Learning Task:
1. Read the examples in the chart below. Are any of these examples on your list?
Learning Task:
1. Read the examples in the chart below. Are any of these examples on your list?
2. After reading the examples, let’s focus on the example of: Many things that humans use everyday are made from different types of plants.
Read page 26 and see the pictures on pages 26-27 of the "Watch it Grow" textbook if you have this at home. Then, write down some examples of things that are made from plants. These could be examples from the textbook, as well as your own ideas. |
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Math: Please complete the following measurement learning tasks:
1. Choose an object. Estimate its height (how tall it is). Measure its height. Record your results:
Object: __________ Estimate: ______________ Measurement: ______________
2. A small paper clip is about 3 cm long. A large paper clip is about 5 cm long. How many of each paper clip would fit along a 30 cm ruler? How do you know?
3. Log in to Mathletics and complete the “How Long is That?” activity that has been assigned to you.
1. Choose an object. Estimate its height (how tall it is). Measure its height. Record your results:
Object: __________ Estimate: ______________ Measurement: ______________
2. A small paper clip is about 3 cm long. A large paper clip is about 5 cm long. How many of each paper clip would fit along a 30 cm ruler? How do you know?
3. Log in to Mathletics and complete the “How Long is That?” activity that has been assigned to you.
March 25th
Good morning 3A!
You will find today's learning (English, Math, Social Studies and Health tasks below).
You will find today's learning (English, Math, Social Studies and Health tasks below).
English:We are learning about Media. We know that media is the different ways people communicate with others. Yesterday, we learned how different pieces of media can have different audiences that they are meant to communicate to.
Today we will learn about Media purpose. Media purpose is the reason a piece of media is created or what a piece of media is trying to do. For example, let’s think about a poster about how to properly wash our hands. This poster is giving us information about something, so its purpose is to inform. Another example of media purpose to inform could be a non-fiction text about icebergs. The purpose is to inform us about icebergs. Newspapers inform us about things that are happening in our world and in our communities.
There are 2 other purposes that media can have. 1. To Entertain and 2. To persuade.
So, the 3 different media purposes are:
*Sometimes, a piece of media can have more that one purpose. For example, a movie could have the purpose of informing us about a topic, but also be entertaining and we will enjoy watching it.
Today we will learn about Media purpose. Media purpose is the reason a piece of media is created or what a piece of media is trying to do. For example, let’s think about a poster about how to properly wash our hands. This poster is giving us information about something, so its purpose is to inform. Another example of media purpose to inform could be a non-fiction text about icebergs. The purpose is to inform us about icebergs. Newspapers inform us about things that are happening in our world and in our communities.
There are 2 other purposes that media can have. 1. To Entertain and 2. To persuade.
So, the 3 different media purposes are:
- To inform: the purpose is to give people information about something.
- To entertain: the purpose is to give people entertainment or enjoyment. For example, a fiction book, a TV show, or a song on the radio.
- To persuade: the purpose is to convince people to do something, often to buy something. For example, a TV commercial, a billboard (very large sign) or a poster for a company.
*Sometimes, a piece of media can have more that one purpose. For example, a movie could have the purpose of informing us about a topic, but also be entertaining and we will enjoy watching it.
Here is a reading of the learning material:
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Math:Please complete the Measurement learning task that was assigned to you yesterday if you have not already finished.
Health: Have you ever felt very strong uncomfortable feelings such as worry, sadness, or anger? These feelings happen because your body and mind are telling you that there is something in your life that is causing you stress.
Stressful feelings can happen when you are experiencing something new, like:
Stress can happen when you lose someone or something very important to you, like when someone passes away. You can also get stressed if you were not prepared for a lot of noise, heat, or cold. It can feel scary when things happen that you were not expecting. It can make you feel like you have no control over your life. You may not be able to control everything in your life, but you can control the way you respond to them.
Doing things that you can control, can make you feel better, such as taking a break and talking to someone you trust.
Stressful feelings can happen when you are experiencing something new, like:
- a new class,
- moving to a new home,
- family changes, OR
- changes that affect your day
Stress can happen when you lose someone or something very important to you, like when someone passes away. You can also get stressed if you were not prepared for a lot of noise, heat, or cold. It can feel scary when things happen that you were not expecting. It can make you feel like you have no control over your life. You may not be able to control everything in your life, but you can control the way you respond to them.
Doing things that you can control, can make you feel better, such as taking a break and talking to someone you trust.
Learning Task:
1. Log into your student account on Seesaw and complete the Stressful Feelings activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity. You can also watch a video of the reading here: |
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Social Studies: Today we will focus on the foods that were eaten by settler people in the past. We will try to answer the questions: What were the different foods of the settlers, and how do these various foods differ from the First Nations peoples’, as well as our own?
First, think about the following questions:
First, think about the following questions:
- What are some common dishes that you and your family eat on a regularly?
- What are common ingredients in the food that you and your family eat?
- How are the dishes made?
- What are your responsibilities while the dishes are being made?
Learning Task: First, watch the video below that explains the activity. This will help you know what to be listening and looking for as you watch and listen to the video.
Then, watch the video and answers the activity questions. |
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March 24th
Good morning 3A!
You will find today's learning (English, Math, and Science tasks below).
You will find today's learning (English, Math, and Science tasks below).
Dear parents,
Our next unit in Mathematics will cover concepts related to measurement in centimetres (cm), metres (m), and kilometres (km). Students will require a measuring tool to complete activities and assessments during the course of this unit. Access to a measuring tape (at least 100 cm long) and a ruler (at least 30 cm long) is highly recommended.
Our next unit in Mathematics will cover concepts related to measurement in centimetres (cm), metres (m), and kilometres (km). Students will require a measuring tool to complete activities and assessments during the course of this unit. Access to a measuring tape (at least 100 cm long) and a ruler (at least 30 cm long) is highly recommended.
English:Yesterday we began our unit about Media. We learned that media is a way of communicating with large groups of people, and that media pieces can be either print or digital.
Today we will learn about Media audience.
The audience is the group of people that a piece of media is trying to communicate to. Some media is trying to communicate to everyone, but other pieces of media and trying to communicate to a specific group, for example to children, to teenagers, or to older people. Some media pieces are communicating to a group of people with a specific interest. For example, a magazine all about camping would be for an audience of people who are interested in and enjoy camping.
Learning Task:
Draw a line to match the media examples with what type of audience they would be created for.
Today we will learn about Media audience.
The audience is the group of people that a piece of media is trying to communicate to. Some media is trying to communicate to everyone, but other pieces of media and trying to communicate to a specific group, for example to children, to teenagers, or to older people. Some media pieces are communicating to a group of people with a specific interest. For example, a magazine all about camping would be for an audience of people who are interested in and enjoy camping.
Learning Task:
Draw a line to match the media examples with what type of audience they would be created for.
Math:We will begin a new unit today on Length.
A centimetre (cm) is a standard unit that can be used to measure an object in some way. We can use centimetres to find out how long (length), how tall (height), or how wide (width) an object is. When you are measuring length, you are measuring the longest side of an object. When you are measuring width, you are measuring the shorter side of an object. We usually use centimetres to help us to measure objects that are not too large in size because centimetres are a relatively small unit of measurement. Here are some benchmarks to help you to think about the size of a centimetre:
A centimetre (cm) is a standard unit that can be used to measure an object in some way. We can use centimetres to find out how long (length), how tall (height), or how wide (width) an object is. When you are measuring length, you are measuring the longest side of an object. When you are measuring width, you are measuring the shorter side of an object. We usually use centimetres to help us to measure objects that are not too large in size because centimetres are a relatively small unit of measurement. Here are some benchmarks to help you to think about the size of a centimetre:
- Before you begin measuring, you need to find the numbers on your ruler that show centimetres (look for the symbol “cm”). The ruler in the picture above shows two units of measurement. The red numbers show centimetres and the black numbers show inches. You need to make sure you are using the right set of numbers!
- Next, line up one end of your object with the “0 cm” line on your ruler.
- Then, determine the length of your object by reading the number on the ruler directly underneath the other end of your object.
- This marker is between 15 cm and 16 cm long.
- It is longer than 15 cm, but shorter than 16 cm.
- The length is closer to 16 cm than 15 cm.
- The marker is about 16 cm long.
Watch the following videos to learn more about measuring in centimetres:
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Learning Task: *Please take 2 days to find a measuring tool and to complete this task. It is due by the end of the day tomorrow (Wednesday)
I would like you to practice using the standard unit of centimetres to measure different objects that you have at home.
1. Pick 3 smaller objects at home (e.g., paper clip, remote control, book, fork, etc.) and measure the length and width to the nearest centimetre. Record each measurement in a table like the one below.
I would like you to practice using the standard unit of centimetres to measure different objects that you have at home.
1. Pick 3 smaller objects at home (e.g., paper clip, remote control, book, fork, etc.) and measure the length and width to the nearest centimetre. Record each measurement in a table like the one below.
Science:We have learned how living things, for example bees, help plants with the process of pollination. Today we will learn about more ways in which plants and living things depend on one another.
What does the word depend mean?
When we depend on something, it means that we need it in order to survive. Plants and other living things (insects, animals, humans) depend on each other in different ways.
For example, we know that plants need carbon dioxide from the air for photosynthesis. Humans breathe out carbon dioxide, so plants depend on us to make their own food and survive.
Plants give out oxygen. Oxygen is what humans need to breathe. So we depend on plants to survive.
This is one example of how plants and animals depend on each other. Plants and animals help each other in many different ways.
Learning Task:
I would like you to use information that you already know, as well as information from doing your own research to try to answer this question:
What other ways do plants and animals depend on each other?
This means, how do they help each other?
Try to come up with at least 2 examples of how plants help living things, and 2 examples of how living things help plants. You can fill them into a chart like the one below.
Remember that a “living thing” could be an insect, animal or human being.
We will go over this in tomorrow’s Science lesson.
What does the word depend mean?
When we depend on something, it means that we need it in order to survive. Plants and other living things (insects, animals, humans) depend on each other in different ways.
For example, we know that plants need carbon dioxide from the air for photosynthesis. Humans breathe out carbon dioxide, so plants depend on us to make their own food and survive.
Plants give out oxygen. Oxygen is what humans need to breathe. So we depend on plants to survive.
This is one example of how plants and animals depend on each other. Plants and animals help each other in many different ways.
Learning Task:
I would like you to use information that you already know, as well as information from doing your own research to try to answer this question:
What other ways do plants and animals depend on each other?
This means, how do they help each other?
Try to come up with at least 2 examples of how plants help living things, and 2 examples of how living things help plants. You can fill them into a chart like the one below.
Remember that a “living thing” could be an insect, animal or human being.
We will go over this in tomorrow’s Science lesson.
March 23rd
Good morning 3A, Happy Monday
You will find today's learning (Science, Math Assessment, English and Social Studies tasks below).
You will find today's learning (Science, Math Assessment, English and Social Studies tasks below).
Science:Today for Science I would like you to do some reading:
The lifecycle of a plant begins as a seed. Sometimes seeds fall from their parent plant and begin to grow. But many times, there is not enough room for them to grow there. Seeds need to travel in order to survive and grow into a healthy plant. Seeds don’t have legs or arms, so how do seeds travel?
The lifecycle of a plant begins as a seed. Sometimes seeds fall from their parent plant and begin to grow. But many times, there is not enough room for them to grow there. Seeds need to travel in order to survive and grow into a healthy plant. Seeds don’t have legs or arms, so how do seeds travel?
Here are ways that seeds travel:
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Math Assessment:Today, you will complete a Division assessment. This assessment will be graded and recorded on your Term 2 Report Card. Students, please make sure that you complete this assessment independently. This means you cannot ask a parent or guardian to help you to answer the questions. Every student must complete the work on his or her own or the assessment will not be graded.
Please log in to your student account on Seesaw and complete the assessment that has been assigned to you. You will need to click on the “Activities” tab (look for the light bulb) and then click +Add Response for the “Division Assessment” activity. This assessment has more than one page, so please make sure that you complete each one.
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English:We will begin a unit focusing on Media Literacy. First, let's review the word Media. What does this mean?
Media is the different ways people communicate with others. Often, media is a way to communicate with a large group of people.
Signs, posters, commercials, books, magazines, and movies are all examples of media. There are many other examples too!
Media is everywhere!
Media is all around us and there are many different types. All of the different types of media can be separated 2 different categories:
1. Print Media and 2. Digital Media
Print media is media that is printed like a newspaper or a poster. These forms of media are things we can touch and feel.
Digital media is that uses technology, for example the news on TV, or an app on an iPad.
Media is the different ways people communicate with others. Often, media is a way to communicate with a large group of people.
Signs, posters, commercials, books, magazines, and movies are all examples of media. There are many other examples too!
Media is everywhere!
Media is all around us and there are many different types. All of the different types of media can be separated 2 different categories:
1. Print Media and 2. Digital Media
Print media is media that is printed like a newspaper or a poster. These forms of media are things we can touch and feel.
Digital media is that uses technology, for example the news on TV, or an app on an iPad.
Learning Task:
Log in to your Seesaw account and complete the "Print or Digital Media?" Activity assigned to you.
Log in to your Seesaw account and complete the "Print or Digital Media?" Activity assigned to you.
Social Studies:Today we will focus on transportation in the past and try to answer the question: What were the modes of transportation used by settlers? How did people get around in the past?
Begin by thinking about the following questions:
Begin by thinking about the following questions:
- How do you get to school usually?
- How do you usually travel around Hong Kong?
- How do you usually travel when getting to other countries?
Now, watch the following video:
As you watch the video, think about the different types of transportation you see the settler girl, Emily. using. |
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March 20th
Good morning 3A, Happy Friday!
You will find today's learning (Science Assessment, Math and Art tasks below).
*Please note there will be a Math Assessment on Division on Monday.
You will find today's learning (Science Assessment, Math and Art tasks below).
*Please note there will be a Math Assessment on Division on Monday.
Science: Your Science Assessment task has been assigned to you on Seesaw. Please watch the following video explaining the instructions for the assessment, and then log in to your Seesaw to complete it.
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Math: Please check your answers to the Division Review below. This is in preparation for your assessment on Monday.
Art: Today is a chance for you to reflect on the Art pieces you have created so far this Term. Your Tree artwork inspired by the artist Emily Carr and your moose drawing.
This is in preparation for an Art assignment that will be assessed next week, and that will also have a reflection that will be assessed.
This is in preparation for an Art assignment that will be assessed next week, and that will also have a reflection that will be assessed.
4. Learning Task: Look back on the 2 Visual Art activities that you have completed in Term 2 so far: your tree artwork inspired by the artist Emily Carr and your moose drawing. Decide which piece of artwork you are most proud of and answer the questions below.
*If you have not completed these art pieces yet, please make sure to complete them over the weekend and submit them with these reflection questions. Reflection Questions:
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March 19th
Good morning 3A!
You will find today's learning (English Assessment, Science and reminders for Math and Drama tasks)
You will find today's learning (English Assessment, Science and reminders for Math and Drama tasks)
English: Today you will write your Poetry Response Reading Assessment.
1. You will need to go to the following link and read the poem “My Grandpa” by Kenn Nesbitt.
2. Then, you will need to complete and send in the assessment questions in the document below. The assessment is also posted in picture form.
3. After you have completed the Poetry Response Questions, please record yourself reading the poem aloud and send this to Ms. Lake in any form that works for you.
Link to the poem: https://www.poetry4kids.com/poems/my-grandpa/
1. You will need to go to the following link and read the poem “My Grandpa” by Kenn Nesbitt.
2. Then, you will need to complete and send in the assessment questions in the document below. The assessment is also posted in picture form.
3. After you have completed the Poetry Response Questions, please record yourself reading the poem aloud and send this to Ms. Lake in any form that works for you.
Link to the poem: https://www.poetry4kids.com/poems/my-grandpa/
Assessment: Please watch the video for assessment instructions. Also, please remember that this is an assessment and must be completed independently by the student. You will do great!
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Math: Please continue working on the Division Review that was assigned on yesterday if you have not already completed this. This is to prepare for an assessment on Monday. Answers to the review will be posted tomorrow.
If you have completed the review and are able to access Prodigy Math, multiplication and Division activities are now available for you there to practice further.
If you have completed the review and are able to access Prodigy Math, multiplication and Division activities are now available for you there to practice further.
Science: Please see answers to the Plants Review below.
Stem: Leaves: Flower. |
Drama: A reminder that a video or recording of you reading the “Life of a Plant” monologue is due by the end of the day today. I am looking forward to hearing your acting!
March 18th
Good morning 3A!
You will find today's learning (English, Math, Health and reminders for Science and Drama) below.
*Important note: A reminder that there will be a Poetry Reading assessment tomorrow (Thursday) and a Plants Assessment on Friday.
You will find today's learning (English, Math, Health and reminders for Science and Drama) below.
*Important note: A reminder that there will be a Poetry Reading assessment tomorrow (Thursday) and a Plants Assessment on Friday.
English:For English today, please do some reading of your choice for enjoyment. You can think of this as an Independent Reading block. This means that you can select any type text that you are interested in. It may be a chapter book you have at home, some picture books on an App, a comic book, an online article about something you are interested in or would like to know more about, etc. This goal is that you build your stamina and read for enjoyment for at least 30 minutes today.
Math: Today, I’d like you to complete the Unit 4: Division Review that I have posted below. You can take 2 days to complete this review. It is due by the end of the day tomorrow (Thursday). I will post the answers for you to check your work on Friday.
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Health: Watch the video to listen to the reading, or read on your own below. Then complete the learning task.
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Our brain is a wonderful thing! Did you know that if our brain senses that we are in danger, it will try to protect us? When our brain thinks we are in danger it sets off a kind of alarm to make us feel like something is not right. It might make our heart beat faster, give you a headache, cause your stomach to ache, or even your hands to sweat.
This can be helpful if there is real danger because it helps us to get ready to do something, like fight, run away, or hide. Sometimes though, our brain is too sensitive and sets off this special alarm when there is no need to, kind of like a false alarm. We might start to feel nervous about something even though there is nothing to worry about. Actually, our brain is just trying to get us to pay attention. This is what we call stress or anxiety.
When you sense your special brain alarm go off, you need to decide whether or not you are actually in danger. Then it is easier to decide what to do! For example, sometimes when you have to speak in front of your class or take a test, you might feel uncomfortable and a little nervous, like you have butterflies in your tummy. You’re not in any real danger. Your brain is just trying to get you to pay attention. When your brain sets off a false alarm, there are things that you can do to help yourself relax and stay calm. You can take a couple of deep breaths, go for a walk, do some stretching, think of something that makes you happy, or talk to someone you trust. Everyone feels nervous sometimes! It’s perfectly normal and ok. Learning how to manage your nervous feelings is important for your health.
This can be helpful if there is real danger because it helps us to get ready to do something, like fight, run away, or hide. Sometimes though, our brain is too sensitive and sets off this special alarm when there is no need to, kind of like a false alarm. We might start to feel nervous about something even though there is nothing to worry about. Actually, our brain is just trying to get us to pay attention. This is what we call stress or anxiety.
When you sense your special brain alarm go off, you need to decide whether or not you are actually in danger. Then it is easier to decide what to do! For example, sometimes when you have to speak in front of your class or take a test, you might feel uncomfortable and a little nervous, like you have butterflies in your tummy. You’re not in any real danger. Your brain is just trying to get you to pay attention. When your brain sets off a false alarm, there are things that you can do to help yourself relax and stay calm. You can take a couple of deep breaths, go for a walk, do some stretching, think of something that makes you happy, or talk to someone you trust. Everyone feels nervous sometimes! It’s perfectly normal and ok. Learning how to manage your nervous feelings is important for your health.
Learning Task:
1. First, watch the following video: |
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2. Then, log into your student account on Seesaw and complete the Brain Stress Response activity that has been assigned to you. You will need to click on the “Activities” tab (look for the lightbulb icon) and then tap +Add Response to complete the activity.
Science: Please continue working on your Plants Review that was posted yesterday. This will help prepare you for your assessment on Friday. Answers will be posted tomorrow.
Drama: A reminder that a video or recording of you reading the “Life of a Plant” monologue is due by the end of the day tomorrow.
March 17th
Good morning 3A!
You will find today's learning (English, Math, Social Studies and Science) below.
*Important note: There will be a Poetry Reading assessment on Thursday and a Plants Assessment on Friday.
You will find today's learning (English, Math, Social Studies and Science) below.
*Important note: There will be a Poetry Reading assessment on Thursday and a Plants Assessment on Friday.
English:Today we will continue to review some Elements of Poetry by reading a poem and looking at how the author used these elements. There elements that we will focus on will be the same as yesterday. They are:
Imagery: Words or phrases that help us create a picture in our minds as we read. Author’s choose words to help us create a picture in our mind as we read, so that we can understand the poem better.
Mood and Tone/Feeling: Different poems can make people feel different ways when they read the poem. For example, a poem could make the reader feel happy, joyful, sad, silly. Author’s write poetry to create feelings for their readers and connect to their readers.
A good reading strategy to use to understand poetry is to think about how the author used imagery, and what type of feeling they created for the reader.
Imagery: Words or phrases that help us create a picture in our minds as we read. Author’s choose words to help us create a picture in our mind as we read, so that we can understand the poem better.
Mood and Tone/Feeling: Different poems can make people feel different ways when they read the poem. For example, a poem could make the reader feel happy, joyful, sad, silly. Author’s write poetry to create feelings for their readers and connect to their readers.
A good reading strategy to use to understand poetry is to think about how the author used imagery, and what type of feeling they created for the reader.
Learning Task: Please go to the following link and read the poem "All My Great Excuses". Then, complete the response questions below. https://www.poetry4kids.com/poems/all-my-great-excuses/
- What was the tone or feeling of this poem? How does it make you feel as you read it?
2. Did you enjoy reading this poem? Why or why not?
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3. What words or groups of words from the poem helped you create a picture in your mind as you read this poem? Give 2 examples.
Math:Today in Mathematics, we will continue with our unit on Multiplication and Division. Our focus for this lesson will be on Relating Multiplication and Division.
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Learning Task: Please complete the Relating Multiplication and Division Practice Questions below.
Social Studies: Yesterday you were introduced to a group of people known as settlers. These are people who came, mostly from Europe, to live and build communities in Canada long ago.
Today, we will look more at what this journey was like for the settlers. Please watch the following video. It is a Journal Reading of a boy names Patrick who made this journey to Canada. *You do not need to read the journal yourself. Your task is to listen and then use your thinking skills to complete the task. |
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Learning Task: Please complete the activity posted below by writing what you think Patrick and his family may have seen, smelled, tasted, heard, felt (physical) and felt (emotional).
Science: Below you will find a review for your assessment on Monday. You can take 2 days to complete this review. Please complete it by the end of the day Thursday.
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March 16th
Good morning 3A!
You will find today's learning (English, Math, Social Studies and Drama) below.
You will find today's learning (English, Math, Social Studies and Drama) below.
English:Today we will review some Elements of Poetry by reading a poem and looking at how the author used these elements. There elements that we will focus on are:
Imagery: Words or phrases that help us create a picture in our minds as we read. Author’s choose words to help us create a picture in our mind as we read, so that we can understand the poem better.
Mood and Tone/Feeling: Different poems can make people feel different ways when they read the poem. For example, a poem could make the reader feel happy, joyful, sad, silly. Author’s write poetry to create feelings for their readers and connect to their readers.
A good reading strategy to use to understand poetry is to think about how the author used imagery, and what type of feeling they created for the reader.
Imagery: Words or phrases that help us create a picture in our minds as we read. Author’s choose words to help us create a picture in our mind as we read, so that we can understand the poem better.
Mood and Tone/Feeling: Different poems can make people feel different ways when they read the poem. For example, a poem could make the reader feel happy, joyful, sad, silly. Author’s write poetry to create feelings for their readers and connect to their readers.
A good reading strategy to use to understand poetry is to think about how the author used imagery, and what type of feeling they created for the reader.
Learning Task:Visit the following link and read the poem “Tiny, Spiny Dinosaur” by Kenn Nesbitt.:
https://www.poetry4kids.com/poems/a-tiny-spiny-dinosaur/
Respond to the following questions in full sentences:
1. What words or groups of words from the poem helped you create a picture in your mind as you read this poem? Give 2 examples.
https://www.poetry4kids.com/poems/a-tiny-spiny-dinosaur/
Respond to the following questions in full sentences:
1. What words or groups of words from the poem helped you create a picture in your mind as you read this poem? Give 2 examples.
2. What was the tone or feeling of this poem? How does it make you feel as you read it?
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3. Did you enjoy reading this poem? Why or why not?
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3. Did you enjoy reading this poem? Why or why not?
___________________________________________________________________________________________________________________________________________________________________________________________________________.
Math: Today in Mathematics, we will continue with our unit on Multiplication and Division. Our focus for this lesson will be on dividing by 2, by 5, and by 10.
Let’s start with a word problem:
30 students are on a tour at an art museum.
How many students will be in each tour group if there are:
How many students will be in each tour group if there are:
- 5 equal groups
- 10 equal groups
- 2 equal groups
My array now contains a total of 30 students arranged in 5 equal rows. So, how many students do you see in each row/group?
If you said, 6 students, you are correct! So, if there were 5 equal groups, there would be 6 students in each tour group.
The second example given is 10 equal groups, which means my array will have 10 rows. I will use the same strategy as I did above to arrange 30 students in 10 equal rows:
If you said, 6 students, you are correct! So, if there were 5 equal groups, there would be 6 students in each tour group.
The second example given is 10 equal groups, which means my array will have 10 rows. I will use the same strategy as I did above to arrange 30 students in 10 equal rows:
My array contains a total of 30 students arranged in 10 equal rows. So, how many students do you see in each row/group?
If you said, 3 students, you are correct! So, if there were 10 equal groups, there would be 3 students in each tour group.
The third example given is 2 equal groups, which means my array will have 2 rows. I will use the same strategy as I did above to arrange 30 students in 2 equal rows:
If you said, 3 students, you are correct! So, if there were 10 equal groups, there would be 3 students in each tour group.
The third example given is 2 equal groups, which means my array will have 2 rows. I will use the same strategy as I did above to arrange 30 students in 2 equal rows:
My array contains a total of 30 students arranged in 2 equal rows. So, how many students do you see in each row/group?
If you said, 15 students, you are correct! So, if there were 2 equal groups, there would be 15 students in each tour group.
If you said, 15 students, you are correct! So, if there were 2 equal groups, there would be 15 students in each tour group.
Learning Task: Please log in to Mathletics with your username and password (given to you at the beginning of the year) and complete the activities that have been assigned to you.
You might want to have a piece of paper and a pencil next to you in case you need to work out your answers to the problems.
Here are the activities you will need to complete:
You might want to have a piece of paper and a pencil next to you in case you need to work out your answers to the problems.
Here are the activities you will need to complete:
- Dividing Twos
- Dividing Fives
Then, complete the practice questions below.
Here are the practice questions in document form:
Social Studies: Now that you have learned about the indigenous peoples of Canada/aboriginal Canadians, we are going to learn about the settlers (also known as pioneers).
First, please check your sentences about a group of indigenous people of Canada, the Mohawk people, below.
First, please check your sentences about a group of indigenous people of Canada, the Mohawk people, below.
What does the word settler mean?
A settler person who moves to a new place and plans to stay there and help build a community.
Settlers were different people than the indigenous First Nations Canadian people. The First Nations people were already living in Canada, but the settlers were newcomers.
The settlers from Canada came mostly from England, France, Scotland and Ireland to settle in Canada and begin life in a new country. They moved for:
Here is a picture of settlers:
A settler person who moves to a new place and plans to stay there and help build a community.
Settlers were different people than the indigenous First Nations Canadian people. The First Nations people were already living in Canada, but the settlers were newcomers.
The settlers from Canada came mostly from England, France, Scotland and Ireland to settle in Canada and begin life in a new country. They moved for:
- New work opportunities: (e.g. selling beaver fur)
- Natural resources (e.g. lots of fresh water and empty land for farming)
- Land (e.g. to have bigger homes and escape crowded cities)
- To practice their religion (maybe they were not free to practice their religion where they lived before)
Here is a picture of settlers:
Learning Task: Before we learn more about the settler people and their relationship with the First Nations people, I would like you to think about and write down 3 different challenges you think the settler people faced when they came to Canada.
This means, that you need to think about 3 things that you think might have been difficult for them. It is okay if you don't already know! What you are trying to do is just think of some things that might have been difficult.
When you are coming up with your 3 ideas, you could think about the present day as well, and what some challenges may be for people who move to a new country.
This means, that you need to think about 3 things that you think might have been difficult for them. It is okay if you don't already know! What you are trying to do is just think of some things that might have been difficult.
When you are coming up with your 3 ideas, you could think about the present day as well, and what some challenges may be for people who move to a new country.
Drama:
Thank you for submitting your Pollination charades videos! They were very well done, I am really enjoyed viewing them!
Today we are focusing on back on Time & Place, but this time we are using words. This week you will be creating time and place with something called a monologue.
A monologue is a long speech by one actor/actress in a play or film.
When you perform a monologue, you are trying to give your audience a clear understanding of place and time.
Success Criteria for monologues:
Thank you for submitting your Pollination charades videos! They were very well done, I am really enjoyed viewing them!
Today we are focusing on back on Time & Place, but this time we are using words. This week you will be creating time and place with something called a monologue.
A monologue is a long speech by one actor/actress in a play or film.
When you perform a monologue, you are trying to give your audience a clear understanding of place and time.
Success Criteria for monologues:
- Different facial expressions (Happy, excited, sad, etc.)
- Change of voice and volume (Don’t sound like a robot!)
- Actions appropriate for your scene
- To have fun and get into character
Learning Task: Visit the following link below to see an example of a monologue called "Life of a Tree". You will practice reading this monologue. Begin by reading it in your head and circling any words that you do not know or need to practice saying. Then, practice reading the monologue out loud.
You do not need to memorize the words, but you should practice enough so that you are comfortable reading it, and can make some eye contact with your audience.
*This learning task is due by the end of the day on Thursday. You have three days to practice and then send a recording or even better, a video, of yourself performing the monologue.
Link to the monologue: https://www.dramanotebook.com/monologues-kids/#Life%20of%20a%20Tree
You do not need to memorize the words, but you should practice enough so that you are comfortable reading it, and can make some eye contact with your audience.
*This learning task is due by the end of the day on Thursday. You have three days to practice and then send a recording or even better, a video, of yourself performing the monologue.
Link to the monologue: https://www.dramanotebook.com/monologues-kids/#Life%20of%20a%20Tree