Mon journal ( source primaire)

Bonjour mes 6e année!

Es-tu prêt ou prête à commencer ton journal sur covid-19? N’oublie pas…..le travail que tu vas accomplir va être utilisé pour plus qu’un sujet !  Tu vas créer des sources primaires qui vont te servir en français, en études sociales et en anglais !

Et qui sait ? Peut-être me qu’un jour toi ou quelqu’un dans ta famille va relire ce que tu as créer et va se souvenir de VRAIMENT comment c’était….car tu étais une source première lors de cette catastrophe planétaire !

Clique sur ce lien pour le document des entrées.

Mr. C

 

Que va apporter cette prochaine semaine?

Bonjour la gang de 7e année!

Qu’allons-nous faire ensemble cette semaine ?  Plein de choses !

1- On finit notre débat lundi matin!     

2- Ensemble, nous allons analyser la chanson Les étoiles filantes, par Les Cowboys Fringants. 

3- Je vais te donner ta 2e question directrice pour ton journal covid-19, qui sera à remettre pour vendredi le 3 avril.  Détails à venir lundi matin!

À bientôt!

Mr. Cinanni

 

 

Que va apporter cette semaine ?

 

 

Bonjour mes 8e année !

Il nous reste une belle semaine ensemble avant un congé de deux semaines bien mérité ! Qu’allons-nous faire cette semaine ?  Plusieurs choses !!

On va commencer avec une analyse assez profonde de la chanson Plus rien, de Les Cowboys Fringants, qui ne peut pas être plus en saison en ce moment…..

Et je viens de trouver un article qui prédit certains changements sociaux à cause de cette isolation due au covid-19. Lisez cet article sur radio-canada ! 

Notre deuxième entrée de notre journal sera à remettre pour le 3 avril ( détails à venir ).

À demain !

Mr. Cinanni

La planète respire de mieux en mieux….

Bonjour mes 7e année,

Oui, nous vivons dans une nouvelle réalité, et notre monde comme on le connaît change à chaque jour.  Cependant, il y a des avantages à devoir forcer de grandes populations humaines de rester en isolation……et oui, c’est notre planète qui en profite !

reporterre.net/Pour-le-climat-il-y-aura-un-avant-et-un-apres-coronavirus

1- Lis cet article et commence à prendre en notes (Google Doc )les différentes façons dont notre planète commence à regagner ses forces !

2- Va au lien de VoiceThread que je t’ai envoyé et il y a une vidéo à écouter.  Continue d’y ajouter ce que tu as écouté.

La semaine prochaine, nous aurons une discussion en classe et tu pourras te baser sur ton Google Doc pour partager tes trouvailles (findings) avec la classe d’accord ?

Bonne écoute, et bonne lecture!

Mr. Cinanni

 

 

Grade 8 (Bertrend)- Megacity Task, March 19

Hi Grade 8’s,

I am really looking forward to our continuing our learning and great conversations together online! We did begin our history unit focusing on Canadian Confederation and we will resume it next week.

For the next week, I would like us to turn back to our geography unit where we learned all about megacities and population settlement patterns. You each researched a different megacity around the world and created an excellent photo collage showing the factors that led to the city’s growth, the challenges the city faces with having such a large population, and then solutions (current or aspirational) that address each challenge.

For today’s independent work period, I would like you to research your megacity again, but through a different lens. With COVID-19, megacities are the areas in particular that will face the largest challenges with having such a high population (megacity=over 10 million). Your lens today is to learn about how COVID-19 is currently affecting the megacity you researched and how the city is mitigating the effects.

New vocab word of the day is ‘mitigating’- this means lessening the impact. A great Canadian example of this is our fun snowstorms. The snow storms are still going to happen (we can’t control this), but we can mitigate the impact by ensuring we have snow tires on vehicles to reduce car accidents, having equipment to shovel snow around the house, etc.

I am available during this time and will check in on how you’re doing. I will also help each of you find reliable sources, which is so important given the issue you’ll be looking into. Here is a breakdown of how to spend your time:

  1. Research your megacity and how they are helping mitigate the effects of COVID-19 (Suggested time: 40 min). By the end of your research, you should have a total of 3 ways the city is helping lessen the impact of COVID-19.
  2. Go back to your Megacity Google Slides presentation, and add 3 new photos to your collage (1 photo for each way) (Suggested time: 10 min)
  3. For our first Google Meet class next Tuesday, you’ll be asked to share about why you chose each photo and describe it. Prepare what you would like to say about each photo (Suggested time: 20 min).

“See” you soon and email/Google Hangout chat with me if you have questions this morning!

Mrs. B

Grade 6 Social Studies- March 18th

Hi Everyone,

Introduction to Social Studies- Virtual Style! 

I hope you had a great weekend and are all ready for our virtual classroom experience! It’s going to be a learning curve for everyone (including myself!) for where to find information, login information, getting used to the new schedule, but we got this 🙂 It’s an exciting journey together and one that I’m really looking forward to. It’s a great opportunity for you to dive into particular topics you’re curious or passionate about that relate to Social Studies (more to come on this, but be excited).

All your teachers are available throughout the day if you have questions. You have Mrs. Cleveland as your homeroom each morning and this is a great space to ask questions (I am sure others have the same questions as you too) and you have your Grade 6 Advisor too. Reach out to us and we’re here to help you throughout this journey.

Today we have our first ‘independent work’ period for Social Studies. This is a period where the class topic and tasks are given, and then you can work through the material on your own. What should you expect? It may be an article to read, video to watch, or activity to try out at home. This could be followed up by a task to complete and submit. An example of a task that could be assigned is a photo scavenger hunt, reflection to complete via Flipgrid, or questions to answer and submit through Google Docs. Whatever it is, it’s always my goal to have the instructions as clear as possible for your independent work period.

Today’s Plan- Wednesday, March 18th

We’re picking up where we left off at school. We have started our new unit ‘Canada’s Interactions with the Global Community’ …or lack of right now 🙂 You each created fantastic inquiry questions about things your curious to learn more about through the unit, and I’ll incorporate them along the way. One of the first tasks we started on was learning our world geography, so when we’re talking about different countries and places, you have an image of the world map in your mind and know where they are. So far we have learned and labelled North America, Central America, and South America.

TASK 1 (Suggested time: 20 minutes)

For the first part of our Social Studies class today (20 minutes), you are asked to continue to learn the country names for our next two continents (Europe and Asia). Visit the website Seterra and click the ‘play online’. If you have a printer, you can also click ‘printables’ to print out the maps like we did in class and try labelling it with an online Atlas (I’ll find a good online Atlas to use and add it to our ‘resource’ section of this blog at the top of this page.

TASK 2 (Suggested time: 55 minutes)

At the beginning of the year we learned about what it means to be an informed citizen and why this is important. The ‘big idea’ that we took away from it is that it’s important for us to use reliable sources and know what is going on in the world (current events) since we are so connected with one another. Start to think about what makes a source reliable or unreliable? What are the ‘clues’ on each website you go to that shows whether it is reliable or not?

For today, you are asked to find a ‘current event’ news article (Google News, CBC News, Scholastic News, Time for Kids). Here’s the CATCH: It needs to be a POSITIVE news article that is happening WITHIN Canada. We know that news tends to be negative so let’s all find some positive news to share with one another.

STEP 1: Find and read an article from an above source.

STEP 2: In a Google Doc., complete the following:

a. What is happening in the article?

b. Who is involved?

c. Where is it taking place in Canada?

d. Why should Canadians care about the issue presented and be informed about it?

Share your Google Doc. with Mrs. B by Friday at 9:00am. Be ready to share your current event at our first virtual class on Friday!

Looking forward to ‘seeing’ everyone!

OJCS Middle School Social Scientists

In our OJCS Middle School Social Studies classes, we have shifted to focusing on the KEY skills that students need to develop as Social Scientists. It’s easy in some subject disciplines to create your won ‘tunnel vision’ on the topics that you need to teach in a school year- and Social Studies is one of those disciplines. Why? The Ontario Social Studies curriculum provides an outline of the Geography and History topics to focus on for teachers in any give school year, such as the reasons for and against Canadian Confederation. With the time contraints felt by teachers in any education system, it can be quite easy to focus on the WHAT.

While the WHAT of our classes is important, we’re focusing on the WHY and HOW for a richer and more meaningful classroom experience. WHY is a particular topic important to learn about? HOW can I best investigate a particular topic as a Social Scientists?

Today in our combined French and English Grade 7 Social Studies, we focused on one of the key skills: formulating inquiry questions for our upcoming unit on ‘Water’. We learned that a rich inquiry question cannot simply be answered with one word, is a yes/no question, and should be directly linked to a detail in the source. The specific source we focused on was photographs. Below you can see some of the different photographs we analyzed and the students discussing the quality of each inquiry question created.

Curious for the other key skills our Middle School Social Scientists are learning? Stay tuned to our blog!

Ah oui ? Tu aimes la neige?

Un peu de pitié pour le monde des Maritimes!

Image result for tempete de neige a terre neuve Image result for tempete de neige a terre neuve

Voici un bon article à lire pour ceux et celles qui veulent en savoir plus:

La tempête du siècle !

Mes élèves en 8e année joueront le rôle de journaliste, en préparant ( pour ce vendredi ) un mini-reportage de l’impact impressionnant de cette tempête sur la population des Maritime.

Je suis curieux de voir ce qu’ils et elles vont produire!

Attache ta tuque pis tes bottes !  Y’a d’la neige en masse!

Image result for tempete de neige a terre neuve

Mr. Cinanni

 

 

Gr. 7 Climate Change Factors

In grade 7 Social Studies with Mrs.Bertrend, we are continuing to learn about climate. We are learning about the 6 factors that affect climate: relief, elevation, ocean currents, wind & air masses, and latitude. While some like ‘ocean currents’ may not directly impact us living in Ottawa, many of the factors do. Which factors affect us the most in Ottawa? Comment below!

We were also each assigned a climate factor and created a powtoon teaching others about the climate factor. In the powtoon, we had to explain what climate is (and how it is different from weather), our climate factor, how it impacts climate, and then how it affects those living in the Ottawa area. Please check out our powtoon videos below to learn more about the 6 climate factors.

Noam and Abby- Bodies of Water

Sarah- Relief

Ruben & Sarah- Elevation

Brandon- Ocean Currents

Jacob- Wind & Air Masses

Maayan- Latitude

What are we up to next? Now that we’ve learned all about the factors which affect our Earth’s climate, we have been discussing the natural and human causes of climate change. We have also each selected a different climate change project that we are working on now- stay tuned for our blog post sharing each project!

Le feu qui brûle l’avenir

De retour de nos belles vacances d’hiver avec nos familles, seulement pour constater encore qu’il y a un coin du monde qui vit une tragédie qui semble de ne pas avoir de fin.  J’ai trouvé cette photo qui m’a marqué, et je l’ai ensuite partagé avec mes élèves en 8e année…..et voici leurs réflexions écrites:

Quand je regarde cette photo, avec Mère Nature qui tient son bébé koala, cela me fait sentir comme c’est notre faute que ça se passe…..( Zoé Neuman )

En regardant la photo, je sens comme tous les koalas viennent de perdre leurs maisons,et Mère Nature a l’air inconsolable, et je me sens tellement triste. ( Aidan Baker )

En classe, on a vu une vidéo qui montre des pompiers qui risquent leurs vies pour aider n’importe qui en aide, et j’ai le sentiment comme je devrais faire quelque chose pour les aider aussi…..( Jessica Ages )

Mes mots ne peuvent pas décrire le dommage fait en Australie. Oui, mes mots peuvent exprimer qu’il y a 200 feux, que 600 millions d’animaux et 23 humains sont morts….mais mes mots ne peuvent pas faire arrêter tout ceci….. ( Talia Cherun )

Le koala et Mère Nature ont l’air comme le symbole de la dernière chance….comme si c’est le dernier et pire moment de leur histoire. Si seulement tout le monde essayait d’aider…. ( Kiera Vered )

 

Et voici la vidéo visionnée en classe ce matin:

 

-Mr. C et sa classe