Inspirational Quote for the Week of November 10th-14th

Inspirational thought of the week for April 7th - April 13th

Enable the student and they will discover as we provide them the tools to learn and achieve.

Inspirational thought of the Week for March 31st - April 6th

Don't let your students get hung up on what you did, have them get hung up on what they still have left to do.

Inspirational thought of the Week for March 24-30

Inspirational thought of the Week

As teachers we wear many hats, this whimsical outlook identifies that. Have a nice weekend

3 PART MATH LESSON - ANTICIPATED STUDENT RESPONSE - PART 1

Lesson/Unit of Study Title What can I add to the playground?	Grade 5	Assessment FOR Learning Observation & Interview	Date
Mathematics Lesson Task/Problem Students will work in pairs and apply problem-solving strategies to help further their mathematical understanding of estimating, measuring, recording perimeter and area. Students will identify and describe various items and their measurements as well explain how to ensure that new items will fit onto the reconstructed playground area		Learning Goal/Curriculum Expectations Measurement Relationships select and justify the most appropriate standard of unit (i.e., millimeter, centimeter, decimeter, meter, kilometer) ·         measure length, height, width and distance and to measure the perimeter ·         solve problems requiring conversion from centimeters to meters and from  kilometers to meters
Anticipated Student Response # 1 This would be a below average response. The student didn’t use a variety of different shapes to reflect the restructured playground. The student used an irregular shape and a rectangle. The instructions were to also include circles and triangles as well. The structures included; a Soccer field with the dimensions of 8m x 4m x 12m x 16 m, a tennis Court (6m x 10m), and Basketball courts that was 8 m x 5 m. The student also didn’t maximize the entire playground with the shapes created. They could have added a park bench with water fountain or a set of monkey bars with a swing and a sandbox and this would have added a circular shape to the playground. There is a great deal of unused space that could have been used much more effectively. (see attached playground drawing) Anticipated Student Response #2 This was a very good response. The student utilized a variety of different shapes in their playground. The shapes of their structures were circular, rectangular and irregular shaped items. The only shaped not represented was a triangle. It created a one meter gap between the structure and the structures. It also included a minimum of a one meter clearance between different structures around the playground. The structures included; a park bench with Water fountain (15m in circumference) a rink (ice/roller blade) with the measurements of 6m x 18 m x 14m x 8m x 10m, a set of monkey bars/swings/sandbox (10m in circumference) and a basketball court with the measurements of 10 m x 7m. The student did a very good job maximizing the playground with the shapes created. (see attached playground drawing) Anticipated Response #3 This was an average response. The student used a variety of shapes but didn’t allow for enough clearance between the structure and the fencing around the playground. The shapes they did use included a circle, triangle and an irregular shape but did not use the maximum one rectangular shape requirement for the playground. The structures included a soccer field with the dimensions of 8m x 4m x 12m x 16 m, a park bench with water fountain with (15m in circumference) a set of monkey bars/swings/sandbox (10m in circumference), a beach (sand) Volleyball court that’s dimensions are (14m x 14m x 14m) and a baseball diamond with the dimensions that are (5m x 5m x 10m). The student did an average job of utilizing the space of the playground. There was enough clearance between structures but without clearance from the fence someone could be seriously injured. (see attached playground drawing) Anticipated Response #4 This was a poor response. The student did not use a variety of shapes to represent structures on the playground. They did not provide enough clearance between the fence and two of the three structures chosen to represent the playground. Although the student did use a great deal of the playground there was little consideration to providing different shapes and structures on the playground. The shapes represented were two rectangles and a circle. The structures included a soccer field with the dimensions of (12m x 21m) a basketball courts with the dimension of 0 m x 7 m, and a park bench with water fountain with (15m in circumference). The student used the minimum amount of shapes needed to fill the playground. The student did a poor job maximizing the space and use of the structures on the playground. (see attached playground drawing) Anticipated Response #5 This is an excellent response. The student used a variety of shapes to represent the structures on the playground. While the maximum was 5, the student was able situate 6 structures on the playground.  The shapes included; rectangles, triangles, circles and irregular shapes. The structures included; a skateboard ramp (6m x 6m x 6m), a set of monkey Bars/Swings/Sandbox that are (18m in circumference), a park bench with water fountain that is (10 m in circumference), a tennis Court that is (3m x 5m) a baseball diamond $150 (6m x 6m x 6m) and a basketball Court 8m x 4m x 12m x 4m. There was the minimum one meter clearance between the structures and the fence. There was a minimum one meter clearance between the structures from one another as well.  The student did an excellent job maximizing the entire playground with its structures. Each area was open enough that it allowed students the chance to move around collectively without feeling confined. (see attached playground drawing)

School Uniforms: A Grade 5 assignment (Assessment and Evaluation)

School Uniforms?      

What are the pros and cons of having a school uniform?

Should school uniforms be mandatory in all elementary schools in Ontario?

CONGRATULATIONS! You have been selected to sit as a member of a parliamentary advisory committee on school uniforms. The committee has been asked to address two key questions:

Would you like to wear a uniform to school?

Should school uniforms be mandatory for elementary students?

As one of the members of the committee you have been asked to represent one of the following: the Parent Association, Student, School Principal, or a Member of Parliament (can be 1 or 2). Leave a space to make it easier to read.

Your task is to create a Bill to be considered by the Ontario provincial legislature. In developing the Bill you must determine whether school uniforms should be mandatory for all students in Ontario. In your submission you must create reasons to support your chosen position. You will report your results as a group with each member of the group stating their arguments for the position he/she holds (E.g. Member of Parliament).

The task has four (4) parts (See instructions for details):

1. Research as a group using the pros and cons, advantages and disadvantages of having a school uniform
2. Take a position based on the results of your research
3. Design the Bill. Remember a Bill is an outline presented to a legislature, but not passed and made law
4. As a group develop three (3) questions that will be used would to support why your bill should become law. 
5. Individually, reflect on your contributions to the group and how it helped you to succeed in developing a bill.

READ INSTRUCTIONS 1-4 BEFPRE BEGINNING THIS ACTIVITY

MATERIALS

• 4-5 CUE CARDS (ONE PER GROUP MEMBER)
• 4-5 SHEETS OF 8 ½ X 11
• 1 SHEET OF CHART (PER GROUP)
• MARKERS
• PENCILS
• ERASERS

(The attached rubric will also help guide you.)

INSTRUCTIONS

DESIGN THE BILL: Develop your Bill based on the following information:

1. Create a name card include your first name, title and what your role on the committee

2.         a.    Using the T-Chart (attached) write ‘school uniforms’ at the top of the page.

b.    Next, write the words ‘pros and cons’ on either the left or right side of the T.

c.    Remember: Keep in mind when you are creating the bill a) pros are for the bill b) cons against the bill

d.    Write pros and cons from different perspective. Contribute four (4) pros and four (4) cons. Take turns after stating your perspective.

e.    Once complete, examine the pros and cons. Does one outweigh the other? 

f.     Take a position for or against school uniforms.

2. Check-in: Submit your proposal for approval before moving forward.

3. Develop five (5) arguments to support your position.

4. Check-in: Submit your arguments before moving forward.

5. Construct your Bill with your recommendation. Your Bill must be properly formatted according to the following:

                       I.        On one page

                     II.        Have a title

                    III.        Have an appropriate graphic

                   IV.        One strongly worded statement supporting the position taken

                    V.        Your five  (5) arguments (reasons) highlighted

6. Check-in: Submit your Bill for approval before continuing.

7. Identify three (3) questions that might be asked in the legislature my members of parliament about your position.

8. You will need to propose your Bill to the legislature (the class).

Be prepared to answer three (3) questions from the legislature.

9.  Submit your Bill and your work materials.

Self-Reflection

How did your group make sure everyone’s point of view was considered?

What questions did you ask when assembling the law included as a resource?

How did you feel about your role in the group activity?