what does home mean?

In Social Studies, we need to understand both people and places.  In our journey to learn about our personal stories and our city’s story, we need to understand the places that are important.  Today we delved into a big idea about place.  We asked:  

What does HOME mean?  When students were asked to imagine home, this is what they drew. 

Does home = house?   After looking at provocations like (maps, artifacts, photos) and having discussions, we decided that home could mean the structure we live in, but it could also mean more. 

Some ideas from the beginning of our conversation:

Anhad:  Home means living happy and safe

Victor: A home can be many places or anywhere

Kinsley:  Families live in houses to keep them safe

Autumn: Home is shelter

Parsa: There are many different kinds of homes

Haruto: Home is sleeping

Natalie: Home is safe

Ethan W: My home keeps me cheerful.  It keeps my things safe

Anhad: Home is everything I need

Ella: Home is where I sleep

Rihansh: playful

Parsa: Helps keep me alive

Haruto: Helps keep me cozy

Summer: It keeps me safe

Briaunna: A place you can stay warm

Anhad:  My home is Fort McMurray and Calgary.

Kinsley:  CJP is my home

Can home be a house, a community, a school, a city, a country? 

Kids mentioned that their home made them feel:

SAFE    FAMILIAR    COMFORTABLE     SUPPORTED

We thought about when we are away, what do we miss.  What are we homesick for?

Mrs. Wacker has lived in over 15 houses, in 5 different provinces and a tent in the wilderness for many summers.  Where or what is my home? 

How is my culture, language and hobbies connected to my sense of home.

We looked at Mrs. Wacker’s nesting boxes.  They show that Canada a part of the world.  Within Canada, there are provinces like Alberta.  Within Alberta, there are cities, like Calgary.  Within Calgary, there are many communities like Brentwood and Ranchlands.  These communities are filled with homes and families. 

Story writing success criteria

We've been starting to create stories. Students are learning the components of stories - characters, setting, problem, solution. We started out by brainstorming possible characters and settings and then creating problems for these characters to solve. Today we looked at exemplars and created writing rubrics so everyone can understand the success criteria. Over the next week or so we will continue developing our stories.
Posted below are the rubrics for writing. Outlined is the success criteria (and an exemplar) to achieve each level.

 

Exploring magnets

   

As scientists, we're making predictions about what materials will be attracted to a magnet and which will not be attracted to a magnet. We're testing our predictions and recording our observations in our learning journals!

Monthly Math Game

This is a version of the Salute game we played today. All you need is a deck of cards. To make it easier, only use cards to 5. To make it more difficult assign the values of 11,12,13 to Jack, Queen, King.

100th Day of School!

    

We are 100 days smarter! We celebrated by doing activities with 100 materials - magnets, lego, paint, cups, shapes, numbers!

100th day of school tomorrow!!!!

Thursday is our 100th day of school! 

Today we celebrated the 99th day, by showing different ways to make 99. 

These were some of the student's ideas

100-1=99

90+9=99

10+10+10+10+10+10+10+10+10+9=99

50+50-1=99

59+50-11=99

Magnetic or Not?

 
Today we started exploring magnets. We recorded what we think we know and what we wonder. Students had the opportunity to explore the classroom and find out what is magnetic and not. They will now independently continue this exploration as a science choice during Montessori work period.

*Please note a science assessment came home today. Please review this with your child and then sign and return it.