How Do Plants Grow? Part 3

After 7 days all of the seeds except for the cold place no light seeds had germinated. The students were very excited to see the growth which occurred over a short period of time. After a discussion, the class determined the following:

  • seeds need warmth to germinate
  • seeds need water or moisture to germinate

Some students suggested that we plant the germinated seeds in soil and continue to allow them to grow in the spaces in which they germinated. We will keep you posted with what we learn as we continue this experiment.

Courage Walking Stories

During our writing class, students learned of two different story structures; walking stories and climbing stories.  After reading the story Courage by Bernard Waber, the students began to write and illustrate their own walking stories based on the theme of Waber’s book.  The students are excited to share their work with you.

Click or tap on the pictures you would like to enlarge

**more Courage stories will be added once they are complete**

How Do Plants Grow? Part 2

After day 3 the students made more predictions. Dexter predicted the WPLL seed would continue to grow fast. Haedyn thought the WPNL seed would grow just a little more. Both Jasreet and Sedric thought the seed from the WPBL would continue to grow fastest.

 

After day 4 the students made predictions for what they thought the seeds might look like after the weekend (day 7). Joanna thought the WPBL seed would continue to grow the fastest. William, Bria, and Lachlan predicted the WPLL seed would have grown the most. Carson thought the WPLL seed may even sprout a leaf.  Haedyn thought the CPNL would continue to show no growth. Jackson predicted the WPNL seed would sprout more roots and a leaf.

 

Stay tuned for day 7

How Do Plants Grow? Part 1

In our science class, we have been conducting an experiment to find out what a seed needs to grow.  We placed 4 resealable plastic bags, containing a wet paper towel and 3 bean seeds, in different locations around the classroom and school.

  • Bag 1 warm place with bright light (WPBL) – hung in our classroom window
  • Bag 2: warm place with low light (WPLL) – set on filing cabinet along the wall
  • Bag 3: warm place with no light (WPNL) – in a cupboard in the classroom
  • Bag 4: cold place with no light (CPNL) – in a staffroom refrigerator

We have checked the seeds each school day to monitor their progress. Many of the students have made predictions for each bag of seeds.

On day 1, most students thought the seeds from the WPBL would begin to sprout and grow faster and bigger than the other seeds. Gaige thought the seed from the CPNL would not sprout. Kevin thought the seed from the WPBL might begin to sprout 1 root. Sedric predicted the seed from the WPNL would show no changes. Brynn thought the seed from the CPNL would not sprout by day 2. Gus predicted the seed from the WPLL would sprout 1 root.

After day 2, we noticed some of the seeds were beginning to sprout. Jasreet predicted that the WPBL seed would continue to grow larger. Patience thought the seed from the CPNL might begin to sprout by day 3. Ekomjot predicted that the CPNL seed would show no growth. Bria thought the the WPNL seed would grow to the size of the WPBL seed by day 3. Kevin thought the seed from the WPLL might begin to grow a leaf.

Reading to Make Connections

The reading comprehension strategy we are currently learning about is making connections.

Powerful readers make connections with what they are reading. When we read a story, it may remind us of different things.  This reminding is also called “connecting.”  We can make connections to personal experiences, other books, other media like movies, or experiences in the world.

How to Connect with your Children:

  • Choose a book to read with your child that evokes memories for you: memories of your childhood, your family, your culture, your school days, your country, etc.
  • Begin to read the book out loud with your “speaking voice.” (We have 2 voices: a speaking voice and a thinking voice. Good readers pay attention to their thinking voice while they read.)
  • Whenever something in the story reminds you of a personal experience, stop reading and share your connection: “This part of the story reminds me of…”
  • Continue reading the story with your “speaking voice” and share your connections, or your “thinking voice.” (Parents can model their thinking voice while they read to their children, to help teach and reinforce this strategy)
  • Ask your child to share any connections she or he might have.
  • It is important to remember that, just as everyone’s life story – memories and personal experiences – is different, connections are also different.  There is no right or wrong way to make a connection.

Referenced from 2006 Reading Power by Adrienne Gear

A Few Words About Math: Patterns

To Parents and Adults at Home …

Your child’s class is starting a mathematics unit on increasing and decreasing patterns. Recognizing and analysing patterns is an important part of mathematical thinking. Patterning concepts lead to work with algebra in higher grades.

In this unit, your child will:

  • Identify, extend, create, and compare increasing patterns.
  • Identify, extend, create, and compare decreasing patterns.
  • Find pattern rules.
  • Display number patterns on hundred charts.
  • Use patterns to solve problems.

Patterns can be found all around us. Encourage your child to look for patterns around the home, and talk about them.

Here are some suggestions for activities you can do at home:

  • Look for patterns in your family’s activities as marked on a calendar at home. What activities do you do daily? Twice a week? Every week?
  • Use small objects like buttons or coins to make patterns that grow or shrink. Encourage your child to describe and extend the patterns.
  • Count collections of nickels and dimes by 5s and by 10s.
    Count pennies by 2s.
  • Find examples of geometric patterns in floor tiles or on game boards.

School Milk Program

The school’s milk program will begin selling milk on Thursday, September 13. Unfortunately the price of milk has increased.

  • Milk cards are available to purchase from the office for $20.00
  • Individual cartons of milk will be sold for $1.00

Student Information Forms

School Information Forms were sent home in student planners today. Please check to make sure that the information on the form is correct and make changes to any errors you may find. Please sign and return the forms to school as soon as possible. Thanks!