7A I am poems

I am poems - as a PDF

The Earth's Crust

Les trois petits cochons - Videos

Owl Artwork

Today we will be creating some artwork to accompany our amazing writing about owls. To start, you will get a piece of Styrofoam to etch out an owl. Take a looks at some similar pieces of artwork to get an idea of what we will be working on.

Our pictures will obviously look slightly different but what are some things you notice about the templates?

Here's a link to a google search I did for "Clip Art" owls.  Simple designs will work best. Be sure to draw out your sample on paper first. If you want, you can go to the library at lunch and print off something you can trace on.

Predator vs Prey - A Simulation

Bald Eagle Stealing Rabbit from Fox (in Midair) from Kevin Ebi on Vimeo.

What is a predator? An organism that hunts other organisms for food.
What is a prey? An organism that is hunted by other organisms for food.

Today we are going to play a game to help us look at the predator/prey relationship. Please pay close attention as I explain the rules, so that I do not have to re-­explain things once we get outside. Be safe, have fun but don't get goofy!

The game starts with one student as a "fox" and the other students all as "rabbits." 

We play tag until the fox "catches" a rabbit.

If the fox catches a rabbit, it means they have eaten.

• The fox survives, and stays a fox 
• The rabbit is dead, and the energy it had becomes energy for the fox, therefore, it becomes a fox 

We then start a new round, repeating multiple times.

If a fox does not catch a rabbit, it means they have not eaten.

• The fox dies, its body decomposes into the soil, which gives nutrients to the grass, which is eaten by the bunny, providing the bunny with energy, it becomes a bunny 

We will play around 10 rounds, recording the number of foxes and rabbits at the end of each round.  Each round a fox may only catch one bunny. (Once a fox catches a bunny, it is to return to "Father Time")

We will need to create a tally to mark the number of foxes and rabbits after each interval. You will do this in your notebook.

After we have our information, let's think about what type of graph would be represent our information? What intervals would we use? What do good graphs have?

Here is a list of suggestions from another teacher's classroom that will give us some ideas of what to include.

Common Suggestions on Graphs:

• Make main title underline different (more dominant) than axis
• titles)
• Do not crowd titles against edge of paper
• Use pen for titles
• Main title should have larger font than axes titles
• Title should be specific, not general (e.g., “Flow Rate of
• Household Fluids”, not “Flow Rate Graph”)
• Underline titles
• Each main word of a title should have an upper case letter
• Spelling of title should be correct
• Don’t stop axis on a number, extend one square beyond last
• number
• Axis font should not be too big
• Include tick marks with axes beside all numbers
• Do not need to write all numbers along axes, write a number on
• every second line
• Be sure to list units (correct units) with axes
• Spacing on axis needs to be uniform
• Do not extend underlines too far from words
• Legends should have a box around them
• Leave space between the information in an information box and
• the outline
• Only use one colour for bars when you only have one set of data
• Keep spacing consistent
• Try to fill large empty paces with something
• Use the space you have on the page
• Need to use graph paper
• Pencil crayon or pen should be used for lines, not highlighter or
• marker
• In a legend, represent the data appropriately, i.e., do not draw a
• box in blue to represent a blue line on a line graph, draw a blue
• line to represent a blue line
• Use a ruler for ALL straight lines

Remembrance Day - Learning More About Our History

Today you will be learning more about World War I by watching a video and reading an article. After you learn more, you will do some writing to share your thoughts and feelings with others about Remembrance Day through a poem. We are doing this because Remembrance Day is November 11th and because this is very significant part of our country's history, it t is important to take time to reflect and learn.

Students will read and watch a video to learn more about Remembrance Day

Students will write a poem and create a piece of art to display for others to reflect upon

To start, let's look at some examples of the poems from past students.  You will be following the same pattern.

“I am . . .”

Poems of Remembrance - Shared Writing by Room 4 

I am a surviving fighter

I wonder if there will ever be an end

I hear the whistling wind

I see destruction among the field of peaceful poppies

I want to see my family again

I am a strong solider

I am frightened and haunted by the past

I wonder if my family is safe

I hear the soldiers shuffling in the gravel

I see my little brother crying

I want the war to stop

I am a child

I am a symbol of the fallen

I wonder why there are so many of me

I hear the survivor’s tears thud like raindrops on the ground

I see the sun rising in the distance

I want people to stop digging holes in front of me

I am a cross

I am a guardian

I wonder if my child will come back from the war

I hear the news on the radio

I see people gathered, waiting for the soldiers’ arrival

I want them to be home, safe and sound

I am a caring mother and I am a protective father

I am proudly worn on the hearts of many

I wonder if everyone knows what I’m for

I hear hopeful songs from the children

I see that there is a chance for us all

I want people to wear me with honour and respect

I am a poppy

After reading over the poems, do you notice a pattern? We will be writing poems just like these.  It can be about the same topics or one that you choose. 

Before we write, let's watch a video to build our prior knowledge. 

What are some of the images you saw that you might want to incorporate into your poem?  Turn and talk with the neighbour next to you.

Now you will read an article to get some more information. This article specifically talks about World War I but you may want to use some of these words in your poem. As you read through it, highlight words that you may want to use. If time, answer the questions as a class and fill in the crossword.


It is now time to write your own poem.  This morning you built your prior knowledge and now you will use these ideas to begin writing.  In your blue note books, write down the following:


                                          ______________________________________   (the line is for your title)

I am

I wonder

I hear

I see

I want

I am



Use this format to write your own poem. 

Be sure to re-read each line of the poem multiple times.  Compare it to the other sample poems.  Can you be more descriptive? Can you use more juicy words? Are you sharing a message that is respectful to people affected by war?

Once you feel like you have finished, please read it over with a few students, then to an adult so they can check for spelling and grammar.  Next you will work on your good copy.  These will be displayed on our bulletin board in the hallway. Good copies will be on large cue cards.

Period 6

Finally we will create some artwork to go with our poems. These will only use the colours RED, BLACK, GREY and WHITE.  Take a look at the samples below.  Notice that there are three perspectives - close up, middle ground and background.  We are drawing using different perspectives because we are writing about war from different perspectives.  These pictures will go along with our writing. They will be made on smaller cue cards. Be sure to draw on the side without lines.

Using the paper provided, create a picture that would fit well with your topic or within the theme of Remembrance Day,  Be sure to be respectful.  Though war is violent and sometimes deadly, this is not what we will depict on the pictures.  Instead we want to think of pictures that can respectfully represent a message of Remembrance.  

Check out these samples.  Ms. Kurtz also has samples that she can show you.

Please hand in your finished pieces to your teachers.  If it is not done, it is for homework.  We want to have these displayed by Tuesday so it coincides with Remembrance Day.

A Day in the Life of Owl

This should work :)

Do You Know How to "Floss"?

Do you know how to "dab"? What about "floss"? How would you teach someone to do this or something else that you are good at? Today we will continue to brainstorm ideas for our "How-to" Writing so we can build on our ideas and get excited about our writing topics! It will also be great to share with other what we are good at and we will build community by learning about our classmates.

Design Process - Creating a Multimedia Infographic

Ecosystems make up the world around us. Though they all have abiotic and biotic features, these features vary depending on the temperature, climate and precipitation levels of the area. There are also other types of ecosystems - even some that live inside of us! How else does that food break down in your stomach?!

For this unit's design process, we are going to take a closer look at the microorganisms found in ecosystems. Our goal will be to learn more about a specific microorganism and teach others about. Because they can be helpful or harmful to humans,  it's purposeful to learn and teach others about it!

We will share our learning by creating a "ThingLink". This online tool not only serves as a place to gather information, but its also a great way to present information. We will be sharing our creations with each other and during student-led conferences.

Asking good questions and using scientific vocabulary will continue to be our focus. I am excited to learn from you!  Let the researching begin!




To create your own account, you need to go to ThingLink and log in.  I will provide you with a password and username.  Don't lose your info!


Now that you have an idea of how "Thinglink" works, start brainstorming.  What do you want to learn more about? What questions can you come up with? How many questions will be enough? What is the most important thing you want to share with others?

Les trois petits cochons 2018-19

Wow! What a great start to the year! Students in 7DEF have done a phenomenal job on their "Les trois petits cochons" videos! By reading and performing the play we are becoming more familiar with the rhythm of the French language.  This will help us as we continue to build our reading, writing and speaking skills this year! We invite you to check out our videos and leave a comment below!

Spend More Time Outside!

One goal I have as a teacher this year is to bring my students outside to learn as much as possible.  Recently, I had the opportunity to take a few students to FortWhyte Alive to do just that. We spent the day at FortWhyte learning about Lake Winnipeg's watershed and how the lake's health depends on so many people.

We are currently working on thank you cards to let hem know just how much we appreciated the day! Check out the link above to see us in action!

Terry Fox Book

Click here

Do you like being outside?

Do you enjoy spending time outside? What is your favourite thing to do? Where is your favourite place to be? What do you see when you are there? What is the temperature? Are there animals you can see or only evidence of animals? Today as we being thinking about ecosystems and the importance of our the natural world, we will discuss the living (biotic) and non-living (abiotic) components. We will then draw diagrams of these places, labeling the items to show their interconnection. We will also record some notes to focus our learning!

Let's start by taking a closer look at what is considered an ecosystem.

https://www.brainpop.com/science/ecologyandbehavior/ecosystems/

After watching the video, how would you describe an ecosystem?

Welcome to Room 28!

What Do Effective Researchers Do?

Le garcon qui joue des tours

Check out some of the final videos created by 7D, 7E and 7F by viewing the links in the comments.  It was wonderful to see the students so engaged right to the wire! Great job, students!


Le garcon qui joue des tours - 2017-18 from Mrs. Steinhoff on Vimeo.






French from Mrs. Steinhoff on Vimeo.

Bacteria - The Good, the Bad and the Ugly

Today we will continue our research on bacteria. Remember that your job is to research about 2 types of bacteria and create a poster or comic strip to demonstrate your understanding. Think about the following information when researching:
What is the name?
What does it do?
Where is it found?
How does it affect humans? Nature? How much does it take?
What is the shape or size?
What is special about this bacteria?

What is goal for research today? How much will you plan to get down? What will "working on this project" look like?

Microbes Game and Info

 

Decomposers - The Beginning, Middle and End!

Over the past few weeks we have been discussing ecosystems and more recently, food pyramids. We know that food pyramids are a visual representation of how plants and animals interact and depend on each other to ensure their sustainability. We probably have a good understanding about plants and animals, but we are now going to focus on a sometimes lesser known aspect - Decomposers. We will take notes while watching some videos to see that examples of decomposers are fungi and bacteria. You also see that these decomposers can be very tiny - even microscopic! Let's take a closer look!



Today you will choose a type of decomposer and begin a research project identifying it's characteristics. After you have a good understanding of your decomposer, you will create a short comic strip with speech bubbles to depict "A Day in the Life!"

Later we will be looking soil samples to see if we can find any of these decomposers in action!

To start, let's look online to make a list of possible "characters" for our adventure!

Fungi - Diversity of Life

Bacteria - Diversity of Life

Can a species come back from EXTINCTION?

What does it mean when a species goes extinct? Are they truly gone forever?

Today we will take a closer look at endangered and extinct animals and what their survival (or extinction) means to the sustainability of the Earth's deeply diverse ecosystems.

We will begin by watching a Brain Pop video where Tim and Moby learn more about the causes of extinction. Next, we will do the quiz together to show your understanding.  Finally, there are two activities you can do in small groups to record your understanding. You may need to watch the video again so you can be sure to pick up all of the important information.

Boundless Biomes

https://askabiologist.asu.edu/explore/biomes

Desert Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Smart Phone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360-GC/index.html

Rainforest Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360-GC/index.html

Temperate Forest

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360-GC/index.html

Tundra Biome (all)

https://www.youvisit.com/tour/emily.m

Other Informational Sites to Check Out! 

http://5gbiomes.weebly.com/

http://interactivesites.weebly.com/biomes.html

Apps for iPad/ Smartphone

Jaunt VR

Discovery VR

Sites in VR

Within VR

Youtube VR

Google Cardboard

Expeditions

Fulldive VR

EcoTrivia

Good Resources: http://glencoe.mheducation.com/sites/0078617464/ (see below)

Self Check Quizes

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section1/self-check_quiz-eng_.html

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section2/self-check_quiz-eng_.html

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section3/self-check_quiz-eng_.html

Quizlet

https://quizlet.com/subject/biomes-quiz/

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm

Plants, Ecosystems and Bill Nye - Oh My!

Today will will continue our learning about plants, photosynthesis and ecosystems. We will begin by reading over our article from yesterday, "Low amounts of sunlight cause leaves on a plant in the rain forest to turn blue."  Then we will share our new questions with each other.

Finally, we will watch a Bill Nye video while doing "sketchnotes" to show our thinking and understanding about the importance of plants in our ecosystems.  We will pause the video as we go so you can have a chance to share your thinking.

Here is a reminder of what "sketchnotes" are and what you need to include.

Do you "sketchnotes" on the back page of your article. Be sure to use colours, have a title, and include to the word and your very best explanation of PHOTOSYNTHESIS.

What is inside a plant? What do plants do for our environment?

Why are plants so important to the habitats and ecosystems of humans and animals? What do plants provide?



Today we will talk about the process of PHOTOSYNTHESIS and look closely at a few leaf samples.  We'll also take a virtual tour deep inside a leaf.  By the end of the next two classes you will have a good understand of what a leaf looks like close up and why plants and the process of photosynthesis is so important to life on Earth!


What other questions might we ask after learning more about plants and photosynthesis?

What do plants need to survive and thrive?

Are plants always green? 

How do plants change light energy into chemical energy?


 

Sometimes We Do Not Need Microscopes . . .

Last week we used microscopes to get a closer look at an ecosystem right outside our school. We took water samples from a small drainage ditch and could see living microorganisms inside! These biotic beings were quick but many of us were able to get a closer look. Today, we will learning about an ecosystem that is rapidly changing right before our eyes - no microscope necessary. The beaches along Lake Winnipeg have drastically changed over the winter. Due to an invasive species, home and cottage owners are finding that after the snow melted, their once beautiful sandy beaches are full of millions and millions of mussels.

Melting snow reveals millions of dead zebra mussels at Victoria Beach

Book of Awesome - Good Copy Time 7E and 7F

Title - Size 20

Name - Size 14

Text - Size 12 

Font - leave as is

Paste your story here!

Le pouding au vers de terre - Worms and Dirt Pudding "How-to" Videos

Do you like worms? What about dirt? The students of 7D, 7E and 7F sure do! Check out our videos in the comments section, showing students following their recipe! We hope you will also try out the recipe so you can use a video and follow along at home! Bon appétit! ****Students - please click in the comments section and post the link to your video! Don't forget to also include your FIRST names only!

Le pouding au vers de terre - Mia C., Mia D., and Izabella from Mrs. Steinhoff on Vimeo.

Le pouding au vers de terre - Serena and Alyssa from Mrs. Steinhoff on Vimeo.

Le pouding au vers de terre - Calla, Jamen, Samantha, Holly from Mrs. Steinhoff on Vimeo.

Pouding au vers de terre from Mrs. Steinhoff on Vimeo.

PIRB5113 from N W on Vimeo.

Microscopes - What Do They Do and Why Do We Use Them?

https://www.brainpop.com/technology/scienceandindustry/microscopes/

Descriptive Writing

Earth Day, Everyday!

This years's Earth Day takes place on April 22nd, 2018, but what we really need to focus on what we can do EVERY DAY. This year's theme for Earth Day is to reduce plastic/Styrofoam waste. Today we will watch a video about students in Hawaii who are looking to make a difference, then we will write about what we can do.  Finally we will share our message with the school by making some 3 dimentional art to grab the attention of fellow students.

 




https://www.instagram.com/p/BFEia4vqjs8/?taken-by=room4learning

Ok, we can make mixtures and solutions, but what if we want to separate them?

Today we will separate water from sand using three different techniques. Do you remember what they are? Filtration, decanting and sieving. You'll see today that these methods wouldn't make water ready for drinking, but these steps are used when separating water from other substances.

    

Your job today will be to record your observations during the experiments. If you are chosen to help as a science assistance, please be sure to record your observations when you return to your spot. Watch carefully and remember "what good scientists do!"

We have spent time look at particle theory, heat transfer and solutions/mixtures. We can use this learning to think about what happens when we want to separate mixtures. Today we will learn MANY key terms used to describe separation techniques. Later, we will create our own experiment to separate a solution and evaluate it's efficiency. We will start by watching a video, then dig deeper into the key terms.

 


Decanting - Izabella, Mia C.



Magnetism - Logan, Jacob

Chromatography - Kally, Ella

Distillation - Nick, Raman, Nathi, Sham, Ashish

Evaporation - Alex, Ian,

Filtration - Seairra, Hailey
This is filtration because they used a funnel to kept the mud and the water from going into the cup. The reason why that happened was because they put a piece of paper inside the funnel to collect the mud particles. The funnel kept the mud from going into the cup.

 


Sedimentation - Evan, B

Sifting/sieving - Ryan, Beckham, Kurt, Carson, Chris, Mia D.



The reason this works is because there are holes that when you shake the strainer, the holes are small enough to let one solute pass through while leaving the other one in the strainer. Therefore separating the two substances. - Ryan, Beckham and Carson

After looking at these separation techniques, why do you think it is important that we have methods for separating mixtures? How can filtering, decanting and sieving water and sand related to our mid-year project and our discussions around the world's fresh water supply?

Today we will read an article about a young girl who has creating a filtration system to help improve water quality. Next we will develop our own methods to separate water and sand.