Hello, grade 5 families!
We’re back! Congratulations on your role in helping us have a fabulous Salish Sea adventure!
We saw sea lions, an elephant seal, harbour seals, eagles, cormorants, bull-kelp, Race Rocks and more! Here are some photos and videos…
Hello, grade 5 families!
In anticipation of our Clover Point field trip here is some information about the area and what you may see here. As well, please review our safety guidelines and sustainability practices at the bottom of this post.
WHAT IS OUR ITINERARY?
10:00am – Bus leaves school
10:20am – Arrive at Clover Point (students will be put into three groups and then eat snack)
10:45am – First Rotation
11:25am – Second Rotation
12:05pm – Eat Lunch
12:25pm – Third Rotation
1:10pm – 5-Minute Wrap Up
For this trip, we will the following educators: Tiffany Poirier, Marylee McKeown, and Lanilyn Lindstrom.
We will also have the following parent supervisors: Silvana, Julia
Our Eagle Wing Tour guides will be: Izzy, Lili, and Sam.
Students will be in three groups, each led by an Eagle Wing Tour guide and another educator.
Each group will rotate through three sessions: rockpooling, sustainability/interconnectedness scavenger hunt, and wildlife watching with binoculars.
WHAT DO WE BRING?
Please dress warmly in layers. This is a day to be comfortable in your St. Patrick’s gym strip and then add layers on over top such as rain pants or snow pants and a warm coat that will repel water. You must have comfortable walking shoes or boots too. A toque and gloves may come in handy. Students will bring a backpack with their water bottles, snacks and a pencil and paper for the scavenger activity. The weather forecast does not suggest rain, and students should leave their umbrellas at home as these are not appropriate for a potentially windy shoreline experience where two hands are needed for activities. However, if a student is concerned about rain, he/she can wear a rain hat and rain suit.
WHERE IS CLOVER POINT?
WHAT CAN I SEE AT CLOVER POINT?
WHAT CAN YOU TELL ME ABOUT CLOVER POINT?
Clover Point, located in Victoria, British Columbia, is a prominent headland offering panoramic views of the Strait of Juan de Fuca and the Olympic Mountains. Its history is layered, encompassing Indigenous heritage, wartime significance, and modern developments, including waste management.
Environment & Biodiversity
Clover Point offers a unique blend of environmental elements and biodiversity. Its coastal environment, characterized by rugged shorelines and sweeping views of the Strait of Juan de Fuca, provides a habitat for a diverse array of flora and fauna. The grassy areas above the beach are adorned with wildflowers and native plants, while the rocky intertidal zones below teem with life, including sea anemones, barnacles, mussels, and various species of seaweed. Seasonal migrations bring a variety of bird species to the area, making it a popular spot for birdwatching. Clover Point’s mix of terrestrial and marine ecosystems supports a dynamic balance of life, where the rhythmic ebb and flow of the tides shape the daily rhythms of its inhabitants. This beautiful locale serves as a reminder of the natural beauty and ecological richness found along the coast of British Columbia.
Indigenous Heritage
Before European settlement, the area around Clover Point was inhabited by the Lekwungen (Songhees) people, part of the Coast Salish. The Lekwungen used the area for its rich resources from the sea and land. European settlement dramatically altered their way of life, but the importance of the land to local Indigenous peoples remains recognized today. European Naming and Use The point was named by the British during the early period of colonization in the 19th century, likely for the clover that grew there. Victoria itself was established as a fort by the Hudson’s Bay Company in 1843, with Clover Point lying in close proximity to the fort. Its natural beauty made it a popular area for recreation and leisure as the city of Victoria grew.
Wartime Significance
During World War II, Clover Point became part of Canada’s coastal defense system. The Canadian military installed gun batteries and searchlights at strategic points, including Clover Point, to defend against potential Japanese attacks. These installations were part of a broader network of defenses along the British Columbia coast. After the war, the military installations were removed, and the area was returned to public use.
Waste Management
In more recent times, Clover Point has been connected to waste management issues due to its proximity to the Clover Point Pump Station. The pump station is part of Victoria’s sewage treatment system, which has been the subject of significant public and political discussion. Efforts to upgrade waste treatment facilities in the region, including near Clover Point, have aimed to improve environmental outcomes for the area’s marine and shore ecosystems.
Modern Usage
Today, Clover Point is a popular spot for residents and visitors alike, offering walking paths, green space, and unparalleled views. It is also a favoured location for kite flying due to the open space and consistent winds. The area around Clover Point continues to evolve, reflecting both its natural beauty and its significance within the urban fabric of Victoria.
Clover Point has been site of Indigenous significance and strategic military location, and it is also a beloved public space representative of the beauty and diversity of Coast Salish region.
HOW CAN I LEARN MORE ABOUT THE HISTORY OF CLOVER POINT?
WHAT SHOULD WE DO TO ENSURE A SAFE, SUCCESSFUL EDUCATIONAL EXPERIENCE AT CLOVER POINT?
General Conduct
• Maintain a respectful and calm academic demeanor. Keep a learning mindset and listen carefully to educators and supervisors.
• Represent our school positively. Display ethical and appropriate behavior at all times. Remember our school code of conduct—it applies on field trips as well!
Environmental Respect
• Interact with wildlife respectfully. Do not touch or disturb any living creatures, including sea anemones. Gently handle non-living elements only. You may pick up rocks or shells without disturbing their placement but please return them exactly where you found them.
• Do not take anything from the beach.
• Avoid throwing stones into the ocean for safety and to maintain a calm environment. We are here to study the shoreline!
• Do not leave any personal belongings or garbage behind. Ensure you take everything you brought with you to preserve the cleanliness and natural beauty of the environment.
• Respect all signage. Follow any posted signs or warnings, including wildlife protection or restricted access areas.
• Avoid feeding wildlife. Do not feed any animals to avoid disrupting their natural behaviors.
Personal Safety
• Walk at all times, no running. Be mindful of each step, as seaweed and wet surfaces can be very slippery!
• Do not go into the water.
• No jumping off tall structures or the walkway. Such actions could lead to slipping or injury from falls.
• Refrain from trying to build structures to play in or on by using the driftwood. You could slip or hurt yourself if the wood shifts unexpectedly.
• Practice hygiene. Wash your hands before eating.
• Dress appropriately for the weather and terrain. Wear sturdy shoes or boots and bring layers or rain gear as needed.
• Stay within designated areas. Always remain in areas designated by the field trip supervisors to ensure safety.
• Steer clear of the off-leash dog area. Do not touch or interact with dogs for your safety and theirs.
Group Dynamics
• Use the buddy system. Always stick with a buddy or in small groups to ensure no one gets lost. Make sure your group leader knows where you are and can see and call to you at all times.
• Report any incidents immediately. If you get hurt or notice anything dangerous, report it to an adult right away.
• Use the washroom responsibly. Go to the washroom building with at least one other person and inform an adult supervisor.
• Avoid roughhousing. No pushing or shoving, and use common sense in all actions.
• Educators and parent supervisors are encouraged to take photos of the environment; yet please do not take photos of students unless you have permission to do so.
Hello, grade 5 families!
This blog post contains some details about the Salish Sea field trip we are going on together. For privacy reasons, some specifics about location and date are not included here and you can refer to the previous emails sent.
Here are some photos and a video clip from our Salish Sea preparation session today:
Here is a video of what it looks like to be aboard the “Wild 4 Whales” boat:
Here is a photo of what the boat looks like:
As well, here is a summary of what guests aboard the “Wild 4 Whales” boat should know and try to do to prepare for a safe, comfortable trip:
-Dress in many, many warm layers (as if you were going on a ski trip). For example, wear a base layer or “long underwear” type garment underneath your pants. It will be VERY COLD, WINDY, AND WET! *No need to wear school uniform—treat it like a WARM CIVVIES DAY!
-Wear waterproof or water resistant rain jackets and rain pants if you can. Ski pants and ski jackets work well!
-Wear winter boots or rain boots—or any footwear that will keep your feet dry and warm.
-Wear warm headwear that is not likely to blow away (no ball caps). A toque and a scarf or neck warmer would be good. Your face will be cold from the water and wind!
– Gloves are a good idea.
-Bring your water bottle and your pocket snack.
***Students should NOT BRING PHONES, CAMERAS, TECHNOLOGY or other valuables that could be lost or damaged at sea. (Adult volunteers may bring cameras or devices and resume responsibility for them. However, my caution is that I almost lost my iPhone in the ocean on a Salish Sea trip. So this time I will bring my phone in a clear “wet bag” wear it on a string around my neck.)
Other notes:
There is one bathroom available to us aboard the boat.
There are enough life jackets available for everyone, but they will be stored unless needed (just like on a ferry).
There is strict safety protocol and guests must show they can be listening closely to follow all safety instructions.
If you are concerned about the possibility of sea sickness, of course it is a family decision whether or not to take certain preventative measures.
The staff of Eagle Wing tours are experienced in supporting anyone who may feel unwell when on board the boat.
Hello, 5B families!
Today we had the privilege to host Father William as a guest speaker in our Religion class. He so graciously answered our questions and shared moving stories about his journey with faith and priesthood and pastoral care. The students were so engaged and excited ask their powerful and challenging questions that the hour went by all too fast! It was very enriching!
Please Note:
PINK SHIRT DAY is Wed., February 28th—the same day as our Salish Sea trip. This day is a Civvies day for grade 5 since students need to be dressed for the boat trip. Students are encouraged to wear their pink shirts in the morning of the can and wish to do so.
We have been learning about the season of Lent. We looked at the history of Lent and done daily devotions and readings from ’Twas the Season of Lent.
In Math, we are working on adding and subtracting decimals to the thousandths place. Thank you for supporting students on the homework they brought home this weekend. We will do another check-in quiz on this context tomorrow.
In Social Studies, we have continued our inquiry about our relationship with water. Assessment of learning in this unit takes place through students’ discussion in class, their written reflections in their Oceans, Freshwater, and Us booklets, a self-made quiz they will design based on the content we have been studying, and another comprehension quiz I will give at the end of term. During our Salish Sea boat trip and Cattle Point trip, our Salish Sea tour guides from Eagle Wing Tours will also be making connections to Social Studies curriculum, specifically around sustainable resource practices and local Indigenous groups’ historical and present day interactions with the Salish Sea.
In Language Arts, we have now completed our novel study of Hatchet. Students have been working on a creative reading response project to write a “five senses poem” from the perspective of the protagonist, Brian. The assignment details are listed below, and the good copy (printed neatly or typed and proofread) is due Monday, Feb. 26th. This assignment sheet was given out last week.
Reminder that the Jonah group plays are due and should be performed in class before the end of day on Monday, Feb. 26th—I gave the students an extension on this.
The individual Bible storytelling projects are due to be presented before the end of day, Monday, March 4th but students are welcome to present them anytime now. We have already enjoyed a creative presentation of the story of Esther.
Here is a reminder of the assessment criteria for the individual Bible story presentations below. Students do not need to write scripts, and they are welcome to just speak from their heart. Students may read from their own written versions of Bible stories if they are more comfortable doing that. A learning goal is for students to understand their chosen stories well enough to put them into their own words and speak about the meaning.
For fun, here is a link to the video I showed in class today of my two sons dramatizing the Bible story of David and Goliath. My son, Ben (grade 1) told me what he remembered of the story at bedtime on Friday, and I recorded it for fun. On Sunday, we realized it would be even more fun to act it out as an example for my students of how we can retell Bible stories and their meanings in our own words and create costumes from materials we find around our homes. I look forward to working with the students to create something like this on the story of Jonah.
Please note that while it may sound like there are a lot of things going on in class, I am careful to calculate to give lots of time in class for students to complete their projects in class. In fact, many students do complete all of their assignments and study solely during class time.
However, some students like to spend a lot of time adding extra detail and/or they do not use their class time as efficiently as they could and so if you child says they have a lot due right now and feels overwhelmed, please connect with them about how they may have fallen behind and how they can structure their time to stay on top of their work. I always try to accommodate students who have absent or who have unique needs, so they lease reach out if your family needs some accommodations or has questions.
REMINDER:
As well, please make sure you have sent in the $45 payment for your child via Etransfer, cash or cheque. Thank you so much!
Please complete the online waivers for your child for the Eagle Wing Tours Salish Sea field trip as soon as possible. I emailed you a reminder about this with the link.
Hello, 5B families!
In Math we have started a new unit in understanding decimals (working to the thousandths place). We will be adding and subtracting decimals this week—and I taught and enrichment lesson on the multiplying and dividing decimals (gr.6 level) for interested students. Here is a video that reviews the concepts…
Please note that the official final date for presenting individual Bible stories for credit on the term two report card is MARCH 4th (which is my report card due writing due date). However, I encourage students to present their stories any date before that.
It is exciting to see the creative props students are making and bringing in to support their story retellings. As you can see here, Asher’s wonderful handmade stick puppets and detailed diorama give an exciting glimpse into the Noah’s Ark story he will share with us soon!
In addition to the individual Bible story project, students are working in small groups to prepare to present dramatizations of the story of Jonah. In preparation, we have studied the original Biblical text and did a dramatic reading of a play version along with reading over 8 different retellings and we watched numerous versions on YouTube. Two goals are to teach students what deep research involves and to show them the range of creative interpretations that exist in Biblical storytelling, which may spark their own insight and innovation in interpretation.
Hello, 5B families!
We have enjoyed an exciting “Catholic Schools Week”! It was wonderful to see so many of you at the Student Led conferences as well. Here are some more highlights.
Students have creatively used their math, design and art skills to create their own “Chinese News Year”-themed division board games celebrating the year of the dragon.
We had an exciting “Face to Face” musical retreat in the gym.
It was a nice surprise and coincidence when Face to Face ministries gave a dramatic retelling of the biblical story of Jonah—the very story we have been studying lately!
This week we did Division tests #2 and #3, as well as our Spelling Test on our list of homonym words.
This week also included games, dance breaks, special surprises, prizes, and even a playground switch! We also had a “bring your stuffie to school day”!
Also, we were happy when the “Principal for a Day” winner was chosen from our class! Amelia represented our 5B class with grace and generosity. She was joined by Michaela, who acted as administrative support staff.
On Friday, we enjoyed the independent schools’ grade 5 basketball jamboree. The girls travelled to St.Margaret’s and the boys played their tournament at SMUS. It was a wonderful afternoon of sport!
Another athletic highlight was when we watched the grade 7s play volleyball against the teachers on Thursday at lunch time!
Check out the St. Patrick’s Facebook page for more photos of the week.
Homework:
Students, please review your division quizzes with family at home. Also, please make sure to choose a Bible story to get ready to retell; you will perform the story on February 22nd. You will start working on planning and scripting your performance this Monday. As well, those students ready to practice retelling their stories will be invited to do so for practice.
IMPORTANT DATES:
Monday, Feb. 12th is an assembly.
Tuesday, Feb. 13th is Red, White and Pink Civvies day and Shrove Tuesday (students bring $2 donation and a plate or container and cutlery to use to receive a pancake breakfast).
Wednesday, Feb. 14th is Mass at 12:10pm and FULL UNIFORM required.
Monday, Feb. 19th is NO SCHOOL (Family Day )
Tuesday, Feb. 20 is when Father William visits our class to talk about Jonah.
Wednesday Feb. 21 is a Salish Sea prep session in our class with Eagle Wing staff
Thursday, Feb. 22 is when group Jonah plays will be performed in class
Friday, Feb. 23 is NO SCHOOL (pro d)
Monday, Feb. 26 is Pink Shirt Day
Wednesday, Feb. 28 is the Salish Sea Boat Trip.
Hello, 5B families!
Thank you so much for your time supporting learning at home! Please check in with your child to check that he/she has chosen a Bible story to retell for our upcoming storytelling project (described in detail below).
Reminders:
This week is Catholic Schools Week with FACE TO FACE in the gym on Monday (an uplifting worship music experience)! Tuesday is Student Led Conferences from 3:30pm-6:00pm, and Wednesday is both a Crazy Sock & Hat Day and an early dismissal at 2:00pm. Thursday is a Bring a Stuffie Day, and Friday is the grade 5 Basketball Jamboree.
Continuing our exploration of the Bible’s Book of Jonah, after reading over five children’s versions and the authentic Bible text version, we have watched a few children’s cartoon versions, such as the following. Seeing the story through many different lenses helps us to better understand, connect to and remember the story and its lessons.
Hello, 5B families!
In Language Arts, we have now completed reading and studying the concepts and vocabulary up to the end of Chapter 10 in Hatchet.
We also learned about five common types of conflict in narrative works. This awareness helps students to better appreciate and understand what they are reading, but also it prepares them to be more intentional when crafting their own narratives.
In Math, students have been asked to bring home their division practice booklets each day and to bring them back to school the following day. Please note we have a Division Quiz on Thurs., Feb. 1.
On Friday: Feb. 2, we have our Spelling Test on words #13-25 (and/or an option to retest for those who already did test on all the words #1-25).
Next Friday, Feb. 9 is the Grade 5 Basketball Jamboree. (Sorry, I emailed you the wrong date yesterday.) Girls will go play at St. Margaret’s, and boys will play at SMUS. Information about this event that takes place during the school day will come home from the Phys. Ed. department soon.
In Religion class, we have explored the story and lessons in the Book of Jonah and considered ways modern authors have attempted to faithfully retell this story for young audiences. *Ask your children to retell for you the story of Jonah in their own words!
Here is the story of Jonah as told in the “Usborne Children’s Bible”…
Here is the story of Jonah retold in “Love Letters from God: Bible Stories” by Glenys Nellist…
The follow three photos show the story as retold in the “The Children’s Bible Story Book” by Anne de Graaf.
What other retellings of Jonah’s story have you read and enjoyed?
CBC News Story: “Lobster diver survives brief entrapment inside whale’s mouth”
Click here to read:
https://www.cbc.ca/amp/1.6063136
In Religion class we have started planning a new creative Bible storytelling project that will be due for sharing during the week of February 12th.
Students have been asked to each choose a bible story to faithfully retell and dramatize for our class and for their little buddies. This is a solo project, but students will prepare and practice with support from classmates and teachers.
Each student will create and present either a puppet show to help their bible story come to life OR they will create a diorama or series of illustrations to refer to while they retell their Bible story.
I will be modelling and directly teaching the planning and presentation skills needed for this project in class, but students are encouraged to spend research time outside of class choosing and learning about their chosen Bible story. More project criteria will follow on the blog this week.
Hello, 5B families!
*Scroll to the bottom to see a video of exactly what our Salish Sea boat trip could look like!
Today students brought home a parent permission form for our upcoming “Salish Sea Floating Classroom” field trip. We will need between 10-13 parent volunteers between both grade 5 classrooms. Please return the signed permission forms as soon as possible so we know our numbers. Thank you!
In Religion class, we have been learning stories and parables from the Bible. As a major project this term, students will choose a Bible story or parable to memorize or faithfully retell in a creative way for their classmates. Students will be asked to give context and explain the meaning of the story as they understand it.
In this unit we will read, listen to, retell, and analyze the lessons in many Bible stories, as well as watch videos and learn about Bible stories from experts with deep biblical knowledge and a skill for oration. The story of Jonah and the whale is going to be a key focus this term—a meaningful lead up to our Salish Sea trip!
In Career Education, we learned about the “theory of multiple Intelligences”. We discussed the difference between a theory and a fact and addressed the value and limitations of the M.I. as a lens to gain insights into our abilities and potential.
After we discussed examples and made personal connections to ideas of the M.I. theory, students wrote reflective essays using a provided template. We invite you to enjoy the wonderful essays below (all of which were volunteered to be shared on the blog).
Reminder:
Also, tomorrow we have our Spelling Test
Tomorrow is the day to dress as your favourite literary character!
on the first 13 words of our list.
This video is of my family on the “Wild 4 Whales” boat on an Eagle Wing tour of the Salish Sea (August of 2021). This shows a lot of how our grade 5 trip will be—but even colder since it will be the end of February! You will need to dress like you are an Arctic explorer!
Hello, 5B families!
We kicked off our day with a wonderful story read aloud experience for Literacy Week via Zoom. (Don’t forget that this Thursday is the day to dress like your favourite literary character.)
This morning we also welcomed our new student, and dove into our new Math unit on division.
In Social Studies, we read the book “We Are Water Protectors” by Carole Lindstrom, who is Anishinaabe/Metis and an enrolled member of the Turtle Mountain Band of Ojibwe. Her award-winning book weaves in a powerful metaphor about a “snake” that poisons the water and land. We discussed a notion of ethical and sustainable resource management and what happens when humans—whether out of greed, carelessness, ignorance or for another reason—make decisions that harm the environment, particularly water sources. In our analysis, some students also made a biblical connection to the serpent’s temptation of Eve in Genesis. In our water inquiry we will continue to explore the connection between people and land through time and with an Indigenous lens.
In Art today, we contributed to a school-wide collaborative water-themed art project by colouring and recording our connections to water on this beautiful feather illustration by BC Indigenous artist, Michelle Stoney. (Artist permission was granted for this project.)
Looking ahead, we will be going deeper to learn advanced watercolour painting techniques in our “Art of the Salish Sea” unit. Students who are curious are welcome to get a sneak peek at the seven videos in the “Salish Sea Watercolour Mini Course” I created for this upcoming unit here: https://inquiryninja.com/salish-sea-watercolour-mini-course/
In Science we had an exciting day of applying the scientific method when doing solubility experiments. The photos of our handouts, class work, and experiments help tell the story of our learning. We will continue to explore water-related experiments in Science class—next time we look at the salinity of the ocean and how much salt can be dissolved in a given volume of water.
Tiffany Poirier 