Monthly Update - September

Hello parents/caretakers and students,

I hope you’ve all had a wonderful September, and positive start to October. The grade 7s have been quite busy. Here’s a glance at what we’ve been up to:

MATH

Divisibility rule - We have reviewed the divisibility rules for different numbers such as 2, 4, 5, 6, 8, 9 and 10. Students were engaged in activities such as creating a “divisibility rap/song/poem” that supported their understanding of what it means when a number is divisible by another number and to easily analyze if a number is divisible or not divisible by another number by applying a set of rules to it.

Long Division and Multiplication - Students established an understanding for long division and multiplication to help them in circumstances where they do not have a calculator handy and have to rely on their brains to do the work. To further develop their number sense, students are working with powers of ten with the goal of being able to look at an equation and determine whether or not they can complete the task in their head or if they have to do it by hand (2.3 x 100, 2.3/100, etc.)

Developmental Learning - Learned about the importance of making mistakes and how your brain actually grows when you make mistakes https://www.youcubed.org/evidence/mistakes-grow-brain/

SCIENCE

Earth’s Layers Inquiry Project - Students completed an inquiry project where they were asked to predict what the components of Earth’s interior are using only their prior knowledge and understanding of heat, pressure, and rocks/minerals. The point of this project was to access students’ critical thinking skills and encourage inferencing and hypothesizing. To demonstrate their predictions, students completed a blueprint, developed a prototype of earth, and then presented their theories to the class.

Once all presentations were completed, students were shown the “right answer” and were given an opportunity to reflect on how close their predictions actually were and where they had inconsistencies. Finally, students determined HOW scientists know what resides under Earth’s crust by exploring technologies that are used to make such conclusions (seismographs).

Plate tectonics and Continental Drift - Students learned about the Earth’s lithosphere and reviewed information on plate tectonics and the theory of continental drift. The students examined what scientists believe the Earth used to look like several million years ago, and hypothesized what it will look like in 100 million years based on the speed and direction that the plates are currently moving. To show this, students created a map and wrote up an explanation rationalizing the movement of the Earth’s plates, supported by number data. Next, the students will be given the “right” answer (what the experts have come up with) regarding what the earth will look like 100 million years from now. Again, students will write a reflection, focusing on similarities and differences they had in comparison to the experts. This was a cross-curricular assignment involving Language Arts, Math and Science.  

Some important video links: Plate tectonics theory

SOCIAL

Canadian Identity - To appreciate the diversity that Canada was founded on, and pluralistic society it is today, students created classroom passports that acknowledged their own unique characteristics, along with general characteristics that they identify with as being a part of the “Canadian identity”. 

Canada Map - Students reviewed and refined their understanding of the provinces, territories and capitals of Canada, along with the continents of the world and major bodies of water by developing political maps. They incorporated legends to make it easy to read their maps and follow the information presented. Students will be using their maps throughout the year as they explore how the boarders of north America changed over time, and to follow exploration and trade routes of key stakeholders.

Aboriginal Societies – Students worked on developing their understanding how Aboriginal societies were structured through the creation of three circle venn diagram. The questions considered were as follows:

• What were the different ways in which Aboriginal societies were structured (i.e., Huadenosaunee, Anishinabe, Mi'kmaq)? 

• How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)? 

ELA

While reading our first class novel “The Giver”, students engaged in several tasks including critically analyzing the setting, characters focusing on character traits (mainly analyzing protagonist and antagonist). We have finished reading this novel, next the students will engage in several writing tasks including critically analyzing major events, illustrating descriptive events, and critiquing controversial events. Students will also work on the plot diagram that requires them to reflect on major obstacles, and characters. 

Before reading our novel each day, we focus on a grammar topic or part of speech, such as types of sentences, metaphors, similes, verbs, adjectives, nouns, etc… To reinforce their understanding, students find specific languages usages when reading our class novel and engage in exit slips and class activities regularly. To better understand what an exit slip is, please ask your child.

FINE ARTS / BAND

Please ask your child for an update on what they have been doing in this area. 

CTF

All major projects are considered “CTF” projects. There will usually be one per unit in science, with cross-curricular connections in other subject areas occurring simultaneously. So far, students have engaged in one CTF project as prefaced above under the science section. 

Other updates:

Oct 25- Military Museum field study 8:30-2:30pm

Oct 26- Non-Instructional day

Oct 31- Picture Retake Day

I have made revisions to the field study schedule and will send the update out this week.

Ms. Thomas