Mrs. Sampson's Spectacular Students

  March 10-14 Social Studies 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. -appreciate the complexity of identity in the Canadian context: • recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity  - examine, critically, ways of life of non-European immigrants What did students do? We began our day at The Confluence with a land acknowledgement. Then, students had the opportunity to explore and learn about how push and pull factors influenced immigration to Canada in the past and in the present. Students discussed factors such as living conditions, opportunities and jobs as pull factors that drew people to Calgary and Canada. They also learned that push factors such as lack of freedom and poverty may have been potential reasons for why people may have felt the need to leave their home country. ...

 March 3-7, 2025 ELAL Create expressive descriptions by selecting vocabulary to convey mood or sensory images. Mood is the atmosp here created by setting, attitude of the narrator, and descriptions. We reviewed how to create mood and use descriptive vocabulary, specifically around feelings, in their writing. As a large group, we watched a silent video about a girl who was struggling with her emotions. We discussed how we knew how she was feeling by her body language. We talked about how she might be feeling inside with body sensations, what she was thinking, what feelings she was having, and what she might be saying. Initially this was challenging for students. We then worked as a class to write a paragraph about the video from our description of our character.  What did students do?  Students chose a picture prompt from two different choices. They identified what the mood of their picture prompt was and how their character(s) might be feeling. Students then brainstormed ...

    February  24 - 28 Mathematics Recognize symmetry in nature. Recognize symmetry in First Nations, Métis, and Inuit designs. Show the line of symmetry of a  2-D  shape. What did students do? This week, students investigated symmetry. Students learned about what symmetry is and how shapes/objects can have lines of symmetry. Students identified objects in the classroom that had symmetry. Then, students used loose parts to build and construct symmetrical designs. Students created beautiful and complex designs. Take a look below! Then, our Grade 5 classes went to Fish Creek Park to identify and notice examples of symmetry. Students noticed examples of natural and non-natural examples of symmetry. They noted their findings by drawing and labelling lines of symmetry. Coming Up at Sibbald   March 4th  – Gr. 5 Field Trip to The Confluence (Ms. Chen’s class)   March 3rd – 6th  Basketball residency for K-5 students      March 6th  – Fu...

February  18 - 21, 2025   Mathematics Students estimate and calculate area using standard units. -Express the area of a rectangle using standard units given the lengths of its sides. -Compare the perimeters of various rectangles with the same area. What did students do? Students calculated the area and perimeter of various given rectangles through different activities. They were then given a specific area (24 square units and 60 square units) and used tiles to create all of the possible rectangles for their given area. They represented these on graph paper, calculating and comparing the perimeter for each.  " Maker Time Students were introduced to programming using LightBot and Hour of Code during their maker time this week. They worked in pairs and had to use critical thinking skills to achieve their desired results.   Coming Up at Sibbald   February 24th – Mon/Wed Kindergarten and Gr. 3 Celebration of Learning (9:30)    February 26th –...

February 10-12 ELAL Analyze mentor texts to determine how word choice can influence the purpose or audience of a text. Create expressive descriptions by selecting vocabulary to convey mood or sensory images. What did students do: Students learned about creating mood through watching a video and exploring and analyzing mentor texts. After watching a video on how mood is created in different ways, we looked at specifically how authors create mood in their writing. As a whole group we read some mentor texts and determined what mood the author was conveying. We looked for words and phrases that helped create the desired mood. Students were then given some short texts to examine and determine mood as well as the vocabulary used to create it. They then applied their learning to their own writing with another set of pages of their Journey text. Using their writing toolbox including their newly entered mood word list, they began creating mood in their writing. They are now writing about the ch...