At Andrew Sibblald School, students currently have the pleasure of a Travelling Exhibition Program (TREX) featuring Artworks by Kalum Teke Dan and Ryan Jason Allen Willert, in the Learning Commons. This week, students in Room 12, had the opportunity to observe and analyze different paintings from the Niitsitapi Pi’kssii (Blackfoot Fancy Beings). This particular exhibition features artworks that depict animals, or fancy beings significant to Blackfoot culture. It was especially exciting for students to see some of the same animals that they had learned about when creating our ‘Creature Power’ cards earlier this year while discussing the Seven Sacred Teaching Animals.

While observing the paintings, students were asked to reflect on which painting drew them in the most and why. In addition to this, students wrote about what they liked about the painting they chose to observe and what story they thought the artist was trying to portray.

Learning Intentions: (Connected to Grade 3 Fine Arts Curriculum)

• I can analyze different forms of artworks
• I can show an appreciation for different forms and styles of artworks
• I can interpret artworks by examining their context and less visible characteristics
• I can identify that artworks are valued for different reasons

Next week, using the Discussion Guide, students will continue to engage in meaningful conversations around these artworks, by being prompted with questions such as:

• What do you notice about the animals within these artworks? Can you name all of the animals you see? (Students will then try to learn the Blackfoot word for each of the animals)
• Have you ever heard a legend or story about any of the animals present in these artworks? If yes, what was the story about and what did it teach you?
• In some of the paintings, there are pawprints or hoofprints. How can we learn about the behaviour of animals by looking at their tracks?
• Why is it important for us to maintain balance and harmony with nature and with the animal cohabitants of the lands we live on?
• Do animals have an impact on one another in the wild?

In addition to this, students will also engage in some drawing prompts and create some animal trading cards. We look forward to this work and learning unfolding in our classroom!

"Studies show that outdoor learning delivers many benefits - reducing stress, improving moods, boosting concentration, and increasing a child's engagement at school."

-Gwen Dewar, Ph.D.

On Wednesday, September 18th, students in Room 12 were invited to spend time outside in the school field enjoying the brilliant afternoon sunshine! The purpose of our time outdoors was to participate in Take Me Outside Day. Take Me Outside Day is about simply making time to head outside to learn beyond the four walls of a classroom. In addition to this, it helps to raise awareness about outdoor learning by encouraging educators to take their learners outside.

This year, students were asked to celebrate this special event by creating beautiful art with the natural world. We used Andy Goldsworthy-inspired photos of nature art to help us gather ideas and to think creatively about different nature art possibilities. Next, we spent time unpacking our learning intentions that directly connect to the New LearnAlberta curriculum.

Physical Education & Wellness Curriculum:
How can teamwork support positive interactions?
- By engaging in positive interactions that support teamwork

Knowing that engaging with nature and making art have many proven benefits, students headed outside to make their own version of nature art with found and foraged materials. Students were invited to work together as a team to create a temporary art piece in the school field. Before ending our afternoon outside, Mrs. Swan took photographs of each art piece and she submitted them to the Take Me Outside Day team. The Take Me Outside Day team will then work to collect all of the submitted photographs of nature art to create a giant national mosaic! We are looking forward to seeing the final product.

If time permits, over the next little while, please talk to your child using some of the following sentence prompts...

Take Me Outside Day Snaps...

MAKERSPACE

“The best way to start is simply to start.”

- Emily Pilloton

Every other Friday, our Grade 3 students are given the opportunity to design, build and create something in our MakerSpace that is set up in the Learning Commons. The purpose of our bi-weekly MakerSpace is to provide students with the opportunity to further develop their problem solving skills, build on their ability to persist through challenges, think creatively and critically and to work together cooperatively with others.

This week, Mrs. Harris challenged students to create a squirrel proof bird-feeder or a storage container squirrels could use to store their food for the winter.

Working with a partner or in a group of three, students brainstormed, gathered materials and then began the creative process of designing their model. Together they problem-solved, made modifications and adjustments to their designs and had a lot of fun!

After building their devices, students reflected on their designs, how they worked as a team, and if they were able to make changes to improve their work.

Student Quotes:

Beau: “I liked having the chance to build something and then rebuild it using different materials. The first time my partner and I built the bird-feeder, it kept breaking. We found a thick cylinder which ended up working better as a base because it had more support.”

Piper K.: “ I liked getting different ideas from my partners and using my ideas. We worked together to combine all of our thinking.”

Ben: “I loved MakerSpace today because I got to build with my hands.”

Karsten: “I like engineering and problem-solving and making changes to my designs in MakerSpace.”

Adalyn: “I loved being able to be creative!”

Addison: “I liked working alongside my friends because we got to share ideas and work together to solve problems and build something that has a purpose.”

Piper: “I liked using all the different materials.”

Wellness Learning Outcome:

• Students identify and demonstrate how teamwork supports positive interactions during physical activity.
• Students investigate and describe how problem solving can affect healthy relationships.
• Students examine and describe development related to personal growth.

“If we want students to think, we need to give them something to think about.”

- Peter Liljedahl (Building Thinking Classrooms in Mathematics)

In Room 12, we spent the month of September working hard to establish positive math norms and a classroom environment that feels safe, inclusive and welcoming of all student skills and abilities. This was done with purpose and intent to help ensure that students feel comfortable taking risks and engaging in productive struggle to help build and strengthen their math skills. Making mistakes, asking questions to clarify understanding and working together are important components of learning in our classroom.

A goal in Grade 3 this year in Mathematics is to teach through problem solving, as it invites students to think about mathematics, to take risks, and to persevere. Collaboration is a key component of problem solving. Therefore, students need to be working together, sharing strategies, and learning from one another. The role of Mrs. Swan will be to inspire, facilitate, and regulate. This means there will be times when there is no telling, no showing and no giving answers!

Research says that teaching through problem solving levels the playing field. Students will struggle; this struggle will help them deepen their understanding and expand their skills. Problem solving gives the chance for all learners to be creative, think outside the box, and have a voice.

Grade 3 Mathematics Learning Outcome: Students interpret place value within 100 000.

Our first problem of the year had students collaborating together to solve a problem entitled, Building Three Digit Numbers. This problem asked students to build as many three digit numbers as they could using the 3 base ten blocks shown below. Students were invited to use any combination of the blocks but could use only three blocks in total. Each number they built had to be a three digit number.

Extension: How do you know you have built all the possible numbers? How can you prove it?

Students took up this math problem with rigour, enthusiasm and demonstrated perseverance when they realized they had made a mistake. Some students noted that they had built two and three-digit numbers by accident and others observed that they were using more than 3 base ten blocks to create three-digit numbers. Students who felt that had solved the problem were then invited to prove that they had built all of the possible numbers. This had several students immersed in productive struggle. Early next week, students will be sharing their solutions and strategies with their classmates. You are encouraged to ask your child how they solved this problem.