In English, we focused on the stylistic elements of charity advertisements. We analyzed a charity poster as well as a commercial encouraging donations to a particular charity. Students examined what choices were made by the creators of the ad in order to encourage people to donate.
In Science, we discussed different types on renewable and non-renewable resources. Students began preparing a debate on the following question: Can renewable energy replace fossil fuels? The class was split into two teams: the negative and affirmative side. Students had to conduct research in order to find two arguments that they could introduce and expand upon. Also, they had two find flaws in the position of the other side and provide two rebuttal arguments.
In Social Studies, students learned about the different types of functions that a city can provide. Then, we broke off into small groups and finished up our document-based question on Ancient Rome.
Monday 10 December 2018
Tuesday 4 December 2018
Week of November 26, 2018
In English, our class continued our discussion of the different stylistic elements included in advertisements. We dissected the points that makes these elements so effective and how, in some instances, they can be deceptive as well. Also, students created their own commercial advertisements. They were required to use the techniques of listing, parallelism, and expert opinions in order to make their ads more persuasive.
In Social Studies, the class learned about settlements and their different layouts. Students were to research locations in the world that had each of these layouts.
In Science, students learned about some of the advantages and disadvantages of renewable energy sources. Also, I would like to thank Grade 6/7 for the hard work that they put into preparing for Science Week. They did a great job working with the Pre-K and Kindergarten students in creating paper cup cars.
In Social Studies, the class learned about settlements and their different layouts. Students were to research locations in the world that had each of these layouts.
In Science, students learned about some of the advantages and disadvantages of renewable energy sources. Also, I would like to thank Grade 6/7 for the hard work that they put into preparing for Science Week. They did a great job working with the Pre-K and Kindergarten students in creating paper cup cars.
Monday 26 November 2018
Week of November 19, 2018
In English, we continued our discussion of print advertisements. This week we shifted from commercial advertisements to public service advertisements. The students learned about different stylistic elements that can make these types of ads persuasive. Since the following week is Science Week and we are learning about energy in class, students were to create ads that encourage the reduction of energy usage or clean energy.
In Science, students raced their can cars in the gym. The purpose of creating the can cars was to demonstrate how potential and kinetic energy work in a simple way. Afterwards, students wrote a reflection on what possible improvements could have been made to their cars. Then, they did an experiment where they observed the reaction of mixing baking soda and calcium chloride with vinegar and water respectively.
In Social Studies, we began our discussion of different types of human settlements. Each student was given a picture of a different type of settlement. They were to line up from the settlement they thought had the least population to the settlement with the largest population. Students took notes on each type of settlement in their interactive notebooks. Then, we continued writing our document-based essay on ancient Rome in our small groups.
In Science, students raced their can cars in the gym. The purpose of creating the can cars was to demonstrate how potential and kinetic energy work in a simple way. Afterwards, students wrote a reflection on what possible improvements could have been made to their cars. Then, they did an experiment where they observed the reaction of mixing baking soda and calcium chloride with vinegar and water respectively.
In Social Studies, we began our discussion of different types of human settlements. Each student was given a picture of a different type of settlement. They were to line up from the settlement they thought had the least population to the settlement with the largest population. Students took notes on each type of settlement in their interactive notebooks. Then, we continued writing our document-based essay on ancient Rome in our small groups.
Monday 19 November 2018
Week of November 12, 2018
In English, we began our discussion of advertisements. Students went to Dotonbori to write down all of the different advertisements they saw in the area. Then, we discussed one of the stylistic elements of commercial advertisements: alliteration. Students researched different companies that use alliteration in their name or slogan. Also, they began creating their own ad using alliteration.
In Science, we began talking about potential and kinetic energy. To begin the unit, I dropped a few different types of balls to explore if they had energy before and while I dropped them. Then, I asked students if they the balls did have energy, what type of energy was it. Students did an online activity where they could adjust different factors that would affect the amount of potential and kinetic energy the skater in the simulation had. They began creating a can car, which further explored the relationship between potential and kinetic energy.
In Social Studies, students presented their aqueducts. While one group presented, students in the audience observed, asked questions, and gave suggestions. Then, they judged which aqueduct was the most effective. Then, they wrote a reflection on what challenges they had while building the aqueduct and the things they could have improved upon. Also, we continued working on our document-based question essay that addressed the influence that the ancient Roman civilization has on the world today.
Please click on the following link to see a video of students presenting their aqueduct:
In Science, we began talking about potential and kinetic energy. To begin the unit, I dropped a few different types of balls to explore if they had energy before and while I dropped them. Then, I asked students if they the balls did have energy, what type of energy was it. Students did an online activity where they could adjust different factors that would affect the amount of potential and kinetic energy the skater in the simulation had. They began creating a can car, which further explored the relationship between potential and kinetic energy.
In Social Studies, students presented their aqueducts. While one group presented, students in the audience observed, asked questions, and gave suggestions. Then, they judged which aqueduct was the most effective. Then, they wrote a reflection on what challenges they had while building the aqueduct and the things they could have improved upon. Also, we continued working on our document-based question essay that addressed the influence that the ancient Roman civilization has on the world today.
Please click on the following link to see a video of students presenting their aqueduct:
Sunday 11 November 2018
Week of November 5, 2018
This week marks the final week of unit 3.
In English, the students presented their fantasy stories and dioramas. Also, we worked on writing a document-based essay on how the geography of ancient Greece affected their civilization.
In Science, students presented their researched on why other planets cannot sustain life and the planet they created that has the ability to sustain life.
In Social Studies, we discussed ancient Rome and students began construction on model aqueducts in their groups. I was VERY impressed by the teamwork, reflective, and critical-thinking skills shown. Students will demonstrate how their aqueducts work in front of the class next week.
In art, we talked about the artistic style of cubism. Students drew a cubist portrait.
In English, the students presented their fantasy stories and dioramas. Also, we worked on writing a document-based essay on how the geography of ancient Greece affected their civilization.
In Science, students presented their researched on why other planets cannot sustain life and the planet they created that has the ability to sustain life.
In Social Studies, we discussed ancient Rome and students began construction on model aqueducts in their groups. I was VERY impressed by the teamwork, reflective, and critical-thinking skills shown. Students will demonstrate how their aqueducts work in front of the class next week.
In art, we talked about the artistic style of cubism. Students drew a cubist portrait.
Sunday 4 November 2018
Week of October 29, 2018
In English, students finalized their fantasy stories. Also, we did a reader's theatre with Greek mythology to continue practicing reading fluency and presentation skills.
In Science, we discussed the necessities of life and students began working on a presentation. For the presentation, students researched why other planets are not suitable for life and they were to create their own fictional planet that could sustain life.
For Social Studies, I conducted a social experiment where students could not pick their movie of choice based on nationality of origin, gender, or age. Obviously, this stirred a number of reactions with the kids. Since this was only an experiment, all students were ultimately allowed to vote on the movie. The purpose of the experiment was for them to FEEL what it was like to live in a society, like Ancient Greece, that had voting restrictions.
In Science, we discussed the necessities of life and students began working on a presentation. For the presentation, students researched why other planets are not suitable for life and they were to create their own fictional planet that could sustain life.
For Social Studies, I conducted a social experiment where students could not pick their movie of choice based on nationality of origin, gender, or age. Obviously, this stirred a number of reactions with the kids. Since this was only an experiment, all students were ultimately allowed to vote on the movie. The purpose of the experiment was for them to FEEL what it was like to live in a society, like Ancient Greece, that had voting restrictions.
Sunday 28 October 2018
Week of October 22, 2018
Grade 6/7 had a super busy week. We are wrapping up our units in English, Science, and Social Studies.
In English, students worked on their speaking and presentation skills by doing a reader's theatre of The Wizard of Oz. Also, students spent time working on their fantasy story for their end of the unit project.
In Science, students went to the Osaka Aquarium to apply what they have learned about the eight characteristics of life.
Also, we created an edible cell to study the different parts of a cell.
In Social Studies, students analyzed three primary sources related to the ancient Egyptians view of the Nile River and wrote about the "gifts" that the Nile provided them. Also, the students built either a chariot or a catapult to introduce ancient Greece.
I have to give a big SHOUTOUT to Grade 6/7. They did an AMAZING job sponsoring the food drive for ICF! It was an overwhelming success.
In English, students worked on their speaking and presentation skills by doing a reader's theatre of The Wizard of Oz. Also, students spent time working on their fantasy story for their end of the unit project.
In Science, students went to the Osaka Aquarium to apply what they have learned about the eight characteristics of life.
Also, we created an edible cell to study the different parts of a cell.
In Social Studies, students analyzed three primary sources related to the ancient Egyptians view of the Nile River and wrote about the "gifts" that the Nile provided them. Also, the students built either a chariot or a catapult to introduce ancient Greece.
I have to give a big SHOUTOUT to Grade 6/7. They did an AMAZING job sponsoring the food drive for ICF! It was an overwhelming success.
Monday 22 October 2018
Week of October 15, 2018
In English, students finished up writing their fantasy setting. We discussed motifs and analyzed a couple of movie clips for motifs included and their significance.
In Science, we talked about DNA and heredity. Students shared observations on the parent surveys they did last week. Then, they created their own dog based on "DNA bases" students randomly pulled out of an envelope. Students discussed why each dog looked unique.
In Social Studies, students researched some of the most famous pharaohs of Egypt. As a small group, they presented their findings to the class.
In Science, we talked about DNA and heredity. Students shared observations on the parent surveys they did last week. Then, they created their own dog based on "DNA bases" students randomly pulled out of an envelope. Students discussed why each dog looked unique.
In Social Studies, students researched some of the most famous pharaohs of Egypt. As a small group, they presented their findings to the class.
Friday 12 October 2018
Week of October 8, 2018
Grade 6/7 had another great week!
In English, students learned about the 5 elements of plot. In order to explore this topic further, students listened to a modern pop song, Then, we analyzed the lyrics to find where each element of plot occurred. Also, we discussed the literary devices of foreshadowing and flashbacks. We looked at a few video clip examples and students talked about why the author uses them and how they made a story more effective.
In Science, students completed their presentations on human innovation that was inspired by nature. In order to introduce the concept of heredity, students completed an individual survey on certain traits that they possess. Then, we made a class bar-graph to determine which traits were more "dominant."
In Social Studies, students presented the pyramids that they constructed last week. They reflected on and discussed their plan of action, any difficulties that they encountered, and what they would do differently. Then, the class used an online activity to go through the process of mummification in ancient Egypt. Also, in small groups, we analyzed The Code of Hammurabi. We talked about what we learn about ancient Mesopotamian society and what similarities are present in modern law codes.
In English, students learned about the 5 elements of plot. In order to explore this topic further, students listened to a modern pop song, Then, we analyzed the lyrics to find where each element of plot occurred. Also, we discussed the literary devices of foreshadowing and flashbacks. We looked at a few video clip examples and students talked about why the author uses them and how they made a story more effective.
In Science, students completed their presentations on human innovation that was inspired by nature. In order to introduce the concept of heredity, students completed an individual survey on certain traits that they possess. Then, we made a class bar-graph to determine which traits were more "dominant."
In Social Studies, students presented the pyramids that they constructed last week. They reflected on and discussed their plan of action, any difficulties that they encountered, and what they would do differently. Then, the class used an online activity to go through the process of mummification in ancient Egypt. Also, in small groups, we analyzed The Code of Hammurabi. We talked about what we learn about ancient Mesopotamian society and what similarities are present in modern law codes.
Thursday 4 October 2018
Week of October 1, 2018
In English, students presented the finalized versions of their fantasy character story. Writing conferences were held to discuss positive aspects of their writing pieces as well as areas for improvement. Also, we began a discussion of figurative language and how authors use it for more effective, engaging writing.
In science, students researched how humans have learned from adaptations in nature in order to innovate in the fields of science and technology.
In social studies, students deciphered text written in “cuneiform” and wrote a fact about the ancient Sumerians. Also, in order to introduce our discussion of Egypt, students began construction of a pyramid using toothpicks and glue.
We are about halfway through our units and I will be giving students a rubric on our end-of-unit project at the beginning of next week.
In science, students researched how humans have learned from adaptations in nature in order to innovate in the fields of science and technology.
In social studies, students deciphered text written in “cuneiform” and wrote a fact about the ancient Sumerians. Also, in order to introduce our discussion of Egypt, students began construction of a pyramid using toothpicks and glue.
We are about halfway through our units and I will be giving students a rubric on our end-of-unit project at the beginning of next week.
Monday 1 October 2018
Week of September 24, 2018
Grades 6 and 7 had a busy week!
In English, we continued our discussion of the writing process. Students finished up the rough draft of their fantasy character story. Also, they worked on creating a visual representation of their character in art class.
In science, we began our discussion of adaptations in living things. In order to introduce this concept, we did an experiment using different tools to explore which tool would be most effective in various scenarios.
In social studies, we considered an overview of the ancient Sumerian civilization.
In English, we continued our discussion of the writing process. Students finished up the rough draft of their fantasy character story. Also, they worked on creating a visual representation of their character in art class.
In science, we began our discussion of adaptations in living things. In order to introduce this concept, we did an experiment using different tools to explore which tool would be most effective in various scenarios.
In social studies, we considered an overview of the ancient Sumerian civilization.
Friday 21 September 2018
Week of September 17, 2018
In English, we continued our discussion of fantasy characters. As a class, we began creating a fantasy character based on traits commonly seen in this genre. Then, the students began brainstorming ideas for the type of fantasy characters that they are going to create using a web.
In Science, we continued to learn about the characteristics of life. This week we focused on homeostasis. The students participated in a couple of experiments that showed how the body normalizes itself after an internal change. The first experiment involved measuring their heart beat rate at rest, immediately after physical activity, and after 5 minutes of rest. The second experiment involved measuring their heart beat before, immediately, and 5 minutes after of placing their hand in ice for 30 seconds. Then, the students created a chart that analyzed their data and presented it to the class.Beginning next week, students will be expected to read a specified portion of their class book daily. This can be included in their required 20 minute readings.
Friday 14 September 2018
Week of September 10, 2018
This was a great week for grades 6 and 7!
Since this is my first week working directly with the students, we did an introductory activity where students created all about me flags.
For English, we began our unit on fantasy. We discussed the characteristics of fantasy characters. Students researched and created PowerPoint presentations on different fantasy characters and the characteristics they have that are typical of this literary genre.
For science, the students received an overview of the characteristics of living things. This week, we specifically focused on response to stimuli. To demonstrate their understanding of this, students worked in groups to create response to stimuli skits.
For social studies, students began to learn the foundational skills necessary to be good historians. So, the students discussed how we learn about the past. In order to make this skill more personal, students created and presented time-capsules and the other students were to create a conclusion about what each item said about the presenting student. Also, students learned the difference between primary and secondary sources.
Please look for homework next week in the form of a choice board. Also, the students are expected to continue a daily reading log.
Since this is my first week working directly with the students, we did an introductory activity where students created all about me flags.
 |
| Student All About Me Flags |
For English, we began our unit on fantasy. We discussed the characteristics of fantasy characters. Students researched and created PowerPoint presentations on different fantasy characters and the characteristics they have that are typical of this literary genre.
For science, the students received an overview of the characteristics of living things. This week, we specifically focused on response to stimuli. To demonstrate their understanding of this, students worked in groups to create response to stimuli skits.
For social studies, students began to learn the foundational skills necessary to be good historians. So, the students discussed how we learn about the past. In order to make this skill more personal, students created and presented time-capsules and the other students were to create a conclusion about what each item said about the presenting student. Also, students learned the difference between primary and secondary sources.
 |
| Presentation of time-capsules |
Please look for homework next week in the form of a choice board. Also, the students are expected to continue a daily reading log.
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