May 27 - 31, 2024
We had another busy week of learning in our Grade 1 class.
Science - Learning from the Land at Fish Creek Park
Learning Intentions:
I can share examples of native plants and animals of Alberta
I can share an understanding of how an environment meets the basic needs of plants and animals
We had the most beautiful morning on Tuesday, to walk and spend time in Fish Creek Park. The signs of spring were all around us, and we had many rich conversations about plants and animals. We spent time looking for specific plants that grow in Fish Creek and really noticed the Buffalo Bean that is growing and blooming. We also explored closer to the water and looked for different things in nature. We made our way over to the bridge and looked at that different habitat and how it would provide a nice space for frogs. We had each made a frog before we left, and got to play a bit of a camouflage game and hiding them and then seeing if a friend could find them. Lots of laughs and memories were had out on the land. We once again thank our parent volunteers who joined us and helped make this learning experience rich and memorable.
Science/Literacy
I can observe and describe similarities and differences between plants and animals
I can use organizational tools to record information
I can ask questions to identify research topics
I can record factual information in various ways
We continue to build our understanding of plants and animals and what makes them unique. We had rich conversations about plants and worked together to record similarities and differences between grass and cactus. This generated rich conversations and had us asking some deep questions about cactus if there was water inside that you could drink and if cactus are edible.
We then recorded our own information about two different plants on our own in our visual journals.
Phonics
This week we have been learning about the “shwa e” sound. This sound depends on amclosed syllable sound that contains a vowel and then a consonant. Please review the home practice below to help solidify your child’s understanding of this sound.
Math
This week we have been developing strategies to partition shapes into halves and create wholes shapes from half of a shape. Students worked with a variety of shapes and materials to partition a half and also to create a whole shape.
Learning Intentions:
When a fraction is used to describe a part of a whole, the whole must be known to make sense of the fraction
The following is a summary of the key ideas to support your child’s learning and build background knowledge.
What Are Halves?
Halves of Different Shapes
What a half looks like depends on the whole.
Some halves are round. Some are not.
Some halves are small. Some are big.
Finding the Whole From the Half
If you know what a half looks like, you can put two of those halves together to make a whole.
For example:
Helping Your Child
Use the words “half” and “halves,” when appropriate, with your child.
Ensure your child understands that halves must be the same size, even if an attribute of the two halves, such as colour, is different.
Help your child see that the size of the half depends on the size of the whole.
Definitions
halves: two equal parts of something; together they make one whole
one-half: one of two equal parts of a whole
whole: the entire shape or object that is divided into parts
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