As we enter into week 6 of online learning, we have been hearing from some families that they are overwhelmed. Know that our goal is to keep kids engaged, connected, and flexing their learning muscles as much as they can given their own individual situations.
We have reduced the assignment load this week and given more as optional for those that want the extension. I hope this helps.
Let's all take a collective deep breath. To give some perspective, I wanted to share with you a 'letter' that has been circulating on social media (below).
Image source: @calm on twitter.com
“Dear Parents,
Don’t stress about schoolwork. When we return to school, I will get your children back on track. I am a teacher and that’s my superpower.
What I can’t fix is social-emotional trauma that prevents the brain from learning.
So right now, I just need you to share your calm, share your strength, and share your laughter with your children.
No kids are ahead. No kids are behind. Your children are exactly where they need to be.
With love,
All teachers on planet Earth.”
I couldn't agree more. As a teacher and as a parent. I encourage you this week to keep this in mind and take a deep breath, enjoy quality time together with your families, and take care of one another. When we return to school, we will meet your child where they are at. For now, do what you can. Each week may look different. And know that I am here for you.
Take care and be well.
Literacy Focus
Monday and Tuesday
**Aim to spend about 30 minutes per day completing this task - or feel free to complete this one day and focus on math the next day. You want to spend on average about 1 hour per day on school work.
Exploring Shadows
✓ I can paraphrase information from oral, print and other media sources.
✓ I can recognize that opaque materials cast shadows.
✓ I can predict changes in the size and locations of shadows based on movement of a light source or object.
For these two days, you’re going to do some more investigation of shadows. You will get to apply some of what you learned last week about how objects interact with light. You will also have the option to learn a bit more about how the light of the sun interacts with the moon.
Last week, you learned that objects may interact differently with light. Some are transparent, some are translucent, and some are opaque. Review your definitions from last week and new information from the video to help you answer the questions below.
- What is a shadow? How is it created? (hint: include what you know about how light travels)
- What types of objects (transparent, translucent, or opaque) create a shadow? Explain this by using what you know about light (hint: “______ objects create a shadow because….). You may want to include an example or a diagram to demonstrate your understanding.
- What types of objects (transparent, translucent, or opaque) do NOT create a shadow? Explain this by using what you know about light (hint: “______ objects do not create a shadow because….). You may want to include an example or a diagram to demonstrate your understanding.
- Is it possible for an object to have more than one shadow at the same time? Why or why not?
- Fill in the blanks with information provided in the video.
- The size of the shadow depends on the ________ between the light source and the object.
- An object will create a large shadow when the light source is ________.
- An object will create a small shadow when the light source is ________.
Extension: If you would like to continue your own investigation of shadows, there is an article about eclipses and an experiment you can do at home. These are completely optional and won’t be assessed, but are interesting and fun if you’re looking for more!
Wednesday
Responding to a Picture
Learning Intention
- I can make inferences and predictions based on a visual image.
Task 1: Draw a picture of your prediction.
Using the image below, “The Mysterious Shadow”, draw a picture of what you think awaits behind the door. Pay attention to the character opening the door. Think about the following questions: What is the character wearing? How old do you think this character is? Where is this place and why would this place be locked? What time of day is it? What sounds might you hear in this scene?
In your journal, draw a detailed picture of your prediction. You can add labels to your picture if you choose.
Thursday
- I can identify descriptive words in a paragraph.
Task 1:
Read the story starter below. Highlight all of the “Descriptive Words.” (For example: “dead of night.” could be highlighted because it describes in the middle of the night.)
“The Mysterious Shadow”
It happened in the dead of night. The garden light illuminated the person, casting a shadow.
As silent as a whisper in the night, the figure stealthily crept towards the green wooden doors. Click….The key slipped into the metal lock, the cold mechanisms inside responding to the familiar shape of the object that had been slipped inside. Seeing the padlock pop open as expected, the figure slipped the slender bolt across into its resting position. The doors groaned agonizingly, the figure turning to survey the surrounding area, alarmed at the loudness of the sound their actions had made.
The coast seemed clear. Resuming their mission, the shadow slipped inside the room. There it was. This was the sight and moment they had been waiting for…..
Friday
✓ I can share my feelings about something in my writing
✓ I can make connections to my own experience
✓ I can share an opinion based on an experience
Each Friday you will be asked to write a letter to your teacher about your past week of learning. You can select how you would like to make your learning visible (ie. Google Docs, video, slide show) depending on the events that took place that past week. During some weeks, you will be asked to respond to specific questions while other weeks will be more open ended.
This week your letter can focus on the following:
As we get closer to summer, the days are getting longer. The sun rises earlier and sets later. Some people find that this affects their sleep. It can be harder to fall asleep when it is still light out, and the bright morning sun can wake people up earlier.
What is your experience? Does the length of daylight hours affect your sleep? Use your own experience from this week as evidence to support your opinion.
You may want to also reflect on methods being used in your home to help you sleep during daylight hours. For example, dark curtains or blinds. Do you have any of these objects in your home?
Image source: Sunrise over Earth from the International Space Station (nasa.gov)
Math Focus
Number Sense: Multiplication and Division Check-in
(a review of strategies and expectations are included in Google Classroom)
1. For each of the following questions:
- Choose at least 2 multiplication and 2 division questions to solve (you are welcome to do more if you like)
- Solve each problem using your own personal strategy. You can attach your work as a photo if you prefer. You must show your work.
- 32 x 7 =
- 8 x 456 =
- 156 ÷ 4 =
- 85 ÷ 5 =
- 652 x 3 =
- 168 ÷ 5 =
2. Amanda is paying for 27 tickets that cost $5 each. She knows that she needs to multiply 27 X 5, so she thought; first she must multiply the ones, and then the tens. She did this:
27
x 5
35 (first I multiply the ones, which is 7 x 5 = 35)
10 ( then I multiply the tens, which is 2 x 5 = 10)
45
She decided she needs to pay $45. Is she correct? Use pictures, numbers, words, and symbols to explain why or why not.
3.
4.
5.
6.
Science Extensions
(Optional and Not Assessed) section
Interesting Article - Eclipses
Read the attached article from the NASA Science website for information on eclipses and answer the following questions. Use information directly from the article to support your answers, but write it in your own words.
- What is a solar eclipse? In your answer, identify the light source and the object casting a shadow.
- Why is seeing a solar eclipse so rare?
- What is a lunar eclipse? In your answer, identify the light source and the object casting a shadow.
- Imagine that the moon was further out from the earth and closer to the sun. Do you think it would be more or less common to see a solar eclipse? Why? (hint: I think it would be _____ common to see a solar eclipse because…)
- During an eclipse, people use special glasses to view it. Why? What would happen if people didn’t wear them?
- If you have ever seen an eclipse, please describe your experience!
Experiment: Shadows
Have some fun experimenting with creating different sizes of shadows.
You will need:
- One or more opaque objects (even just your hand works well)
- A light source (a flashlight works well)
- A white or light coloured surface (paper, table, or wall works well)
- A dark(ish) room to block out other light sources
Try different positions of the light source, opaque object, and surface. What do you notice about the shadow that is cast? What happens if you change the angle of the light? Record your observations using labelled diagrams and summarize your findings in 2-3 sentences.
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