May 5-9

Wellness

Students examine the effect of motivation on physical activity.

Students analyze and apply strategies and tactics that support improved decision making in physical activities.

Students demonstrate how collaboration influences physical activity.

Students reflect and relate life experiences to perseverance and well-being.

Students analyze responsibility and consider the impact on well-being.

Students acknowledge and connect perspectives of self and others through communication and listening skills.

Science

Students analyze climate and connect it to weather conditions 

What did students do?

Wow, students had an incredible experience at Camp Chief Hector this week! I am sure your child has already shared many anecdotes and stories about their time at camp. This blog post will not be able to effectively capture the richness of each students' experience with their group and camp leader. However, I hope the photos and quotes will give you a glimpse into the activities and experiences our class had and will spark additional conversations between you and your child. 

Departure from Andrew Sibbald

Students worked on their Outdoor School journal and created a "before departure" journal entry

Before boarding the bus. We were excited to head off to Camp Chief Hector!

We've arrived! Students gathered their belongings and met up with their camp counsellor.

At the Challenge Course

Shelter Building

Meal time in Hector Lodge

Evening activities - Bracelet Making was one of the options students could choose

Campfire Time! Some students went up to the stage to perform and lead a song for the audience!

Focused and working hard during the Economy Game

We were so lucky to be surrounded by nature and have beautiful weather for the duration of our trip! Many students shared that they loved being oustide pretty much all day, each day.  

Students had the opportunity to be table setters before each meal.

One of our students celebrated her birthday at camp! It was a very special day and she started it by spinning the special birthday wheel. She spun and won an extra dessert! Happy Birthday!

Getting ready to play the Animal Game

This is what the yurts looked like.

This is just a snippet of what camp was like for each child. I am confident each child left camp with a wealth of new experiences that they'll remember for years. 

Coming Up at Sibbald:

May 14 - School Council Meeting

May 16 - PD Day

May 19 - Victoria Day Holiday

May 23 - Volunteer Tea

May 30 - Fun Snack 

April 28 - May 2

Science

Examine the transport systems of plants and describe their functions. 

What did students do?

This week, students investigated plants, their transport systems and how they work. They read digital books, watched videos, and learned about the xylem and the phloem structures within plants. 

Then students had the opportunity to see, investigate, make predictions and observe these plant structures at work in the classroom! Students were given Celery, napa cabbage, and a carnation to observe. They were invited to determine and predict where the xylem and phloem were. In a celery stalk, you can clearly see these structures at the very end! Then, the vegetables and flower were placed in cups with water and drops of food colouring. Students made predictions about how long and how the coloured water would change the plant. They had great predictions supported by scientific reasoning. 

The next day, students noticed the changes that occured overnight. They had many observations and questions. 

Students looked closely at the samples. They had the chance to see each item and shared their observations out loud with their peers. The celery was cut to see what the structures inside the stalk looked like. The carnation was interesting because of how the dye appeared on the petals. Students watched a video and learned about transpiration and how plants pull water up into their system. Students created a visual journal page to note their observations and to draw diagrams of the celery, cabbage and carnation. 

Students wondered about using different plants and vegetables in a similar experiment. What about a carrot? What would happen with other flowers? What if we used different colours? Ask your child if they would like to continue their investigation at home and perhaps as a family, you could try different veggies and plants. We would love to see and hear about these investigations back at school!

Coming Up at Sibbald:

May 7, 8, 9th    Outdoor School for Grade 5 Students

May 8 - Parent Association Plant Fundraiser Delivery

May 14 - School Council Meeting

May 16 - PD Day

May 19 - Victoria Day Holiday

May 23 - Volunteer Tea

May 30 - Fun Snack 

April 22 - 25

Math

Algebra - Equations express relationships between quantities

I can:

-evaluate numerical expressions involving addition or subtraction in parentheses according to the order of operations 

-verify the solution to an equation by evaluating expressions on each side of the equation

-apply inverse operations to an equation by evaluating expressions on each side of the equation

What did students do?

Students were introduced to the order of operations using the acronym PEDMAS/BEDMAS (Leaving out the E, as grade fives do no need to do exponents).  This helps them to remember to do any operations in parentheses first, followed by multiplication and division, and finally, addition and subtraction. They learned the difference between equations and expressions, and worked at balancing equations and verifying solutions.  Students worked together in a large group with their teacher, worked in small groups on equations, and then independently balanced and solved equations. 

  

Physical Education

-I can demonstrate and adapt various movement patterns to enhance skill development

What did students do? 

In physical education this week, students were involved in various skipping activities.  They worked on individual movements with our Skip-Its and our single skipping ropes. Students also participated in group skipping, refining their skills with both skipping and turning the rope for their peers. Our grade fives enjoyed these activities and some have begun skipping outside on the playground. Students all participated and were engaged in the jump rope activities. 

Coming Up at Sibbald:

April 28th - Federal Election taking place in our gymnasium 

April 30th - Calgary Elementary School Mathematics Contest

May 1 - Fun Lunch

May 8 - Parent Association Plant Fundraiser Delivery

May 7, 8, 9th    Outdoor School for Grade 5 Students

May 14 - School Council Meeting

May 16 - PD Day

May 19 - Victoria Day Holiday

May 23 - Volunteer Tea

May 30 - Fun Snack 

April 14 - 17

ELAL

I can:

-narrow research questions to determine a clear, well-defined topic

-develop a main idea or topic supported by facts, details, examples, and explanations

-select a variety of relevant sources to inform writing

-evaluate the validity and reliability of information and sources

-summarize and organize ideas gained from multiple sources using a variety of methods of tools

-access and use information ethically

What did students do?

Students were taught how to critically analyze information and sources to determine if they are credible. They learned which sites can be trusted to provide current and reliable information. Students looked at various websites and articles and made decisions about whether they were trustworthy or questionable. Once again, students were taught about how to write jot notes to summarize information into a graphic organizer. They practiced taking jot notes on the fur trade and the beaver, linking back to our Social Studies curriculum. 

The Hook:

Students were introduced to a "Fake News" article which told them that HBC was closing its doors forever. It then shared that because of this, Canada's national animal, the beaver, would be replaced with another animal such as the raccoon. Students were initially upset by this information. Many students began to question whether it was true and linked it back to our previous work about corroborating information, especially when it seemed questionable.  

They were then tasked with choosing the animal that could be Canada's next, or second national animal. We discussed what information would be relevant to collect about their animal and they narrowed their research questions to What do they eat? (Diet), Where do they live? (Habitat), What do they look like? (Appearance),  Who are their predators/enemies?, and Why should this be Canada's national animal?

Students began searching online for credible information about their animal and making jot notes on their graphic organizer. They will continue this work next week.  

Coming Up at Sibbald:

April 18th    - No school for staff or students

April 21st     PD Day - No school for students

April 23rd    Spirit Day - Pop Star Day

May 7, 8, 9th    Outdoor School for Grade 5 Students

     April 7 - 11

Science

Students investigate the internal systems of organisms and explain how they support vital biological processes. 

Relate vital biological processes to a human or other animal’s internal biological systems. 

 

Examine the function of the human digestive, respiratory, circulatory, and musculoskeletal systems. 

 

Identify the digestive, respiratory, circulatory, and musculoskeletal systems of the human body and the major body parts of each system. 

 

Investigate the relationships between body systems that are involved in moving oxygen and nutrients throughout the human body. 

Examine the transport systems of plants and describe their functions.

What did students do?

This week, we continued our work in science. Students learned about the repiratory system and the circulatory system.  Then, on Thursday, we had a very exciting opportunity to work with Mr. T from Teacher's Pet. He led us through an informative, interactive and fun session about our internal biological systems and plant systems. Students were asked to think about how these systems work together to support vital biological processes.  

First, students engaged in an interactive and fun game-based experience where they explored vital biological processes in complex organisms (humans, animals and plants) and learned how all biological systems are interconnected. 

Then, students went off in four different stations to learn and explore further!

At the Guts, Bones & Muscles – Oh My! Station, students examined the function of the human digestive and musculoskeletal systems, as well as investigated many other organs found inside the body. They had fun in a Relay Race where they collaborated with peers to assemble different organs into the correct spot. Then, they explored various biological models up close and learned their functions!

Pump It Up! Station - Students investigated the major organs of the circulatory and respiratory systems and their functions in a fun movement game called Pump It Up! As a group they simulated the movement of blood and oxygen in the circulatory system by getting up and physically moving. Students had the opportunity to examine a heart model and measure their heart rate and blood oxygen level.

Transport Systems in Plants  In this station, students imitated how the transportation system in plants works. Students learned about the xylem and phloem. 

At the VR Station, students got to get an inside look at human body systems. Students observed detailed visuals and videos of human anatomy through their VR set. So fun!

Ask your child to tell you more about the experience and what they learned. Ask them to explain what their favorite station was and why. Students shared that they had so much fun and learned a lot! One student even said that this was his most favourite in-school experience ever. 

Thank you to our parent volunteers who joined us for this experience and for supporting students in their learning! Also, a big thank you to our Parent Association for this amazing learning opportunity!

Coming Up at Sibbald  Coming Up at Sibbald  April 18th – Good Friday   April 21st – CBE System Professional Learning Day – no school for students

    March 31 - April 4

English Language Arts and Literature

Listen to poems to identify beauty or emotion.

Recite or sing a poem from memory.

Examine figurative language that can be experienced for its beauty or emotion.

Investigate poetic structures that contribute to creative expression of ideas, including stanzas.

What did students do?
We had a great week after returning from Spring Break. I hope everyone had a wonderful and relaxing Spring Break.

This week, students began working on a poetry unit. Students learned about what poetry is. They learned that poets use "the best words in the best order" - Samuel Taylor Coleridge. Students read a variety of poetry books, looking for poems that piqued their interest. They may have chosen the poem because they enjoyed it, saw beauty or experienced an emotion while reading it.  Then, students learned about haikus, the structure of this type of poem and wrote their own. Ask your child to tell you about the structure of haikus and about their favourite poem they wrote. Students published these poems by created accompanying artwork.

Their poems are lovely! Take a look at their work below. 

Coming Up at Sibbald  Coming Up at Sibbald  April 9th – School Council Meeting – 7:00 p.m. (Gr. 1 and 2 Teachers presenting)    April 10th – Gr. 5 Science Workshops – pm (Teacher’s Pet)   April 18th – Good Friday   April 21st – CBE System Professional Learning Day – no school for students