What Value does GARBAGE Have?
OUR DATA:
Paper: 338 Plastic: 280 Glass: 0 Food: 202 Metal: 7 Money Recycling: 63 ($6.30) Other: 14 What does this tell us about Louis Riel School? - We make a lot of garbage everyday. - We throw away money - A lot of people are throwing paper in the garbage - No one cares about what they are doing . . . . hmmmm (Is this true? This is how it feels. No that no one cares!) What can be done to positively impact what we throw away and the amount we throw away? - Put fancy catchy things by garbage cans that teach people - Garbage Supervisors and recycle bins next to garbage cans - Posters don't work - Specialized bins for fun lunch - 3 bin system at every garbage - Decorate recycle bins, bring awareness and cool looking |
Trashopolis: M u m b a i
Student Made Rubrics: Lights and Shadows Student Project
How did we get here . . .
1) Rather than the teachers organize and deliver the information we gave the curriculum to the kids and they picked what they wanted to investigate and teach other. 2) After the project was introduced and students organized, they had little to no questions about the project and just wanted to get 'to work'. 3)Then it began. A small group of students started to ask questions: Can we work in groups? Can I make a PowerPoint? What do you mean demonstration? Can I do this? . . . . 4) All students were called back and frustrations and questions were shared. Then they were anxious to get back 'to work' and left. 5) 3 students stayed behind confused because non of the questions or issues that were brought up were addressed or answered. They tried to call everyone back for a democratic vote to make some decisions. 6) The next gathering for Science I asked "How do you know when you've done a great job?" From that a conversation about the Lights & Shadows Student Project emerged about the areas that need a rubric ("Just like our Math rubric!" as one student excitedly said.) 7) Students created sub areas of each area needing a rubric and wrote in criteria. I put it in a word document, did some final editing, presented it to the class to help correct my mistakes and fill in ideas I missed or got wrong. And now we have 3 functioning rubrics to guide our project. Lesson: Don't start without knowing the target! |
Lights & Shadows: Student Project
Why This Project:
Rather than 'teacher delivered learning' the students are being challenged to explore, prepare and share the LIGHTS & SHADOWS curriculum with their peers.
Students were shown the curricular objectives and then allowed to explore each one, looking up definitions, types of experiments associated with that learner expectation and explore concepts mentioned using various websites. They were then asked to write down their top 2 objective picks and over the next 2 weeks will be researching and designing their experiment.
Rather than 'teacher delivered learning' the students are being challenged to explore, prepare and share the LIGHTS & SHADOWS curriculum with their peers.
Students were shown the curricular objectives and then allowed to explore each one, looking up definitions, types of experiments associated with that learner expectation and explore concepts mentioned using various websites. They were then asked to write down their top 2 objective picks and over the next 2 weeks will be researching and designing their experiment.
Students wrote down their top 2 choices of which Learner Expectation they wanted to cover.
1= Nikhil, Matthew, Kerri, Alyson, Jessimine 2= Alexander, Eshan, Owen, Jackson 3= Erik 4= Tyson, Alisha 5= Iris, Jennifer, Brooks 6= Justin, Xielan, Eve, Vivian 7= John 8= Trinity, Yanzhen, Katherine, Chris 9= Gavin, Derek, Panos 10= PengPeng, Abby, Timothy, Tony 11= Alex, Angelina, Erika, Kushal 12= Howard, Milana |
Science Plants TestReviewing the experience of our Social Test students were asked to reflect on their studying practices and think about what was a success for them. Using the Plant Topic Sheet, which outlines the topics that students need to study, students can us this as a study tool as well as the reading and question pages listed below.
We have gone through our website and science journal identifying which pages connect with each topic on the Plant Test Topic Sheet. |
PHOtosynthesis
Seed Dispersal: What are different ways seeds are distributed
Our conversation about the flower having both male and female parts and the reproductive process of flowering plants has presented itself as an interesting segue into the Grade 4 Human Sexuality Curriculum. Human Sexuality consent letters will be sent home soon so we may pursue this area of the Grade 4 curriculum.
Plant Dissection: Lilly
1) Observations:
- sketch - label - analyze various structures of the plant 2) Dissection (with Journal Observations) - work from outer structure working inward - 4 Whorls of observation a) Outer Structure 1. Sepal 2. Petals b) Inner Structure 3. Male Parts/ Stamen (Microscope Observations {wet slide preparation} 4. Female Parts / Pistill (Microscope Observations {dry slide preparation} 3) Complete Journal Observations (What makes a strong journal entry?) 4) Complete DATA Sheet with pictures 5) Lab Questions (Whole Class Activity) |
Dissection Discussion:
Classroom Aquarium
The GATE Grade 4 students have started up a community tank of tropical fish, shrimp, snails and live plants. Are you able to identify and name the different types of fish and plants that you see?
What is the relationship between all the living things within the tank? (Even the living things you can't see!)
What is the relationship between all the living things within the tank? (Even the living things you can't see!)
I Love The Whole World (Boomdiada Song)
The Question
This might be based on an observation you have made or a particular topic that interests you. Think what you hope to discover during your investigation, what question would you like to answer? Your question needs to be about something you can measure and will typically start with words such as what, when, where, how or why.
Background Research
Use resources such as books and the Internet to perform background research on your question. Gathering information now will help prepare you for the next step in the Scientific Method.
Hypothesis
Using your background research and current knowledge, make an educated guess that answers your question. Your hypothesis should be a simple statement that expresses what you think will happen.
Experiment
Create a step by step procedure and conduct an experiment that tests your hypothesis. The experiment should be a fair test that changes only one variable at a time while keeping everything else the same. Repeat the experiment a number of times to ensure your original results weren’t an accident.
Data and observation
Collect data and record the progress of your experiment. Document your results with detailed measurements, descriptions and observations in the form of notes, journal entries, photos, charts and graphs. Describe the observations you made during your experiment. Include information that could have affected your results such as errors, environmental factors and unexpected surprises.
Conclusions
Analyze the data you collected and summarize your results in written form. Use your analysis to answer your original question, do the results of your experiment support or oppose your hypothesis?
Communication
Present your findings in an appropriate form, whether it’s a final report for a scientific journal, a poster for school or a display board for a science fair competition.
This might be based on an observation you have made or a particular topic that interests you. Think what you hope to discover during your investigation, what question would you like to answer? Your question needs to be about something you can measure and will typically start with words such as what, when, where, how or why.
Background Research
Use resources such as books and the Internet to perform background research on your question. Gathering information now will help prepare you for the next step in the Scientific Method.
Hypothesis
Using your background research and current knowledge, make an educated guess that answers your question. Your hypothesis should be a simple statement that expresses what you think will happen.
Experiment
Create a step by step procedure and conduct an experiment that tests your hypothesis. The experiment should be a fair test that changes only one variable at a time while keeping everything else the same. Repeat the experiment a number of times to ensure your original results weren’t an accident.
Data and observation
Collect data and record the progress of your experiment. Document your results with detailed measurements, descriptions and observations in the form of notes, journal entries, photos, charts and graphs. Describe the observations you made during your experiment. Include information that could have affected your results such as errors, environmental factors and unexpected surprises.
Conclusions
Analyze the data you collected and summarize your results in written form. Use your analysis to answer your original question, do the results of your experiment support or oppose your hypothesis?
Communication
Present your findings in an appropriate form, whether it’s a final report for a scientific journal, a poster for school or a display board for a science fair competition.
What Plants Need
They all need 5 basic components to survive.
We looked deeper into what nutrients: 4 key minerals plants take in and what happens when there is excess or a deficiency. Plant all over the globe have the same needs, but a different balance of the basic 5. Is that the same for humans? Do humans and plants have the same basic needs? |
Physics
Never too young to look at PHYSICS!
We are looking at putting words to what we are seeing, building and exploring about in class. Gaining a better understanding about how our world works. |
Samples of Simple/complex machine Student Journaling
Our complex machine
or . . . is it a Rube Goldberg Machine?
After students brought in 'supplies' from our Junk Request List, they were tasked to create a simple machine using the materials we had brought in. The next step was to then make their simple machine connect to a neighbors simple machine. We talked a lot about the transfer or energy and introduced a lot of Physics terms. The hard part was next. How do we attach it to the pony walls that are set up in out classroom? How do we make it into a Rube Goldberg machine? Students started to work on this complex task which proved to be very challenging. Very few simple machines were left original as student modified them to interact with the machines before and after them, or convert their machine to attach to a vertical structure. The amount of problem solving, planning and tweaking needed was intense. Caleb from grade 9 came in to assist with the use of some of the tools needed and with some of the planning. Finished Product?!?!?!?! What we intended to be one complex machine turned into 2 separate complex machines that did function! (Fragile but functional.) Some groups have taken on the challenge to connect the two machines with no success (yet). To date it is still not 100% functional, nor is it a Rube Goldberg Machine to our definition (a complex machine with a simple purpose). The goal is to get it connected, functional and then post the video of it!!!! We will keep you posted. |
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This is the current state of our Complex/ Rubegoldberg machine. It has evolved from being a one level contraption to being a 2 level creation. It currently is not operational and needs some attention.
JUNK NEEDED
TEACHER THOUGHT: If energy cannot be created or destroyed, then how did a little push have enough FORCE/ ENERGY to fire the paint canon at the end of the video?
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JUNK LIST
(Please only donate items you wish to never ever get back . . . ever.) - cardboard tubes - plastic or metal pipes - rope - strong twine/ string - Cereal Box cardboard - old buckets - wheels - tin cans - old/ broken bikes - old/ broken sporting equipment - smaller pieces of wood (2x2, 1x4, 2x4) - straws - clean plastic containers (yogurt, tupperware) - plastic cups -paper plates - disposable cups - chop sticks - old or plastic cutlery - old items from your shed (containers, gardening tools) - old toys - any other unwanted items you may have around the house!!! |
Rube Goldberg on-line Games
Class Plant OBservations
Take a look around the room. Students and teachers have brought in plants to add to our collection, to care for and observe. Students are asked to be intentional with their observations, questions by journaling about them. A great way to build curiosity and have hands on experience to guild our year long plant focus.
(Students will be continuing observations on our classroom plants through out the year and publishing their findings.)
(Students will be continuing observations on our classroom plants through out the year and publishing their findings.)
Exploring Simple Machines
To explore the function, learn definitions and discover the vocabulary that comes with working with Simple Machines (example: force, work, friction, . . .) students then worked in groups to complete 5 centers. After every centre they reworded the definition in their own terms, documented what they had just experienced and then recorded any questions, ideas and extensions they had.
Students examined the definitions of Simple Machines and went on a school Scavenger Hunt looking for examples. Many students then took their work home and continued their hunt and drew their findings on their Simple Machine Definition Journal Page.
1st, 2nd & 3rd Class levers
Adjust one variable (fulcrum or Effort) on your 1st class lever and try to have your resistance (pencil sharpener) get as high as it can.
- Does moving the fulcrum closer or farther away from the resistance help get the resistance higher? - How is energy being transferred? - How is the 2nd & 3rd class lever different from the 1st class lever? |
Terms:
Fulcrum Bar/ Lever Resistance Force/ Effort Variables |
Schedule of how our day went . . . 9:30 - 9:45 ORIENTATION & EXPECTATIONS (Upstairs in Open Studio) 9:45 - 10:20 EXPLORATION CARDS (Open Studio in groups) 10:20 MEET UPSTAIRS BY THE BRIDGE TO THE FOOD COURT 10:30 - 11:30 PROGRAM: 11:30 - 12:30 EXPLORATION CARDS (Open Studio in groups) 12:30 - 1:00 LUNCH AND OUTSIDE EXPLORATION 1:00 - 1:30 EXPLORATION CARDS (Open Studio in groups) 1:30 - 2:30 OPEN EXPLORATION (Upstairs Only: Open Studio & Being Human) 2:30 MEET UPSTAIRS BY THE BRIDGE TO THE FOOD COURT 2:45 BUSSES DRIVE AWAY! |
Exploration Cards |
The Journal Rubric is the expectation for our science journal pages. This document is a living document and will change and be added to it. Please keep checking it.
Plant Dissection: Parts & Function
Sketch the plant you have chosen and label it using the diagram provided. Collect your ideas regarding plant part functions in the plant graphic organizer. (We will be reviewing this as a group and you will be able to take notes at that time to correct any missing information.
Then continue to dissect your plant noting your observations and inferences.
Then continue to dissect your plant noting your observations and inferences.
Use magnifying glasses and microscopes to explore your plant. Creating and answering questions. Record your finding using Darwin or daVinci journaling as an inspiration.
During student journaling, writing and sketching are key strategies used in the process of slowing down and learning deeply. Open-ended visual and written expression allows students a way to express their own ideas and to consolidate their learning experiences in their minds.
The PAPER Challenge
Create the largest item you can with one piece of paper without adding to it. You may using only glue and tape as 'connectors'. |
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PAPER CHALLENGE Class Conversation:
What were some of the challenges with this project?
-Thinking and figuring out what to build.
-Making what you had chosen to build.
-Sticking pieces together and making it stand.
Students were challenged to interpret what large meant. Larger than life? Large compared to . . . Volume? 2D? 3D? We wanted to see where they would show their understanding and interpretation:
- I Struggled to understand the instructions. What does largest mean? Length, width and depth?
- In a cube everything would be equal, but what kind of -large was meant.
-I think LARGE means . . . big, wide and large, tall or long, it could also be the largest of something . . . gum ball, pancake, pocket.
When working on a building project what order of steps do you recommend?
1) To know what your materials are to build with.
1.5) Know what is expected (The Criteria)
2) THE PLAN: Figure out what your going to build
3) THE PLAN: How are you going to build it
4) Start construction
5) Look at your work and evaluate
6) Edit
7) Re-evaluate
Personal reflections:
Where did you feel success?
Where did you struggle?
What would you change for next time?
Who's project did you find inspiring?
Do you feel your project reflects you as a student? (creative ability, building skills, problem solving, collaborative skills)
What were some of the challenges with this project?
-Thinking and figuring out what to build.
-Making what you had chosen to build.
-Sticking pieces together and making it stand.
Students were challenged to interpret what large meant. Larger than life? Large compared to . . . Volume? 2D? 3D? We wanted to see where they would show their understanding and interpretation:
- I Struggled to understand the instructions. What does largest mean? Length, width and depth?
- In a cube everything would be equal, but what kind of -large was meant.
-I think LARGE means . . . big, wide and large, tall or long, it could also be the largest of something . . . gum ball, pancake, pocket.
When working on a building project what order of steps do you recommend?
1) To know what your materials are to build with.
1.5) Know what is expected (The Criteria)
2) THE PLAN: Figure out what your going to build
3) THE PLAN: How are you going to build it
4) Start construction
5) Look at your work and evaluate
6) Edit
7) Re-evaluate
Personal reflections:
Where did you feel success?
Where did you struggle?
What would you change for next time?
Who's project did you find inspiring?
Do you feel your project reflects you as a student? (creative ability, building skills, problem solving, collaborative skills)