Blog Archives

THURSDAY: Happy Halloween!

10/31/2013

Today was a fun and exciting day! The students not only dressed up for Halloween, but the school turned into 'Hogwart's Academy' and the teachers/staff all dressed up as one of the characters from Harry Potter. I dressed up like Professor Snape with my long hair and black robes. The students enjoyed the day and shared their Halloween snacks with their classmates. They were full of energy all day long!

1.) PARENTS: Click here to sign up for a preferred time for your parent/student/teacher conference.

2.) MATH 6/7:

Watch this video. There will be a quiz on the coordinate system tomorrow. Make sure you are comfortable plotting points.Complete the coordinate jack-o-lantern diagram if you haven't done so already.

3.) POST A RESPONSE:

How will you stay safe tonight when you're trick or treating?
List at least 3 different precautions you are taking today to make sure you keep yourself safe?

VIDEO LINKS:
The Coordinate Plane

WEDNESDAY: Student/Parent/Teacher Conferences Oct 31st - Nov 4th

10/30/2013

NOTICE TO PARENTS: Please click here to schedule a student led parent/teacher conference. I will e-mail you or relay a message to your child to confirm a date/time as close to your preferred time as possible.

LEARNING INTENTIONS:

I can tell tell the difference between a summary and a paraphrase.
I can summarize or paraphrase an article.

1.) MATH/LA/SCIENCE: No homework.

2.) HALLOWEEN PARTY SNACKS:

Click on the links below to let the class know what you're bringing tomorrow!
Kev's link
Maven's link

3.) POST A RESPONSE:

In YOUR OWN WORDS, explain the difference between a summary and a paraphrase.
Be sure to include 2 points for summaries
Be sure to include 2 points for paraphrases

VIDEO LINKS:
Halloween Fun (Only watch this if you are not afraid of ghosts!)

TUESDAY: ICE SKATING (TO be updated)

10/29/2013

To enhance our physical education program, we buddied up with Mr. Richardson and Mr. Tito's classes and visited the Cloverdale arena for a group ice skate! I was impressed with all of the students and how they behaved in a respectful manner on and off the ice. One student said, "Mr. Hong, check it out! I'm better than I was last year because I've practiced a few more times!" It is so great to see all of them putting the R.O.L.E.S. into action. Upon returning to the school, we reviewed the R.O.L.E.S. so the students could refresh their memories as to what respect looks like inside and outside of Hillcrest Elementary.

IMPORTANT - MAKE SURE YOUR PARENTS SEE THIS INFORMATION
1.) PARENT/TEACHER/STUDENT CONFERENCES: Parents, if I haven't had an opportunity to meet you, or if you would like to come check out the learning that has taken place over the last two months, please click here to choose your preferred date and time slot. I will do my best to accommodate your PREFERRED time slots.

2.) MATH 6: Test tomorrow (Multiples/factors/primes/composites)
MATH 7: Test Corrections. Return signed by your parents.

3.) SCIENCE 6/7: If you did not hand in your Ecosystems conn

4.) LA: Complete your paraphrasing handouts.

5.) POST A RESPONSE:

Explain how the R.O.L.E.S. relates to your life. Some of you may want to reflect on your behaviour today when we had a guest in the classroom.
Why should we show respect to others?

VIDEO LINKS:
Wayne Gretzky's Skating Tips

MONDAY: Food Webs

10/28/2013

Today, I had the pleasure of hearing the words of a student taking ownership of his learning. James came up to me this morning during Science and asked me, "Mr. Hong, can you tell me how to improve my work?" Although he is a new to our school, he is learning.....how to learn! To all my students, keep up the awesome work that you do every day!

1.) MATH 6:

Multiples/Factors/Primes/Composites Chapter test tomorrow.
For review, scroll back over the past few weeks of posts and watch the review videos that were posted.

2.) SCIENCE: Ecosystem web projects are due tomorrow.

3.) FIELD TRIP:

Bring $3 if you are renting skates and $1.50 if you need to rent a helmet.
HELMETS ARE MANDATORY!
If your parents haven't filled out the permission form yet, they MUST do this or you will be unable to participate. Parents, click here!
Click here to read the letter to parents.
Parents, we will leave the school at 11am and will be skating from 11:45am until 12:45pm.

4.) POST A RESPONSE: (use full and complete sentences)

List two things you have learned about working with soapstone.
What has been the biggest challenge so far?
Are you enjoying working with soapstone? Why or why not?

VIDEO LINKS:
Bill Nye and the Food Web

THURSDAY: CLASSIFYING COMMUNITIES OF ORGANISMS

10/24/2013

Today, the students continued learning about ecosystems and enjoyed classifying communities that exist in three different ecosystems. Through my informal observations, every student in the class was able to classify the organisms into the different categories (Producers, herbivores, carnivores, omnivores, detrivores, and decomposers) For inspiration, they all worked outside on the grass where they were able to work in small groups to complete their work. One student went so far as to say, "Mr. Hong, we are invading the ecosystem that exists in the grass and soil!"

LEARNING INTENTIONS:
I can classify organisms into the following categories based on what they consume and/or what they do to survive: Producers, Herbivores, Carnivores, Omnivores, Detrivores, and Decomposers.

1.) MATH 6: Pg 103 #1-7 and #9, and Worksheet questions #1-5
MATH 7: Any assigned work.

2.) SCIENCE:

Complete typing/writing out all your labels for the organisms in the ecosystem you chose on Friday.
Cut them out and paste/border them on coloured paper. You must have these ready to work on your projects on Monday.

3.) ICE SKATING FIELD TRIP:

Parents: Click here to complete the digital permission form for ice skating on Tuesday, October 29th and Monday, December 9th.
Volunteer Drivers are requested.
Click here to read the parent letter.

3.) POST A RESPONSE:

Improve, add or change at least 3 adjectives (words that describe nouns) in each of your 3 passion paragraphs.
Post your original paragraph here and then your revised one underneath it.
Use the following format:

ORIGINAL PARAGRAPH:_____________
REVISED PARAGRAPH:______________
WHAT I CHANGED AND WHY I CHANGED IT: _________________

VIDEO LINKS:
- To be updated

WEDNESDAY: ARBORISTS AND THE SCIENCE CONNECTION

10/23/2013

Today was a wonderful day of learning! The students were able to see real-life connections from what they learned in Science to the real world! We had a special presentation today by some arborists who will be planting trees on our school grounds. They talked about the importance of trees and how they are essential to life! In addition to this, they also talked about photosynthesis, oxygen, carbon dioxide, and glucose. One teacher mentioned to me that all of the Division 4 students looked like they wanted to share their science connections with our special presenters.

LEARNING INTENTIONS: To convert incomplete sentences into complete sentences by using conjunctions (IE and, either, neither, because, etc), commas, and periods.

1.) LA:

Use what you learned today to improve the sentences in your passion paragraphs (Google Drive)
You must convert all incomplete sentences into complete sentences in all 3 of your paragraphs.
There is a QUIZ tomorrow and it will be based on this video. Be sure to review it!

2.) MATH 6:

Test must be returned and signed by your parents. Also, corrections must be completed.
Mid-chapter review must be completed, marked, and corrected.

MATH 7: Any assigned work.

3.) SCIENCE:

Make sure you have your piece of cardboard at school tomorrow. We will start our Food Web projects! (As long as it is about 30cm by 30cm, it should be fine.

4.) POST A RESPONSE:

Post one incomplete sentence or a sentence that is too long (from one of your passion paragraphs)
Then, post your revised sentence(s) by combing the shorter sentences together using conjunctions or by splitting up longer sentences to make shorter ones by adding punctuation.
Use this format: INCOMPLETE SENTENCE(S): _______

REVISED SENTENCE(S): ___________

VIDEO LINKS:
LA - Fragments/Incomplete sentences

TUESDAY: VOLLEYBALL AND SOAPSTONE

10/22/2013

Today, students started learning about setting/volleying technique in PE. Students learned if they use their legs and their arms at the same time, they will gain greater control and power when they are setting the ball.

In addition to the fun the students had learning about volleyball, they also started working on their soapstone carvings. They drew their animals, did some etching, and also cut out some of the negative space that they did not need.

LEARNING INTENTIONS:

To be able to accurately pass a ball to a partner using the proper setting/volleying technique. (PE)
To use a new medium (soapstone) to create an organism that exists in a specific ecosystem. (ART/SCIENCE)

1.) LA:

Click here to read the 100 WC writes!
Click here to vote for your favorite 100 Word Challenge Write!

2.) MATH 6/7: Any incomplete work.

3.) PARENTS: We will have a student led conference next Wednesday from 3-4pm.

4.) POST A RESPONSE:

In your own words, explain what a food chain is.
In your own words, explain what a food web is.
What is the difference between the two?
Type out a food chain for the organism you did your nested ecosystem on.
For example: Bear--> Salmon-->etc (Don't forget what all food chains end or start with (depending on how you look at it.)
If you have any question, please post them here.

5.) SCIENCE/ART: Bring a piece of cardboard to school tomorrow. It must be at least 30cm by 30cm.

VIDEO LINKS:
Food Chains, Food Webs, and the Energy Pyramid

MONDAY: TEACHER FEEDBACK BEING PUT TO USE!

10/21/2013

Today, the students individually shared their passion paragraphs with me and I gave them feedback on their paragraphs. Most students will have to add transition words to their paragraphs and they will use the list in their binders to do this. In addition to this, most students will also have to add adjectives to create better images.

LEARNING INTENTION: To use the feedback given to me by my teacher to improve my paragraphs.

1.) LA/PASSION TRAILERS:

If you haven't completed your passion paragraphs, be sure to complete your first drafts. Many of you are already working on your first round of edits/revisions.

2.) ART:

We will be starting soapstone art tomorrow afternoon.
Make sure your materials are at school tomorrow - apron or old t-shirt, toothbrush, rubber gloves, and a plastic bag to store all your materials.
Click here to download a copy of the waiver. If you are one of the students who has not returned this, be sure to do so.
If you are one of the students who hasn't returned your permission form, be sure to have your parents write a short note to me giving you permission to participate.

3.) POST A RESPONSE:

Do a little research and post an example of a detrivore and a decomposer. Be sure to explain why each organism/animal is considered a detrivore and/or decomposer.
Be sure to briefly explain why your organisms are considered detrivores and decomposers.
Include a link of where you found your information.

VIDEO LINKS:
Carving Soapstone

FRIDAY: PHOTOSYNTHESIS

10/18/2013

Today, the students learned about the food chain. They learned about producers and the process of photosynthesis. They learned about the non-living parts of the environment that help keep the cycle of life going. Plants need carbon dioxide and humans need oxygen. Plants obtain their nutrients from the sun, soil, and water. They also provide us with oxygen and food which we cannot live without.

LEARNING INTENTIONS: To understand and be able to explain in my own words, the importance and the process of photosynthesis.

1.) LA:

Continue working on your passion paragraphs. All 3 paragraphs must be completed by Monday (First draft)
Follow the criteria for writing paragraphs that you have been working on this week.
Complete your first drafts on your Google Drive document.

2.) MATH 6: Pg 80 Qu.2, 4, and 5. Pg 84 2a, 3, 4, 5, and 6. Due for Monday. Watch this video on prime factorization.
MATH 7: Any assigned work.

3.) SOAPSTONE ART:

Starts next week so be sure to bring all your materials - apron or old t-shirt, toothbrush, rubber gloves, and a plastic bag to store all your materials.
Click here to download a copy of the waiver. If you are one of the students who has not returned this, be sure to do so.
If you are one of the students who hasn't returned their permission form, be sure to have your parents write a short letter to me giving you permission.

4.) POST A RESPONSE:

Watch this video to review what you learned today.
In your own words, describe the process of photosynthesis using the scientific terms you learned in class today.
Be sure to use words such as chlorophyl, photosynthesis, oxygen, carbon dioxide, nutrients, water, etc.
BONUS: Create a video that demonstrates the process of photosynthesis and post a link here.

VIDEO LINKS:
Photosynthesis
Prime Factorization

THURSDAY: BUILDING PARAGRAPHS

10/17/2013

Click on the image

Today, I stood back in amazement as all of my students diligently worked on their writing assignments. We continued working on organizing and building paragraphs today. As a teacher, it makes me proud to see my students learning and enjoying it at the same time! To quote Sean, he said, "I completed all three paragraphs because I enjoy writing when I have the choice of what I can write about!" Not only did the students write their own paragraphs, they also read their neighbours paragraphs to ensure they were following the criteria and also gave them one thing they should improve in their writing.

1.) MATH 6: Pg 80 Qu.2, 4, and 5. Pg 84 2a, 3, 4, 5, and 6. Due for Monday. Watch this video on prime factorization.
MATH 7: Any assigned work.

3.) POST A RESPONSE:

Write a paragraph and be sure to answer the following questions:

I.) Why did (insert student's first name - do not include last names) feel so happy to be at
school?
II.) What was the cause of this change that led him/her to feel happier at school?
III.) How has this incident/cause changed his/her perspective or view of school?

Remember to include: An inviting lead/hook and 'TOPIC SENTENCE", answers to the questions above (Supporting sentences - examples, quotes, statistics, etc), and a concluding sentence.
Be sure to use transition words. This is a great list that you can use!
Ask 2 students quality questions about their paragraphs.
Give 2 students positive comments!
Don't forget your digital citizenship and the R.O.L.E.S. when posting. Be respectful at all times!

VIDEO LINKS:
Using Transition Words

WEDNESDAY: BUILDING PARAGRAPHS

10/16/2013

Today, students learned about building paragraphs. They learned that often times, the main idea of the paragraph is stated in the 'TOPIC SENTENCE', which is usually the first sentence of most paragraphs. In addition to this, the students learned that paragaphs always include 'SUPPORTING SENTENCES' (examples, quotes, statistics, details, etc). They also learned that paragraphs most often end with concluding sentences.

LEARNING INTENTIONS: To learn how to structure a paragraph with an inviting lead, support, and a conclusion.

2.) MATH 6: Chapter 3 Lesson 4 worksheet, Page 3 and 4 of math booklet (Primes/Composites)
MATH 7: Check your teacher's website for any assigned work.

3.) POST A RESPONSE:

Write a descriptive paragraph (use good adjectives that produce images in your audience's minds) This should be about 5-6 sentences.
Include an exciting hook/lead topic sentence.
Include at least one example.
Include at least one quote.
Include at least one statistic. (Grade 7's only)
A good concluding sentence.
Click here if you need a list of good transition words to connect your sentences together. Grade 6 students, see if you can use one transition word at the beginning of each of your sentences within you paragraph!
Give 1 positive comment to another student and a polite suggestion.

VIDEO LINKS:
Prime Factorization - Factor trees
- Don't worry about the 'EXPONENTIAL NOTATION'

TUESDAY: FUN TIMES WITH PRIMES

10/15/2013

Today, the Grade 6 students learned about prime and composite numbers! Some of the students were skeptical at first, but after they learned the difference between prime numbers and composite numbers, the fun times started rolling! All of the students couldn't contain the amount of fun they were having! They repeatedly chanted, "Fun times with primes! Fun times with primes!"

LEARNING INTENTIONS: To distinguish the difference between a prime number and a composite number.

1.) MATH 6:

Pg 1 and 2 of the Prime/Composite Number booklet.
Chapter 3 Lesson 3 Worksheet
Click here to see something that will help you with your homework!
Prime / Composite Number Cartoon Video (Quiz tomorrow)

MATH 7: Any assigned work. Check your teacher's website.

2.) SCIENCE 6/7: Science Quiz tomorrow.

3.) POST A RESPONSE:

Ask 2 classmates 1 thinking question about their 100 WC writes.
Give 2 classmates 1 positive comment and 1 suggestion for their 100 WC.
Click here to view their final posts.

VIDEO LINKS:
Recognizing Prime Numbers
Prime / Composite Number Cartoon (Quiz Tomorrow)

FRIDAY: HAPPY THANKSGIVING!

10/12/2013

Graph: Predator-Prey Relationship

The students were very excited today to learn about different reading strategies. Many students find such concepts a little bit boring. However, I was happy to see all the look of excitement on everyone's faces when we learned about connections, visualizations, inferences, skimming, scanning, etc. We modelled how to use some of the strategies and the students had practice putting these strategies to work! You did great today everyone! Have a Happy Thanksgiving!

LEARNING INTENTIONS: To use different reading strategies to deepen your understanding of the reading material.

1.) LA:

Play around with your Animoto account and make a quick video of your what you did over the Thanksgiving weekend! If you have a mobile device, download the app and it will make things much easier for you! If you like, you can show your classmates on Tuesday, or you can post a link to your video here over the weekend.

2.) MATH 6:

Watch this short video clip on 'GOOD TIMES WITH PRIMES' with your parents to prepare you for Tuesday's math class! HINT: I wonder if you will have a pop quiz on prime numbers? ;-)
We will be having 'GOOD TIMES WITH PRIMES' in Math next week! I know how excited all of you must be! WOOT! WOOT!

MATH 7: Any assigned work. Check your teacher's website.

3.) POST A RESPONSE:

Click here to view a graph of the predator-prey relationship between the moose and the wolf. Answer the following questions using full and complete sentences. This means you must pay attention to the conventions of writing: spelling, grammar, capitals, structure, etc.
What two things does this graph compare?
What is range of years that is shown on this graph?
What does the legend show?
For every 500 Moose, how many wolves are represented?
In ~ which year was the moose population the highest and how many were present? Pay attention to the scale on the bottom of the graph. Before answering this question and the next 3, Ask yourself, "How many years does each space represent?"
In ~ which year was the moose population the lowest and how many were present?
In ~ which year was the wolf population the highest and how many were present?
In ~ which year was the wolf population the lowest and how many were present?
Explain why you think the moose population was so high in the year ~1980.
Explain why you think the wolf population was so high in the year ~1996.
~ means approximately

VIDEO LINKS:
Good Times with Primes

THURSDAY: INTERPRETING GRAPHS

10/10/2013

Image Credit: Nathan Crock

Today, the students learned alongside their little buddies from Mrs. Nowotny/Scott's class. Our little buddies are currently working on human-made structures, animal made structures, and natural structures. The grade 6/7 students are currently learning about ecosystems. They were able to use a nested circle to zoom in on ecosystems within ecosystems. In addition to this, they also worked on interpreting predator/prey graphs by using the different data and text features present in a graph.

LEARNING INTENTION: To understand and interpret data from a predator/prey graph.

1.) LA:

Read the article titled 'Comprehension: Photographing Animals'
Answer questions #1-4

2.) MATH 6: Play the 'PUMPKIN MULTIPLE' video game! It's loads of fun!
MATH 7: Check your teacher's website

3.) POST A RESPONSE:

Today, you learned how to interpret and analyze a graph that contains some simple data. Click here to see the 'SURPRISE GRAPH'!
Based on what you learned today, answer the following questions:

How did the Isle Royale wolf population change between 1977 and 1980?
How did the moose population change during that same period?
How did the wolf population change between 1986 and 1988?
How did the moose population change during that same period?
What is one reason that might be why the moose population dropped between 1974 and 1981?
BONUS: Explain any theories that you have that could possibly explain why the wolf and moose population increased and decreased?

VIDEO LINKS:
Princessa's Square Dance Performance

WEDNESDAY: Predator/Prey Relationships

10/9/2013

Today, students learned about the predator/prey relationship between animals. Students were able to connect to real life scenarios and were able to identify the teeter-totter effect that always exists in different ecosystems. They learned that everything is connected and one small change can cause many things in an ecosystem to change.

LEARNING INTENTION: To learn about different predator/prey relationships and how changing one thing can cause a change within the ecosystem.

HANDOUTS:

In-line skating ($7.50)
Soap Stone permission forms and waivers ($45)

1.) MATH 6:

Quiz on multiples and factors tomorrow.
Complete String Art Activity and make sure you answer the 4 questions on pg 77 of your math textbook.

MATH 7: Any assigned questions.

2.) POST A RESPONSE:

Using your organism as an example, list at least one predator/prey relationship.
Assume that all of the grizzly bears you see in the video live in the Khutzeymateen Valley. If we were to add another 50 grizzly bears to this area, what do you think would happen to the number of prey (food) available?
Relate this to your animal and explain what would happen if you were to increase the population substantially.
What would happen to the number of prey?
What do you think would happen to the population of your organism?
Think about these questions carefully and explain using as much detail as possible based on what you learned today. What would happen in the short-term and the long term.
I can't wait to read what you all have to say!

VIDEO LINKS:
Greg Heffley's Passion for Flying
Great White Shark Jump (Predator/Prey Relationship)
Grizzly Bear Attacks Prey

<<Previous

THURSDAY: Happy Halloween!

WEDNESDAY: Student/Parent/Teacher Conferences Oct 31st - Nov 4th

TUESDAY: ICE SKATING (TO be updated)

MONDAY: Food Webs

THURSDAY: CLASSIFYING COMMUNITIES OF ORGANISMS

WEDNESDAY: ARBORISTS AND THE SCIENCE CONNECTION

TUESDAY: VOLLEYBALL AND SOAPSTONE

MONDAY: TEACHER FEEDBACK BEING PUT TO USE!

FRIDAY: PHOTOSYNTHESIS

THURSDAY: BUILDING PARAGRAPHS

WEDNESDAY: BUILDING PARAGRAPHS

TUESDAY: FUN TIMES WITH PRIMES

FRIDAY: HAPPY THANKSGIVING!

THURSDAY: INTERPRETING GRAPHS

WEDNESDAY: Predator/Prey Relationships

About Us

Archives

Categories

Mr. Hong's Web 2.0 Tools