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Habitat-for-Hunanity-Canada-300x211For the second year in a row, the Grade 4-6 students at our school participated in a national writing contest in support of Habitat for Humanity. Students authored 50-300 word essays 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 in our class completed their writing just prior to Thanksgiving weekend... a perfect time to reflect upon thoughts and feelings about home.

Students were required to get parental permission in order to enter the contest. We set a class goal of having 80% of permission slips returned, and we met our goal. At the time this BLOG post was written, we had received 20 permission forms back, meaning our class' writing efforts generated $100.00 in donations for Habitat for Humanity!  

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

A.M.:
Home is a place to be thankful. Home is a place to feel safe and loved. Home is where you are happy and you are always welcome. Home is special to me because it is where all my memories are made. Home is where my brother and I can play. Home is my favourite place to be. Home is where I can be family. Home is where I can go swimming with my Dad, Mom and my brother. Home is where I am sad and happy. Home is where I can go for bike rides and boat rides. Home is a place that I love because I have a warm place to sleep and I have a roof over my head. I am very lucky to have a family, a house and warmth. That is what home means to me!

A.P.:
Home is a place where you feel good. Home is a place where you are safe. Home is a place where you spend weekends together. Home is a place to make happy thoughts. It is a place to have fun, a place to be thankful, so don't complain because you might not always have one.

Z.M.:
Home is where the heart is. Home is where my family is, not just a house. It is where I can rest and sometimes study for a test. My home is the best. I can eat. It is where there is heat... not just heat from the heater, but heat from my family's hearts. Home is like the colour chrome, so grand. Home is where I am so thankful for a roof over my head, and food on the table, and some cable for the TV, with maple trees and pine trees in the Canadian Shield. Home is where the heart says, "Yes, this is where I belong."

W.C.:
Home is not just a roof over my head and some walls. It's where love fills the air, not hate. It's where people won't hurt me. I don't have to worry. I feel safe because when I fall someone is there to pick me up. When I am sick Mom, Dad and Grandma will take care of me. Memories are made with joy. It is where I learned to walk It's where I said my first word. It is where I am always happy, never sad. Home is where I learned to farm . It was where I got my first dog. That's what home means to me.

B.L.:
Home is a place where you keep warm and stay safe. It keeps you dry when it's raining. When you get home your family is there. Home is a place to cry and be happy. A home can be a condo, apartment, shed or a hole, a burrow or anything, as long as you have your family spirit it is your home.

B.T.:
Home is a place where you can play safely without any worries of anything happening. You can stay under a roof, eat food and sleep in a bed. Home is where you can have fun with your friends and home is always warm and cozy... The feeling of home is so nice, the smell, the taste, is just amazing. Not all people in the world have a home. They make shelter in the cracks between buildings, having little food or water each day. I think anything and everything should have a home. A home could be a hole for a fox, a hive for a bee, a rug for a bug, but in the end they're all still homes. That's what home means to me.

M.M.:
A home is not a house, a house is just a building. A home is where you feel safe, loved and happy. Some people live in a shack, house, apartment, mansion or duplex. You could live in a city, country or in the maintains. It doesn't matter where you live, but it's good to have a roof over your head. Home is where I feel safe. Home is where I can cry Home is a place where I can be loved. If I have a bad bad day it feels good to come home. When I go to bed it will be a new day tomorrow. When it's storming, it's good to have a family and a roof over your head. When it's stormy I like to get a blanket and watch a movie with my family. I am doing this to raise money for the homeless I don't care about pizza parties and that other stuff! I just care about helping the homeless. To me, home is the best place in the world. I'm thankful for having a family and a roof over my head.

C.B.:
Home is a place where I feel safe and warm. Home is a place where I an come home from school and be happy. Home is a place where you can cry when you're sad. Home is a place where you can laugh and play. We are lucky that we have a home, because some people don't have a home or a house.

J.S.:
I love that my parents are at home. I sleep, play and watch TV there. I feel safe at home. It doesn't matter where you live... in a cave, a bat, apartment or hotel. If I won a lottery I would give it to people that don't have a home.

R.P.:
A home is where your mom and dad make you happy. If you are sad, they are always there for a hug. They are always there for you, no matter what happens at your home. A home isn't just a building, it's a place to be loved and cared for. A home is where you can stay safe and warm. That is what home means to me!

K.P.:
The meaning of home is where you stay, where you sleep and where your journey never ends! Also, it's where your love is. Home is where you do your happy things in life. A home could be an apartment, a condo, it could be anything. Home is a place where you have fun memories. Holidays with your grandparents, parents, sisters, brothers, dogs and cats. Home is a place where you stay warm, where you have fun, playful memories, where you have your first steps, and your first time stepping out into the world. That is the meaning of home, to me.

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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.

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On Friday, October 16th, students in our class celebrated their hard work organizing and participating in this year's "Food Drive for Orphaned Wildlife" with a class party.

Our friend and Rama Central P.S. neighbour, Laura Gallagher, offered to help us celebrate by bringing several of the non-releasable rescue animals from her company, Speaking of Willdlife, for a classroom visit!  Laura and her associate Krystal Hewitt taught us about five different species of Ontario wildlife, including two that eat the kinds of food we collected during the food drive.

Here are some images from a most remarkable afternoon:

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This cutie is a baby Norway Rat, named Ratagen. She was found in front of someone's garage at a very young age and brought to a wildlife rehabilitation centre. Unfortunately she became too habituated to humans and could not be released.

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Meet "Luna," the Saw Whet Owl that appeared in Telus advertisements a few years ago. She was found in someone's backyard, with a wing injury, and taken to a wildlife rehabilation centre for treatment. Unfortunately, Luna's injury left her with a permanent disability that prevented her from flying well enough to survive in the wild.

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This is Hawthorne, a six month old porcupine. He was born in captivity so, in accordance with Ministry of Natural Resources and Forestry (MNRF) regulations, he could not be released into the wild.

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This is a Bobwhite Quail named Virginia. She was found in a snowbank in Quebec and taken to a wildlife rehabilitation centre. Bobwhites are not native to Quebec, and no one knew where Virginia came from, so she was sent to live at Speaking of Wildlife. Bobwhites are critically endangered in Ontario, with only about 100 individuals still living in the wild. Experts believe the ice storms in 1997 decimated the Ontario Bobwhite population and they have been unable to make a comeback.

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Last, but not least, meet "Petunia" the skunk. Petunia was dropped off at a wildlife rehabilitation centre at night. There was very little information left with her. The rehabilitation centre couldn't determine Petunia's point of origin and her friendliness made it apparent that she had been living in someone's house. These two factors made Petunia non-releasable.

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Students contributed an amazing array of snacks for our party:

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... and Mrs. Black had Mariposa Market create this awesome cake for us:

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We want to sincerely thank Laura, Krystal and their wildlife ambassadors for coming to class today!  Their visit MADE our party, and will be fondly remembered by all of us for years to come!!  🙂

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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.

This year's food drive for orphaned wildlife enabled students at our school to help four local wildlife rehabilitation centres stock up on natural foods for their overwintering patients. This year, the sanctuaries received additional food contributions from students in four other schools, who were inspired by our food drive.

During Week 1, we collected for Procyon Wildife, in Beeton. Prior to their food delivery, our class enjoyed a wonderful opportunity to Skype with the centre's director. She spent 45 minutes giving us a virtual tour of the the nursery and a couple of outdoor enclosures, via Skype on her phone, and answered a myriad of questions from students.

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The day our delivery to Beeton was to take place, we used math to estimate the number of items we had collected for them. This is Beeton's "food order":

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We started by using a kitchen scale and counting to determine the number of acorns in a half kilogram (165). Then we doubled number to estimate how many acorns were in a kilogram (330).

IMG_0561IMG_0562Then we used a bathroom scale to determine how much each box of acorns weighed. This involved weighing a student, with and without a box in his arms, and then subtracting his weight. We also had to convert the weight from pounds to kilograms, and subtract one kilogram to account for the weight of the box itself.

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Here are our calculations for acorns:

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We had four boxes of pine cones that were the same size. To estimate how many pine cones we were shipping altogether, we counted the number of pine cones in one box, and then multiplied by four.

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For apples, we counted how many we could see in the top layer of the box, estimated how many "rows" of apples the box held, and then multiplied to estimate how many apples were in the box.

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The number of maple keys was estimated using the kitchen scale. We determined how many keys were in 50 grams, created similar sized piles, and then used multiplication to glean a number estimate.

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IMG_0581 IMG_0578Here are our estimated totals for Procyon Wildlife's food delivery:

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Students in our class transported the food to Mrs. Black's car and loaded it for her.

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The volunteers that run the wildlife rehabilitation centre in Beeton were thrilled to receive the food we had collected for their overwintering animals.

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After we dropped our food off in Beeton, a school in Alliston topped up Procyon Wildlife with additional food for the winter.  🙂

During Week 2 of the food drive, students collected, tallied and loaded food for Shades of Hope Wildlife Refuge. Mrs. Black picked up a big sack of acorns from a school in Orillia, which brought our estimated totals for this delivery to: 9,000 acorns, 1,000 pine cones and 400 apples.

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She then delivered everything to the sanctuary, which is in Pefferlaw.

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During Week 3 of our food drive, we collected for Woodlands Wildlife Sanctuary in Minden. Their delivery included approximately 2,300 acorns, 2,000 pine cones and 700 apples, plus a small box of ash keys, a small box of chestnuts and a box of sumac.

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During the fourth week of our food drive, we accepted donations for Aspen Valley Wildlife Sanctuary in Rosseau. We received help from a family and two schools in Barrie. They sent us the following food items, for Aspen Valley:

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We merged the food from Barrie with the food we collected. In total, Aspen Valley received approximately 3,500 acorns, 4,000 pine cones and 1,000 apples.

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Aspen-DeliveryThe sanctuaries sent us a few pictures of animals in their care enjoying the fruits of our labour:

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SOH-squirrels

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The wildlife food drive continues to grow in size and popularity. We started out with one school (ours) contributing food to two wildlife sanctuaries. In year three, we had students in five schools supporting the work of four wildlife sanctuaries! A sincere thank you goes out to everyone who helped with this year's food drive. We'll see you again next year!

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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Each year, our class engages in a variety of projects that fulfill curriculum expectations, while providing outreach that benefits the school, community and beyond.

Our first community service project is a campaign to assist four local wildlife rehabilitation centres with food gathering for orphaned wildlife that will be overwintering with them.

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Orphaned animals need to be provided with the food they will eat in the wild, to ensure proper nutrition and so they know what to look for after they are released.

The goals of our project are:

  • to encourage students from Kindergarten through Grade 8, plus school staff, to collect acorns, pine cones, maple keys, apples, sumac, chestnuts and black walnuts for the animals
  • to inventory the food we collected
  • to prepare food for shipment to local wildlife rehabilitation centres

Our food contributions will go a long way toward sustaining and educating baby animals throughout the winter months. These are pictures that were sent to us last year, showing orphaned animals enjoying the fruits of our labours:

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AV-raccoons-acornsSOH-squirrelWoodlands-buffet-for-fawnsThis week, students in our class created a mural, posters and announcements, advertising  Rama Central's third annual food drive for orphaned wildlife (media literacy, art, writing).

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Students distributed our posters throughout the school:

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They counted, bundled and delivered flyers, for students from Kindergarten through Grade 8 to share with their parents (addition):

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We worked together as a class to write the script for an oral presentation about the food drive (shared writing), and then a group of seven students toured the school and delivered our presentation to all classes, from Kindergarten through Grade 8 (oral language, public speaking). Throughout the food drive, students from our class will also deliver messages and reminders via the morning announcements (oral language, public speaking).

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Each morning over the next three weeks, students from our class will collect food donations from children as they exit their school buses (volunteer service).

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This year, we are thanking students who donate food by inviting them to enter their names in a lucky draw.

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Each week we will be giving away a set of these fabulous prizes. We want to thank the wildlife sanctuaries for donating items for our lucky draw!

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At the end of each week, our class will sort, weigh, and count or estimate the number of items we have collected (measurement, addition, subtraction, multiplication, estimation), package the food for shipment, and load cartons of food into Mrs. Black's car (volunteer service). She will then drive the food to its destination.

Last fall, Mrs. Black delivered four car loads of food to various wildlife sanctuaries. This is what a typical shipment of food looked like:

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This year's tentative delivery schedule is as follows:

  • Procyon Wildlife, in Beeton:  weekend of Sept. 26-27
  • Shades of Hope Wildlife Refuge, in Pefferlaw:  weekend of October 3-4
  • Woodlands Wildlife Sanctuary, in Minden:  weekend of October 10-12
  • Aspen Valley Wildlife Sanctuary, in Rosseau:  weekend of October 17-18

This PowerPoint presentation, which showcases our 2014 campaign, provides more detail about the curriculum connections and activities associated with the food drive (click on the image below and the PowerPoint will download to your computer):

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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.

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Over the past six weeks, each student in our class has read a minimum of three chapter books, and created several reading response projects based on what we read. On Thursday, we had an opportunity to share our projects with younger students. Miss Wigle's Grade 2/3 class and Mrs. Mihills' Grade 1/2 class came for a visit. They had an opportunity to view our plasticine figures, dioramas, posters, mobiles and PowerPoints, read some of our writings and try out the word searches and board games we made, based on the books we had read.

Here is what our Literacy Fair looked like:

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Click on any of the photos below to enlarge it:

We'd like to thank the Grade 1-3 students in Miss Wigle's and Mrs. Mihills' classes for coming to see our projects!

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 this project, Science meets Media Literacy and Community Service!

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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:

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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:

NEXT STEPS:

  • 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:

turtle-species-posterhttp://saveconcordwest.files.wordpress.com/2010/11/ontario_turtles.jpg

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We then created success criteria for the letter writing project:

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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.

survivor

This week, during Literacy and Social Studies periods, our class participated in an island survivor simulation. The exercise was designed to consolidate learning in Social Studies, while stretching students’ ability to work collaboratively in assigned groups and providing them with an opportunity to engage in role play.

Prior to undertaking this project, students in Grade 4 worked in pairs or individually, to research one of Canada’s physical regions. Students in Grade 5 completed an inquiry project exploring the roles of various levels of government in addressing social and environmental issues. Students used this prior knowledge to inform their "island survival plans." Each student also created a character he/she wished to play during our island survivor simulation.

This is the basic outline of the project (Click on any photo to enlarge it.)

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Day 1

On Monday, we discussed the terms "collaboration," "compromise" and "consensus," as a class. Students were told that the goal was to reach consensus within their small group, when developing their survival plans.

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Students were then assigned to groups and given name tags, information packages and survival plan templates.

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For the purpose of the island survivor exercise, Grade 4 students "crash landed" in the region of Canada that they studied. After the class was divided into their survivor groups, the Grade 4 students taught their Grade 5 island-mates about the region in which they found themselves stranded.

Then, within their small groups, students introduced their characters to each other and began brainstorming a list of all the things they might be able to do with the items that were salvaged from the plane. Two students that participated in this exercise last year were given the task of researching search and rescue methodologies. They also took on a role as small group facilitators.

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On Tuesday, groups continued their work exploring potential uses for the items salvaged from the plane and began to develop their survival plans.

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On Wednesday, one or two members of each group began work on a land use map of their island, while other group members refined their survival plans. Students responsible for search and rescue plotted search grids on regional maps that included the locations of our islands.

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Day 4:  Search and Rescue/Ontario Survivor Press Conferences

On Thursday morning, groups were told that, against all odds, they had been found!  They were told they would be invited to participate in a press conference explaining how they had survived their island ordeal. The students that had researched search and rescue methodologies prepared to role play a presentation about how the survivors had been found.

On Thursday afternoon, Search and Rescue and the group that had been stranded on an island in Ontario attended their press conferences and made presentations. The rest of the class acted as members of the press gallery, listening to information, posing questions and completing presentation feedback forms.

During presentations, our student teacher, Miss Carson, and Mrs. Black also completed presentation feedback forms, and filled out rubrics assessing each student's performance as a role play actor.

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Day 5: Nunavut, Newfoundland and British Columbia Survivor Press Conferences

On Friday, we held press conferences for the survivors that crash landed in Newfoundland:

Nunavut:

and British Columbia:

At the end of the process,  students completed peer evaluation forms reflecting upon their group work skills and the skills employed by the other members of their small group.

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THE RESULTS ARE IN!

These are the scores the class gave each group's overall survival plan, based on their performance at the press conference:

  • Ontario:  64%
  • British Columbia:  59%
  • Newfoundland:  58%
  • Nunavut:  51%

The class was also asked to rate the odds of each group surviving a winter in the wilderness, based on the survival plans they presented. These are the class' estimates:

  • Ontario:  65% chance of survival
  • Newfoundland:  65% chance of survival
  • British Columbia:  57% chance of survival
  • Nunavut:  47% chance of survival

Congratulations to the survivors who crash landed near Shakespeare Island, Lake Nipigon, northeast of Thunder Bay, Ontario! You are the winners of Island Survivor 2014!!

Island Survivor was a thoroughly enjoyable experience for most students in the class; a frustrating one for a few. While groups were meeting to brainstorm ideas and achieve consensus about their survival plans, Miss Carson and Mrs. Black circulated. They stepped in and facilitated whenever personality clashes or inexperience with consensus-building created an impasse. They hope the one-on-one and small group coaching that transpired during this activity will provide students with some new tools and strategies they can employ next time they are collaborating with others on a project.

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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.

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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!

PAYING IT FORWARD!
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.

 

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This afternoon, our class participated in "The Hour of Code," an initiative aimed at providing school children, world-wide, with experience writing computer code. Students worked through various tutorials on the code.org/learn website.

Everyone LOVED the opportunity to learn about how computer programs are written, and to change the way characters and components of games behave. Here are some pictures from our Hour of Code experience (click on any photo to enlarge it):

DECEMBER 17 UPDATE:

Here are some comments students made about their Hour of Code experience:

Sam:  "Hour of Code was really exciting because it made you feel like a computer scientist. It was just like building a game online."

Shenice:  It was so fun when I created a Flappy Bird game with Elizabeth! We both took turns and we had so much fun when we were coding!"

Liam:  "I have always wanted to code, and most of the games were so cool! It's like making your own games, so my thanks to the CEO of Hour of Code!"

Elizabeth:  "The coding was very fun! It was really cool to make your own design for the rules. It was also fun to do it on a game you know how to play."

Christine:  "The Hour of Code was awesome because you can make your own Flappy Bird game, and I found the Frozen game like doing math.  I love Hour of Code!"

Ryder:  "Coding is awesome because I learned a lot of the code. It was so fun it blew my mind!"

Clayton:  "I felt very happy! It was so amazing and fun because you will not die on Flappy Bird Level 8. You just change the code!"

Zack B.:  "I loved how you can do what you want to do and you can't die. I love how there was multiple games and you can make the game different. You could type what moves you wanted on this one game."

Madison:  "The best part of Hour of Code was making your own game. My favourite game was the tablet and also the Flappy Bird game. I like the tablet because you can choose Stampy as a car. I like Flappy Bird because when you play it you can get 1,000 points each time you click!"

Rein:  "I felt like I was a real video game maker. It was really fun because I could program a game, so I could get a point every time I clicked. I could also use it to prank other people. Finally, sure it's fun to just play a video game, but programming a game is way better!"

Ben:  "I really liked the Hour of Code because you actually could program everything the way YOU wanted it to go!"

Lily:  "What I loved about the code is that you can play games that you don't always get to play. I felt so happy!  I loved that you also get to program how you get points and play the game. It was like you just made up a new game! I also loved the part where it helps students learn technology."

Aiden:  "I really liked Hour of Code because it challenged me and you had to think about it. It never ends, and it has great games, and it was awesome because you design the game."

Kailem:  "It was fun. The Flappy Birds game was awesome. I really wanted to play even more. It was fun making the game even better!"

Joslyn:  "I thought Hour of Code was awesome because when I went on the Flappy Bird game, it was cool how I could personalize it and earn points. It was fun changing a game someone already made to the way you want it to be."

Kristen:  "I liked the coding because there are really cool things, and because you learned how to make and awesome game. You can also let loose and have some fun!"

 

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.

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