Dear 5B families,
Wishing you a beautiful Mother’s Day! Here are the gorgeous gifts our grade 5 students created for their moms…
Mother’s Day Art
Blog
Public Speaking, Area, Parables, etc
Hello, 5B families!
On Monday we have another fun civvies day: decades! Students who would like to wear civvies should come dressed in clothing that represents a specific decade, such as the 1980s, 1950s, etc.
***Reminder that there is NO SCHOOL on Monday, May 20th and Tuesday, May 21st.
In Math, we have wrapped up our unit on perimeter and area. Students have now brought home their quizzes. I am offering a rewrite next Wednesday. It is important that students keep practicing their multi-digit multiplication skills. We will start our next unit on probability on Monday.
In Religion class, we have been exploring three topics: the parables (especially the prodigal son), the story of Daniel in the lions’ den, and strategies for navagatinf and reading the Bible.
Congratulations to our amazing three public speaking contestants for doing such an outstanding job!
Our next Spelling test is on Thursday, May 16–it will cover part 2 of our list on literary themed words as seen below…
Home Alone, Area, Government, etc
Hello, 5B families!
In Math we have been working on fractions and decimals, and students have now brought home their quizzes. I have offered a rewrite this Friday. We have now started a unit on how to calculate perimeter and area.
Reminder: this Wednesday is early dismissal at 2:00pm.
Please note that this Thursday, May 2nd is a special 3-hour Health Education presentation for grade 5s: the “Home Alone Program”. This short course is about safety and best practices when they are left alone at home.
Friday, May 3rd is our Spelling Test covering the 30 contractions we have been working with this week. We have done extensive in class review of these words.
On Friday afternoon we have the FAST (Friday Afternoon of Sports Training). Students have signed up for either the field trip to play squash or go skating. Squash students should prepare to wear appropriate St. Patrick’s gym strip for squash. Skating folks should also wear St. Patrick’s gym strip, but NO SHORTS (just the St. Patrick’s track pants or jogging pants.). Skating folks should also bring appropriate layers and items for a cold ice rink environment, such as gloves. Students skating are invited to bring their own ice skates and helmets if they prefer, but these will be available to all for free at the rink. Reminder: these FAST sessions will occur on the next few Fridays (May 3, May 10, and May 17).
In the assembly this Monday, we enjoyed a thought-provoking presentation by Ms. Murphy on honouring diversity and specifically how to support neurodiversity. Many students were also acknowledged with athletic achievements and “Fruit of the Spirit” awards. Well done!
In Art, we have been doing 3D nature sculptures—but the details of those will have to remain a surprise on account of a special day coming up! (Wink!)
In Language Arts, students have been further developing their skills when writing dialogue and using quotation marks. Students have been editing and practicing reading aloud their new stories. As well, we returned to core skills we developed this year when writing poetry for our “Earth Day Five Senses Poems”. Students explored the St. Patrick’s school yard and garden, making observations and capturing creative lines of text to paint word pictures about the wonders of nature we can appreciate every day at school.
*Students choosing to participate in our school’s public speaking competition should have a completed speech that is ready to share with our class on Monday, May 6th.
In Science, we completed our unit on rocks and the rock cycle (see the previous posts). Students who wish to improve their standing in this unit must request either a quiz rewrite or a chance to do a special presentation to the class on some topic related to rocks, the rock cycle, or fossils. We have now started a new unit on simple machines.
In Social Studies, we started a unit in government, and students continue to make progress on their “Time Traveller’s Projects”. These presentations are due May 30th but can be presented any time before that date. We have spent time in class with students to reviewing the project expectations on the criteria sheets, exploring questions that can guide their research, teaching where to find credible sources of information online and in our school library, learning to create simple bibliographies, and supporting one another with ideas. At this point, all students have had at least three Chromebook research blocks and should be well on their way. Please check in with your child to see how the project is coming along.
WHAT WOULD A GREAT TIME TRAVELLER PRESENTATION BE LIKE?
I have have modelled for students how they can apply their public speaking and drama skills and creatively use of props and/or costumes to “wow” their audience. As well, I provided students with two examples of successful time traveller scripts (see below), and we talked through actions that would dramatize these scripts in a meaningful way.
Swan Lake Field Trip
Hello, 5B families!
We had a wonderful morning at Swan Lake that started with listening to a barred owl hooting to welcome us! Then we enjoyed a one-hour geology lesson that included acting as “rock detectives” and handling some fascinating fossils. After that, we toured the Nature House galleries and observed the plants and birds while strolling near the lake. We hope you enjoy these photos that will tell the story of our learning today…
Here is an interesting discovery we enjoyed while walking the trails: evidence of beavers at work!
This is the charming rock cycle song we enjoyed today:
And here are some videos that review the new information we learned today about the different types of fossils…
Fractions, Bibliographies, Pencil Crayon Techniques, Writing Dialogue, the Rock Cycle & more!
Hello, 5B families!
In Language Arts, students have now brought home their spelling tests, homonym quizzes and their quotation marks quizzes. Please look at your child’s rewritten “dialogue between two characters”. For practice, I asked students to rewrite their dialogues to incorporate the specific feedback I gave them on their quizzes.
Next week, I am offering a rewrite of the “quotation marks and dialogue writing” quiz.
In Social Studies, students have been developing their research skills (note-taking, bibliography writing) during our Time Travellers’ Project work periods. They have been using both print and online resources. I recommend students also visit the public library to find books.
We have been reinforcing students’ skills when using Google Drive. By now, all students should be able to login to their accounts, locate Google Drive, create and rename a new document, and copy and paste content and web addresses using the CONTROL+C and CONTROL+V function. As well, all students should have created a document called “SS Bibliography” and entered at least one of their digital sources.
We are going with a very simple bibliography format. Please see the example below. A minimum of three different sources is expected for this project but 5 is preferred.
In Math, we are enjoying our fractions unit and the photos below show the kinds of questions we are doing. We did a check-in quiz today, and I asked students to bring them home to show you.
In Science, we have started learning about geology and the rock cycle.
In Health Education, we started our “Fully Alive” program. If you would like to see the exact textbook we are using, please send me an email, and I will arrange to loan a copy of the textbook to you. Or, you can come in and look at it in our class. Please let me know if you would like to stop by.
In Art, we just finished up a project that developed students’ techniques with pencil crayons. We focussed on blending, shading, and varying the colour value when making 8-square artworks celebrating the diverse beauty of various animals, birds, insects, reptiles and more.
Matter, Decimal/Fraction Models, Government, P.I.P. & Feeding the 5000
Hello, 5B families!
It’s wonderful to be back to school and to see all these big kids who all seem to have grown so much in the last few weeks of Spring Break!
Here is what we have been exploring and a preview of what’s to come…
In Math, we have introduced the relationship between decimals and fractions using models.
As well, for optional enrichment, I introduced (for students who chose to join in) the basics of algebra. We talked about how variables are symbols that represent numbers and modelled how to solve one step equations.
Another favourite enrichment challenge students have enjoyed in class is our deck of “geometric riddles”. Here are some sample questions—how amazing that students have been able to work together to find solutions to some of these!
In Science, we have been exploring states of matter.
Coming up on April 25th, we will go to Swan Lake Nature Sanctuary to see the wildflowers and birds and for a workshop on how to identify different types of rocks; this will support our Science units on Geology and Natural Resources. Following that, we will do a short unit combined with ADST learning standards on the topic of simple machines.
In Social Studies, we have been looking at the history of British Columbia and Victoria (check in assessment on that tomorrow), and next week we start a unit on government. We will have a field trip to the BC Parliament Buildings on Thursday, May 30th for a tour, information session, and to watch an award-winning historical play entitled “Our Place in Politics”—more information to come next week.
In Language Arts, this week we have been tightening up grammar and word usage and moving on to how to correctly punctuate dialogue with quotation marks tomorrow.
As well, our new Spelling list is posted below and students were instructed to bring home their Spelling duo-tangs for further practice with the word worksheets assigned. Continuing our practice from before the break, I ask students to practice the word list in both printed and cursive form.
In Religion, we have continued to expand our Bible knowledge. We have been analyzing the lessons in Bible stories, including Noah’s Ark and Feeding the Five Thousand. We watched and discussed the dramatic interpretation of the latter story as well from “The Chosen” and have begun plans to do our own class retelling as well.
In Career Education, the focus this term is on guided independent inquiry in students’ areas of passion which may connect to their future career aspirations. All students are invited and supported to plan and carry out their own “Personal Interest Projects” (P.I.P.) on topics of their choosing. At the end of June, all students will practice their speaking and leadership skills by doing a short presentation for their class to share what they have been working on—some students may have completed finished products of learning to show (like a booklet of poems, an invention, a song, a graphic novel, a new board game, etc.), while others may simply share their progress (like “here is the first edited chapter of a novel I am writing about dragons”)
Before the break, students brought home a written plan of their project ideas after we did several planning sessions in class. This project can be done entirely in class time at school—yet a hope is that they will be so excited in their work that they will be motivated to expand their explorations at home. For a decade I taught a “Personal Interest Projects” course as extracurricular enrichment and I have made available to students my P.I.P. course video library in the form of a YouTube Playlist. For your reference, here are some of the videos we have discussed in class. They explain what a P.I.P. is, why they are helpful for students, and how to narrow a topic form an inquiry question and carry out independent research.
Social Studies: Time Travellers
Hello, 5B families!
A major theme of term three is TIME TRAVEL!
Heading into Spring Break, today I planted a seed for students about the fun we will have in term three of Social Studies! To foster an historian mindset, I am asking students to imagine they have access to a time machine to go on field trips to times and places in the past. Students will research and develop their expertise in their chosen area and perform a time traveler’s report for the class. They will be encouraged to dress in either a “time traveller” costume or a costume relevant to their chosen time period (where possible and appropriate), and guidelines will be given for that to ensure sensitivity and respect.
This project will further develop students’ skills in research (evaluating the trustworthiness of sources, creating a bibliography, note taking, transforming notes into authentic texts), storytelling/public speaking, and acting for the stage or screen. Students will be responsible for curating 3-5 images/photos to share of the time/place they visit (digital or print), and they must properly credit the source of each image in their final presentation.
We will explore what it means to create an authentic work versus a plagiarized work, copyright issues, and fair use law. We will also discuss the concepts of bias and cultural appropriation with the goal of ensuring all presentations meet learning objectives and present perspectives grounded in evidence.
In early April, I will teach students the specific skills they need to succeed in this project in a step-by-step way and with modelling. Projects will be presented in the last two weeks of May.
Students who are eager to get started now can begin finding and making a list of books, magazines, websites, documentaries and other sources of information in their chosen historical time period.
Students should choose a time period that is a least 20 years in the past—so earlier than 2004. They should choose a time/place/event of historical significance. So while “my cousin’s birthday party” may have been a cool, memorable event in the past, we may need to challenge students to think in broader terms and grow as historians.
I am so excited to find out where our creative students will take us in term three!
On Tuesday, April 8th, students must be ready to name and commit to the time and place they have chosen to research for the remainder of the project.
The full project presentation due date is Thursday, May 30th, but there will be a series of of smaller deadlines of project components leading up to this date to ensure projects are well organized and developing on time.
Bible Storytelling & Reenactments…
Hello, 5B families!
We’ve had a lot of drama in our class lately! Students have been experimenting with handmade dioramas, puppets, props, costumes and a green screen as they retell and reenact many great Bible stories. They have been strengthening their creativity, confidence, and skills on the stage.
We have been discussing the powerful messages of each Bible story and thinking critically about how we can apply these Biblical lessons to our lives today.
Using iMovie, we superimpose some interesting backgrounds onto our green screen to further enhance the stories and inspire the imagination. Do you recognize the Biblical scenes below?
Students who would like to participate in our photographed and videoed Bible story reenactments yet not appear recognizable on the blog are invited to bring a beard/wig to class in term three. We are in need of students to play characters like Moses, Noah, Abraham, John the Baptist, etc. Participation is optional 🙂
As for costumes, I have a collection of “Biblical times” costumes students can use in class (basically just a bunch of clean, earth-toned bed sheets, pillowcases and scarves): however, feel free to have fun putting together your own era-appropriate costume to keep at school for the theatrical productions we will do in April and May. For ideas, you may want to watch the series called “The Chosen”—imagine you were going to be an actor in that series.
Friday, March 15th is
Reminder:
Green & Gold Civvies day! It is also a NOON DISMISSAL.
We have our Spelling test tomorrow too. Please bring in your signed permission form and $5 payment (or Etransfer) for the Swan Lake field trip.
Return to school after Spring Break on Wednesday, April 3rd.
Salish Sea Boat Trip
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…
Clover Point Field Trip…
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.
Tiffany Poirier 