More Fun with Grade Six Probability Concepts!

I had so much fun teaching Math today!  We are still working on Probability concepts, and on Friday, I had the students play a game I call "Odds and Evens".  Students work with a partner and they each have a number cube.  They roll their dice and add the sum.  One student chooses to be "odd", the other "even".  If the sum is even, then the "even" person scores a point, and if it is odd, the "odd" person scores a point.

Each pair of students conducted fifty trials.  Then we tallied all of the trials for the class and determined the Experimental Probability.  Next, I showed them how to create a tree diagram for the two dice, and we determined all of the possible outcomes.  Students could see that if you found the sum of the two dice, exactly half of the total number of outcomes were even, (18/36) and half were odd.  So we called this a "fair game" because each student had a 50% chance of winning. 

Today, they played the "odds and evens" game again, but we changed one of the rules.  Once again, they each had a number cube and they played with a partner.  This time, when they rolled the dice, they had to find the product of the two numbers rolled.  Again, one of them had to choose "even" and the other "odd".  I asked them first to predict whether or not they thought this would be a "fair game".  They all believed that, like with the sum game, this would be a fair game.  

It was so fun walking around the room and listening to their conversations as they played.  They weren't long into it when I started hearing:  "This game can't be fair!"  So I walked around the room asking them them questions:

• Do you still think this is a fair game?  Why or why not? How can you tell?
• Why do you think "even" is winning?
• What is your experimental probability? Is it what you expected?

It was so much fun to walk around the room and hear the learning as it was happening.  They were so excited when they discovered that both numbers rolled had to be odd in order to end up with an odd product!

I asked them to conduct 40 trials.  (I like to use different numbers of trials so that they get used to finding percentages with different denominators.)  When they had completed all of their trials, they calculated the Experimental Probability.

I then asked them to find the Theoretical Probability for the experiment.  It was very interesting.  They all made their tree diagrams correctly.  They all knew that there were 36 possible outcomes.  And yet, out of 10 groups, only 2 correctly found the Theoretical Probability.  They all determined that there were 27 even outcomes and only 9  odd outcomes.  But they used 40 as their denominator again.  

The last step in the question asked them to find the Theoretical Probability for 500 trials.  They understood they needed to use equivalent fractions, but as they had been using a denominator of 40, their answers were not quite right.

During the consolidation, I asked one of the groups with the wrong answer to step forward and explain their theoretical probability.  The two groups who did it properly, at first, began to doubt themselves.  Why did most of the class get a different answer than they did?  A lively conversation ensued.  But soon enough, they realized what the majority of the class did wrong - that they had used 40 (the number of trials in our experiment) vs 36 (the total number of possible outcomes) for their denominator. 

I'm hoping that because they constructed their own understanding and clarified their own misconceptions, it will be understood and remembered! 

Teaching Probability Concepts

CC licensed photo  shared by Flickr user Duncan Hall

This week we started our last unit in Math.  It is our Probability unit.  I always feel like this unit is our reward for all of the hard work and amazing learning we've accomplished throughout the year.  This is my favourite unit, and it is usually my students' favourite unit as well.  I'm not a very big text book user on any given day, but for this unit more than any other unit, the text book only makes rare appearances. (I once heard Trevor Brown - course director in Mathematics Education at the OISE/University of Toronto and York University and an Associate Professor at Tyndale University College - say that "Math is not textable".)

I believe that children learn about and develop an understanding of Probability through experience.  For this unit, we play games and conduct experiments. We make observations and we record data.  And then, together, we look at our results and we try to figure out how best to represent what we witnessed mathematically.

Children can't succeed with this unit unless they have a firm grounding in proportional reasoning.  If you put in the time exploring fractions, percentages and decimals; if you make sure that students understand the relationships between fractions, decimals and percentages, then your students will be very successful with Probability.

We are only three days into this unit, and my students keep saying "This unit is so easy".  What they don't realize is that it is only easy because they are using all of their knowledge about proportional reasoning to make sense of Probability.

Yesterday, I taught a lesson adapted from an activity from Marilyn Burns' Math Solutions course.  I love this activity because it teaches students how to compare the Theoretical Probability to the Experimental Probability. Here is the original experiment.   I adapted it by having my students compare the results of two different spinners.  Each of the two spinners had three colours, but on the first spinner, red represented half of the spinner, and the other two colours each represented a quarter.  On the second spinner the three colours each represented a third of the spinner.

For our "Minds On", we determined the Theoretical Probability for each spinner as a fraction.  (Theoretical Probabilty = Favourable Outcome/All Possible Outcomes).  Then we turned that fraction into a percentage.  Once it was a percentage, it was easy to determine how what the Theoretical Probability would be for 100 trials for each colour on each spinner.  Using equivalent fractions, we discussed how the numerator would change depending on the number of trials.  Then we discussed how the percentage probability could be written as a decimal and placed on a number line where 0 is "impossible" and 1 is "certain".

I had the students write their predictions for the different number of trials on their personal white boards so I could quickly gauge who was understanding and who was not.

Then came the fun part - the Action.  We had ten pairs of students working together.  (One thing I've learned over the years: make your group sizes according to how many jobs there are to do.  One recorder and one spinner means two kids in a group).  Each group did fifty trials on each spinner.  They recorded the results on grid paper I had made especially for the activity. It looked like this:

You can see the students' individual whiteboards lying on their desks.  We use these all the time. They use them instead of "scratch" paper.  But mostly we use them for quick formative assessment. 

Once everyone had completed fifty trials for each spinner, the students cut out their strips and we attached all of the reds together, (they cut out strips but leave the "x's" on.  We glue subsequent strips via the "x"), then all of the blues, then all of the yellows keeping the results from the two different spinners separate.  (The children said they looked like long strips of ticker tape.)  In total, we had done 500 trials for each spinner.  Looking at the long strips we taped to the wall, it was apparent that for the first spinner, the red strip was twice as long as the blue and yellow strips, but for the second spinner, all three strips were just about the same length.

It took a long time for the students to complete all of the trials.  But taking the time was worth it.  This morning we started our math lesson with the Consolidation of yesterday's experiment.  It wasn't long before they were able to explain to me that the more trials they did, the closer the Experimental Probability approached the Theoretical Probability, and as one of my students shouted, "that is just so cool!"

We were ready for a challenge after that!  So for our Action today, I gave the students percentages for certain colours, and they had to work in groups to devise spinners that would result in the correct Theoretical Probability represented by those percentages.  In a sense, it was working backwards from what they had done yesterday.  They quickly realized that making spinners with 10 sections was the easiest way to complete the task since they had been given percentages.

As an Exit Ticket, I gave them an Open Response questions from last year's EQAO Assessment.  My students found this question "easy".

Exit Ticket: Connor has a bag of coloured tiles. There are 1 green, 3 black, 5 blue and 6 red tiles. He reaches into the bag and chooses 1 tile without looking. What is the probability that the tile is not red?
Justify your answer.


Show the value of the probability on the number line below.

0 ____________________________________________________________________ 1

I am loving teaching this unit.  When I take the time to create lessons that I enjoy and can be enthusiastic about, my students also enjoy the lesson and share my enthusiasm.  When we are all having fun, everyone learns!

EQAO Musings

The countdown has begun; there are only seven teaching days left until we begin our EQAO assessment.

I know there are many teachers out there who are very against EQAO testing, and I fully understand their arguments.  I recently read a post by Andrew Campbell that gave me plenty to consider on the whole EQAO question.

However, notwithstanding Mr. Campbell's points, I believe that the EQAO provides educators with some very useful and powerful information.  Taken as a whole, it does show us patterns of achievement so that we can see -  as a teacher, as a school, and as a board - where we need to change our practice.  It is appalling that our minority groups don't perform as well as their majority counterparts.  But that just tells me there is more work to be done in closing the achievement gaps for these students.

When comparing two schools with similar demographics, it is interesting to note when one school is outperforming the other, (which happens often).  As a teacher, I want to know: What are they doing in that school?  Is it something I can and should be doing with my students?

I'm ashamed to admit this, but knowing that the EQAO test is looming over us, I am motivated to never give up on my students.  Case in point - we recently had a Measurement test in Math.  A full third of my students struggled with finding the area and volume of triangular prisms.  If I didn't know that they would be tested on these concepts in June, I might have said "oh well, they'll learn it again next year".  But that EQAO test makes me accountable.  It is not acceptable for 33% of my students to not understand these concepts.  So I reassessed my teaching, and retaught the unit to these students using different teaching strategies.  The EQAO assessment provides me the impetus to keep on trying. I shouldn't need that impetus, but I do.

It is fairly common practice for teachers to teach students "frameworks" for answering Open Response questions on the EQAO.  But I've had experience scoring (they are "scored" not "marked") the EQAO assessments, and I discovered that these "frameworks" don't work.  Typically, the students who used a four-square model to answer Math questions didn't do well.  The curriculum suggests that we teach students to use a 4-part problem solving model.  This model works, forcing students to use a framework does not.  Just because they draw a four-square on their paper doesn't mean that they will be able to work through the four steps of problem solving.  They actually have to have deep understanding of the Math concepts to answer the Open Response questions.

Likewise, I've seen many different frameworks used when answering the Reading Open Response questions, such as "point, proof, comment" or "APE" (Answer, Proof, Extension).  These don't work either.  In order for the students to be able to respond to the questions appropriately, they have to comprehend the text.  Nothing else works.

So when I hear people complain that teachers are just teaching to the test, it bothers me.  In my experience, taking time to teach students frameworks for their Open Responses is a waste of time.  We need to spend every moment helping our students to develop deep understanding of the content areas. We need our students to be able to construct their own understandings of Math concepts and written texts.  That is the trick to helping them succeed.  

I have found over the years, that while the EQAO assessment might not be perfect, and it might not be scored perfectly, it does do one thing very well.  It assesses how well we are teaching the Ontario curriculum. It has forced me to teach that curriculum better every year and to constantly improve my practice so that everyone in my class succeeds.  I just wish it could happen during the very last week of school, because trying to teach 10  months of curriculum in 9 months does not seem fair or just to me or my students.  And I've learned the hard way that you have to teach ALL of the Science and Social Studies curriculum as well because often the Reading and Writing activities are based on the content areas.  Without those under their belts, the students don't have the necessary background knowledge to succeed.  These days, we are moving at break-neck speed; and that isn't any fun at all.

Blended Learning in Their Eyes

I finally got around to having a class discussion about Blended Learning.  I wanted to hear from my students: what did they think of Blended Learning? Do they like it?  Do they find it helpful?

This is what they had to say:

• Most of kids don't always pay attention to the teacher; but kids pay attention to what is on the Internet, so if you didn't pay attention in class, you can learn what you missed on the D2L (our learning management system). ~ one of my English Language Learners
• I like Blended Learning because it can help you get ready for tests, everything you need to know for the test is on the D2L.
• Using the D2L is helpful because if you forgot a text book at school and you have homework, you can just message your friends and ask them to email you the work.
• I like the D2L because I work better on the computer; I have trouble spelling and using punctuation so doing my work on the computer and submitting it through the Dropbox means I can do my work better.
• If you are sick and you miss school, you can just go on the D2L and find out what you missed.
• Kids mostly use the Internet and video games for entertainment these days, so when you learn from the D2L it is more like entertainment and doesn't feel like school. This particular comment was reiterated over and over again, especially by the boys in my class.
• Kids pay more attention to what is in front of them, using digital tools makes kids pay more attention.

Overwhelmingly, the students in my class love Blended Learning.  They are already expressing their concerns that next year, with a new teacher, Blended Learning might not be an option.  They find learning this way more engaging, and it places them in the driver's seat, giving them more control of when and how they learn.  Using a learning management system, like the D2L, they now have greater recourse when they don't understand something. 

We've had a lot of fun experimenting with Blended Learning this year.  My students asked me, back in January, to "flip" my class.  A flipped class is when you provide the introduction to a lesson via a video or link on-line that students can access at home as homework prior to a lesson.  It gives them background knowledge, so that when they come to class, they are ready to start the "action" or "working on it" part of the lesson right away, while the teacher is there to provide support.  So often, teachers stand in front of the class lecturing, and then students have to do the practice work alone at home where they don't have the teacher's support if they run into difficulty.  The idea with a flipped class is that the students get the "lecture" at home, and then they work on the practice at school while the teacher is present and able to scaffold for them. 

Some of my students had heard about flipped classrooms and they wanted to try it out.  It didn't work that well for us.  Invariably, some students didn't do their homework, i.e. didn't watch the video or access the links, and other students didn't understand the videos or links.  So I still had to address the information one way or another prior to the "action" part of our lesson.  But it wasn't a total failure.  The students who didn't understand the videos went home and watched them again AFTER the lesson, and said that they made sense now.  They realized that they need some "background" knowledge to understand the videos.  Likewise, I think the lesson went more quickly and made more sense to the students who had watched the videos prior to the lessons.

What we learned was that it is helpful to have the information available for the students to access on-line both prior to and following lessons.  That is what I have continued to do all year.  Some students choose to always access the information prior to the lesson so that they are "primed" for learning.  Others prefer to access the information after the lesson to "top up" their learning.  Either way, it puts the students in charge of their learning and that is the goal.  They are paying attention to whether or not they understand.  They are monitoring their learning. 

I believe strongly that every teacher should somehow incorporate Blended Learning into their teaching.  If you teach in Ontario, your board can probably get you access to the Desire 2 Learn (D2L) learning management system that I have been using with my students.  But if you don't, Edmodo is another great option.  It looks similar to Facebook, and allows you to input your students into classes and groups so that they can access content and submit work electronically.  

But even if you are not ready for a learning management system, you can start small.  You can create a class blog where you share information that is happening in class, upload videos for your students to access, and links for them to use to supplement their learning.  There are so many on-line supports for learning, it seems wasteful not to give our students easy access to them. And if you are intimidated by the thought of managing a blog, please don't be.  I knew NOTHING about creating and managing a blog last June.  I taught myself using on-line supports via the "help" button and Youtube. Trust me, no one can be less computer savvy than I was last June. 

Consider having your students use some digital tools to collaborate together, like Prezi, Google Docs, or iMovie.  Many students are already familiar with these tools and are using them for fun at home.  Encourage a student to become the "expert" on a tool and teach the rest of the class how to use it.  You don't have to be comfortable with these tools for your students to use them successfully.  

The greatest thing about Blended Learning to me is that it is not only more engaging for the students, it makes teaching much more fun as well!

On Blended Learning

Blended learning is a form of education that combines face-to-face classroom methods with computer-mediated activities.^[1] According to its proponents, the strategy creates a more integrated approach for both instructors and students. From Wikipedia. 

This year I have been experimenting with blended learning.  Blended learning is a combination of face-to-face learning with eLearning.  I call it an "experiment" because I believe EVERY teaching strategy we try is an experiment.  I see my classroom as a giant laboratory.  I try different teaching strategies and then I measure their impact on student learning.  Some are more successful than others; some are very successful with some students and not so successful with other students. 

In Ontario, the Ministry provides teachers with a Learning Management System called the D2L for our blended learning.  Eight months into the experiment and I have to say that I love it and so do my students.  It is fun and engaging.  But has it positively impacted student learning?  I believe that it has; looking at the work that they are producing now compared to what they were doing in September, I think every student has made significant gains, and some of them have made dramatic gains to their learning.  

Because my students have access to the D2L 24 hours a day, they can decide when they need to access information.  I like to post a variety of different types of media to support their learning.  For example, we are currently studying Flight in Science.  As part of this unit, we are learning about the properties of fluids.  To learn these properties we have been conducting experiments together in class.  If anyone doesn't understand the experiment, they can view it or a similar one in a video on the D2L.  They can also access interactive learning activities from the Ontario Educational Resource Bank (OERB) that I have uploaded for them.  Lastly, if they still don't understand, they can email myself, or one of their classmates for clarification. (The OERB is only accessible to Ontario teachers, I'm afraid. It has great learning activities for the Ontario curriculum, but you can link to any online learning activity.) 

Having the D2L available to access information when they need it has really helped the majority of my students become responsible for their own learning.  It has given them control; they know that if they are not understanding, they can do something about it. Dylan William and John Hattie both explain that if students see intelligence as incremental, they will believe that the choices they make can lead to increased intelligence, and that will motivate them to take steps to improve.  But if students believe intelligence is fixed, "I'm not a math person, I'll never understand this", they don't even bother trying.  In fact, they will choose to NOT do their work so that they will look lazy because looking lazy is far better than looking stupid.  I have found that most of my students have come to believe that they can achieve in any subject if they help themselves. 

Using the D2L has made it easier for me to give my students feedback on their work.  They post something, and I can give them personal written feedback immediately.  We've also gotten into the habit of posting the success criteria for their work on our class page so they always have access to it.  They have also begun to give one another feedback, and they use the success criteria to help them decide what to say to one another.  

We have been using the Discussion tool for many of our reading activities.  This has really helped my students to learn how to have conversations around critical literacy.  We use a reciprocal teaching format.  I suggested they post questions they have about what they are reading, seek clarification from one another when they don't understand something, summarize what they have been reading, and make predictions.  I also ask that they consider what the author's message is, and share what they think the author is trying to tell us.  I had to explicitly teach them how to comment on one another's discussion threads at first, but now their discussions are rich and meaningful.  I no longer have to be the one explaining everything - they do that for one another, and I can peek in to see who gets it and who doesn't.

I learned a lot about the power of blogging from the #etmooc I participated in.  In February, we started using the blog tool on the D2L.  I was tempted to have my students create blogs using edublogger, but I am still nervous about having their blogs in the public domain - it is something I am still considering and exploring. (Click on the links to learn more about blogging from Sue Waters). Using the D2L, their blogs can only be seen by students in our board, and they are not nearly as visually appealing as they would be if they were using edublogger because they can't add widgets.  But that hasn't inhibited them.

It turns out my students LOVE blogging - every single one of them.  (I know because they are always asking to have time to blog, and they are doing it on their own time at home). Sometimes I assign topics to blog about.  Then I give them feedback, and ask them to improve their post given the feedback.  Some edit their original post, some opt to write an entirely new post and keep both as "evidence" of their learning.  But the posts I like best are the ones that they decide to write.  Currently, they have decided to have a "video contest".  They are posting their favourite videos. Through my comments on their blogs, I have asked them to develop a critical stance and try to determine what the intended message of the video is. 

One thing I don't like to do is have all of my students on-line at the same time.  We NEVER use the computer lab to access the D2L.  We use the devices I have in the class (five iPads, 3 desk tops, and 4 laptops).  That is enough for half of my class. They either work in pairs, or, because I use a workshop model, some are using the electronic devices, while others are doing something hands on, and still others are working with me in small groups.  Having the D2L has really enabled them to work independently for long stretches of time so that I can easily conference with students one at a time or work with them in small groups. 

Do you use blended learning in your classroom?  If so, how is it going?  If you have any ideas or suggestions to share, I would really love to hear them.  

Next week, I will ask my students what they think about blended learning, what they like and don't like.  Check in soon to hear about blended learning from the student's perspective.

Why I Teach

Today I stumbled upon an Edudemic blogpost: Why Do You Teach? Tweet Your Story With The #whyiteach Hashtag.  So I went to Twitter, and searched the hashtag to see what other people were saying about why they teach.  It was inspiring.

So I asked myself, why do I teach?  The answer is simple - I teach because teaching makes me happy.  I love teaching.

I love my students:

My students are amazing.  They make me laugh and they make me cry.  They surprise me with what they know and they shock me with what they don't know.  (Two weeks ago one of my students asked me what the word "triumph" means.  Last week, a different student asked what the word "contribution" meant.  How can kids in Grade Six not know these words?!?)  Being with them keeps me young.  We forget what it is like to not know.  I love to look at the world through their eyes.  But the best thing about my students is that they need me.  They need me to inspire and guide them.  They need me to love them and teach them.  They need me to tell them how unique and wonderful they are and to let them know that I believe in them.  Sometimes I feel as though I am opening up the world to them, letting them know what is out there for them to explore, and giving them the tools and permission to explore it.  Being a part of that makes me feel necessary and worthwhile.

I love the challenge:

Teaching is not like any other job in the world.  There are so many variables involved in the job that you have no control over.  Sometimes it seems that the likelihood of success is nil; there are often so many obstacles that seem to be working against us, like lack of time, lack of resources (often human), lack of space, lack of parental support, and far too many expectations.  And yet we do succeed time and time again.  In order to be successful, I have to be creative.  I have to find out what makes each child "tick" in order to inspire and motivate that child.  I can't make a child learn, but I can inspire a child to want to learn.  I love that challenge.  When I am successful, when I see a child excited to learn something new or proud of an accomplishment, I feel as though I have climbed Mount Everest.

I love to learn:

But the BEST part about teaching is that I get to learn.  The number one learner in any classroom is the teacher.  I learn about children and how they learn.  But I am also still learning my Math, Science, Language, Social Studies and Art.  These kids teach me something new every single day!  I might have five different ways to solve a Math problem, and still they will come up with some interesting new strategy that I never thought of before.  I might think I understand a poem or text, but they will teach me a whole new way to look at it so that I see it with new eyes. Now that I've made technology and digital tools available to them, they are teaching me at an alarming rate!  I show them a new app in the morning - that afternoon they are teaching me how to use it.

I am not exaggerating when I say that I work 50-60 hours per week.  I work in the summer (preparing and planning), I work on the holidays (marking and reading professional resources), I work before and after school, I work on weekends.  I dream about my class.  I talk about them at dinner.  I know that so many people out there think we teachers have it so easy.  They just don't understand what an all-consuming awesome responsibility teaching is.  But it is a wonderful job and I feel extremely fortunate to be a part of the teaching profession.

Bread for the Journey

                                                            CC licensed photo  shared by Flickr user avlxyz

If you've been reading my blog, you know that I like to teach several things at one time.  Don't confuse this with multi-tasking.  This is about sifting through the curriculum, and finding connections between different expectations.  This is about finding the "Big Idea".  Determining that "Big Idea" or Guiding Question is what makes teaching exciting for me; it's like solving a puzzle.

Jeffrey Wilhelm is one of my favourite speakers, and I once heard him say that one of the problems with education is that we teach everything in isolation, so children don't know how to transfer their knowledge and skills to new situations, or even across subject areas.  I agree.  Integrating expectations from various content areas to work on authentic tasks helps students to make connections and apply their learning in new situations.

I am very fortunate to be able to teach in a Catholic school.  I don't know how much longer we will be able to hang on to our Catholic education in Ontario - I don't want to get into politics here, but as long as I am able to, I will continue to incorporate Catholic themes and traditions into my teaching of the Ontario curriculum.

We are now in my favourite time of year - the Easter Season! (Remember, Easter is not a day, it is a season.)

As a teacher, the question becomes - "How can I teach my students about the significance of the Resurrection AND teach Language, Science and Math and fit it all in?"

I thought I'd share with you what I am doing to make learning fun, connected and authentic and still fit it all in!

Last week, we began exploring the Parables of the Yeast and the Mustard Seed.  (I've added links to the Scripture readings so that you can find them easily.)  As we share-read these passages, we talked about visualization as a comprehension strategy.  We also talked about the importance of background knowledge.  I explained that the people in biblical times would have been very familiar with mustard seeds and yeast.  I then passed out mustard seeds and yeast to my students so that they would have the necessary background knowledge to make sense of the text.  I explained what an analogy was.  As a class, we made connections and inferences to help us understand what the author, Mathew, was trying to convey to his audience.

Next we read John 12:23-26: 23 Jesus replied, “The hour has come for the Son of Man to be glorified. 24 Very truly I tell you, unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds. 25 Anyone who loves their life will lose it, while anyone who hates their life in this world will keep it for eternal life. 26 Whoever serves me must follow me; and where I am, my servant also will be. My Father will honor the one who serves me.

Again, we discussed the importance of background knowledge.  I like to use mentor texts to help students understand themes in the Bible. I read aloud the picture book "Bread Comes to Life" by George Levenson.  This text explains the process of how a kernel of wheat eventually becomes a loaf of bread.  We also watched time lapse videos on the germination of wheat kernels.  With this background knowledge, we were ready to have a discussion about what Jesus meant when He said:  unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds.  It was exciting to observe the rich deep conversation that ensued.

In Science, we are nearing the end of our unit about Space Exploration.  We have signed up for the Tomatosphere project to explore the potential of growing tomatoes in space.  We are participating in a blind study to learn more about the germination of tomato seeds.  Last week we planted our two groups of seeds, the control group and the test group.  Hopefully, this week we will see how many of these seeds have germinated, and eventually, if we are lucky, they will "bear much fruit".  Well of course, we had to read the True Vine, John 15:1-17:  No branch can bear fruit by itself; it must remain in the the vine.  Neither can you bear fruit unless you remain in me." We discussed how Jesus spoke in metaphors to help us understand our relationship to one another, Himself and God.

I believe my students will truly view the germination of these tomato seeds with the wonder and awe that should be afforded to creation.

This coming week, we will read "The Lotus Seed" by Sherry Garland.  It is a beautiful story about a Vietnamese girl who brings a lotus seed with her when she comes to America to remember her homeland.  She is devastated years later when her grandson buries the seed, only to discover that once buried, it can finally give life!

We've also been talking about the importance of bread as a staple for survival, especially for ancient cultures.  We connected this into our Social Studies unit as we learned about how the First Nations tribes ground corn into meal to make bannock.

This week, we will read the Road to Emmaus, Luke 24:13-35, and we will note that it is in the breaking of the bread that the two disciples finally recognize Jesus.  We will explore the concepts of "bread", "life" and "sustenance".

In Writing, we will be looking at procedural texts.  We will read different recipes from "Looneyspoons" by Janet and Greta Podleski.  I  like using this cookbook as a mentor text because these brilliant sisters use all of the elements of style in their procedural texts.

We will read a recipe for making bannock.  Together, we will follow the recipe, make our own bread, and break that bread together.

I'm hoping that my students will put all of this together to understand the connections between bread and life in the Bible; that they can make the leap, and understand how Jesus, through His death and Resurrection, becomes for us, the bread of life.