Measurement Through Our Run and Scream Sticks

To help support Orange Shirt Day, Truth and Reconciliation Day and learn about indigenous ways of learning, students were asked to find and bring in sticks to play a Blackfoot 'Run and Scream' game. 

This game was traditionally played by girls who are too old for dolls and too young for adult games but can be played by all ages and genders. Originally this game was played to help children build strength, endurance and also lung capacity. 

Before playing our 'Run and Scream' game, students were given the opportunity to decorate their sticks. Using paint, ribbons and beads, students individualized their sticks and were so excited to see how they would look while playing our game.

We also used our sticks to explore measurement. We began by discovering non-standard units of measurement. We discussed the importance of choosing something that had a constant size, for example, if I choose to use markers to measure my stick I needed to use the same type of marker. 

 

Students then began measuring their Run and Scream sticks using standard units of measurement. Students were asked to determine which of our most common units such as millimetres, centimetres and metres would make sense for them to use to measure their sticks.

 

Physical Education Learning Outcome:

Students examine and integrate tactics in a variety of physical activity contexts.

Learning Attentions:

• investigate how tactics in First Nations, Métis, or Inuit physical activities and games help to develop skills for everyday life.

Mathematics Learning Outcome:

Students determine length using standard units.

Learning Attentions:

• Relate millimetres, centimetres and metres.
• Justify the choices of millimetres, centimetres or metres to measure various lengths.
• Measure lengths of straight lines and curves, with millimetres, centimetres, or metres.

Sit Spots

"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.

This was an exciting week for us in Grade 3, as we began to settle into our routines and we had the opportunity to do some outdoor learning. In order to prepare, we first read two stories ‘My Sit Spot’ and ‘Places of Power’. 

These books led to some rich conversations about Sit Spots and why we need to be respectful when we are observing nature. 

Sit Spots provide students the opportunity to be on the land outside within their own school community. This is a practice of coming to know a place, building a relationship with place and noticing elements of renewal and change around us. We will encourage our students to choose a spot that they will revisit over time. During their time in their spot, our students will observe what is happening on the land around them. We will start with a short amount of time and build endurance over time. Students can be encouraged to look, listen and feel the changes on the land during their time in their Sit Spot.

On Tuesday students were very excited to go out to our school field to choose their very own sit spots. Before heading out , we recited the Calgary Library's interactive Land Acknowledgement and we sang "Waniska" a morning Cree song.

Enjoying the beautiful day, students spread out and found quiet spots were they could focus on the natural environment around them. While at their Sit Spots, grade 3’s did an excellent job illustrating and describing things that they could see, hear, smell and feel. Then on Wednesday students wrote a paragraph reflecting on their sit spots, their experiences and how they felt.

On Thursday, tried to find another Sit Spot this time in Fish Creek Park. Students this time were asked to create a 360 degree picture in their Visual Journal. This time we were not as successful as we had a difficult time finding just the right spot where we were not in thistles, distracted by our classmates or having to move due to a park truck. After a rich discussion it was decided that we need to try again!

Possible Questions to ask your child about their sit spots:

• Why did you choose your spot?
• How did you feel while you were there?
• What did you hear, see, feel, smell?
• Did you find it easy or difficult to stay focused?
• Are you happy with your spot?  Why/Why not?
• Why do you think you were more successful on school grounds? 

A huge thank you to Mr. Halhead for volunteering with us!

Student Learning intentions:

• I can write a five sentence paragraph about my experience in my sit spot.

• I can write one introductory sentence.

• I can include three developing sentences.

• I can write one concluding sentence.

Two-Eyed Seeing and Strengthening Relationships

What a great first full week of grade 3! It has been a pleasure getting to know your wonderful children and I look forward to seeing all of you Thursday September 19, 2024 for our Meet the Teacher night.

Together, our class is continuing to get to build relationships and establish routines. Students have been participating in a number of collaborative challenges, including many cooperative games in gym. Ask your child about our 'Group Sitting' Challenge, 'Crossing the Lava' challenge and the indigenous game entitled 'Snake or Line tag'.

This week, students were also very busy completing Universal Screeners. We had many positive conversations about different areas we all have strengths. There may be some subjects we don’t feel confident in…”yet.”  But, with practice and ongoing learning, we can learn. All we have to do is try and believe in ourselves.

In Mathematics, students have been continuing to build their number sense. As a class, we discussed and shared how numbers are all around us. They began creating a cover page entitled 'All About Me' in which they represented themselves through numbers. One thing that came out of our conversation was that a lot of the students did not know their postal code or why we have one. Please share your postal code with your child so they can see what it looks like and how many numbers are in it.

While introducing our first science unit, students were introduced to the concept of two-eyed seeing. This year we will be examining our different topics through both a western perspective and also through an indigenous perspective, thereby enhancing our learning and deepening our understanding.

We started our 'Living Systems' unit by examining some cattails. Students were very excited to see that one was seeding.  Using scientific eyes, they created a detailed drawing of a cattail plant.

Then students began exploring the following questions:

Ask your child how a cattail's rhizome stem supports animals in their wetland.

Next week we will be learning about how local indigenous people previously used and continue to use cattails in their everyday lives.

Science Learning Outcome:

Students analyze and describe how plants and animals interact with each other and within the environment.

Success Criteria:

• I can analyze and describe how plants and animals interact with each other and within the environment.  

• I can investigate and discuss how plants and animals respond to stimuli in their environments in order to survive.

• Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive. 

• Discuss First Nations, Métis, and Inuit connection with environments and their knowledge of and relationships with plants and animals.

Physical Education & Wellness Outcome:

How can teamwork support positive interactions during physical activity?

Success Criteria

• I can engage in activities that support teamwork.

Building Our Classroom Community

"Alone, we can do so little; together, we can do so much"

                                                                  - Helen Keller

An important part of the first couple weeks of school is getting to know our classmates. Through rich discussion and brainstorming the Grade 3s have been figuring out what it means to to be a classroom community.

This year our school is reading "The Magical Yet". This book shows how a simple three letter word can make a huge impact on our resilience. Understanding the difference between I can't do something versus I can't do it yet! We will continue to unpack this rich text throughout the year and we will be using it to help guide our Health and Wellness learning.

After rich conversations and opportunities to vote, students have decided their classroom intentions for this year will be:

As a class we have also begun examining the Indigenous story of a young indigenous boy on a vision quest meets seven sacred animals that teach him how we should live our lives. 

Seven Sacred Laws: 

Buffalo = Respect

Eagle = Love

Bear = Courage

Bigfoot = Honesty

Beaver = Wisdom 

Wolf = Humility 

Turtle = Truth 

Students have begun creating a Visual Journal page which showcases the different gifs each animal represents. 

Wellness Learning Intention:

Students examine and describe development related to personal growth.

Success Criteria:

• I can work collaboratively with others.
• I can act responsibly, make good choices and work in a timely manner.
  
• I can create a visually appealing representation of what I have learned.