Earlier this week, I shared a news story with my students about a Syrian woman on Metro Morning who was talking about her initial time in Toronto. We will take a listen to the discussion and connect this with the current article we are reading in class.
I will come back to this post, to clean it up and add some more details.
The photos from the members of AMG's Grade 7 and 8 Photo Club have been framed and posted up in the "Breezeway." This is the hallway that travels from the front foyer up to the school Library.
We will plan to add more to this area of the school, over the last half of the school year.
Room 52 was quite excited to hear about the coding opportunity. I discovered this page:
|It is from code.org|
After looking at this, we came up with some ideas for developing apps. I would show them, but I don't want to give away the ideas!
After my workshop next week, there will be more information to share about this exciting project.
In the same area of Science and Math, we will be looking at the Measurement and Patterning strand through the frames of metric conversion and Place Value. Today, the students were responsible for recording this chart in their notebooks:
On the left are the place values for each of the corresponding metric prefixes. The conversion part fits in as you travel up and down the chart along the red line. The arrows on the line correspond to the direction the decimal moves when making the conversion. I handed out a sheet of paper, which we read through, that breaks this chart down:
|taken from http://mcdn1.teacherspayteachers.com/thumbitem/Metric-Conversion-King-Henry/original-238562-1.jpg|
|The large cube could be seen as two things: a kilo and then working down to the small cube, representative of a metre, litre or gram; or it could be seen as metre, litre or gram and then being broken down with the prefixes for deci, centi, and milli.|
This metre stick shows a series of orange and black intervals. Each one is one decimetre. It takes 10 of these to make 1 metre. On another side of the stick is a list of 100 cm and, if you had the time to count, small markings of 1000 millimetres!
On the Language front, we did do a review of sentence structure, but this time we worked cooperatively and aimed to keep the subject of the sentences similar, so they could be possibly developed into paragraphs.
|I will develop this into a paragraph and share with the students.|
All of this came after I posed a very basic paragraph (using only Simple Sentences) to illustrate why it was important to learn how to write with a variety of sentences.
The idea for this began with Heather -- a former student -- coming in the room sketching on the board. She likes Art, so I decided to use it as a talking point of the basic paragraph. I then asked students to make possible suggestions to improve and develop the paragraph. Here is what we came up with:
- complete sentences in Language book (I believe it was 2 compound, 1 complex, and 2 simple)on the same topic
- p. 449, Math textbook, question #1 (I think this is the page...it has to do with conversion)
|a gorgeous photo, taken by my neighbour|