What an exciting, energy filled week!
Wishing you all a very happy holiday full of lots of love and laughter.
❤️
December 8th - 12th
What an amazing time we've been having with Miss Kat learning all about the origin, history and important parts of Hip Hop. We are looking forward to showcasing our talent during our concert next week!
Grade 2 - Drama / Music / Art
Learning Intentions:
- Students become aware of body and voice as instruments of expression
- Students develop an awareness and appreciation of a variety of music
- Students will appreciate and interpret artworks
I Can:
- Show awareness and appreciation of the variety of dramatic forms of expression
- Respond to music through movement
- Explain how an artwork tells something about its subject matter and the artisit who made it
As we have been working hard in the music room with Miss Kat and Mrs. Odegard to master the dramatic and musical side of Hip Hop, in our classroom, we looked closely at some art with a 'Hip Hop' style!
Keith Haring was an artist who loved to draw bright, bold pictures using simple lines and shapes. His artwork often showed people and animals moving, dancing, or jumping with lots of energy. He used strong colors and thick outlines to make his art easy to recognize. Keith Haring’s style teaches us that art can be fun, playful, and full of movement!
Keith Haring’s art is connected to hip hop culture because both were full of energy, creativity, and movement. Just like hip hop music and breakdancing, his drawings showed lively figures that seemed to dance across the page. He often created his artwork in busy city spaces where hip hop was growing, so his bold lines and bright colors matched the exciting rhythm of the streets. His art and hip hop both celebrated expression, community, and having fun through creativity!
December 1st - 5th
This week we had the wonderful opportunity to get together with our Grade 4 buddies from Mrs. Colhoun's class!
Grade 2 - Wellness
Learning Intention:
- Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy and respect.
I Can:
- Identify sources of support within the community to enhance well-being and relationships
- Practice sharing and listening to the ideas of others
Each of our buddies picked out a winter/holiday book that they wanted to share. Some of us listened to the story, some read the story together, and some took turns reading different pages or parts. After finishing the story, we worked with our buddies to create a representation of the story using loose parts. It was really great to see all of the students communicating and collaborating so nicely with each other.
November 24 - 27
A big thank you to all the wonderful parent volunteers who joined us on our field trip to Studio Bell National Music Centre! The students had an amazing time, and your help made the day run so smoothly. I also want to thank all parents for their understanding and flexibility with the cancellation of parent-teacher conferences. I am feeling much better and I will be in touch shortly to reschedule. I’m very much looking forward to chatting with each of you about your child’s progress. Your support is truly appreciated!
November 17 - 21
Science
Organizing Idea:
Energy - Understandings of the physical world are deepened by investigating matter and energy
Energy - Understandings of the physical world are deepened by investigating matter and energy
Learning Intention:
- students investigate the behaviours of light and sound
- students investigate the behaviours of light and sound
I Can:
-identify sources of sound
-understand that sound is made by vibrations of objects
We are scientists in grade 2! We learned that sound is created when something vibrates and sends waves of energy into our ears. On Monday, we will go to the National Music Centre to explore more about sound.
As part of our learning, we did a Salty Sound experiment and, like all good scientists, we made predictions and recorded our observations. We used sound waves from tuning forks to move salt! Ask your child about sound waves and vibrations.
Sound: sound is produced by vibrations of objects. We sense sound with our ears
Vibration: a rapid back-and-forth movement
Volume: how loud or soft a sound is
Tuning fork: a metal instrument that gives a tone when struck
November 13 - 14
Wellness
Organizing Idea:
Character Development - Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning
Character Development - Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning
Learning Intention:
- students examine roles, responsibilities, and self-regulation and their connection to self-understanding
- students examine roles, responsibilities, and self-regulation and their connection to self-understanding
I Can:
- examine ways that individuals can positively contribute to communities
- explain the benfits of self-regulation
- explain the benfits of self-regulation
- explore ways communities work together to support self-regulation
Grade 2 students focused on how they can contribute to making our school community respectful, welcoming, safe, and caring. They learned about their roles and responsibilities in building a positive environment and how self-regulation helps them manage their behavior and make good choices.
Students explored the CBE’s Student Code of Conduct, discussing how they can follow the rules to create a respectful and safe space for everyone. Each student chose one part of the code, then illustrated it to show how they can put these ideas into action in their own lives. We will be putting all these pages together to create a class book.
It was a short but meaningful week of learning how we can all work together to make our community kind, safe, and supportive!
November 3rd - 7th
MATH
Organizing Idea:
Number - Quantity is measured with numbers that enable counting, labelling, comparing and operating
Number - Quantity is measured with numbers that enable counting, labelling, comparing and operating
Learning Intention:
- students analyze quantity to 1000
- students analyze quantity to 1000
I Can:
- represent quantities in different ways (words, pictures, natural numbers)
- identify the digits representing thousands, hundreds, tens and ones based on their place in a natural number
- identify the digits representing thousands, hundreds, tens and ones based on their place in a natural number
We have been working with Base Ten Blocks and Place value mats to help us learn about different number concepts. These manipulatives help students physically represent what they're learning so they can develop a deeper understanding of the meaning of the concepts they are working on.
Also, the size relationship among the blocks make them ideal for the investigation of number concepts. Many students recognized right away that 10 units = 1 rod, that 10 rods = 1 flat and that 10 flats = 1 cube. By using place value mats and building number combinations with Base Ten Blocks, students begin to understand that the position of a digit determines its value.
As students gain confidence identifying ones, tens, hundreds and thousands, they can then begin learning how to represent these numbers in different ways such as - standard, base ten, word, expanded, and unit form.
October 29th - 31st
Learning Intentions: (ELAL)
Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author's craft.
I Can:
- Generate ideas that can be expressed through messages.
- Create written messages in a variety of forms to represent ideas or information.
- Share written messages with others.
Students shared their writing and pictures with a partner. This helps to develop confidence, practice communication skills, and learn to see their work from another person's perspective - all of which strengthen their writing and build pride in their ideas.
September 22nd - 26th
On Thursday September 25th, our Andrew Sibbald School community gathered together to observe Orange Shirt Day and honour the National Day for Truth and Reconciliation.
Learning Intentions: (Wellness)
- Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy and respect.
I Can:
- Reflect on how personal relationships are maintained and strengthened.
🧡 🧡 🧡
This week students participated in a variety of tasks, discussions, and read-alouds to gain a deeper understanding of Indigenous cultures, the importance of appreciating different perspectives, as well as some of the unfortunate consequences of Residential Schools.
After reading With Our Orange Hearts by Phyllis Webstad, we reflected on the importance of acknowledging the impact of residential schools. We also read the story Walking Together - a book written by Elder Albert Marshall and Louise Zimanyi, with illustrations by Emily Kewageshig. We talked about the meaning of the word reconciliation as well as the meaning of Two-eyed seeing - Etuaptmumk - which is the gift of multiple perspectives in the Mi'kmaw language.
During our discussion many students shared their thoughts and feelings -
- "Orange Shirt Day is important because every child matters...just like it says on some of our shirts"
- "Everybody should be taken care of, its not very kind to not care about other people."
- "It's like in the picture with the two eyes...they are different colours and that's ok."
- "Even though we're all different we are all important."
- "We can learn lots from each other!"
- "You should still listen to other people and be nice to them even if they are different then you because we're all different...we're all unique!"
Next we discussed the word reconciliACTION and that it was important to not just talk about making a difference but to actually take action to make a difference. We brainstormed words to describe different actions that we thought would be positive and impactful towards others. We decided we can - help, show respect, be a friend, share, be honest, listen carefully, treat others with care, say sorry, appreciate differences, include others, and show gratitude.
Students made paper-doll versions of themselves and then wrote some of the action words down that they would work on.
Learning On The Land - Fall Sketching
September 15th - 19th
Learning Intention: (Math)
- Students analyze quantities to 1000
- Students explain and analyze patterns in a variety of contexts
I Can:
- Count, represent quantities, and identify place value of digits up to 1000
- Identify identify and create increasing and decreasing patterns
Understanding place value is an important part of math learning in grade 2. It helps children make sense of numbers and how they work. Place value teaches students that the position of a digit determines its value (for example, the “2” in 24 means 20, not just 2). This understanding is the foundation for adding, subtracting, regrouping, and later skills like multiplication and division.
After learning about place value, students played a fun game called Race to 100. Through this game, they are beginning to understand regrouping—trading 10 ones for a ten, and 10 tens for a hundred. The grade 2s loved playing and keep asking to play it again! This is a simple game to re-create at home! Students can make a base 10 mat on paper and they can use lego pieces: 1x1 for ones, 1x10 or 2x5 for tens, and a 10x10 base plate for 100s!
What Is an Increasing (or Growing) Pattern?
A pattern with a repeated increase is called an increasing (or growing) pattern. Here are some examples:
1, 2, 3, 4, … (each step increases by 1)
3, 8, 13, 18, 23, … (each step increases by 5)
Increasing patterns can also be based on shapes or actions instead of numbers, for example:
Clap 1 time, clap 3 times, clap 5 times, clap 7 times, …
Describing an Increasing or Growing Pattern
When you describe a pattern like this one, you can say, “The pattern starts at 3 and goes up by 2 each time.”
3, 5, 7, 9, …
When you describe a pattern like this one, you can say, “The pattern starts at 12 and goes up by 3 each time.”
Students used manipulatives to explore growing patterns. They learned to show these patterns on a number line by “jumping” from one number to the next. For example, if the pattern was 2 blocks, 4 blocks, 6 blocks, and so on, students circled 2, 4, 6, etc. on the number line.
Subscribe to:
Posts (Atom)