Happy Friday Parents!

New subject material to come...



SOCIAL STUDIES:
Gr. 2 - We just started a unit on Mapping Skills and these are the curriculum expectations that we will be covering from the ministry documents (available on my blog).

• Maps and Globes Using appropriate elements of maps (e.g., a title, symbols in a legend, direction, and scale [non-standard]), to help them extract information and/or when constructing maps for specific purposes 
• Identifying and locating countries on a map or globe (see, e.g., A3.3)
• Extracting information from globes, atlases, and maps about location, climate, and physical characteristics of a region
• Identifying and locating continents, significant bodies of water, the equator, poles, and hemispheres on maps or a globe
• Understanding and using cardinal directions 
• Developing their ability to use appropriate elements of maps (e.g., a title, symbols in a legend, direction, scale [non-standard], and colour) to help them extract information and/or when constructing maps for specific purposes

Gr. 3 - We began our first unit on Heritage and Identity: Communities in early Canada in the 1800s

describe the impact of some different kinds of settlements (e.g., seasonal settlements of semi nomadic First Nations, trading posts, resource towns, large-scale farms, large towns or developing cities) on the natural environment and on any existing settlements

describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850

•  compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day (e.g., the roles of women, men, and children; challenges related to the environment, work, community life, the law)

• gather and organize information on major challenges facing different groups and communities, and on measures taken to address these challenges, using a variety of primary and/or secondary sources (e.g., settler journals, artefacts, period paintings and drawings, historical fiction)

• describe how some different communities in Canada related to each other during this period, with a focus on whether the relationships were characterized by conflict or cooperation

This unit is actually a lot of fun believe it or not!  I set it up initially with a timeline from BCE to the year 2000 so students can see when certain inventions were made along the time line.  This also gives them perspective of which time period we are focusing on (1750s- 1830s).  For ex, they see that cars were invented AFTER the period we are studying).  Our unit is going to be launched by our field trip to John R. Park Homestead where students will be able to see first hand how life was back in the early 1800s.  We are able to do several craftivities to keep it interesting!

MATH: Measurement

    This unit will be divided into two sections for one overall mark;  the first test will be on Calendar/Time/Temperature and the second will be on Mass/Capacity.  

These two marks will be averaged for one final grade.

Gr 2:

• tell and write time to the quarter-hour, using demonstration digital and analogue clocks
• determine, through investigation, the relationship between days and weeks and between months and years.
• describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear)
• use a standard thermometer to determine whether temperature is rising or falling
• compare and order a collection of objects by mass and/or capacity, using non-standard units (e.g.,“The coffee can holds more sand than the soup can, but the same amount as the small pail.”);
• estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units
• construct tools for measuring time intervals in non-standard units (e.g., a particular bottle of water takes about five seconds to empty)

Gr.3:

• read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g., 1:23 means twenty-three minutes after one o’clock), and represent time in 12-hour notation
• solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars).
• estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest degree Celsius
• identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to air (e.g., water freezes at 0°C; the air temperature on a warm day is about 20°C, but water at 20°C feels cool)
• choose benchmarks for a kilogram and a litre to help them perform measurement tasks
•  estimate, measure, and record the mass of objects (e.g., can of apple juice, bag of oranges, bag of sand), using the standard unit of the kilogram or parts of a kilogram (e.g., half, quarter)
• estimate, measure, and record the capacity of containers (e.g., juice can, milk bag), using the standard unit of the litre or parts of a litre (e.g., half, quarter)
• compare and order a collection of objects, using standard units of mass (i.e., kilogram) and/or 
• capacity (i.e., litre)

UPCOMING FIELD TRIP:

            Our field trip is fast approaching!  Thank you for returning all forms and $ promptly!  We are scheduled to leave next Friday at 9:00 sharp.  These are the winners for the parent/chaperone random draw...

Bushla Nissan (Tomas' Mom)

Melissa Petrucci (Ava's Mom)

Stephany Malizani (Emma's Mom)

That's all for now!

SECRET QUESTION:  When was the World Wide Web invented?  (Round to the nearest 100)

Coach Wilson