End of the Year Slideshow
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| Make a Smilebox scrapbook |
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| Make a Smilebox scrapbook |
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Recently our class was presented with a challenge. How strong is the force of attraction between 2 magnets? If we put space between the magnets will the force be stronger, weaker, or stay the same?
We were given materials and had to create our own experiment to test our hypothesis. Here are the results!
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What is a red herring? Our class just finished a unit on mysteries. We learned some of the characteristics of mysteries and we tried to solve the mystery before the crime solver did. One of the things we discovered was that the author often puts in a red herring, a person the author makes you think committed the crime. This leads you off track so it makes it harder to solve. Good crime solvers identify the red herring so they can correctly solve the crime.
The question we have is “Why do they call that person a red herring?” “Where did that come from?”
We found out the answer to our question. A red herring is a fish that was used to train young hunting dogs. They dogs would follow the strong scent of the fish that was spread on the trail by the trainers. The dogs would follow the scent of a fox and the trainer would use the red herring to train them to stay with the original scent instead of the stronger scent. This is just like our books. The author creates a red herring and provides lots of clues which gives the strong “scent” that they are the one who committed the crime.
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January started a new unit of study in reading. We started the unit in a book club where we became detectives working together to solve a mystery. Our goal was to learn strategies to solve the mystery before the crime solver in the book. We became excellent detectives by learning how to identify clues in the book and the red herring.
February brought on our next unit of study, Fantasy book clubs. Students identified classmates they feel they would work best with in a book club. Once the book club was decided they picked a book to read and discuss together. During this unit we were working on having better conversations in our mind and with others!
We also started writing Poetry in our newest unit. We are learning how to see objects through a poet’s eyes. For example, Sai saw a safety pin as an alligator with its mouth open ready to attack. Blake saw a safety pin as a rifle ready for battle.
In math we are developing a variety of strategies to multiply and divide large numbers. It’s important to remember that although we are learning how to multiply large numbers, we should continue practicing our basic math facts.
Finally, we are starting our newest science unit-magnetism and electricity. Your children will be discovering what magnets “stick” to and we will be creating an electromagnet, a parallel circuit, and even a telegraph!
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Today is a day to celebrate! We have learned so much this year and will continue to learn much more as the school year continues. Think about what you have enjoyed learning this year and what you still want to learn.
What part of your learning are you most proud of this year?
What have you enjoyed learning this year?
In what ways would you like to improve during the next semester?
What is your goal for the next semester?
Discuss these questions with your parents and write a response together.
picture:www.richmond.ca
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Today we had an incredible time on our barge floating down the Chao Phraya River. We had so many activities that helped us learn about water and adaptations. Take the time to reflect on our field trip.
Our activities: Water Hyacinth, Creating A Building on the River, Oh Deer!, and Bird Beaks and Adaptations.
1. What activity did you enjoy the most? Why?
2. What did you learn from that activity?
I can’t wait to hear what you enjoyed learning today!
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Click on the link below to watch our digital stories!
http://www.youtube.com/teambellone
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You will be completing your own science experiment at home. Choose one of the investigations on the science page. Complete the experiment and write down your observations. Post a comment including the following things:
What did you observe during your experiment?
How can you explain what happened? Think about what we have learned about water so far when preparing your explanation. You can click on the water page to review the concepts we’ve learned so far!
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