Order Deadline: Monday, May 28
Earlier this month, students participated in guided art lessons with our Artist in Residence, Young Rembrandts. As a school fundraiser, we want to offer the chance for families to create customized mementos using the their child(ren)’s artwork! We have partnered with Acorn Fundraising to help raise funds for student enrichment activities, such as our Artist in Residence, for the next school year (2018-19). 40% of funds raised will come back to the school. We have sent home the information packages which include your child(ren)’s artwork, fundraising information and order form.
Acorn Fundraising offers the ability to take your child’s artwork and turn it into items such as:
Greeting Cards Wall Decals Calendars Post Cards Placemats Dry Erase Board
Eugene Coste students participated in a lacrosse residency over the past two weeks. They learned about the history of the sport, rules and basic game play, and basic skills such as passing, catching, shooting, and trapping. Please visit here is you are interested in further lacrosse opportunities (camps, lessons, etc).
Even with two fans running on high, the students (and teachers) in the classrooms with windows facing east were still feeling too warm. Taking a design thinking approach to the situation, we first set out to describe and define our problem through the design thinking process.
Finding the information needed to fully understand our problem led us to form a number of additional questions and considerations requiring research and definition:
After some research we learned we were already doing a number of things right:
- Keeping the blinds closed and lights off during the day
-Opening the windows in the early morning when the temperature outside is cooler than the temperature inside
- Keeping the windows closed when the outside temperature begins to rise
From there we began researching how a fan helps us feel more comfortable when temperatures are high. Students learned that fans do not actually lower the temperature in the room, but help us feel cooler. Knowing that we cannot bring any more fans into the classroom and buying an air conditioner was not an option at this time, they set out to collaboratively design a device to cool the room.
The end result was a plan to build our own version of a swamp cooler...Ice in front of a fan. Although it rained the very next day and our classroom was once again cool and comfortable, we now have the ice ready int he freezer for our next hot school day!
Ever thought about how a sound is made? What about how it is received and decoded by the brain? Why do sounds 'sound' different? Why can some sounds travel farther than others? How to sounds move between people, objects, and other sounds? Grade three students explored all of these questions and more when we visited the National Music Foundation at Studio Bell on April 27th.
The Science of Sound
Sound as a Vibration - Student created gif
ASK ME ABOUT: Watch the above gif. Why does the water begin to move before the tuning fork touches it?
How Humans Hear Sounds
Sound waves travel into the ear canal until they reach the eardrum. The eardrum passes the vibrations through the middle ear bones or ossicles into the inner ear. The inner ear is shaped like a snail and is also called the cochlea. Inside the cochlea, there are thousands of tiny hair cells. Hair cells change the vibrations into electrical signals that are sent to the brain through the hearing nerve. The brain tells you that you are hearing a sound and what that sound is.
ASK ME ABOUT: What are some of the reasons that hearing loss or hearing impairment occurs?
Animal Senses - Echolocation/Sonar
ASK ME ABOUT: How have humans learned from animals that use echolocation? What technology do we have today that uses this to our advantage?
Sound as Music - The Recorder
Thank you to Doña Maria for bringing our hearing and sound unit to life in the music room!
ASK ME ABOUT: Why does the instrument make a slightly different sound (a different note) when you block the holes? How do you accomplish the same thing with a string instrument – A guitar, for example?
After the building of our communities, students have been able to apply our mathematics learning to recording data of their buildings. They have been measuring different dimensions of the buildings such as height and perimeter. Later students compared 2D and 3D shapes and were able to make a 3D version of their community through a graphic design computer program.
The grade 3's have been practicing their Spanish skills describing and giving directions around their communities. They have been learning vocabulary around describing objects and buildings. Students have also been practicing giving directions walking around their communities, explaining how far to walk, which direction to go, and where to turn.
Using iMovie, the students created mini advertisements for their communities. The goal was for them to use as much Spanish as possible and ultimately learn how to navigate this video creation app on the iPads. Students also learned how to create QR codes to share their videos.
This delicious food staple from the Ukraine and other parts of Eastern Europe is called by many names - perogies, pyrohy, varenyky, and pedehey - and has been a traditional food past on by many generations. In beginning studies of our next country we brought in a local expert (Sra. Jodi's mom ;) ) to help us learn how to make pyrohy by hand.
Dough: Flour, salt, water, canola oil
Filling: Potato, cheese
Toppings: Butter, yellow onions, sour cream, green onions
(For our lactose free friends, milk products were excluded and the pyrohy were cooked with milk free margarine)
As students are learning about the environment and economy in various countries, we learned that potatoes and wheat are staple crops in the Ukraine, making pyrohy an accessible food to families. Students were also able to transfer their knowledge of making dough from our masa de sal ornament project to making a meal. Students also learned about proper hygiene when preparing food for others, such as washing hands thoroughly, tying hair back, coving cuts, and wearing a mask to cover their mouth if they are sick.
This week, our school was very fortunate to have a special presentation about Spheros robots! The students received brief instruction on how to code and run the robots and then were sent off in groups to discover different elements of coding and robotics functionality.
ASK ME ABOUT: What different ways did you control the robot using the iPad? Was one method easier than another?
As we move through the year students will be able to implement this learning into other technology based projects such as developing digital videos and 3D models for their communities .
Over the past several weeks, students have been working through Social Studies, Science, Math, Spanish, and Art curriculum to build their own mini communities.
In Social Studies, the grade 3s have been learning about different countries around the world and the different services that communities can provide to increase residents' Quality of Life. Students learned about the differences between services and goods, as well as, the importance of certain services over others (ie. a toy store versus a fire station). They then brainstormed and discussed, "¿Cuáles servicios hay en nuestras comunidades?" (which services are there in our communities?). Together we generated a large list and determined which services needed to be included in the construction of their own comunidades.
ASK ME ABOUT: What are the most important services available in the community you live in? Are their any services that could be added to improve quality of life in the community? What services are easy to access in Canada that are more difficult to access in Peru?
In Science, students have been learning about testing and building with different materials, specifically looking at the importance of design, stability, and material properties for building a strong structure. In their communities they were required to build a stable tower as well as a bridge that could support weight. Communities were put to the test with "mini-earthquakes" to ensure buildings were stable.
In order to build their communities, students received 1000 créditos to purchase materials for building. They were required to buy everything - even paint! In order to plan for this, they created budgets using multiplication and addition to figure out how much they could buy with their money and make sure they didn't go over the limit.
After determining the budget building began using measurement of space on the paper as well as practice with addition, subtraction, and skip counting in order to buy the materials from the store. Students were responsible for determining the total cost of the items they wanted to buy at that moment, counting out their créditos, and calculating how much change they were due back.
An important part of being able to purchase materials from the store was interacting with the store "sales person" in Spanish. Students were able to navigate their transactions using practices Spanish phrases and adapting the phrases to meet their needs in buying specific materials. For example:
Student: "Yo quiero comprar una caja" (I want to buy a box)
Adult: "¿De qué tamaño?" (What size?)
Student: "Yo quiero una caja pequeña" (I want a small box)
Adult: "Aquí está. ¿Cuánto me debes?" (Here it is. How much do you owe me?)
Student: "24 créditos" [counts out 25 credits] "Aquí está 25 créditos y necesito 1 crédito de vuelta" (Here is 25 credits and I need 1 credit back).
Students also discussed the services and buildings of their communities in Spanish in order to prepare for the upcoming "advertisement" video they will make for their communities!
The grade 3s worked very hard to build beautiful communities and discovered different ways to make their spaces more visually pleasing with colour, details (such as windows and doors), and quality craftsmanship! Some students even discovered way to help the paint stick to tricky materials, such as plastic, by using a glue primer!
The final projects:
Question: How do we develop Spanish oral competence in a bilingual program?
Teachers have many tools in our tool belt to help develop oral speaking skills in the target language. The Neurolinguistic Approach (NLA) has become one of our favorites at Eugene Coste School and within the CBE's language programs (French Immersion, Bilingual) and for English Language Learners. Backed by current research in neuroscience, the NLA follows a literacy loop focusing on oral production and moving to reading, then writing, and back again to oral.
Describing Characteristics of Animals - El Traje Perdido
Animales de Peru (Animals of Peru)
Step 2 - Sharing, reading, discussing: ¿Cómo es la llama? ¿Qué come la llama? ¿Dónde vive la llama?
Step 3 - Pre-writing, writing, post writing:
Step 4 - Pre-reading, reading, post reading:
(Back to) Step 1 - Oral questioning and response:
Creando Nuestras Proprias Criaturas Fantásticas
Step 1 - Oral questioning and response:
¿Qué tiene tu criatura? (What does your creature have?)
Mi criatura tiene... (my creature has...)
¿Qué tiene tu criatura? (What does your creature have?)
Mi criatura tiene... (my creature has...)
As a group
¿Qué tiene la criatura de tu pareja? (what does your partner's creature have?)
La criatura de mi pareja tiene... (my partner's creature has...)
* ¿Dónde vive tu criatura? (where does your creature live?)
Mi criatura vive... (My creature lives...)
*¿Cómo es tu criatura? (How is your creature?)
Mi criatura es... (my creature is...)
*¿Qué come tu criatura? (What does your creature eat?)
Mi criatura come...(My creature eats)
- Montaña, loma/colina, granja
- Agua (rio, lago, cascada, océano)
- Casa (puerta, techo, ventana)
- Cielo (sol/soleado, nubes/nublado)
- Animales (pájaro, pez/peces, llama, vicuña, alpaca, burro, cuy)
- Arboles, arbusto, jardin, hierba
- Manzana, fresa, zanahoria, calabaza
Sentence structures (orally and in writing):
- En mi arpillera hay... (In my arpillera there is...)
- Yo veo... (I see...)
- Me gusta...(I like...)
- Yo puse...(I put...)
También hay...(There also is...)
Al lado de... hay... (beside...There is...)
Arriba de...hay...(above... there is...)
Examples of shallow (GOOGLE) questions:
- What is the highest mountain in Peru?
- Do people actually eat Guinea Pigs in Peru?
- Can you sing the national anthem?
- What languages do they speak in Peru?
- How long of a drive is it from Cusco to the Amazon?
Examples of deep (EXPERT) questions:
- What was it like growing up in Peru?
- Did you grow up in a village or in a city?
- What is your favorite Peruvian Celebration? Can you tell us about it?
- What do you miss the most about Peru?
- Are people in Peru happy?