Perspective Tips and Tutorials

helphttp://drawsketch.about.com/od/perspective/ss/1ptperspective.htm

ALternative Energy

Although this is a grade five link, it might be useful for the grade 6 Challenge.

The Physics of Roller Coaster Design - Potential and Kinetic Energy

Physics of Roller Coaster Design http://science.howstuffworks.com/engineering/structural/roller-coaster.htm http://kids.discovery.com/games/build-play/build-a-coaster ttp://www.learner.org/interactives/parkphysics/coaster/ http://puzzling.caret.cam.ac.uk/game.php?game=roller

Tessellations

http://illuminations.nctm.org/ActivityDetail.aspx?ID=202 http://gwydir.demon.co.uk/jo/tess/tess.htm http://www.coolmath4kids.com/tesspag1.html http://www.exploratorium.edu/geometryplayground/Activities/GP_Activities_6-8/ExploringTessellations_%206-8_v4.pdf EASY but FUN! http://www.pbs.org/parents/education/math/games/first-second-grade/tessellation/ EVERYTHING that you could possibly need to KNOW about TESSELLATIONS ... and then SOME MORE! http://mathsyear7.wikispaces.com/Tessellations

Caribou Math Contest Tutorial

Yo! Yes? by Chris Raschka

Think about the partner activity that you did today in class with the "script" from Chris Raschka's book. How did the actions of the characters represent the real life process of making friends? What did the story remind you of in your life? How effectively did this simple story describe the process of building the kingdom of God rather than tearing it down? In what ways does the story recognize the inherent dignity in all people of good will?

Holy Week and Thoughts on Easter

The tomb is empty. The stone has been rolled away. Jesus is not there. A vacant grave in the dim light of morning. This is the height and summit of the story of Jesus the Nazorean. The reading from the Gospel of John gives us the account of a grief-stricken Mary Magdalene seeking the tomb of her Rabbi, Master and friend.

You Don't Know Jack About ...

Grade 6 Math and Science Post for March 25th

Astronaut Drinking Water in Space
                                                 Kristin Hadfield Talking About Her Father and Commander Chris Hadfield Washing His Hands with Water                                     

Follow this link to read this article and think how the information applies to Friday's math lesson on bringing water to space. You may recall that we discovered that astronauts are only permitted to carry 24 L of water with them up to space. Consider the reasons why so little amount of water is allowed per astronaut (ie. payload, weight, extra cost of fuel etc).

Show off what you know in a comment and the connections that you can make between this information and capacity and volume! Remind yourself of the definition of the words capacity and volume. Reflect on the size and shape of a 1 L container (pop, juice or milk) What other shapes of containers could be used to store 1 L of water.

HERE IS YOUR ASSESSMENT WORK. Due to be handed in on Thursday! On lined or graph paper. Available in classroom by shelves near sink. (Remember to clearly show your work, including formulas used)

1. Find the volume of a 1 L container. (marks = 3)

2. Show weight of 1 L of water (without container). You can take information from Friday, but show your numbers and work. (marks = 3)

3. On paper, with notes and measurements, design your own your version of a container that would have the same volume as a 1 L container. (marks = 5)

4. A group of NASA engineers is planning the best uses of available space in Space Shuttles and the International Space Station. You have been asked to come up with a design for a container that can hold 24 Litres of water — the amount an astronaut is allowed for one day.

Remember you need to address the problem of conserving space on the Shuttles and on the space station. In you design you need to show your strategies and solutions for solving the space and weight problem. Consider how you would know that a container is big enough to hold 24 Litres.

About how heavy would your container be if it were filled with 24 Litres of water? (Use Earth weight here. Think about how we found weight of container and water on Friday.) (Marks = 14)

Please Watch and Bring its Message Forward in Your Life

Mathematics - Capacity and Volume

Here is a helpful link for further learning: http://www.users.on.net/~wayne_r/maths/volume_and_capacity_k6.htm

Pope Francis - CBC Coverage

http://www.cbc.ca/news/world/story/2013/03/19/wrd-vatican-pope-francis-inaugural-mass.html

We Real Cool by Gwendolyn Brooks

We Real Cool

The Pool Players. Seven at the Golden Shovel.
We real cool. We
Left School. We
Lurk late. We
Strike straight. We
Sing Sin. We
Thin gin. We
Jazz June. We
Die soon.

Jake and Company's Winning Performance

String Quartet. Please leave a comment!

More Beauty of Mathematics

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Stem and Leaf plot

Here is a really explicit and helpful lesson to help you learn about stem and leaf plots (tables). Watch it carefully and leave a comment. Use these guiding questions to help plan your comment: What makes sense to you about the stem and leaf plot? What doesn't make sense, or confuses you about the stem and leaf plot? How does the name, stem and leaf, help you remember how it works? How important is organization when producing a stem and leaf plot? Why? What kind of data might work best for a stem and leaf? Did the video give you enough information so that you could create your own stem and leaf plot with a given set of data? http://www.mathplayground.com/howto_stemleaf.html

SPACE JAM ... literally!

Watch both videos and leave a comment with your impressions. The story behind the song: Finished product:

Jim Dine, Painting with Heart

VALENTINE ART LESSON INSPIRED BY JIM DINE'S HEARTS
Please leave a post on your impressions of Jim Dine's paintings and on your experience of experimenting with colour and mixed medium art.

Jim Dine (b. 1935), an American Pop artist, used a lot of common images in his art, but is best known for his heart paintings. His creative style and his experiments with colour are readily apparent.

For Grade 6 Students

Please follow the link and explore Chris Hadfield's profile.
http://www.asc-csa.gc.ca/eng/missions/expedition34-35/profile.asp

Then prepare a one page response to the information that most interested you about this amazing Canadian.  Pick a central idea or theme for your response.  For example, you could use the quote found at the top of his profile page to propel your thinking and learning about Chris Hadfield.

"The burning fire that made me want to pursue this for my whole life was absolutely turned on by watching the race to the Moon, eventually seeing Neil Armstrong and Buzz Aldrin walk on its surface," said Hadfield, who recalled the exploits of the early US and Soviet space pioneers."

Perhaps you want to focus your response on the song writer side of Chris Hadfield and his poetic descriptions of space in his daily tweets.  Or perhaps, you want to write about the science experiments conducted on this newest space mission and the effect of long durations in space on the human body. 

The point is not to write a response that jumps all over the place with random bits of information.  Keep your piece focused and on topic on a central idea or theme prompted by your exploration of the link.

FOLLOW THIS FORMAT:
1. Select a central idea, theme or topic. Be sure to narrow the focus.

2. Plan your ideas using a brainstorm, jot notes or graphic organizer where you will outline your main ideas by paragraphs. Include three supporting details for each main idea.

3. When your thoughts are organized and you have an idea and plan in place begin putting your ideas into sentences. Begin with a strong lead sentence. Write the introductory paragraph which explains your purpose for writing. It usually begins with a thesis, or topic sentence, that states the main idea, theme or topic. It also serves as the outline for the paragraphs that will follow.

4 . Write three paragraphs that support the main topic. Each paragraph supports one main idea with details and should consist of five to seven sentences. Use ideas written on your jot notes, brainstorm or graphic organizer to compose these paragraphs.

5. Finish the essay with a concluding paragraph that summarizes your ideas. It is similar to the introduction, but do not repeat exactly what you've already written. The goal of the conclusion is to leave the reader with a strong impression of your thoughts and ideas.

6. Proofread and revise your work. Check spelling and punctuation first, then read sentences again to check subject and verb agreement. Read it for overall effect. Does it say what you need it to say?