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Tuesday, 25 November 2014

Paragraph Outline

Why are you thankful for the holidays?



Tuesday, 18 November 2014

Space Exploration Timeline

Your task: is to create an space exploration timeline with ten of the most important inventions and events that have taken place in space exploration history.



Monday, 17 November 2014

‘Stupendous Short Story Structure’

‘Stupendous Short Story Structure’

English Short Stories: Assignment One

Focus question: "What makes a great short story?"

Get the full document here:



Monday, 6 October 2014

Science Unit One: Living Things

Science Unit One: Living Things


Vocabulary:


Students will complete the following for vocabulary for all bolded vocabulary words in the texts:


  • One image that connects with the meaning of the word
  • A definition of the word
  • Two words of similar meaning (when possible)
  • And a sentence using the word
  • Read all pages aloud as a class


Activity One:


Complete vocabulary for pages 202 to 209 and read these pages. Next complete the activity on page 209 using an application of their choice.


Activity Two:


Using the activity found on page 210 students will take photos of leaves outside and use them to help label and create a their own classification key. They should explain their classification key using the Explain Everything application.

Assignment Rubric: https://docs.google.com/document/d/1eWasKtGcAjvCLg8U8mlzDF6czzDm4kRO868aqQdFchE/edit?usp=sharing


Activity Three:


Complete vocabulary for pages 212 to 214 and read these pages.


Activity Four:


Using iMovie complete the activity on page 214.  Instead of creating a poster use images to create a movie outlining your researched information.


Activity Six:


Complete vocabulary for pages 215 to 221 and read these pages.


Activity Seven


Complete vocabulary for pages 224 to 225 and read these pages. Once finished Complete the collage activity on page 225.


Activity Eight:


Complete vocabulary for pages 227 to 228 and read these pages. Complete the activity on page 229 using pen and paper.



Chapter 8 Activity:


Students will read through chapter 8 section by section completing the assignment below:


Create your own super animal!


Using characteristics of other animals create your own animal.
You must outline how your animals physical adaptations, adaptations for protection, and behavioural adaptations.


Once finished you will create a drawing of your animal and we as a class will do our best to create a classification key for the various “super animals.”





Outcomes Covered:


Life Science: Diversity of Life


The Role of a Common Classification Scheme for Living Things


• create and analyze your own chart or diagram for classifying and describe the role of a common


classification system (206-1, 206-9, 300-15)


The Animal Kingdom: Vertebrates and Invertebrates


• classify animals as vertebrates or invertebrates and compare the characteristics of mammals, birds,


reptiles, amphibians, and fishes (300-16, 300-17)


• classify common arthropods using a variety of sources (205-8, 300-18)


Micro-organisms


• identify and use appropriate tools to examine micro-organisms and describe how they meet their


basic needs (204-8, 300-19, 302-12)


• provide examples of how science and technology have been used in identifying and controlling


micro-organisms by different people around the world (107-3, 107-6)

LEARNING OUTCOMES FRAMEWORK:


GRADE 6 SCIENCE


Adaptations and Natural Selection


• propose questions and gather information about the relationship among the structural features of


plants and animals in their environments and identify the positive and negative impacts of humans


on these resources (204-1, 108-8)


• classify and compare the adaptations of closely related animals living in their local habitat and in


different parts of the world and discuss reasons for any differences (301-15, 104-5, 204-6)


• identify changes in animals over time and research and model the work of scientists (107-11, 207-4,

301-16)

Grade Six Visual Arts Unit One

Grade Six Visual Arts Unit One




Your Task:


Create a poster for the classroom which reflects the rules we should follow when using our devices in the classroom.


Steps:


  1. Brainstorm guidelines for using technology in the classroom.
  2. Share your list with a friend, and then share your list with the class.
  3. Share your list with the class using padlet.com
  4. Choose a guideline to represent visually with a piece of artwork.
  5. Brainstorm ways you can make this artwork unique and interesting.
  6. Complete the artwork.


Part B) Create a collage in the classroom which reflects the rules we should follow when using our devices at home.


  1. Using three sources of information from the internet, brainstorm guidelines for using technology at home.
  2. Share your list with a friend.
  3. Share your list with the class using padlet.com
  4. Choose a guideline to represent visually with a piece of artwork.
  5. With a partner brainstorm ways you can make this collage unique and interesting.
  6. Complete the artwork, and post to padlet.com.
  7. Share with your parents at home.


Part C)


  1. Find artwork, a song, and a video (if possible), which connects to your creations in some way.
  2. Write a paragraph which explains the role of media and helping others understand these guidelines for technology.