Janurary 8-12

 January 8 - 12

Welcome back and Happy New Year.

It has been a busy week right back into the swing of things and learning in our classroom.  Ms. Gardner’s class got started right away with Inline Skating this week and had a blast.  Mrs. Kosior’s class is looking forward to their time in the gym for Inline next week!  

Home Literacy - As our students get back into their school routines, I would just like to remind everyone of our decodable texts.  Your child should be bringing home 1 decodable text 2 different texts a week, to read at home with you.  Our exchange days are Monday and Thursday.  Many of our kiddos know the routine and got right back into it. We have seen so much improvement in the last few months, and at this time of the year in Grade 1, things really start to take off and reading skills move along quickly.  We have made our way through all of the initial 26 alphabet sounds and will be starting into letter combinations which make other sounds when together (ex. sh, th, ch etc.). More details will be coming with our Scope and Sequence for the second term at the beginning of February as well.  If you have any questions, please be sure to reach out.   

Science - Shapeshifters 

With coming back, we got right back into our Science topic on Matter, and wrapped up this unit, which we didn’t have time to do before the Winter Break.  All students were given the same materials - pipe cleaners, googly eyes, popsicle sticks and some plasticine and needed to build their own “creature.”  They then recorded some properties of this first creation.  They then took this Shapeshifter apart, and needed to create a completely different creature, using the same materials.  They recorded the properties for this creature and then documented how their creature had changed.  The students had lots of fun building and creating with their hands and showing their understanding of their science.  They also brought home their shapeshifter and materials.  We encourage you to ask them about this and ask them to build their shapeshifter.  They could also build their first creature for you as well.  Or something completely different.  You can then ask them what are some of the properties of their creation.  

Examples of properties are:  big, small, tall, long, short, heavy, light, shiny, bumpy, rough.  

Learning Intentions:

I can identify measurable properties of objects. 

I can explore actions that physically change properties of various objects.

I can describe physical changes that result from various actions.  

I can discuss why physical changes do not change what an object is made of.  

Math

This week in math, we have moved on to geometry and learning about 2D shapes.  

What Does Sorting Shapes Involve?

You sort shapes when you put them into categories based on a particular characteristic, or attribute.

For example, you could sort the shapes below into two categories: those with straight sides and those without straight sides.

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What Attributes Can Be Used for Sorting?

There are many attributes you can use to sort shapes that have nothing to do with geometry, for example, the shape’s colour or the letter the shape’s name starts with.

But, in terms of geometry, students might sort shapes by these attributes:

•	whether all the sides are straight
•	how many sides there are
•	how many corners there are
•	whether there is a dent in the shape
•	the kinds of angles at the corners
•	whether there are equal sides, and so on

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Sorting in Different Ways

The same group of shapes can be sorted in different ways.

For example, the shapes below can be sorted by whether they have three sides.

Or they can be sorted by whether they have straight sides.

December 11-15

 December 11-15

In addition to our writing prompt last week and this week, where we asked our students to share and write about one of their family traditions during this time of the year, students have shared additionally through bringing in artifacts or pictures to share more about a family tradition.  During our morning meetings, we have enjoyed hearing more details about what families do to celebrate and connect with their families.  From traditions connected to Hannukah, to Christmas pajamas, special ornaments, visiting special places, to decorating trees, as well as reading a favourite story every year, we have learned more about each other through this additional sharing time.   

We look forward to hearing and learning more about our students and our families and continue to welcome others to bring in something to share.  Emails with pictures are also great.

Learning Intentions:

I can appreciate multiple cultures and experiences within my community and groups

I can appreciate how the traditions and celebrations of their families, contribute to their sense of identity and belonging 

cakosior@cbe.ab.ca 

 

December 3-7

 

For the last few weeks, we have been building our understanding of patterns by looking at patterns and cycle found in our everyday life, creating our own patterns with different elements, extending and translating pattens using a variety of materials.  The following is a summary of the key ideas and concepts we have been learning.

What Is a Repeating Shape Pattern?

A repeating shape pattern is a sequence of 2-D shapes or 3-D objects where a first set of shapes or objects repeats over and over.

The smallest set of items that repeats is called the core of the pattern.

Since repeating patterns always involve some sort of repetition, knowing the core of a pattern is important. It helps you predict how the pattern will continue.

For example, the core of this pattern is triangle, circle, square.

So, the pattern will continue like this:

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What Types of Repeating Shape Patterns Are There?

Each shape or object in a pattern can be shown with a different letter. The number of letters that repeat tells how many items are in the core. There are many types of repeating patterns.

A pattern with two different items that repeat is called an AB pattern.

A pattern with three different items that repeat is called an ABC pattern.

A pattern with a core made up of one item followed by two identical copies of another item is called an ABB pattern.

A pattern with a core made up of two identical items followed by a different item is called an AAB pattern.

While it can be helpful to name a pattern with letters, it is not critical.

There are many other types of patterns, but in this lesson, we will focus on the four types shown above.

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Continuing a Pattern in Different Ways

A pattern rule tells you how a pattern continues. For example:

Rule: Repeat a cube, a cube, and a cone over and over again.

An important idea for students to understand is that you cannot be sure how a pattern continues unless the person who created the pattern tells you what the core is.

For example, if a pattern begins with a triangle and a circle, it could continue in several ways. For example:

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How We Show a Pattern Continues

We can never show a whole pattern, just the start of it. To show that a pattern continues, people write “…” at the end.

For example,

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What Is a Repeating Number Pattern?

A repeating number pattern is a collection of numbers that are arranged in a specific order that repeats over and over.

Number patterns have the same sort of structures as shape patterns.

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A repeating number pattern has a core just as a repeating shape pattern does.

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A shape pattern can be described using letters. Letters can be used to describe number patterns, too. 2, 4, 2, 4, 2, 4, … is an AB pattern. 3, 7, 3, 7, 3, 7, … is also an AB pattern. 1, 1, 7, 1, 1, 7, 1, 1, 7, … is an AAB pattern. 3, 4, 5, 3, 4, 5, 3, 4, 5, … is an ABC pattern. 4, 6, 6, 8, 4, 6, 6, 8, 4, 6, 6, 8, … is an ABBC pattern. Different letters are used to describe different numbers in the pattern.

Pattern Structure

The structure of a repeating pattern describes how it repeats. It does not give any information about the items that appear in the pattern.

For example, these two patterns have the same structure:

Once we identify the structure of a pattern, we can name the pattern with letters.

Both patterns above are AAB patterns.

When we use different things to create a pattern with the same structure, we say we are translating the pattern. You can translate this ABA pattern made with numbers to get the ABA pattern made with shapes.

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Helping Your Child

At home, you can help your child make different types of patterns based on shape, colour, orientation, and sounds.

In terms of shape patterns, you might use various shapes around the house. For example, invite your child to show you the patterns he or she can create using different types of blocks, toys, or stickers. You can also practise making shape patterns on a computer or tablet. You might also have your child observe everyday patterns at home.

For example, you might see these patterns around a table:

•	fork, knife, fork, knife, fork, knife, …
•	a design repeated around the edge of a plate

Creating Number Patterns

Creating number patterns is simple. Choose a pattern core and repeat it over and over again. Numbers of any size can be used to create number patterns. For example, these are both ABB number patterns:

2, 3, 3, 2, 3, 3, 2, 3, 3, …

35, 36, 36, 35, 36, 36, 35, 36, 36, …

Play a pattern game with your child. Say the first few terms of a repeating number pattern and ask your child, “How do you think this pattern continues?”

It can be difficult to find repeating number patterns in day-to-day life. Instead, take opportunities to share visual or sound patterns with your child. Ask your child to name the pattern using letters.

For example, you could stamp, clap, clap, stamp, clap, and clap again (which is fun). Your child can join in once he or she recognizes the pattern. Then ask your child to name the pattern (in this case, ABB).

You could do the same with colour patterns and shape patterns.

Thank you for supporting your child's learning.

November 27-December 1

Telus Spark Science Centre Field Trip

We had an amazing day at the Science Centre on Thursday.  For many students, it was their first field trip and opportunity to even ride a school bus!  We had a day jam packed with opportunities to explore new and exciting things.  We enjoyed our 1 hour program of learning about different materials and properties and watching how they changed when combining them with different liquids.  It also provided us a great opportunity to build our science skills and work with new and different materials and science tools, like beakers!  We also enjoyed having the opportunity to explore the many different exhibits and learning halls and areas throughout the Science Centre. 

  

Here are some of our highlights:

I liked going on the jungle gym two times - Emmett

I liked playing the Virtual Reality game - Luke, Owen

I liked going outside to play in the large playground area with Addie - Talysi

My highlight of the day was moving the rings rings to see how they would roll around - Eamon

I liked going down the big slide outside - Walker, Jack 

I liked playing the water piano and watching the bubbles - Presley

I liked watching the presentation with the dry ice - Olive 

Days like these are not possible without amazing parent volunteers.  We thank those who were able to join us, as well as other parents who offered their time as well.  We appreciate each and every one of you, and your time to help out with activities in our school.  Thank you for helping make our day and learning experiences a great success.  

Learning Intentions:

I can examine properties of objects.  

I can analyze properties of objects and investigate how they can be changed.

I can engage in and describe investigation.