Socials

Head-Smashed-In Buffalo Jump World Heritage Site - Alberta

Our students went on an amazing trip to this heritage site and learnt about: native culture and history, buffalo hunting culture and the art of driving herds from cliffs, the demise of buffalo hunting culture, native tools and technologies, and about the work of archaeologists at Head-Smashed-In.

Learning How to Build a Tipi








Lessons on Native Culture etc. 






Archaeologists at Work!





The Buffalo Jump



The Royal Tyrrell Museum - Alberta's Badlands

The Students Get a Close up Look at Prehistoric Life!



















:) !!!!!





February 2016

ANCIENT ROME/GREECE ROLE PLAYING PRESENTATION QUESTIONS

I AM…?

1. WHAT IS YOUR POSITION IN SOCIETY AND WHAT ARE THE ADVANTAGES AND/OR DISADVANTAGES OF YOUR POSITION?



2. HOW IMPORTANT ARE GODS TO YOU AND WHO DO YOU WORSHIP, AND WHY?



3. WHAT ERA DO YOU LIVE IN?  WHO IS THE LEADER/RULER AT THIS TIME?  DO YOU BELIEVE IN THE WAY HE/THEY RUN THE CITY/CITY STATE/COUNTRY?  WHAT HAPPENS IF YOU DON’T FOLLOW HIS/THEIR RULES?



4. HOW DO YOU SPEND A TYPICAL DAY?  ARE THERE ASPECTS/THINGS IN YOUR DAY THAT YOU WOULD CHANGE?  IF SO, WHY?



5. DO YOU HAVE A FAMILY?  IF SO, DESCRIBE THEM AND YOUR FAMILY HISTORY.  IS FAMIILY IMPORTANT TO YOU?  IF SO, IN WHAT WAY(S)?



6. WHAT DID YOU EAT AND DRINK TODAY?  WHO COOKED YOUR LAST MEAL AND WHERE DID THE FOOD COME FROM?  HOW DID YOU PAY FOR IT (IF RELEVANT)?  WHAT MONETARY SYSTEM WAS USED TO PAY FOR YOUR FOOD AND DO YOU THINK THAT IT IS AN EFFECTIVE SYSTEM?  DID YOU ENJOY YOUR LAST MEAL?



7. ARE YOU HAPPY/CONTENT WITH YOUR LIFE, OR HAVE THERE BEEN EVENTS IN PAST YEARS THAT HAVE CAUSED YOU PAIN/TO BECOME UNHAPPY?



8. DO YOU HAVE ANY FREE/SPARE TIME IN YOUR DAY/WEEK?  IF SO, HOW DO YOU SPEND YOUR FREE TIME AND WHY?

Ancient Rome/Greece Presentations





























2015 - 2016 School Year - Term One/Two
This year, we are amalgamating term one and two work into various 'continuous' projects, which will be presented to the school during student-led conferences in February.  We studied various aspects of life in ancient Rome and Greece, and the students' first project was to do a quick comparison between these civilizations and modern day Canada.  Presently, students are working on writing historical stories based on the factual information which we studied/researched in class.  Each student has to create a character from either ancient Rome or Greece, and present their autobiography to the class.  To enhance their presentations, students are creating videos (using the Loopster App on iPads) to visually represent aspects of their autobiographies (family, houses, markets, city states, food, gods, warfare etc.).  

'Working' on Loopster Videos!





Quick Comparison Project


2014 - 2015 School Year
Term Three
For term three's studies, we are looking at international current events and mapping, as well as linking our science term project to socials by incorporating the following into the students term projects: three country studies which look - topography and land distribution, weather patterns, and societies' impact on 'living things.'

Term Two
Linking Mesopotamia to Ancient Egypt




The students are currently researching Mesopotamia in order to answer some inquiry based questions which I posed to them (see below).  Their findings will be presented in a poster and linked to their term one work on ancient Egypt.  Ideally we would have started with Mesopotamia, however due to timetable and resource scheduling we started with ancient Egypt.    
If 'time' permits, we will culminate this unit by doing some related drama skits and 'TV type game shows.'  As always, stay tuned! :)

Questions to be Answered

Ancient Mesopotamia
Are Canada’s laws better than Hammurabi’s laws, or not?
Was Hammurabi a good leader for the time he ruled?
What was the most important Mesopotamian invention: the wheel or writing? Why?  
Ancient Egypt
Why is mummification considered to be one of the greatest legacies of the Egyptians? 
What was the greatest legacy of the Egyptians: Hieroglyphics or the Pyramids? Why?
Were the pharaohs more or less powerful than our Prime Minister? Why or why not?
Why were Egyptian religious beliefs good for their civilization?
Who was the most interesting Egyptian god & why? 
Both
Do you agree with the way the city states were run/organized/ruled?
Explain and identify the comparisons/links between Mesopotamia and ancient Egypt.

Things I Need to Know About/Look at/Notes for Researching
What is a “civilization?”
***Mesopotamia is often called “the birthplace of civilization!” ***
The remains of ancient Mesopotamia lie between the banks of the Tigris and Euphrates rivers, in modern day Iraq. 

For thousands of years, people living nomadic lifestyles roamed the region in search of food.
By 6000 B.C., agriculture, or the raising of crops and livestock for food had developed.  Over time, small farming settlements grew into the world’s first cities.
 - - - - - - - - - - - - -
The Birth of Kings!
Sumer and the Sumerians
City States - Ur, Lagash & Urak
The land of Akkad and the Akkadians
The Rise of Babylon and Babylonians
(wars)
Assyria and the Assyrians
Daily Life
Slave Labor
Family Life
The Role of Women in Mesopotamia
Food and Agriculture
Clothing
Homes
Economy and Trade (barter system and beyond!)
Language
Common Language
Writing and Scribes
Laws
Religion
Gods and Goddesses
Homes for the Gods
Priests
Arts and Crafts
Architecture
Cylinder Seals
Medicine and Healing
War and the Fall From Greatness…
Modern Day Connections/Legacies

Ancient Egypt - Term One











Term One
The students have been studying Ancient Egypt for several weeks and are now embarking on an individual project of their choice (see below); which has to be presented to the class in the form of a 5 minute speech.  Each student has needs to create a visual 'model' to support their project/speech too.  

Topics for Social Studies' Project on Egypt/Ancient Egypt - Due 14th of November
(you may choose one of the following, or another relevant topic that interests you)

Historical Timeline
The Three Kingdoms
The Nile
Cities
Alexandria
Luxor
Farming/Agriculture
Architecture and Engineering
Transportation
Daily Life
Homes 
Clothing, Hairstyles, Make-up, and Jewellery 
Pastimes and Games
Education
Trade and Economy
War and Warfare
Medicine
Occupations
Priests and Temples
Mummies and the Afterlife
Scribes and Craftsmen
Inventions and Achievements
Ancient Egyptian Art
Ancient Egyptian Artifacts
Hieroglyphics
The Rosetta Stone and Obelisks
Social Hierarchy/Class System
Famous Pharaohs
Narmer
Amenhotep
Hatshepsut
Thutmose 11 and Thutmose 111
Akhenaten
Cleopatra
Neferchichi
Ramesses the Great/Ramesses the 11
Gods and Goddesses
The Great Pyramids of Giza and the Sphinx
Khufu’s Great Pyramid
Step Pyramid of Djoser
The Valley of the Kings
Pyramids and Tombs
King Tutankhamen
Grave Robbers
A Modern Trip Down the Nile
Ancient Egypt to Modern Times
The Sites of Modern Egypt


Social Project Presentations (excluding ‘model’)
(please choose one format / please remember, no posters for this project)

a.   Factual Booklet/Magazine

b.   Brochure

c.    Travel Brochure

d.   Word and Picture Collage

e.    Diary Entries/Story

f.    Flow Chart

g.   Mural with Summaries/Reflections

h.   Present as a Newscast/Radio Broadcast

i.    Present Findings in a Musical Format

j.    Present Findings as an Audiobook

k.   Story Boards

l.    Non-Fiction Graphic Booklet/Cartoon

m.   Write a Fictional Story (with historically accurate scenes/events/clothing/experiences etc.)

n.    Create a Power Point Slide Show

o.    Create an iMovie Presentation

p.   Use an App on our School’s iPads or Online to Present Your Information (e.g. Doceri/Show Me/iBrainstorm/Prezi/…)

q.   Create a Video Presentation Which May Be Narrated in Format or Acted Out

r.    A Diorama (must include factual information sheets/research sheets with or on it)

s.    Create a Song or Rap that Includes All Your Research Information (be ready to present it to the class) - You Could Even Use Garage Band For This J



2. Bibliography

(Include a bibliography that notes your sources of information - we will
review the format of this in class)
This must be typed on a separate piece of paper and handed in on Friday, 14th of November with your Project.
3. Reflection
Please answer the questions on a separate piece of paper, or include it at the end of your projects/attached to your projects etc.
What are three new things that you learnt about Ancient Egypt while researching this
project? (Most interesting, surprising, funny, gruesome…)
What was the best thing about doing this assignment and why?
What was the hardest thing about doing this assignment and why?
What would have made this activity easier?
If you were to redo this project, would you choose to study the same subject again and
present it in the same way, or change it altogether? Why, or why not?
If you were to go back in time to 3 weeks ago, what advise would you give yourself about
this project?
Would you have liked, or would you not have liked to live during Ancient Egyptian times?
Fully explain your response.
Any final thoughts?  Any unanswered questions/wonderings you may have on the subject you
studied - please include in your reflection.




Websites for the Research Project (some - not all!)

www.globalegyptianmuseum.org
www.ancientegypt.co.uk/menu.html
www.eyelid.co.uk/
www.historyforkids.org/learn/egypt/
www.mummies2pyramids.info/
www.kids.nationalgeographic.com/explore/countries/egypt/
www.socialstudiesforkids.com/subjects/ancientegypt.htm
www.kidskonnect.com/subjectindex/16-educational/history/253-ancient-egypt.html
www.landofpyramids.org/
www.atozkidsstuff.com/egypt.html
www.kidsgen.com/ancient_egypt/
www.mrdowling.com/604egypt.html
www.digitalegypt.ucl.ac.uk/social/
www.bbc.co.uk/history/ancient/egyptians/
www.kidspast.com/world-history/0075I-pyramid-of-giza.php
www.bbc.co.uk/history/ancient/egyptians/gods_gallery.shtml
www.guardians.net/egypt/kids/
www.schoolsliaison.org.uk/kids/preload.htm
www.experience-ancient-egypt.com/ancient-egyptian-pharaohs.html
www.neferchichi.com/
www.carlos.emory.edu/ODYSSEY/EGYPT/homepg.html
www2.sptimes.com/Egypt/Artifacts/Default.html
www.panhistoria.com/www/AncientEgyptianVirtualTemple/
www.touregypt.net/ancientegypt/
www.fitzmuseum.cam.ac.uk/er/
www.pbs.org/wgbh/nova/sunken/
www.pbs.org/empires/egypt/index.html
www.thebanmappingproject.com/
www.pbs.org/wgbh/nova/egypt/
http://ngm.nationalgeographic.com/2005/06/king-tut/did-you-know-learn
http://travel.nationalgeographic.com/travel/egypt/pyramids-at-giza/
www.virtual-egyptian-museum.org/
www.nga.gov/exhibitions/2002/egypt/index.shtm
www.3ds.com/passion-for-innovation/khufu-reborn/khufu-reborn/
www.3ds.com/passion-for-innovation/khufu-reborn/3d-experience/
http://giza3d.3ds.com/#discover
www.mysteries-in-stone.co.uk/index.htm
www.yac-uk.org/ya/issues/153/hieroglyph
www.biography.com/people/king-tut-9512446#boy-king-in-power
www.archaeology.org/
www.mummytombs.com/main.egyptian.htm
www.sciencekids.co.nz/sciencefacts/engineering/egyptianpyramids.html

MARKING RUBRIC:
ANCIENT EGYPT
PRESENTATION
1
Needs Work/
Not Yet Within Expectations
2
Satisfactory/
Meets Expectations
3
Good Work/
Fully Meets
Expectations
4
Outstanding/
Exceeds Expectations
CONTENT
Limited information about his/her Ancient Egypt topic; a lot more detail is required. There may also be numerous
inaccuracies in the information presented.
Some information about his/her Ancient Egypt topic, but more details are needed. There may be some inaccuracies in the information presented.
Accurate and detailed information about his/her Ancient Egypt topic. More descriptive details would have improved the quality of the project.
Accurate and extremely detailed information about his/her Ancient Egypt topic is included in the written work/oral presentation.
SUBJECT KNOWLEDGE
Did not seem to understand the topic very well.

Student couldn’t answer questions about the topic.
Showed a good understanding of parts of the topic.

Student was able to answer only rudimentary/basic questions about the topic.
Showed a good understanding of the topic.

Student answered all questions posed about the topic, but failed to elaborate.
Showed an excellent understanding of the topic.

Student accurately answered all class questions and elaborated his/her responses.
USE OF IPAD APPS / SUPPORTING MATERIALS / VISUAL AIDS
Student did not support his/her speech with iPad Apps, ‘reports,’ or visual aids.
Student occasionally used iPad Apps, ‘reports,’ or visual aids to support his/her presentation (in a limited way).
Student’s use of iPad Apps, ‘reports,’ or visual aids were effective and relevant. 
Student’s use of iPad Apps, ‘reports,’ or visual aids were relevant and creative.  They seamlessly enhanced the quality of the presentation. 
DELIVERY
Student held no eye contact with the audience, as entire report was read from notes.

Spoke quietly and/or with a monotonous tone, which caused the audience to disengage.  


Student displayed minimal eye contact with the audience, and read mostly from his/her notes.

Spoke with an uneven volume and with little or no expression.
Student consistently used direct eye contact with the audience, but continued to read from his/her notes.

Spoke using an audible voice and with some expression.
Student held the attention of the audience with the use of direct eye contact, and seldom looked at his/her notes.

Spoke with an audible voice and with very good
expression (gaining the interest of the audience).
TIMING / LENGTH OF SPEECH
Presentation was less than 3 minutes or more than 6 minutes in length.
Presentation lasted for 3 to 4 minutes.
Presentation lasted for 4 to 5 minutes.
Presentation lasted for 5 to 6 minutes.
BIBLIOGRAPHY
Relied on 1 source. (Lots of historical inaccuracies and/or missing information.
Cannot tell from which source information came from). Bibliography contains very little information.
Included 2-3 sources. (Few historical inaccuracies. Can tell, with difficulty, where information came from). Bibliography contains mostly relevant information.
Included 4-5 sources. (Few historical inaccuracies. Can tell, with no difficulty, where information came from). Bibliography contains mostly relevant information.
Included 6+ sources.
(No apparent historical inaccuracies. Can easily tell which sources information was drawn from). All relevant information is included in the bibliography.
REFLECTION
Did not share an opinion on the project and/or did not give recommendations for the future.
Offered an opinion about the project, but did not back his/her opinion with supporting sentences. Recommendations were given, but no reasoning as to why.
Information given may or may not be complete.
Expressed opinions about the project and supported them with some detailed and relevant sentences. Recommendations were given with reasons.
Expressed opinions about the project and supported them with numerous descriptive and relevant sentences.
Recommendations were given along with reasons.


Egyptian Stations












 ____________________________________________________
2013 - 2014

Japanese Folk Tales - Waterfront Theater (Granville Island)























Term Three - Japan
We have just about finished our unit on Japan and will wrap up our studies with a 'Japan Day,' where students will be going through a series of stations which will involve them participating in: a Japanese Tea Ceremony, traditional Japanese cooking, a Judo lesson, trying their hand at Japanese Calligraphy, as well as learning some basic Japanese phrases.  (Photos to follow).  During our studies, we went through the historical timeline of Japan's development, wrote about and discussed the comparisons between Japanese and Canadian cultures/society, as well as the role Japan plays globally/economically.  The last project that the students completed; after their historical newspaper, was a 'passion' sheet.  Each student choose an area of interest (on Japan!) and created a one page research article on their topic.  The topics chosen ranged from flower arranging and sumo wrestling to articles on World War Two, and of course Manga!




























Japanese Timeline and News Articles






















































Term Two
Ancient Greece Versus Ancient Rome Comparison Posters































We are studying Ancient Greece during this term and using the information studied to create a comparison poster between Ancient Greece and Ancient Rome (from term one).  The students will also be doing 5 minute oral presentations on a Greek subject (from the list below) and using Apps/iPads to support their presentation.

Topics For 5 minute Oral Presentations (supported by iPad App(s) of your choice)
1. Ancient Greek Angora (meeting/town center)
2. Foot Soldiers
3. Coins
4. Language & Alphabet
5. Education
6. Archimedes & Science
7. Pythagoras & Mathematics
8. Asclepius & Medicine
9. Aristotle
10. Socrates
11. Pericles
12. Plato
13. King Midas & the Golden Touch
14. Greek Theatre
15. Housing (the gynecaeum, the andron…)
16. Greek Architecture
17. Greek Astronomers Anaxagoras & Aristarchus
18. Furniture (the thronos, a klismos…)
19. Clothing (a chiton, a himation…) & Headdresses
20. Festivals (the Panathenaea…)
21. Poets & Homer
22. Aesop’s Fables
23. Constellations
24. Gods and Goddesses
25. The Myth of Arachne
26. Cosmetics & Perfume
27. Jewellery
28. Music (the lyre, the auloi, the syrinx…)
29. Symposia
30. Weaving
33. Sculpture
34. Pottery
35. Games & Toys
36. Food
37. Greek Farming

Marking Rubrics








































Term One
As part of our Ancient Rome Unit, the students did individual research projects to culminate our studies - see topics/criteria etc. below the pictures:




































Ancient Rome Research/Project Topics
1.    General History on the Rise of Ancient Rome
2.   The Fall of the Roman Empire
3.   Roman Architecture
4.   Daily Life in Ancient Rome
5.   The Roman Military
6.   Gladiators
7.   Pompeii
8.   Leisure Time/Entertainment
9.   The Colosseum (design/audience/seating arrangements/behavior/activities…)
10.  Religion and ‘Gods’
11.   Any Emperor or Prominent Member in Roman History e.g. Julius Caesar/Augustus (achievements/leadership style/personality…)
12.  Technology
13.  Politics and ‘Power’
14.  Roman Food and Social Position
15.  The Role of Females in Ancient Roman Society
16.  Women/Men/Children Clothing, Hairstyles and Accessories
17.  Education System/Education System Comparison
18.  The Lasting Contributions of the Ancient Roman Empire and How They Have Affected Worldwide Civilizations
(Please See Ms. Waugh if you have another area of interest that you would like to pursue - other than the above)

1. Research Presentations:
(please choose 1 format / please remember, no posters for this project)
a.   Factual Booklet
b.   Non-Fiction Graphic Booklet/Cartoon
c.    Write a Fictional Story (with historically accurate scenes/events/clothing/experiences etc.)
d.   Create a Model Plus Oral Presentation Speech (the speech/written work would include details on the historical significance of your model. For Example: build a model of an ancient Roman ship. Colour and design it to represent a merchant or war type ship with sails.  Describe the significance of the ship in Ancient Roman times)
     or
You may build a Roman arch, the Colosseum, the Circus Maximus, acqueducts, a theatre, a villa, a Roman fort, a battle scene, chariots, a Roman kitchen/living area, or a Roman street scene.  (Your completed construction should be no bigger than your desktop and try to include as many details as possible to make it look realistic.  Go to the dollar store and Michaels to assist with this. J Be sure that it is painted or coloured appropriately too.  Be prepared to answer some questions during your oral presentation).
e.    Create a Power Point Slide Show
f.    Create an iMovie Presentation
g.   Use an App on our School’s iPads or Online to Present Your Information (e.g. Doceri/Show Me/iBrainstorm/Prezi…)
h.   Create a Video Presentation Which May Be Narrated in Format or Acted Out
i.    Create a 3-D Game Board Which Includes Related and Relevant Non-Fiction Questions on the Board/On Question Cards (in depth)
j.    A Diorama (must include factual information sheets/research sheets with or on it)
k.   Create a Song or Rap that Includes All Your Research Information (be ready to present it to the class) - You Could Even Use Garage Band For This J

2. Bibliography
(Include a bibliography that notes your sources of information - we will review the format of this in class)
This must be typed on a separate piece of paper and handed in on Wednesday, 30th of October with your Project.
3. Reflection
Please answer the questions on a separate piece of paper, or include it at the end of your projects/attached to your projects etc.
What are three new things that you learnt about Ancient Rome while researching this
project? (Most interesting, surprising, funny, gruesome…)
What was the best thing about doing this assignment and why?
What was the hardest thing about doing this assignment and why?
What would have made this activity easier?
If you were to redo this project, would you choose to study the same subject again and
present it in the same way or change it altogether? Why or why not?
If you were to go back in time to 4 weeks ago, what advise would you give yourself about
this project?
Would you or would you have not liked to have lived in Rome during Ancient Roman times?
Fully explain your response.
Any final thoughts?  Any unanswered questions/wonderings you may have on the subject you
studied - please include in your reflection.

Some Research Sources:
www.crystalinks.com/rome.html
www.historyforkids.org/learn/romans/
http://www.the-colosseum.net/idx-en.htm
www.roman-empire.net/
www.bbc.co.uk/history/ancient/romans/pompeii_portents_01.shtml
Marking Rubrics

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

TERM THREE - 2012-13

The new unit we are studying is Resource Management and Sustainability.  So far, we have reviewed our science material from term one which overlapped this subject (renewable and non-renewable resources), as well as discussed what sustainability is and looks like globally.  We have also studied energy sources and what a sustainable future would look like if we harnessed the following in greater depth globally: solar energy, hydro energy, wind energy, biomass and geothermal energy.  We looked at each of these areas in depth and have had discussions on nuclear power and its impact with different nations.                                                                                                                                                               Over the next few weeks, we will be moving on to narrowing these subjects down and looking at ways to be more energy efficient, in addition to looking at global warming and its worldwide impacts.  The students will be designing and building energy efficient homes (small scale!) and if time permits, doing media presentations either using iMovie or PowerPoint programs, or various Apps on our school's iPads.  Updates to follow... 


Term Two
We spent term two studying the Canadian Federal, Provincial/Territorial, and Municipal Governments, as well as dabbling a little bit into the United States Government and voting procedures.  Most of the information studied was in the form of reading comprehension worksheets, but we spiced things up a little by playing various group games with the materials we studied; which the students enjoyed.

Information Covered:
Aboriginal Peoples - settlement history (past & present)
French & British Colonies
Settling the West
Confederation
Constitution
The Charter of Rights and Freedoms
Democracy
The Federal Government
Parliament/House of Commons
The Cabinet
A Day in the Life of a Member of Parliament
Electoral Districts/Ridings
Political Parties & Party Leaders
The Senate
How a Law is Passed (bills to laws)
The Governor General
Canada's Systems of Government (Judicial Branch/Legislative Branch/Executive Branch)
The Provincial/Territorial Governments
Municipal Governments
The Court System
The Constitutional Government and the Supreme Court
Canada and the United States Government (similarities and differences)
How Elections Work/The Election Process
The Right to Vote and Canadian Citizenship

To cap off our unit, the students grouped themselves into political parties for our class election.  They created posters, speeches, and nominated leaders for various activities and games.  During our parent conferences, the students and parents voted on which party's political policies they believed in the most.    Their votes, plus the extra votes students received for creating the most politically informative posters were put into our Class Election Box!  On our Class Election Day, the students presented their posters, read their speeches, and then entered various cabinet members into our "Class Election Game!"  I asked the students questions from the materials that we had studied over the course of the term, and the parties received extra votes into our Election Box depending on their game result/placement.  After the game was over, all the votes were tallied and the "New World Party" became the leaders of our classroom government!  Congratulations to them and to all the other 'parties' for their hard work and efforts this term.






















The Winners!








Term One

September / October

To date, the students have been studying the geographical features of Canada and are about to start on a more adventurous journey... how to read a map to scale.  Hopefully, you all have a measuring tape at home because you're about to draw a room in your house to scale! Ah!

September / October
Our journey has taken a little diversion and we haven't quite reached map scales yet!
The following areas have been studied to date:

Land and Water on the Earth
The Continents
Continental Drift Theory and Plate Tectonics (colliding, separating, sliding)
Canadian Cities and Population
Canada's Major Water Bodies (oceans, straits, bays, lakes, rivers)
Canadian Landmarks
Landforms
British Columbia (temperate rain forests/mountain ranges)
Water Bodies (geographical names)
Canada's Physical Regions
The Arctic (including the earth's rotation and the North Pole)
Northern Communities

Our last lesson this week was a very 'boisterous' buzzer game on "Name that Mapping Symbol!"
Congratulations to group one who won the team challenge game.  They 'whacked' their buzzer the fastest and stormed into the lead very early on in the game by answering lots of questions accurately.
{Lots of fun was had by all and Ms. Waugh did end up with a wee headache afterwards! ;)}


November / December
Since early November, students have worked their way through many activities involving scale; including mapping and drawing to items in our classroom to scale, and then located features and points on maps using longitude and latitude.  After many practice lessons on the latter, we managed to move on to orienteering using compasses a few weeks ago.  We will finish up our mapping unit looking at World Time Zones in the New Year.