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Life is like a box of chocolates.

February 28, 2014
by AM
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Carrying water

Millions of people don’t have pipes in their homes to deliver water. But we all need water to live. So what do you do if you don’t have water in your house? You have to get it yourself. In many parts of the world, that job goes to children. Remember Parvana?

Today we had a chance to feel what it is like to carry water from a pump to a house. We were on the roof of our school, the distance was only about 50 meters and the containers had about 15 liters, but it was difficult.

How much water do we use every day? In the US and Japan, over 300 liters. How many walks to the pump is that?

water carrying

February 28, 2014
by AM
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Grade Four News Feb 28th 2014

Grade 4 students in a video conference with Ross de la Haye on Friday, February 28th.

Grade Four News

February 28, 2014

 

Parents,

 

This week, students had a chance to talk with Global Poverty Project activist Ross de la Haye about his work in raising money for children in developing countries. Ross’s project, called Get Down Dance Off, is aiming to bring primary school education to millions of kids in Africa and around the world who don’t currently go to school. This was a good fit for our unit on children’s rights, responsibilities and opportunities and the students enjoyed talking to him on Thursday morning.

 

One idea that we want the students to take with them from this unit is that change is possible, even if it is on a small scale, if we take action. Please encourage your child at home to take action in some way!

 

Thanks, as always, for your support at home.

 

Andy and Carolyn

Grade Four Teachers

Mathematics:

This unit we are learning about fractions, decimals and percentages. We are learning about them as being parts of a whole and how they relate to each other. Students this week worked on fractions and decimals in both classes.

 

In addition to working on Mathletics, students are encouraged to practice multiplication times tables at the following websites:

www.softschools.com

www.multiplication.com (the games section is best, especially Granny Prix and Jungle Jim!)

Literacy:

Reader’s workshop:  We are learning about the power of talking about books we have read in a group. We are using Parvana as the text to talk about. This week we talked about describing some of the main characters in Parvana.

Writer’s Workshop: We are working on information writing. The main goal of our information writing is to teach readers about a topic. An informational writer’s purpose is to help readers become informed on a topic that feels very important to the writer. This week we designed our pages, researched some of our topics, and learned about how information writers get their readers’ attention and teach them about a topic.

Current Unit of Inquiry: It’s Not Fair

Title: It’s Not Fair!

 

Central Idea: People of the world have varying rights, responsibilities and opportunities.

 

Lines of Inquiry:

The rights of children

Our rights responsibilities and opportunities

The responsibilities, rights and opportunities of child labourers

Concept Questions:

What are children’s rights and why?

What are our responsibilities, rights and opportunities?

What responsibilities, rights and opportunities do child labourers have?

 

Summative Assessment:

The Summative Assessment is a reflective journal recorded in the Unit of Inquiry notebook through the unit.

You will participate in a series of simulations depicting the lives of child laborers around the world. After the simulations, you will be asked to think about and record your understanding of the rights, responsibilities and opportunities of the children’s lives you role-played and compare them to your own life.

 

During these reflections we reflected using the six facets of understanding: self knowledge (asking students to reflect on their learning) empathy (asking students to reflect through the eyes of characters) perspective (asking students to reflect about the different points of view), explain (students explain their reflections) interpret (tell meaningful stories making connections e.g. to self, texts, analogies), application (ask students to apply their understandings in a scenario eg You are a…)

February 25, 2014
by AM
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Biblioburro

AM3_1524

Today we learned about the Biblioburro (traveling library) in Colombia. Luis Soriano started this library with two donkeys, Alfa and Beto, and a small collection of books. Luis’s idea was to bring books to children in the country who don’t have an opportunity to read every day and don’t have a library nearby. Pretty good idea, right?

Well, not everybody liked this plan.

“The military and large land owners do not want the people to be educated. Because if the people are ignorant, they will always have slaves,” Luis says in this video.

Luis didn’t worry about money. He thinks it is his responsibility to help educate the people from his country.

February 25, 2014
by AM
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Homework due Feb 28

Grade 4 homework

due back: February 28th,  2014

Monday: Look, cover, say, write, and check each of these words. Then write a definition of this word.

1. protection 2. freedom 3. migrant 4. luxury 5. agriculture

 

Tuesday: Look around your house and ask your parents or older brothers/sisters: How do you use fractions or percentages every day at home or in your job? Write your list of ways in your homework book.

Wednesday: Watch this video about Deborah Ellis (author of Parvana).

 

http://www.youtube.com/watch?v=PIsw9DMExF4 (also in the Grade 4 blog)

 

How did she get the idea for the Parvana books? Do you have anything from real life that you can make a fiction story? Write your ideas in one paragraph.

 

Thursday: Work on www.mathletics.com for 25 minutes.

You should read for at least 15 minutes each day.

February 24, 2014
by AM
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Child labor on a jermal

Today we tried a role play in partners: one was the manager if a jermal, a fishing platform, that employed child workers. The other was a child worker on the platform. Students talked about their ideas on child workers from both perspectives.

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February 21, 2014
by AM
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Grade 4 newsletter February 21, 2014

Grade 4 students after assembly on Friday, February 21st.

Grade Four News

February 21, 2014

 

Parents,

 

The students did a great job of assembly and were able to be flexible and work together to share their learning.

 

This week the sweatshop simulation was very thought provoking, the students were able to gain an insight into the life of a child labourer.

This week students  got to play with the new pogo sticks and stilts on the roof, they are developing their skills rapidly.

 

A reminder to dress warm for recess and lunch recess. If you are feeling cold, be sure to bring warm clothes in the next few months!

 

See the message from Malgosia about ice skating under reminders.

 

Thanks, as always, for your support at home.

 

Andy and Carolyn

Grade Four Teachers

Mathematics:

This unit we are learning about fractions, decimals and percentages. We will look at them as being parts of a whole and how they relate to each other. We will simplify fractions also.

 

In addition to working on Mathletics, students are encouraged to practice multiplication times tables at the following websites:

www.softschools.com

www.multiplication.com (the games section is best, especially Granny Prix and Jungle Jim!)

Literacy:

Reader’s workshop:  We are learning about the power of talking about books we have read in a group. We are using Parvana as the text to talk about. This week we discussed emotions and actions of characters in response to events in the story.

Writer’s Workshop: In the next few weeks, we will be working on information writing. The main goal of our information writing is to teach readers about a topic. An informational writer’s purpose is to help readers become informed on a topic that feels very important to the writer. This week we selected our topic and wrote a table of contents to help guide our writing.

Current Unit of Inquiry: It’s Not Fair

Title: It’s Not Fair!

 

Central Idea: People of the world have varying rights, responsibilities and opportunities.

 

Lines of Inquiry:

The rights of children

Our rights responsibilities and opportunities

The responsibilities, rights and opportunities of child labourers

Concept Questions:

What are children’s rights and why?

What are our responsibilities, rights and opportunities?

What responsibilities, rights and opportunities do child labourers have?

 

Summative Assessment:

The Summative Assessment is a reflective journal recorded in the Unit of Inquiry notebook through the unit.

You will participate in a series of simulations depicting the lives of child laborers around the world. After the simulations, you will be asked to think about and record your understanding of the rights, responsibilities and opportunities of the children’s lives you role-played and compare them to your own life.

 

During these reflections we reflected using the six facets of understanding: self knowledge (asking students to reflect on their learning) empathy (asking students to reflect through the eyes of characters) perspective (asking students to reflect about the different points of view), explain (students explain their reflections) interpret (tell meaningful stories making connections e.g. to self, texts, analogies), application (ask students to apply their understandings in a scenario eg You are a…)

Reminders:

 

Dear Parents,

 

On Thursday, February 27, 2014 we have planned a trip to go to the Ice Skating rink in Akasaka during our PE lessons.

Could you please make sure that your child has gloves (any kind is fine) and I recommend comfortable and warm clothes underneath the TIS uniform.

 

If you have any questions please don’t hesitate to contact me.

 

Thank you,

Kind regards

Malgosia Zajkowska -PE teacher