May 26-30

Writing

-Consider how personal interests, experiences, or perspectives might influence how texts are understood or created.

-Investigate background information about the author or text creator to provide context for informational texts.

-Evaluate how an author’s selection of a method or tool can impact the audience’s understanding or response to a text.

What did students do?

The Calgary Public Library hosts a literary arts festival each year featuring writers across a variety of genres. Students had the opportunity to participate in a virtual session with the amazing author, Peter Brown this week.

Peter Brown is the author of many children's books including The Curious Garden and Creepy Carrots. He is probably most well known for the Wild Robot Series. 

Students were so excited for this special opportunity. First, students researched Peter Brown to look for information about his life, career and accomplishments. Students went to Peter's website to research and gather information. They used a graphic organizer to jot their notes. Students found out such neat information about Peter! The most exciting fact was that he will be releasing a new book in June!

Then, students engaged in the virtual session hosted by the Calgary Public Library. Peter shared about his life, how he became an author and the process of writing, illustrating and publishing the Wild Robot. He even drew a scene with Roz, the main character in The Wild Robot! Students continued taking jot notes about Peter on their graphic organizer and they drew along with Peter. 

Ask your child to tell you about the session, what they learned and how Peter's story inspires them. 

Coming Up at Sibbald:

June 2nd – Fun Lunch June 4th – Gr. 5 to Nickle School for performance & tour June 5th – AMA Patrol picnic for Gr. 5 patrols June 6th – Sibbald’s Got Talent – K-5 Talent Show – 10:00 a.m. June 9th – 13th Elev8 Lacrosse Residency June 11th – School Council Meeting – 7:00 pm (in-person)

  May 20-23

Writing

Write to inform, explain, describe, or report for a variety of purposes and audiences.

Develop a main idea or topic supported by facts, details, examples, and explanations.

Evaluate the validity and reliability of information and sources.

Select a variety of relevant sources to inform writing.

Summarize and organize ideas gained from multiple sources using a variety of methods or tools.

Access and use information ethically.

Publish selected pieces, incorporating graphics, captions, charts, or other text features to support a purpose or connect with an audience.

What did students do?

For the past few weeks, students have been researching a Canadian animal to gather information about the animal's diet, habitat, threats/predators, appearance and interesting facts. They were prompted with the question "What animal would you recommend to be Canada's next national animal? or "What animal would you recommend to be Canada's second national animal?" This helped guide their research and helped them create a persuasive paragraph about their chosen animal. Students utilized internet resources and thought critically to determine the reliability of the information found on their chosen websites. Students noted where (cited) the websites their used. They took jot notes and have organized their findings into paragraphs with a clear opening and closing sentence.

This week, students began wrapping up their research work by publishing. Students worked towards publishing their work on a trifold. They cut, organized and glued their work in a way they thought would be effective in sharing the information with others. Students chose pictures, graphics, maps and used captions to support their message. 

In the coming weeks, our students will present their research and persuasive paragraphs to other students in our school. After learning about each animal and hearing the Grade 5 students share their persuasive paragraphs, audience members will be asked to vote for the animal they would like to see as Canada's next (second) national animal. 

Check out some of their work below!

Coming Up at Sibbald:

May 28th - Classroom Talent Show PM

May 30th – Fun snack   June 2nd – Fun Lunch June 4th – Gr. 5 to Nickle School for performance & tour June 5th – AMA Patrol picnic for Gr. 5 patrols June 6th – Sibbald’s Got Talent – K-5 Talent Show – 10:00 a.m. June 9th – 13th Elev8 Lacrosse Residency June 11th – School Council Meeting – 7:00 pm (in-person)

  May 12 - 14

Wellness

Students demonstrate how collaboration influences physical activity.

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

What did students do?

Students listened to a reading of the book, The Dancing Trees. They engaged in a discussion about the character's resilience and perseverance and how his experiences changed and impacted him. Students then reflected on their outdoor school experience and identified one or more thing(s) that they found challenging at camp. They then shared how they persevered and showed resilience in meeting that challenge and how it changed them as a person. Students recorded this in their visual journals. 

Art & ELAL 

Students will use media and techniques, with an emphasis on mixing media and perfecting techniques in painting.

What did students do? 

In art, students discussed our school volunteers and the positive impact they have on our school and our learning opportunities. They talked about how they bring about positive change for our school and then looked at our theme - Volunteers bring waves of change. We watched a video on how to use acrylic paint to create realistic waves. Students then created an acrylic art piece with waves that will be displayed at our Volunteer Tea.  

Coming Up at Sibbald:

May 19 - Victoria Day Holiday

May 23 - Volunteer Tea - 10:00 a.m.

May 30 - Fun Snack

June 4 - Grade Five Nickle School Tour and Performance

June 5 - AMA Patrol Picnic for Grade Five Patrollers

June 6 - Sibbald's Got Talent - K-5 Talent Show

June 9 - 13th - Elev8 Lacrosse Residency

June 11 - School Council Meeting - 7:00 p.m.

June 24 - Grade Five Moving On Celebration - 1:15 p.m.

 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