A Look Back at February and March
Language Arts
During the month of February and March students:
• Learned how to “dig deeper” when writing sentences. Using the 5 W’s as a guide, students expanded
and added more detail to their sentences.
• Practiced how to write procedures for drawing and building various things. Students learned that
being specific and adding lots of detail while writing is imortant to ensure the reader has a good
understanding of what to do.
• Began story writing, learning how to write a good beginning, middle, and end of a
story using elements from the Empowering Writers Narrative Diamond.
• Learned how to make connections while reading to help improve their reading
comprehension. Students focused on making text to self connections and drew upon
their own experiences to help them understand the events of stories and the feelings
of characters.
• Discussed what a compound word is and began learning how to alphabetize.
• Students reviewed consonant and vowel blends:(oo),(ch),(ou,oo,ue,ew), (ow,ou),
(ea,ee,e_e,-y), (ie,i_e,igh), (ei,er,ur).
Math
During the month of February and March students:
•
Demonstrated an understanding of addition (limited to 1 and 2 digit numerals) with
answers to 100 and the corresponding subtraction by:
o using personal strategies for adding and subtracting with and without the
support of manipulatives
o creating and solving problems that involve addition and subtraction
o using the commutative property of addition (the order in which numbers are added
does not affect the sum)
o using the associative property of addition (grouping a set of numbers in
different ways does not affect the sum)
o explaining that the order in which numbers are subtracted may affect the
difference.
•
Apply mental mathematics strategies for basic addition facts and related subtraction
facts to 18
o students focused on counting forward and backwards, make ten, doubles, and
doubles plus and minus one.
Check
•
•
•
•
This Out!
https://m.youtube.com/watch?v=RDERRo5-AEo&t=2s
https://m.youtube.com/watch?v=1Dwuti4skPc&t=2s
https://m.youtube.com/watch?v=SZy2abGiCpQ
https://m.youtube.com/watch?t=2s&v=M1dmI5NtEac
Science
During the month of February and March students:
• completed a unit about magnets where students:
1. Identified where magnets are used in the environment and why they are used.
2. Distinguished materials that are attracted by a magnet from those that are not.
3. Recognized that poles may either repel or attract each other, and stated a rule for when poles will repel or attract
each other.
4. Demonstrated that most materials are transparent to the effects of a magnet.
5. Compared and measured the strength of magnets.
•
Students began a new unit about liquids where students will:
1.
2.
3.
4.
5.
Recognize and describe characteristics of liquid.
Compare the amount of liquid absorbed by different materials.
Evaluate the suitability of different materials for containing liquids.
Demonstrate an understanding that liquid water can be changed to other states.
Predict that the water level in open containers will decrease due to evaporation, but the water level in closed
containers will not decrease.
6. Predict that a wet surface will dry more quickly when exposed to wind or heating and apply this
understanding to practical situations, such as drying of paints, clothes and hair.
7. Recognize that water is a component of many materials and of living things.
8. Recognize human responsibilities for maintaining clean supplies of water.
Social
During the month of February and March students:
Students investigated the physical geography of an Inuit community, Iqaluit, Nunavut. Questions for
inquiry included: Where is the community located in Canada? How is this region different from Camrose?
What is the climate? What are the major landforms and bodies of water? How does the physical geography
shape the identity of the people who live there? What was life like for the indigenous people of the area?
What is daily life like today for the Inuit? What are the linguistic roots?
Students created some awesome marshmallow igloos. Students even added a stone inuksuk and a clay
polar bear.