Mrs. Sampson's Spectacular Students

  November 25-28 Social Studies - value Canada’s physical geography and natural environment:    • appreciate the variety and abundance of natural resources in Canada • appreciate the diversity of geographic phenomena in Canada - examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:  • What are the major geographical regions, landforms and bodies of water in Canada?  • How do landforms, bodies of water and natural resources affect the quality of life in Canada?  • How have natural disasters and severe weather been part of Canada’s physical geography?  • What are the differences and similarities among the geographical regions of Canada?  • How is the geographical region they live in different from other regions of Canada?  • What are the factors that determine climate in the diverse geographical regions of Canada (e.g., latitude, water, mountains)?  What did students do? ...

      November 18-22 Science Students investigate and interpret astronomical phenomena.  Discuss observable features of lunar and solar eclipses and auroras.  Explore Inuit, northern First Nations’, or Métis’ stories related to the midnight sun, the polar night, or the northern lights.  Represent astronomical phenomena in a variety of ways.  What did students do? This week, students explored auroras through a scientific lens and an Indigenous lens. Students learned about the Northern Lights and how this phenomena can be explained using scientific terms and concepts. They also had an opportunity to explore a few different stories related to Indigenous viewpoints about the significance and meaning of auroras. Students took jot notes and responded to questions to represent their understanding. Students also had a chance to review their learning across this science unit - space. They had individual, partner and group opportunities to revisit, review and pr...

     November 14-15 English Language Arts Contribute to discussions or dialogues by agreeing, disagreeing, and adding to or explaining ideas. Explore how varied perspectives presented in texts can influence personal perspectives. Communicate a clear position supported by relevant evidence. What did students do? This week, students explored the opinion statement "Bugs are creepy." Students engaged in discussions about this perspective and shared their position on the topic by placing their name on a scale using a sticky note. They showed whether they agreed or disagreed with the statement. Then, students read an opinion essay titled Bugs are Creepy. They engaged in dialogue and discussion about their thoughts, connections, similar or different opinions. Students had a chance to move their sticky note after hearing and reading the essay. They were invited to share where they originally placed themselves on the scale and explained why they chose to move it. Then, students re...

  November 4 - 7th Social Studies -Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.  -Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage.  ELAL -Students will integrate verbal, non-verbal, and paraverbal language to enhance communication. -Ensure messages are heard clearly by using breath, body, and energy to project voice. -Students will enhance the accuracy and artistry of expression through creative and critical thinking processes.- What did students do? The Grade 5s completed persuasive paragraphs about why Remembrance Day is an important day.  Some students shared these paragraphs at our Remembrance Day assembly on November 7th.  They also wrote popcorn sentences about poppies  to go with their...