In Mathematics, students in Room 12 have recently been exploring how to collect and graph first-hand data. One math task had students begin by watching a “hook” from Math Up. After watching a short video clip, students were asked to identify what they noticed and what they were wondering about.

Students then went on to answer if they thought the information that the young girl had collected in the video was helpful. Many students in Room 12 stated that they did not think the young girl had asked enough people or the right people. Working collaboratively, students came up with some possible ways that the young girl could improve her question to make it more useful.

Possibilities:

• Make sure your question is not too open-ended when collecting first-hand data
• Ensure your sample size is large enough
• Ask the right people

Students then went on to complete their own math task which involved them creating their own survey question for the school population at Andrew Sibbald. Students were required to survey at least 20 people from multiple grades and then plot their tallies in both a dot plot and a bar graph.

Learning Intention:

• I can create a survey to find out information I want to know. I can collect the information, organize it, and show it.

I will complete the task successfully if…

• I decide on a topic I can collect data about using a survey. I use good questions and ask enough of the right people.
• I can record and show my results on a table or chart
• I can tell some things my survey results show
• I can explain what makes a good survey question
• I can explain how to choose the right people to ask questions
• I can represent first-hand data in a dot plot or bar graph

Students worked in small groups to complete this task. After looking around the classroom and the school grounds (both inside and outside), each group was able to come up with a question. Some of the questions asked were:

What addition would you like to see added to our Learning Commons?

• A Mindful Breathing Station
• An ArtHub
• More books

What physical education equipment would you like to see added to our school?

• Outdoor Soccer Nets
• Omnikin Balls
• Netballs

If we added an indoor greenhouse to our Learning Commons, how often would you use it?

• Daily
• Weekly
• Monthly
• Not at all

After completing their surveys, students analyzed their results and represented them in a bar graph and dot plot. Students then invited Mrs. Scarrow to visit our classroom so they could share their findings with her. Mrs. Scarrow gave many students a set of “next steps” and some groups were told that she could implement the change immediately. Thanks to the hard work of the students in Room 12, we now have ten new books being purchased for the library!

In addition to this, some students are in the process of finding out how to add two new Omnikin balls to the gym equipment room, where to place an Art Hub in the Learning Commons, how we might add hockey next and goalie pads to our outdoor play and the cost and size of a possible indoor greenhouse. Stay tuned.

Born to Roll

Students in Room 12 had a wonderful week gaining inline skating skills through a school wide Alien Inline Skating residency.

All of the students in Room 12 learned so much, including those who had never skated before to those students who already had lots of experience. They enjoyed playing collaborative games, skating to music and even a disco ball!

Why learn how to inline skate?

It is a high-intensity aerobic activity that raises your heart rate, improves endurance and cardiovascular health. It also helps to improve coordination and balance. It is a sport that people of most ages can actively participate in (taken from Health.com).

Some of the skills students in Room 12 worked on last week were:

How to properly get equipment on and off for inline skating so that you are adequately protected. (Helmet on first and taken off last!)

• How to safely fall
• How to safely stand up on roller blades and remain balanced
• Basic rollerblading moves such as, maneuvering, slowing down and stopping

Students even learned some ‘tricks’ such as: one-foot balance exercises, backwards skating movements, rollerblading on just two wheels, scooting down.Students even participated in one long conga line!

Students had the opportunity to participate in three one-hour long sessions. As their teacher, it was incredible to watch and see the growth every student made after each lesson. Their coach even mentioned how impressed he was to see so much determination and persistence coming from one class. What a compliment!

Physical Education and Wellness Learning Outcomes:

• Students examine how participation in a variety of challenging physical activities fosters well-being.
• Students investigate and demonstrate how elements of movement support physical activity.

"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 Friday, December 15th, with the support of some wonderful parent volunteers, we took our science curriculum outdoors. Along with our Grade 1 buddies, we spent a chilly morning in Fish Creek Provincial Park examining nature. We also used this learning opportunity to help us mark the Winter Solstice on December 21st. We were reminded by Elder Saa’kokoto’s teaching that this is a significant day in Blackfoot tradition as it represents the start of a new year.

Elder Saa’kokoto left us with some reflection questions that students in Room 12 will ponder and take up when learning both in the classroom and on the land throughout the remainder of the 2024 school year.

Reflection Questions:

• What have you learned from the challenges of the past year and how can you bring your learning into the new year?
• In what ways does Na’a (Mother Earth) embrace and protect us?
• How can we show appreciation and care for Na’s?
• Spend some time on the land to observe. What do you see, hear and feel?

Before heading out to Fish Creek Park, students recited the Calgary Library's interactive Land Acknowledgement and we sang 'Waniska' a morning Cree song.

Using a ‘Winter Scavenger Hunt’ put out by Alberta Parks, students created tally charts and recorded the number of each plant and animal species they were able to find. We had rich discussions trying to identify different natural objects while enjoying learning outdoors. Popular items for searching were:

• Camouflaged Animals
• Herbivore Kitchen
• Animal Tracks (Snowshoe Hare)
• Signs of an insect Winter Home
• Herbivore Scat
• Carnivore Scat

Science Learning Outcome: Students analyze and describe how plants and animals interact with each other and within environments.

Learning Intentions:

• I can identify different food chains in local environments
• I understand that plants and animals may depend on each other and their environments for survival, such as for food and habitat
• I can demonstrate respectful and safe practices during observation of plants and animals in local environments