Thank you to our lovely Parent Association for the awesome Stampede pancake breakfast! There were lots of Yee-haws, delicious pancakes and a ton of sticky smiles!
And as promised...our finished Healthy Humans!!!
June 8th - 12th
Learning Intention:
- students examine how growth is affected by variables
I Can:
- recognize how factors such as healthy eating, hydration, rest, and exercise affect healthy physical and emotional growth
- recognize how factors such as healthy eating, hydration, rest, and exercise affect healthy physical and emotional growth
Over the past couple of weeks, we have been talking about well-being and learning about healthy habits that can help both our bodies and minds grow strong. We have learned that staying active, eating nutritious food, drinking enough water, getting enough rest, and taking care of our mental health all contribute to our physical and emotional well-being. Students have been working very hard on designing their own “Healthy Human” poster to show a variety of healthy habits as a reminder of the different things that we can ALL do to support and better our own well-being. Stay tuned for photos of our completed 'Healthy Humans' soon!
June 1st - 5th
Learning Intentions:
- students interpret part-whole relationships with unit fractions
I Can:
- model a unit fraction by partitioning a whole object or whole set into equal parts, limited to 10 or fewer parts
- compare different unit fractions of the same and different wholes, limited to denominators of 10 or less
- model one whole, using a given fraction, limited to denominators of 10 or less
This week we had lots of fun exploring and learning about fractions. In Grade 2, students develop an understanding of fractions as equal parts of a whole. They learn to identify, represent, and describe common fractions such as one-half, one-third, and one-fourth using pictures, objects, and everyday contexts. Students explore how a whole can be divided into equal parts and recognize that the more parts a whole is divided into, the smaller each part becomes. Through hands-on activities, drawing, and problem-solving, they build their understanding of fractions and begin to use mathematical language to explain their thinking. These experiences help students develop a strong foundation for more advanced fraction concepts in later grades. Ask your child to share their understanding of fractions with you and tell you about some of our fraction activities from this week!
May 25th - 29th
This past week we had the awesome opportunity to participate in a Calgary Flames Classroom Crew Residency! This is a grassroots sports initiative for Southern Alberta schools that provides trained instructors to visit schools to teach students ball hockey and flag football. The primary goal of this foundation is to foster a love for sports, physical activity and a healthy lifestyle.
Learning Intention: (Active Living)
- Developing physical literacy through movement and active living supports well-being across a lifespan.
I Can:
- participate in physical activities that can provide personal enjoyment
- demonstrate positive interactions with others during physical activities
- participate in physical activities that require various levels of exertion and energy
May 19th - 22nd
Learning Intention:
- students examine roles, responsibilities, and self-regulation and their connections to self-understanding.
- students examine roles, responsibilities, and self-regulation and their connections to self-understanding.
I Can:
- explain the benefits of self-regulation
- describe strategies that support self-regulation
- practice a variety of self-regulation strategies
- identify signals that support self-regulation
Part of our learning in grade two is exploring and understanding the benefits of self-regulation. Over the past few weeks we have been talking about how ALL feelings are okay and are a normal part of being human. Emotions help us to better understand ourselves and the world around us . Everyone feels different emotions...happy, sad, frustrated, worried, excited, angry, but...what is most important is managing and coping with our feelings in a safe and respectful way. Applying self-regulation strategies such as deep breathing, using positive self-talk, taking breaks or talking to a trusted adult, helps us make positive choices, and respond to our emotions in a healthy, thoughtful way.
We used the Feelings Thermometer to guide our discussion about the importance of noticing signals, or physical clues, like a fast heartbeat, tense muscles, or feeling distracted. We investigated and practiced a variety of self-regulation strategies, including deep breathing, taking movement breaks, using positive self-talk, as well as asking for help.
Focusing on developing our awareness and ability to choose the right strategy, helps us feel calm, focused, and ready to learn. It also helps us improve our peer relationships, increase our confidence, better our problem-solving skills, and allows us to experience and celebrate increased success in everything we do!
May 11th -14th
Learning Intention: (Fine Arts)
- students explore and respond critically to the subject matter, colour, materials and techniques used in different artworks
I Can:
- interpret and respond to the 'story' the artwork tells
- interpret and respond to the 'story' the artwork tells
- understand that everyone interprets and appreciates art differently
This art collection below was displayed in our learning commons over the past couple of weeks. In grade 2, we learned about spending time and looking closely at art. Students considered what they noticed in the art, what materials and techniques were used to create the art, what they though the artist's message was, and their own personal opinion on the different aspects of the art.
May 4th - 8th
Learning Intention: (Math - Statistics)
- students relate data to a variety of representations
I Can:
- generate questions for a specific investigation within the learning environment
- collect first-hand data by questioning people within the learning environment
- record data in a table
- construct graphs to represent data
- interpret data to answer questions
When students are learning to collect, interpret, and represent data, they are developing many important math and thinking skills. They learn how to ask questions, gather information, and organize it in meaningful ways. This week we practiced sorting and counting data, creating tables, using tally marks, and bar graphs to represent what we learned. During this work, students were strengthening their number sense, problem-solving, communication skills as well as their critical thinking skills while discovering how data can help us better understand the world around us.
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