In this project, Science meets Media Literacy and Community Service!


In December, Mrs. Black was approached by Woodlands Wildlife Sanctuary about assisting with the creation of some educational presentations they could use in schools and summer camps. Over the holidays, she went to Woodlands and met with the founder and a board member. Mrs. Black, Ms. Melichar and Mr. Smith reviewed the Ontario Science curriculum expectations for Grades 1-8 and created a framework for presentations. They decided that it would be fun to include some sort of food web type game in presentations for Grade 4-6 students, and Mrs. Black thought of a way to involve our class in game development.

Grade 1 and 2 students need to learn about animals as part of their Science program, and so do Grade 4 students. Mrs. Black met with the Grade 1/2 Science teachers at our school, to find out when their animal units were scheduled, and to ask if they would be interested in having our Grade 4 and 5 students develop games for younger children, to teach them about animals. Everyone thought this was a fun idea.

Educational game creation fulfills Grade 4 expectations in Science (habitats and communities) and Grade 4 and 5 expectations in Media Literacy (create media texts for a specific purpose and audience).  We developed the following success criteria for our project:



Here are student groups completing animal research, working on rough drafts of games and receiving peer feedback, in writing, to ensure that they covered the success criteria:

These photographs show students testing each others' finished games:


  • Mrs. Black will take our research notes and the games we created to her next meeting at Woodlands Wildlife Sanctuary. The adults will use our work to help them develop a game for Grade 4-6 students, to use as part of a school or camp presentation. 
  • When the Grade 1/2 students at our school study animals (in May) we will teach them how to play our games, to help them learn what they need to know about animals. We will also be their mentors during some outdoor "field work" sessions on the schoolyard.

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

gbthThis year, our persuasive writing unit fulfills Grade 4 and 5 curriculum expectations in Writing, Grade 4 expectations in the Science strand “Habitats and Communities,” and Grade 5 expectations in the Social Studies strand “First Nations Heritage and Identity” (turtle symbolism). The intention of our letters is to help establish a new turtle hospital, just south of Orillia.

We consulted with Jeff Hathaway, owner/operator of Scales Nature Park, and sponsor of the new Georgian Bay Turtle Hospital about how we could be of assistance. He sent us a list of items that are needed to help customize an existing building on the Scales property, for use as a turtle hospital. Students set about the task of learning about Ontario turtles, their status (seven out of eight species of Ontario turtles are now considered "at risk"), and how a turtle hospital can help. We then penned letters to local hardware stores, explaining the issues and how these businesses can help a new the turtle hospital become a reality.

Here are some of the background resources we consulted:









We then created success criteria for the letter writing project:


Here are students, writing their letters and checking them to make sure they fulfill our success criteria:

These are some of the finished products:

We hope our letters will persuade local business owners to help the Georgian Bay Turtle Hospital!

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

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In October, my class organized and ran a highly successful food drive for orphaned and injured wildlife residing at local wildlife rehabilitation centres. Then, in November-December, we assumed responsibility for the school's annual food drive for the food bank in Orillia.

Each morning for three weeks, several of my students made the rounds, collecting contributions from students in classrooms from Kindergarten through Grade 8 and placing them in the front hallway of the school. Whenever the bins started to overflow, a pair of students and I would spend a recess counting, weighing, boxing and labeling some of the food.

Today, a number of students in my class spent second recess moving all of the food donations to my car:

After school, I drove our boxes to The Sharing Place Food Bank. By our count, we collected 517 items. The official weight of our school's donation was 511 lbs., which is 27 lbs. more than we collected last year.  My students are very pleased with this result!

As an incentive to bring in donations, Miss Wigle (Grade 2/3 teacher), Mrs. Ross (Grade 7/8 teacher) and I (Grade 4/5 teacher) pledged that we would each volunteer for an hour at the Lighthouse Soup Kitchen or Sharing Place Food Bank, for every 100 lbs. of food that was collected by our school.  My daughter Emily, age 14, said she would volunteer too. Miss Wigle and Mrs. Ross will be working a five hour shift at the soup kitchen on Monday, December 22nd. Emily and I will be doing the same on Tuesday, December 23rd.

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free to e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.


A couple weeks ago, Mrs. Black was contacted by a teacher in an elementary school that is located a three hour drive from our school.  The teacher had found Mrs. Black's listing on the "Digital Human Library" website, and wondered if Mrs Black could speak to her kindergarten class about wildlife and wildlife rehabilitation, via Skype.

The Digital Human Library is a free Ontario-based educational resource (website) that enables teachers and experts in a variety of fields to connect with each other for "virtual" speaking engagements and field trips, via computer.



Today, Mrs. Black and two of the students in our class made a "virtual visit" to the other school, during our lunch hour. They answered questions that kindergarten students had prepared in advance of the Skype session, showed them pictures of animals in rehabilitation at Aspen Valley Wildlife Sanctuary and told them about our wildlife food drive. This is how the session looked:


After our visit, the kindergarten teacher e-mailed us this note:

Thank you again for a wonderful beginning to our digital learning this year.  The timing was great, the photos were wonderful and the information we gathered was amazing.  The kids couldn't stop talking about everything they learned after we hung up. They were the most interested in the flying squirrels, so that gives us a new direction to explore.  I've attached some of their follow-up writing from today for you to see.

Tell [your students] thank you too--it was fun to see their enthusiasm....my kids are already talking about collecting seeds next year.  (:

Mrs. Black and students had a terrific time sharing their knowledge with the kindergarten class. We plan to invite some experts to visit our class, via Skype, in the near future.

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free to e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

hometown-heroes-logo"Hometown Heroes" was a multi-step curriculum-based project that met expectations in three curriculum areas and included a character education/outreach component. Art and written work generated by this project will be included in our new student portfolios.

Click on any photo in this BLOG post to enlarge it.

STEP ONE:  Brainstorm your strengths, abilities and interests.

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STEP TWO:  Draw a caricature of yourself and label it with some of the ideas from Step 1 (Visual Arts).

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Here are some of the finished products:

STEP 3:  Think of an outreach project you have the strengths/skills to complete, and create a job description for the task (media literacy). This project should benefit family, neighbours or the community.

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Students chose a wide range of outreach initiatives. Some projects of benefit to family included:  babysitting, teaching crafts to younger siblings, helping with grocery shopping, cooking breakfast, washing dishes, doing laundry, raking leaves, shoveling snow and helping prepare the home/yard for winter. Projects of assistance to others outside the home included: assisting a neighbour that was recovering from surgery, making cards for children in hospital and volunteering at a veterinarian's office.

STEP 4:  Write a manual for your outreach project (procedural writing).

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STEP 5:  Go home and do the task you identified (character education/outreach)!  :-)

STEP 6:  Reflect upon how it felt to be a "hometown hero."

STEP 7:  Participate in a sharing time/celebration of your accomplishments with the class!

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

This fall, as our annual fund raiser for charity, my class invited students and staff at our school to donate a two-dollar coin (the one with the Polar Bears on it) in support of Polar Bear conservation, and come to school dressed as a favourite book character.

We used our media literacy skills to promote our fund-raiser, via the school newsletter, flyers, announcements and mini-posters:

Mrs. Black provided our class with an extra incentive to participate. She pledged to donate a dollar for each student in our class that brought in a donation. Twenty-three of us took up her challenge!

We estimate that about 30% of the school population participated in our event. We collected $168.25 in donations. Our money will help World Wildlife Fund Canada protect habitat and conduct research to ensure a future for Polar Bears in Canada.

These pictures show members of our class dressed up as favourite book characters, plus "Adopt a Polar Bear" items from World Wildlife Fund Canada. The bear is our new class mascot. We named him "Snowball!"

On behalf of the bears, we want to thank everyone who participated in our event!

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

math projects

The Data Management and Probability strand of the Ontario Math Curriculum asks students to fulfill curriculum expectations related to the collection, display and analysis of data. As part of our data management unit, the class collected primary data for real purposes, i.e. to help adults make informed decisions about several school initiatives.

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The class began by working in five groups to design questions around particular topics, administer surveys and compile responses into charts. Afterwards, each student produced his/her own display and analysis of the data his/her group collected.

Here are students engaged in various stages of the project:

Grade 4

Students collected yes/no data and then constructed double bar graphs to display their survey results by grade.

Group 1 posed a question to help Mrs. Black determine levels of student participation in our school's recent wildlife food drive:

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We learned that 20% of students at our school brought in food for our local wildlife sanctuaries, and students from Kindergarten through Grade 7 participated.

Group 2 collected baseline data for our School Council, to help determine whether it would be advantageous to implement a breakfast program at our school:

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We discovered that 25% of students at our school do not eat breakfast regularly, before coming to school.  The most likely to eat breakfast are younger students. The least likely to eat breakfast are students in the intermediate grades. This information was presented at a School Council meeting and included in the School Improvement Plan.

Based on our survey results, School Council did implement a breakfast program at our school.  Several trays of food, like this one, are available to students each morning, as they enter the school:


Group 3 sought to provide The Green Team and custodian with baseline data about how many students bring waste-free lunches to school. This information will help The Green Team develop a campaign to promote litterless lunches:

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We discovered that just under half of the students at our school bring their lunches to school in disposable containers. Kindergarten and Grade 4 students were the least likely to bring waste free lunches to school, and older students the most likely to bring their food in reusable containers.

Grade 5

Students sought to determine what sports equipment children would prefer, should School Council have funding to purchase new baskets of DPA/recess equipment for our classrooms.

One group of Grade 5 students surveyed children from Kindergarten through Grade 3:

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We discovered that younger students overwhelmingly prefer equipment such as trucks and large, soft bouncy balls, while older primary students like such items as skipping ropes, soccer balls, tennis balls and mini-sticks.

A second group of Grade 5 students asked children from Grades 4 through 8 about sports equipment preferences:


We learned that students in Grades 4-6 would love to have a wide variety of sports equipment, including soccer balls, basketballs, tennis balls, large bouncy balls, and baseball and volleyball equipment. Students in Grades 7 and 8 were most interested in acquiring volleyball equipment.

Thank you for visiting our class BLOG.  If you have any questions or comments, feel free to e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.


Habitat-for-Hunanity-Canada-300x211This year, we participated in a national writing contest in support of Habitat for Humanity. Students in Grades 4-6 were invited to pen 50-300 word explanatory writing pieces, explaining what "home" means to them.

The contest involved the usual incentives and prizes for students, but the best part was that builder Genworth Canada pledged to donate $5.00 to Habitat for Humanity Canada for every contest entry that was received.

Students our class planned and drafted their writing on either side of Thanksgiving weekend... a perfect time to reflect upon thoughts and feelings about home.

Then, on October 24th, a representative from Habitat for Humanity's Gravenhurst office came to the school to share the organization's vision and procedures with students in Grades 4-6 (click any photo to enlarge it):

Students were required to get parental permission in writing, in order to enter the contest. We set a class goal of having 20 out of 25 permission slips returned, and we exceeded our goal. At the time this BLOG post was written, we had received 22 permission forms back, meaning our class' writing efforts generated $110.00 in donations for Habitat for Humanity!

moh_sitelogo_enHere are some of the reflections that our class entered into the contest:

A.M. (Grade 4):  Home means everything to me, because I have a roof over my head and a family that takes care of me. I have clean water to drink and lots of food to eat, and I am thankful for having a warm fire to keep my Mom and Dad, my brother and me warm. That is what I'm thankful for.


C.B. (Grade 4):  When you come home, it is to a warm place. Home is where you are safe. Home is where you are loved. Home is where when you are sad you will get a hug. I feel sorry for the people without homes.


Z.M. (Grade 4):  Home is a place to be loved and a place with my family, my Mom and Dad, my fish and my bed. Home is a place where Mom and Dad make you food, so you aren't hungry when you go to sleep. Home is a place where you have holidays all day and night, Christmas, Easter and everything else. Home is a place to be hugged when you cry. Home is a place for me to stay and lay. Home is the perfect place for me.


J.M. (Grade 4):  A home to me is a place to feel safe where family loves you. Home can be for anyone, like a web for a spider or cave for a bat. You don't need to be rich as long as you have a roof over your head and family to love. Home for humans can be a cabin, or condo, a mansion or an apartment.  A home can be small or big.  It can be any size or any shape. If I won the lottery I would give it to charity so someone could have a home. Home is a place where I can cry.  I know how it feels to have nowhere to go.  You feel trapped and insecure.  At least I have hope when I come home to family.


S.R. (Grade 4):  Home is a nice warm place. There's no need to think you're not safe. Home's a place to spend time with your family. This is where your memories be. If there's work you don't want to do, at least your family is there for you. It's not just you, there's also your family, a soul, it's not like an old cereal bowl. A home is filled with love and joy. There's the same amount of love in a gifted toy. That' what home means to me.


E. M. (Grade 5):  Home is a place I can be with family. It is a place of laughter, love and warmth. It gives me a safe place to be. If a strong storm comes, we know where to go. My home is the place to be. We cuddle up and watch TV together. It gives us a place to eat our dinner. Everyone should have a home. It is a safe place. It is YOUR home.


R.C. (Grade 5):  Home is a place where we all belong. It makes us want to sing a happy song. After a cold winter day we gather 'round the fireplace. Home is a place where you can be sad, but also be glad. Home is like a castle, which hatred cannot penetrate it's walls. Home is not like a house. A house does not share love, but a home does. Everybody needs a home, either trailer or mansion, a home is made of LOVE!


I.A. (Grade 5):  Hopefully today will inspire you to make a very nice story of love and no hate. Build a good home for you and me, open for someone to eat and sleep. Home is a place for companionship and joy, always comfy. Home is a place which some people desire. Home is a place for fluffy and soft. Home is a place to be yourself, where family knows what to say when you're down. Where you should not be lost to hope and be free to be a dope with no question. Where you can chatter when it matters, with sisters, dads, brothers, moms, as long as they love you. You can call it a home, with cats, dogs, turtles and snacks. Whatever you want. Where no one calls you dumb, small or tall, weird, because you're different, not my friend, or where they take advantage of you because it's funny. My home is one of my greatest loves, wearing my Mom's sweatshirt, with all of her love. It would kill me thinking of me and my family on the street, hoping and wondering where to sleep and what to eat.


The other Grade 4-6 students at our school also raised money for Habitat for Humanity, by participating in the contest.  Afterwards, the Junior Division received a "caring classroom award" from our local Habitat office and a "spirit award" from the builder that sponsored the contest (Genworth Canada):



Thank you for visiting our class BLOG.  If you have any questions or comments, feel free to e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.

For the third year in a row, my class is engaging in a number of outreach projects that meet Ontario curriculum expectations while benefiting others in the school, community and beyond.


Here is a list of this year's projects:

  1. Food drive for orphaned wildlife overwintering at local wildlife rehab. centres
  2. Writing project in support of Habitat for Humanity
  3. Math project to inform school decision-making
  4. "Book Character Dress Up Day" in support of polar bear conservation
  5. "Hometown Heroes" art, literacy and outreach project
  6. "Virtual Speaking Engagement" in another school
  7. Food drive for The Sharing Place food bank
  8. Persuasive letter writing, in support of a new turtle hospital
  9. Animal Game creation, to benefit Grade 1/2 science buddies and Woodlands Wildlife Sanctuary


Project Details:



Orphaned baby animals being raised for release at wildlife rehabilitation centres need to be fed natural foods from the environment to ensure that they receive appropriate nutrition and also so they know what foods to look for after they are released.

Building on last year's "wildly" successful two week food drive in support of two local wildlife sanctuaries, this year we expanded our campaign to three weeks, and provided food for overwintering animals at Aspen Valley Wildlife Sanctuary, in Rosseau, Shades of Hope Wildlife Refuge, in Pefferlaw, and Woodlands Wildlife Sanctuary, in Minden.

Our class organized and promoted the food drive, inviting students from Kindergarten through Grade 8 to contribute acorns, pine cones, maple keys, black walnuts, apples and sumac. In terms of curriculum, the project met expectations in math, science, literacy and character education.

We collected 217 kgs. (almost 500 lbs.) of acorns, eight big boxes of pine cones and numerous boxes of the other food items on the list above.

These are links to BLOG posts about the food drive:



Habitat-for-Hunanity-Canada-300x211During the month of October, students in our class authored short explanatory writing pieces as a school project, and then entered them in a national writing contest.

The topic for this writing project was "What Home Means to Me."  For every entry received, builder Genworth Canada donated $5.00 to Habitat for Humanity. Our class raised $110. with our writing.

On October 24th, we had a representative from Habitat for Humanity, Gravenhurst, at the school to share the organization's vision and work with Grade 4-6 students.

This is the contest website:  http://meaningofhome.ca/

Here is a link to the BLOG post about this project:



2014-10-30 017This year, as part of their Data Management math unit, our class conducted surveys for real purposes.

The baseline data they collected, graphed and analyzed were forwarded to the appropriate adults within the school community, to help inform decision making about the initiation of a breakfast program, the promotion of waste-free lunches, and the purchase of sports equipment for use at recess and during Daily Physical Activity breaks.

Here is a link to the BLOG post detailing our findings:



polar-bear-wwfAs our class' charity fund raiser for this school year, we invited students from Kindergarten through Grade 8 to come to school dressed as their favourite book character, on November 13th.  Students who wished to participate were asked to donate a "toonie" (the coin with polar bears pictured on it), in support of polar bear conservation.

We raised $168.25 through Book Character Dress Up Day. Proceeds were donated to World Wildlife Fund Canada, earmarked for polar bear conservation.

This link will take you to our BLOG post about the event:



hometown-heroes-logoThis was a multi-step project that met curriculum requirements in visual arts, media literacy and writing, and also included character education and outreach components. Students reflected upon their strengths, talents and abilities and produced a caricature, labeled with these traits. Then they dreamed up a project they could do to help someone, and created an advertisement for a volunteer with their strengths to complete the project. The next step was to produce a procedural writing piece describing the steps involved in the outreach project in greater detail. The highlight of this school assignment was the opportunity to become a "Hometown Hero" by completing the outreach project!

This is a link to our BLOG post showcasing student work on this project:




On December 8th, Mrs. Black and two of her students "traveled" to a kindergarten class, a three hour drive from Rama Central P.S., via Skype.  They were guest speakers in the other class, sharing information and answering questions about wildlife and wildlife rehabilitation.

This "virtual" speaking engagement was made possible by the Digital Human Library website, which enables teachers to connect their students with experts in a variety of fields, via computer.

Click on this link to read more about our virtual speaking engagement:




This year, our class promoted and organized our school's annual food drive for the local food bank.  

As an incentive to the school community to contribute, three teachers at our school pledged that they would volunteer for an hour at the Lighthouse soup kitchen, for every 100 lbs. of food donated, up to a maximum of eight hours.

We collected 517 items, weighing 511 lbs. As a result, Mrs. Black, Mrs. Ross and Miss Wigle completed five hours of volunteer work each at the Lighthouse soup kitchen, over the holidays. Mrs. Black's daughter also volunteered. :-)

This is a link to our food drive BLOG post:



gbthSeven out of eight species of Ontario turtles are now at risk, and one of the main issues for turtles is collisions with vehicles, on roadways. Scales Nature Park, near Orillia, is sponsoring the creation of a new hospital, where rescuers in the Georgian Bay watershed will be able to take injured turtles for treatment and release back into the wild. (Right now, the only other dedicated turtle rehabilitation centre in Ontario is in Peterborough.)

This year, our class assisted with this project by writing persuasive letters to local hardware stores, encouraging them to donate materials to help the new Georgian Bay Turtle Hospital  get up and running.

Here is the BLOG post about this project:



woodlandsWoodlands Wildlife Sanctuary approached our class about helping them create a wildlife presentation they could take to local schools and summer camps, to teach about animals and how to help prevent human-wildlife conflicts. We accepted this challenge, and broadened the focus of the project by including outreach to Grade 1/2 students at our school, who will be studying animals in science.

Students in our class worked in small groups to research needs of and threats to various species of native animals. They then invented board, card and scavenger hunt-type games aimed at sharing this information with younger students. Our student-created games will also be used to inform the presentation that Woodlands needs. Woodlands will be piloting their school presentation with us, and seeking feedback from the students in our class, in order to improve the draft of their presentation.

This is the BLOG post about our Animal Game Creation project:



Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.


Rama Central's "Second Annual Food Drive for Orphaned Wildlife" brought in an astounding number of natural food donations. Over a span of three weeks, we collected boxes and boxes of acorns and pine cones, and also received donations of maple keys, wind fall apples, black walnuts, chestnuts and sumac seeds. Our class would like to thank the entire Rama Central P.S. community for participating.

Four carloads of food have been delivered to Aspen Valley Wildlife Sanctuary, in Rosseau, Shades of Hope Wildlife Refuge, in Pefferlaw, and Woodlands Wildlife Sanctuary, in Minden. (Click on any photo in this BLOG post to enlarge it.)

Mrs. Black's car is now loaded for a second delivery to Shades of Hope Wildlife Refuge:


This morning, we engaged in some math problem-solving involving the food drive. We calculated how many kilograms of acorns and boxes of pine cones we collected, in total.

IMG_5245We collected 217 kilograms (478 lbs.) of acorns and eight cartons of pine cones.

Then, using information we obtained earlier about how many acorns are in a kilogram and how many pine cones fit into a standard-sized box, we estimated how many acorns and pine cones we collected.




Here are the totals!

IMG_5249We collected approximately 58,590 acorns!

IMG_5254We collected approximately 7, 200 pine cones!

Afterwards, some students tackled a "challenge question" using consumption estimates provided by Woodlands Wildlife Sanctuary. Woodlands estimated that, if a young squirrel ate only acorns, it would eat about 30 in a day. Based on this information, students calculated how long our acorns would last one squirrel.

IMG_5255If a squirrel ate only acorns, the acorns we collected
would last that squirrel approximately 5.4 years!

This math problem led to a discussion about healthy eating (our current topic in health). Students learned that, like us, squirrels actually eat a varied diet, consisting primarily of nuts and seeds, and that a varied diet is what provides squirrels with balanced nutrition and ensures good health.

At the end of the food drive, students in our class polled the school to determine how many students participated in the food drive. We were excited to learn that 20 percent of students and 25 percent of staff brought food to school for the animals!  We distributed Certificates of Appreciation and I Saved a Life wrist bands (courtesy of Shades of Hope Wildlife Refuge) to everyone that participated.


food-drive-certificates1 Students in our class with their certificates and wrist bands

 This project has provided students with some wonderful hands-on learning experiences in math, literacy, science and character education, but the best part of the food drive is seeing orphaned animals at local wildlife sanctuaries enjoying the fruits of our labours!

A flying squirrel kit eating one of our acorns,
at Aspen Valley Wildlife Sanctuary.


Above and below: raccoon kits at Aspen Valley
Wildlife Sanctuary, enjoying our acorns.


SOH-squirrelA baby squirrel at Shades of Hope Wildlife Refuge
enjoying our acorns and pine cones.


Link to video of baby squirrels eating our acorns,
at Shades of Hope 


An injured adult porcupine dining on our acorns and pine cones,
at Shades of Hope Wildlife Refuge.

woodlands-deerWhite-tailed deer fawns enjoying our sumac, acorns and maple keys,
at Woodlands Wildlife Sanctuary.



One day, when we were a week into our food drive, the supervisor and students that attend the school's before-school daycare came to Mrs. Black's class to tell her they had found a flightless bird on the schoolyard.  Mrs. Black and Ben, a Grade 4 student in our class, contained the bird and brought him into the school. Mrs. Black e-mailed Shades of Hope Wildlife Refuge and they recommended that she bring the bird to them for treatment.

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The bird, a male finch, spent two weeks living in one of the aviaries at Shades of Hope, recovering from a wing injury. When Mrs. Black took Shades of Hope their second food drive delivery, she picked the finch up and brought him back to the school, for release. This morning, Ben released the bird, while the other daycare kids cheered the bird on. Here is the video of the finch's release.

Link to high definition version of release video:

To thank the children for rescuing the finch, students involved in rescuing the finch received I Saved a Life wrist bands (courtesy of Shades of Hope Wildlife Refuge). The kids of Rama Central's before-school daycare program are wildlife heros!




After the food drive officially ended the food just kept on coming, creating the need for a third food delivery to the closest sanctuary, Shades of Hope Wildlife Refuge!!!

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Thank you for visiting our class BLOG.  If you have any questions or comments, feel free e-mail me (Margaret Black):  mblack@scdsb.on.ca or to add a comment to this page.