Division four students discussed the details of this photo today. We tried to use what we observed to make informed inferences about the event shown. We aimed at supporting our observations with evidence from the photo.

Here’s your challenge: Use what you’ve learned about how to conduct advanced searches on Google. Do some investigating to see if you can find out more about this photo. MTV zoom in  (4)

SPEECHES: Mini-Lesson #1

Speeches Mini-lessons [1]

Students are now well under way planning and writing their speeches. There’s going to be some very engaging topics explored in division four’s speeches. Below you’ll find the first mini lesson on How to write effective introductions? You’ll also find the speech planner to help students organize their speech.

Speeches Mini-lessons


  • Big Ideas = the main points you will organize your speech around.
  • Details = the information which support your main points.



Okay, so this mpod led to a little debate last week that we need to solve – there wasn’t any agreement on whose equation best represented the number line diagram.

Look at the problem again, then submit your vote for the best answer on our class poll.

mpod numberline



LiD: DAY #3

On our Lid page you’ll find out more about why we think Learning in Depth with our division 16 buddies is a great idea. We have been doing this for two afternoons and one morning over the last three weeks. The kids love it! On Day 3 we documented the questions we are curious about related to our topics. Students added ideas, facts and answers to our chart throughout the class.

They also showed evidence of their research and expanding knowledge by the conversations we heard, or discussions we engaged with student t0 student, or teachers with students. The grade four/fives are experienced and trained in how to do advanced web searching, how to distinguish poor web sources from helpful ones, and how to select useful information. So the K/ones had lots of expert help in finding out about their topics and writing or drawing what they are learning in their LiD journals. As teachers, we are providing ongoing guidance and feedback on the research process. Moving forward, we will scaffold the learning by helping students generate ideas of how they can share their learning with authentic audiences.

Here’s some of the things we heard when we listened for the learning today:

  • toothpaste is made of some very unhealthy materials – like bleach and sugar.
  • there is a legend that the Nazis buried three trains laden with gold and treasures somewhere in Poland
  • the world’s oldest map is from 600 BCE
  • 30% of the world’s butterflies live in the Amazon rain forest
  • 1/4 of all animals on the earth’s surface are beetles. Beetles provide far more calories and protein per pound than beef.
  • clothing in the Victorian era was very impractical
  • in the tundra biome there is only an average of 50 days in the summer
  • polar bears have to travel greater and greater distances for food because of polar ice melt caused by climate change
  • every state in the USA has its own tree
  • in Ancient civilizations, they became sophisticated once they discovered how to use metals
  • the biggest active volcano on earth is 2000 square miles
  • “I learned a lot from helping someone else learn about her topic!”



Div four did some impromptu 30 second practice speeches to start thinking from the audience’s perspective, about writing and creating powerful speeches. What should good speeches look like and sound like? 

Use the feedback criteria and this form to make notes on each speech: PMI CHART

  1. Which speech is the most effective? 
  2. What feedback would you provide for each? How could each speech be improved? 


Speech #1:


Speech #2:

Speech #3:

Speech #4: 

Speech #5: