Huge Grade Six Social Studies Project - Due Nov. 9th

Imaginary country assignment

This is a huge part of the students’ first term Social Studies' grade.

Due: November 9, 2007

Working ON YOUR OWN or in groups of 2 or 3 (no more than 3) Complete the following assignment.

Please Note: You will be given plenty of time to complete this at school. You may do some at home, but never leave your work at home. (You will lose points as this is your work, remember - not your parents.

Project Assignment:

Create an island/partial mainland that shows the following topographical features (see handout and/or Visit Go to Landforms Definitions link on our website if you are unsure of the feature.)

Criteria:

• The island base may not be larger than your desk top. You will lose marks if it is larger.

• 2 mountain ranges with 2 peaks

• 1 fjord

• 1 Valley

• 1 Isthmus

• 1 Cliff

• 1 Bay

• 1 strait

• 1 peninsula

• 1 reef

• 3 lakes

• an ocean

• another island

• a partial mainland

• 3 rivers

• identified lowlands and highlands

• 1 swamp

• The island must have each of the features labelled and named ie: Bailey’s Bay

Oral Presentation Must Include

• your island model

• A poster with the following information:

1. Government and Laws - What are the laws of your country? Is it a democracy, oligarchy, monarchy, dictatorship? Who is/are the leaders? What is against the law? How are people elected?

2. Religion & Customs- What religions are practised on your island? Are their any specific cultural holidays? What books, music, art do the citizens like? What type of foods are eaten?

3 Physical Environment - What is the capital city? What modes of transportation are available? Do they have any natural resources that they may export for money?

4. Economy - What type of currency is used? (Create a sample to share with the class). Are there rich people and poor people? How does the government look after the poor or the sick? How does the government make money? Are there taxes? What kind?

5. History - What is the history of your island/country? How was it founded and by whom? Was there any wars or was it a peaceful settlement. Were people brought from another country to populate this country?

Helpful Hints for creating a papier mache island:

A few drops of oil of wintergreen stops the papier mache from rotting over the years.

Begin bringing old newspapers to begin the project.

The school will provide the wallpaper paste to assist with the papier mache.

Try to cut a plywood (thin) platform that measures no bigger than 13” x 13” (sorry, I only had my prehistoric ruler.)

Grass and moss have lots of good uses for forests, lowlands, etc. Sand is good for beachfront. And pepples from outside are fabulous for reefs and rocky shorelines.

Some students have even used coffee grounds for a dirt appearance!

Above all - enjoy this project. It is amazing what one learns about landforms when one has to recreate them! Enjoy!

For more information/clarification - Please feel free to email me at calbrecht@sd35.bc.ca or telephone at 604 790 5849

Mrs. Albrecht's Lengthy Explanation for why she dislikes Hallowe’en Stance October 8, 2007

First off - Happy October everyone: Parents, Guardians, Students, Readers! I love October because it has the most beautiful colours I have seen (I tend to favour autumn shades). Autumn also brings to mind hunting season. Yes, I was an ‘avid’ hunter in my Kamloops days. I was also the gal who could shoot bottles off of a fence but, God forbid, aim it at an actual animal? Not a chance!

If your child hasn't already informed you, I am a 'Bah Humbug' Teacher when it comes to celebrating Hallowe’enEven with my blasé attitude towards Hallowe'en, I still can get a good chuckle out of Hallowe'en jokes like this one:

I was not born hating Hallowe’en. Quite the opposite; I loved Hallowe’en as a child and often went out trick or treating (until the ripe ol’ age of 12 when my Mother determined I was officially 'too old').

During my elementary school years I attended friends’ Hallowe’en parties, ate roasted pumpkin seeds, made candy apples, toffee popcorn, and created Hallowe’en themed art. My elementary school (and others throughout the district) NEVER promoted Hallowe'en as a legitimate 'event'; didn't encourage classroom parties; would not accept children arriving at school in full costume, and would not provide Hallowe'en themed learning resources.

The following cartoon is unrelated to Hallowe'en but reminds me of how I would torment younger siblings/relatives at Hallowe'en. I would insist the young 'uns empty their candy bags on to the table so that I could assess and remove any potentially 'tainted' pieces. Of course 'removal' meant I would eat all my favourite candies - from their bags - as soon as their backs were turned. However, I would remind them it was a good thing I was there to save their lives. (Yes, I was the middle child - Christine the trickster.)

Fast forward to teaching. My first Langley placement (grade 7) was a job share with a fabulous male teacher. He showed me how to organize grade seven students into peer leadership groups. The two of us, and our student leadership groups, went on to create a haunted house for the school. The haunted house was simply the classroom partitioned off like a rat's maze, completely darkened except for some strategic lighting, and various props strewn about. The final result (courtesy of childrens' vivid imaginations) was a spectacular and spooky winding path that led you past a graveyard, a Frankenstein, and other ghouls and goblins (with some even moving). In lieu of having to pay a set price of $1.00, visitors could set their own price and all proceeds went to UNICEF (after materials costs. AND... I started to soften my negative stance regarding Hallowe'en. My relaxed attitude was short lived.

A small group of 'visitors' decided to preview our haunted house to determine how scary it would be for the younger students. The group began to enter, and then they stopped. They didn't even attempt to see beyond our Frankenstein greeter, nor did they care to listen to our explanations (ie: that we keep the lights on for grades 2 and under - and for some of the older ones). I was approached by the group and severely reprimanded for my poor decision in letting the grade sevens partake in such an acitivity. I was indirectly compared to a devil worshiper and the more this group ranted about the haunted house set up, the more I vowed never again. As well, that particular group of adults taught me the importance of acquiring knowledge and making good choices rather than living with self-imposed ignorance. (Remember, this group had directed all of these accusations against my jobshare teacher and me without even looking in the room or at any of the props.

After this unfortunate experience, I simply ignored Hallowe'en at school which was relatively easy because none of the schools I taught in acknowledged Hallowe'en. Occasionally Hallowe'en would be suggested as a potential activity/fun event for students but fiercely objected as it was deemed immoral, evil, teaching students the wrong values, etc. I respect everyone's right to personal/moral/religious views, so I dismissed all Hallowe'en associations from my classroom except when I (quietly and only at home) continued with my personal Hallowe’en observances. Albrecht's Family Traditions: ... Hmm, how many children can I fit into my bubbling cauldron, along with my homemade pickled frogs' brains, and eyes of newts? 0h so many darn recipe adjustments! Well, perhaps if I remove the kids' heads and feet? Darn - No? How about removing the frogs' heads and feet? That's it! ).

Imagine my surprise when I came to Willoughby and discovered that not only was Hallowe'en openly celebrated, the school's population (especially teachers) were encouraged to dress up. I've chosen not to dress up as I still respect the percentage of families opposed to the custom. As well, there will always be students who do not want to (or are unable to) dress up in costumes. (An observation - adults are scary enough to small children without putting them in bizarre makeup and clothing. Sheesh, talk about traumatizing the wee ones.)

So mean ol’ Mrs. Albrecht will NOT be having a Hallowe’en party this year or any other year to come. Students may dress up (as per school expectation) or not, and students may share a classroom treat if they wish. But PLEASE do not ask me to organize a Hallowe'en party for the class. I will not set aside a couple of hours for children to play games, sings songs, binge on sugary treats, and participate in Hallowe'en themed events especially for a day that is not even recognized as a 'proper' holiday or event. The day will keep its educational focus, just as any other.

Wow, this was a long post/rant. I hope that my entry will answer any question you may have about my lack of enthusiasm for Hallowe'en. And if this post has only served to leave you with even more questions for me... the classroom door is always open and you are welcome to drop in at any time.

Mrs. Albrecht's Open Classroom - Drop In

Volunteers Needed in the Classroom

As you may already be aware (from Meet the Teacher night), I have an open door policy in my classroom. Parents and volunteers are welcome to drop in at any time. You do not have to wait to get an invite from me. (But please sign in at the office for safety precautions).

(Research shows that students always benefit from one on one interaction in the classroom,) so please feel free to assist a child in any of the following ways... (I will add to this list as the concepts studied evolve )

(Also, Great times to show up are (but not limited to): 1:00 - 1:30, 10:45 - 12:15)

• Listening to a student read,

• play a game of cards with the children using multiplication strategies,

• provide an audience for a child who would like to read their recent creative writing

• help children use cut out letters to practise their spelling tests

•help the teacher with wall displays or mounting students’ work

• scribe/or type up a story/answers for a child who has difficulty getting words to paper.

• Help record books on tape for the class library

• help Mrs. Albrecht organize the classroom shelves, books, etc.

And, of course, - Help with Volleyball.

Parent Volunteers Needed!

Dear parents of Grade Six Students, in Divisions Three, Four and Five.

I need some volunteer assistants to help out with Grade Six Volleyball Practises as well as Game Days. Volleyball is fun to coach and it doesn’t have a plethora of rules to remember; you’ll be glad you came out to participate and assist.

Also ... Gulp ... I Volunteered to coach BOTH Grade Six Boys’ AND Grade Six Girls’ volleyball teams.

WITHOUT ADDITIONAL ASSISTANCE FROM THE PARENTS, THERE WILL NOT BE A WILLOUGHBY TEAM IN THIS YEAR’S LEAGUE.

• Practise assistants to help with drills and skills during the 8:15 practises

• browse the internet for warmup volley ball games (I have a few, but am physically limited due to injuries)

• Volleyball game day drivers

If you are able to assist with morning practises. Please forward your name and phone number in your son/daughter's agenda and I will contact you regarding days you are available.

If you are able to assist by being a driver for the 'away' games, please let me know and ensure you submit two photocopies of your drivers licence and your insurance coverage to the office (1 for me and 1 for the office).

Thank you all for being a part of your children’s learning/ school /experience/ and memories. This is an involvement that will never be forgotten by your child and it will also create a great memory for you.

Thank you!

Nightly Multiplication Drills

Math Drills

Article Contributed by Sean M.

The students in Division 4 were given a packet of multiplication drill sheets to take home. After we look over the sheets with our parents, we will choose one of the drills to officially ‘start’ our practise drills.

(After we have chosen our starting drill, we will tell Mrs. Albrecht and she will run off a copy on a transparency. Then we can practise the drill as many times as we want without wasting a lot of paper. We will just wash off the ink and be ready for the next try.)

Once we have received our ‘official’ starting drill, we have to practise every night (only once a night). However, we can attempt the drill as many times as we wish. The drills are between the 4x and the 12x tables).

(In February, Mrs. Albrecht will be adding some division and fraction drills as well.)

We are practising our drills because the faster we can recall facts, the easier it is to do all mathematics. Also, we want to be able to ‘beat’ our own recorded time. We will write down how long it took to complete the drill the very first time we try it, and then we will try to ’beat’ that time.

For example, if it takes someone 4 minutes and 18 seconds to do the 8 X drill on Monday, then hopefully by Sunday, it will take him/her only 4 minutes 3 seconds to finish. Mrs. Albrecht will be very happy if we improve upon our first time and hopes our parents will write her a note in our agenda, so she can encourage us.

If we can finish the entire drill within 3 minutes and 30 seconds (with only 2 mistakes or less) we can bring back the drill and pick a new one.

If we become too frustrated with a drill, we can exchange it for a different one after two weeks. Sometimes it is really hard to reach the 3.5 minutes time, and Mrs. Albrecht will be happy if we show improvement.

Mrs. Albrecht has to receive a note from our parents before she will give us a new drill. The note will either report the time it took us to complete it, or it will say that we are too frustrated to continue.

Mrs Albrecht says, Ready...? Set...? Start your drill...!

Mrs. Albrecht - Time Bandit

October 1st, 2007

I think I may have become a “Time Bandit” in my students’ eyes. Last Friday, September 28, an interesting exchange took place between myself and the students in Division Four.

“Next time I see you will be in October” I casually announced as they were leaving for the day.

“What?”

“No way!”

“How can that be?” was the reaction.

Then the teacher-pupil exchange took on an accusatory tone as the class realized that September had indeed, passed.

“Hey, what happened to the third week of September?” a boy asked (with the tone of a lawyer, I might add).

“Yeah”, came the supportive chorus, with accompanying nods.

I started to laugh at this implausible scenario (that, somehow, I had stolen and hidden an entire week of school). I reminded the students that we had only been in our officially assigned classrooms since September 10th,which made the month seem very short.

So yes, they were right. We hadn’t ‘ideally’ received a third week of a school month. Technically, though, September was over and all weeks were accounted for.

I knew then that I was going to be held accountable for many school ‘happenings’ (whether they are my responsibility or not). This group of children is not letting anything slide by without close examination.

And I wouldn’t want it any other way.

Welcome Division Four to Grade Six 2007 to 2008

Welcome to Mrs. Albrecht’s Division Four class website.



We are finishing up our second week of grade six and if these last two weeks are any indicator of what is to come, the 2007/2008 school year is going to pass incredibly fast.

During the first week, all of the grade sixes were divided into two groups. The two groups alternated between Mrs. Sofiak’s and Mrs. Albrecht’s classroom. Mrs. Sofiak had the students conduct interviews, then use the information gathered to formally introduce their peer to the class.

Mrs. Albrecht had the students study three selling techniques used in commercials. The students had to incorporate the techniques learned, into selling an imaginary product of their own.



September 10th arrived and the students were ready to formally begin grade six. In spite of our homework board listing several assignments, the students will only have homework IF they were not able to utilize their class time wisely. Each assigned task is allotted a full period (or more) to work on the task. If the assignment is not completed during the time given, your child is expected to take the work home for completion.


We experienced a death this week and held a funeral/farewell for the deceased. No, it was not an actual physical death, but the death of a learned response that has been detrimental to our students.

On Monday, students were asked to list every school task, behaviour, thought, expression etc.,they feel they CANNOT do. The students were taken aback by this negative request. After some initial hesitation, our children were soon filling their lined sheets with every conceivable I CAN’T thought. The students were then asked to hand the sheets in to me.

It was a fabulous feeling - I had every I CAN’T, every self doubt, or thought that held your/OUR children back from succeeding in my hand.

I announced that there would be a cremation and burial of the I CAN’TS the next day. Students were encouraged to prepare a sentence, paragraph or thought to say goodbye. We also needed to prepare for (and accept) the non existence of the words I CAN’T in our classroom.



The next morning was crisp and clear and perfect for a funeral. After a quick cremation (in a metal cooking container) we lined up, single-file, to dig up then bury the ashes of the I CAN’TS.

The Cremation:



The digging up:



Sarah begins the farewells:



The Burial:





Finally, the class of 2008 is ready to start their grade six year - free of those pesky I CAN’TS!



Since Wednesday, we have spent several sessions creating our Puzzle Profiles for Personal Planning (what a tongue twister).

One of our learning outcomes is for the student to “describe their own individuality within a social group”. By using the format of a jigsaw puzzle, the students are able to pictorially demonstrate how many pieces make up their personality. Some students have added more pieces, making their personal puzzle more intricate. This is true in real life as some of us have many, intricate sides, and others have fewer, yet more open personalities.

I have been learning a lot about the students by reading their profile puzzle pieces, and hopefully we will all learn a little more about each other as the project continues.



We will be writing more about the Community Corn Roast Dinner and posting pictures of the fabulous turnout!