Tuesday, June 12, 2018

A big debate and creating treasure maps

  For the final focus in our study of rocks and minerals, we looked at a real-life local issue that involved the environmental impact of extracting rocks and minerals - the proposed quarry at Skeleton Lake.  After reading a newspaper article about the proposed quarry and answering questions to ensure their understanding, students were divided into seven groups:  three for the proposed quarry, three against and the government, who ultimately made the decision.
  Promoting the quarry were a truck driver who was looking forward to a full-time job, the investor in the quarry and his planner.  All three groups emphasized the fact that the materials from the quarry, sand and gravel, were used in our everyday lives, including to keep our roads safe in the winter.  Concessions were made to the other side, including the creation of a mountain bike park.
  Against the Skeleton Lake quarry were a cyclist, who was concerned about road safety, the Muskoka Conservancy, which wanted to protect the unique qualities of the lake and a neighbour, who was concerned about noise and dust pollution and road safety.
  In the end, the government decided against the quarry, after asking questions of all groups.  We then watched a video of the recent debate about the issue at Muskoka Lakes Township.
  After the debate, the students were asked to privately vote whether they were for or against the quarry.  After a strong anti-quarry vote, the students to write a letter to Norm Miller, outlining their concerns about the proposed quarry.
  In math, we will be applying our learning about movement on a grid through slides (translations) and flips (reflections) through the creation of a treasure map.  Students will be creating a map of an imagined or real place, on which they move a treasure at least three different times.  They will then have to precisely describe how the treasure moved on the grid.
  Finally, thank you to all of the parents who have volunteered for so many aspects of your kids' classroom program this year.  From everything from volunteering to be a part of La Course Incroyable to offering free programming at Algonquin Park to providing us with great resources, your support and interest has made our year even better.
Mme Lindsay

Thursday, May 17, 2018

Trip to Algonquin Park!

We’re going to Algonquin Park!

When:  next Friday, May 25, 2018
            9:00 a.m. - 3:00 p.m.

Why:  to have a chance to study science, specifically rocks and minerals and wildlife research, in the context of beautiful Algonquin Park!

What:  We will be participating in two programs at the park, led by naturalist (and parent!) Kevin Clute:
  1. Algonquin Rocks!  A study of how the rocks and minerals of Algonquin Park affect the growth and survival of living things.
  2. Technology and Wildlife:  How many moose are there in the Park?  Where are the wolves? Through hands-on activities, we will learn how technology helps biologists to study wildlife.

How much?  Thanks to Kevin’s generosity, the students in our class will not have to pay the programming fee.  The cost of $8 is to cover the cost of the bus, only. Please note that there is a gift shop at the Visitors’ Centre with books and artifacts that students may want to purchase.

What students should bring: clothing and footwear for outdoor activities, a bag lunch

Can I come along?  Absolutely!  At least one parent volunteer is needed to make this trip possible.  Please e-mail me at anne.lindsay@tldsb.on.ca if you are interested.  Let me know if you have any questions.  Mme Lindsay

Tuesday, May 15, 2018

Making a mountain bike obstacle course and mini-recherches on a rock or mineral

  After watching a creative video called "Imaginate", featuring Danny McCaskill, a professional mountain biker, bike over a variety of different 3D objects, I told the students that their challenge at the end of our 3D Geometry unit would be to create and describe two different 3D objects for a mountain bike course.  In the interim, we have been busy building 3D objects in a variety of different ways, including via skeleton models that involved toothpicks and mini marshmallows and via nets or patterns that fold to make the figure.  Students have been getting proficient at creating a variety of different nets for the same 3D object.
  In the world of rocks and minerals, students are now working on an in-class research project about the rock or mineral of their choice.  From testing to see if their rock contains calcite to listing its uses in the real world, each student is becoming an expert on their particular specimen.  Class time will be given to work on this project, with a due date of Monday, May 28th.
  Keep watching for dates on our attached class calendar.  There are lots of special events at school in May and June!  Enjoy the beautiful weather,

Mme Lindsay

Wednesday, April 18, 2018

SHREK and more volunteers needed for La Course Incroyable

  Be sure to check out the HPS production of Shrek:  The Musical next Wednesday, April 24 or Thursday, April 25 at 6:30 p.m.  Our class will have the opportunity to see the production next Tuesday at 11:30 a.m..  Best of luck to Marley, Lara and Laurie, who are part of the production and who have committed their time and talent to the play!
  We are having a blast 'travelling' the world via La Course Incroyable.  When students 'arrive' at their new destinations, they are required to find out information and perform challenges related to their destination.  For example, when they travelled to Quebec City, they visited Le Chateau Frontenac and had to recreate a formal place setting.  Last week in Texas, their team had to complete a cheerleading routine for the Texas Longhorn football team.  Parent volunteers are needed in order for these challenges to be possible.  If you can volunteer your time on any of the following dates, please let me know via e-mail (anne.lindsay@tldsb.on.ca) or via a note in your child's agenda.

Friday, May 11 - 11:00 - 12:15 (approx.)

Friday, May 18 - 11:00 - 12:15 (approx.)

Monday, May 28 - 11:00 - 12:15 (approx.)

Tuesday, June 5 - 11:00 - 12:15 (approx.)

  Thank you for supporting your children's recent work on their Science projects related to our study of sound.  I appreciated their dedication to producing detailed explanations and truly understanding the science behind their musical instruments.
  A bientôt!  Mme Lindsay

Monday, April 2, 2018

Volunteers needed for La Course Incroyable

  Come travel the world with us as we embark on La Course Incroyable in our classroom (and beyond)!  Based on the television series, The Amazing Race, students, in teams of two, 'travel' around the world, finding information about their destinations and completing activities called "barrages routiers" related to their destination.  Parent volunteers are needed to supervise the various barrages routiers during the race.  No experience or passports needed.  All materials will be provided to you and it should take no more than an hour or an hour and a half of your time.  The more parent volunteers, the more barrages routiers I can organize, making the race even more fun.  
  These are the dates and times of La Course Incroyable for our classroom so far:
Thursday, April 5 @ 11:00 a.m.
Thursday, April 12 @ 11:00 a.m.
Thursday, April 19 @ 11:00 a.m.
Friday, April 27 @ 8:45 a.m.
  If you can let me know if you are available to help on any or all of those dates, that would be great.  Bon voyage!

Mme Lindsay

Tuesday, March 27, 2018

Science project - due April 16, 2018

Project:  Create a musical instrument!

Date Assigned:  Tuesday, March 27, 2018

Date Due:  Monday, April 16, 2018

Name of student:  ____________________________

 As a final activity for our recent study of sound in science, your child has been asked to build a musical instrument from everyday and/or recycled materials.  As well as creating an instrument that produces at least four different notes, he/she will be asked to explain in a presentation to the class (and en français) how different pitches (“tons” en français) are created by his/her instrument and how louder and softer sounds (plus ou moins intense) can be created.
 You are welcome to help your child to identify and gather any materials that he or she may need for this project and to help with its construction.  All work for this project, including the write-up, should be completed at home.
 The rest will be up to your budding musician, as he/she will be expected to complete the explanation (en français) and will be presenting how his/her musical instrument works to the class.
 A rubric, which shows how this project will be evaluated, is attached.  Have fun with your future sound engineer/musician/scientist and let me know if you have any questions!
 Mme Lindsay  anne.lindsay@tldsb.on.ca

 1 a)  Explique, en utilisant des mots scientifiques, comment tu produis des sons aigus et graves avec ton instrument.  (N’oublie pas. Quels types de cordes (ou élastiques) produisent des sons aigus? Courtes ou longues? Serrées ou deserrées? Epaisses ou minces?).
 Inclus aussi un schéma/ diagramme qui montre comment des sons aigus et graves sont produis.


1 b)  Explique, en mots scientifiques, comment tu crées des sons forts et faibles avec ton instrument.
 Inclus aussi un schéma/ diagramme qui montre comment des sons plus forts  sont crées avec ton instrument.


Rubric - Grade 4 Musical Instrument Project

Name:  ____________________________________
Date:  _____________________________________

Level One
Level Two
Level Three
Level Four
Application - creation of the musical instrument
Differences in pitch of sound undetectable
Musical instrument produces some different pitches of sound
Musical instrument produces four different pitches of sound
Sophisticated instrument that consistently produces more than four different pitches of sound
Application of knowledge
Limited ability to identify how different pitches and/or levels of sounds can be created with the instrument
Can identify some ways that different pitches and/or levels of sound can be created with the instrument
Can identify several ways that different pitches and levels of sound are created with the instrument
Clearly explains how different pitches and levels of sound are created with the instrument
Communication - diagram and use of scientific vocabulary

Communication - français oral
-diagram of instrument difficult to interpret
-limited use of scientific vocabulary

-can provide some basic information about the topic
-some assistance needed to be understood completely in French
-some information provided by diagram
-some use of scientific vocabulary

-can provide some information about a topic
-some inclusion of English words
-pauses evident
-considerable amount of information provided by diagram
-correct use of scientific vocabulary

-some correct use of expressions covered in class
-no inclusion of English words
-diagram is highly effective in providing information
-considerable and effective use of scientific vocabulary

-consistent correct use of French expressions covered in class
-no inclusion of English words

Teacher Comments:


Wednesday, March 21, 2018

La Francophonie: Research Project

Hello everyone!

We hope you enjoyed the March Break.

Over the next three weeks, we will be working on a French Language research project. The project is due Friday, April 6th. We will be spending a significant amount of time working on this project in class. If students are well focused and use their time effectively, they should not have to work on this assignment at home (unless they would like to).

Each student will be working individually. Their task is to research a French-speaking community in Ontario. They will then create a poster to promote their community and encourage others to visit this community to celebrate "La Francophonie".

In their poster students will include:

1. Name of the community.
2. Where the community is found.
3. The population.
4. Number/Percentage of French-speaking people.
5. Aspects of their culture.
6. Reasons to visit their community. 
7. Contributions to la francophonie.
8. Images (drawn or printed).
9. The poster should be well organized and easy to follow (bolding, borders, titles, etc.).

We've already discussed the assignment in class and have begun our research to choose our communities. I have also posted a copy of the assignment outline and rubric on Seesaw.

If you ever have any questions or concerns, please let me know.

Mme. Campbell

A big debate and creating treasure maps

  For the final focus in our study of rocks and minerals, we looked at a real-life local issue that involved the environmental impact of ext...