Je suis allée à la plage avec mes amis parce que j’ ai beaucoup appris en classe sur la protection de nos océans alors je voulais faire quelque chose pour aider. À la plage on a vu des animaux qui étaient morts à cause du plastique. On a ramassé beaucoup de plastique et on veut le refaire pour que nos océans soient en meilleure santé.
I went to the beach with my friends because I learned a lot in class about how to protect our oceans so I wanted to do something to help. At the beach we saw a lot of sea life that was destroyed because of plastic/pollution. We picked up a lot of plastic and we want to do it again to help our ocean be healthy again.
Notre maîtresse, madame Aka, a lancé ce projet pour nous sensibiliser à ce qui se passe dans la nature. La pollution affecte énormément l’océan et il faut que ça s’arrête. Le plastique prend 500 à 1000 ans pour se décomposer et vient dans notre assiette quand on mange du poisson qui a lui-même mangé du microplastique. On a aussi fait des expériences sur le pétrole et les liquides qui se mélangent avec l’eau et on a fait un field trip virtuel avec l’association shore buddies.
The teacher, Mrs. Aka started this project for us to sense what is happening in nature. Pollution is affecting the ocean enormously and it has to stop. Plastic takes 500 to 1000 years to decompose and comes onto our plate when we eat fish that have itself eaten microplastic. We have also done experiments with petroleum and liquids that mix with water. We went on a virtual field trip with the Shore buddies CEO and he taught us more about ocean pollution.
The group photo of us picking up trash at La Jolla shores. This picture was taken right before we found the most trash in a bomb fire area.
Nous ramassons les déchets à La Jolla Shores. Cette photo a été prise avant de trouver beaucoup de déchets dans la plage.
Un phoque est sans doute mort à cause de la pollution ou du plastique.Il a échoué sur la plage. Après, on a fait des funérailles pour lui.
National Arbor Day was April 30th. The 3rd grade B planted a tree: a ponderosa pine in our little garden. It will be transplanted in a permanent location in the school landscape.
It was a very special moment enjoyed by the group. Each student of the class participated in the plantation respecting distanciation of course.
It was followed by a moment of exchange and debate about the importance of trees. “Trees are important !” a student said. “It gives us oxygen.” another one added. “Trees also provide shelter for animals.
Murielle Brimaldi Jensen
We have been learning about energy transfers in 4th grade and the students modeled changes in potential and kinetic energy through the real life experience of a roller coaster. They demonstrated the Law of Conservation of Energy and enjoyed engineering their own roller coaster which required friction for the ride to end.
In fourth grade, students are learning about various Californian landmarks that reveal the history of California. They have chosen a landmark to research, and they used Virtual Reality to “visit” their landmark. Students were offered the chance to start constructing their Landmark using the virtual platform of Minecraft. Students enjoyed being able to “see” their landmark via VR and are excited to complete their research to learn more about its importance.
Fractions are one of the most critical and abstract concepts for third-grade students to learn in order to be successful in Algebra and higher math. Third-grade students are learning how to compare and represent equivalent fractions. Games such as Cover and Uncover are fun ways to make fractions more exciting. In order to help students develop a deeper understanding of fractions, we need to make something that is vague and abstract more concrete and tangible–and this is why fraction strips are fun tools to build a conceptual understanding of equivalent fractions. Using games to engage students in this tactile experience also helps anchor other math concepts that we are learning in class.
Students in 4th grade have been learning about fractions. Due to COVID restrictions, we have to get creative in supporting their comprehension of these concepts. With some helpful online sites, they are able to utilize digital manipulatives to create and compare fractions. The students are able to visualize number lines, bars, and circles to strengthen their understanding. They get immediate feedback on their progress and can make connections with what is being taught during lessons.
Thursday, February 11, 2021 was the 100 day of school. The first graders organized a very special moment for that event. Since the beginning of the school year and every morning, the children count each day of school till 100. They use color sticks in class to represent ones, tenths and hundreds. A routine the children love and an occasion to plan a beautiful event for the 100 days. This year, the first graders realized 100 math challenges, made collections of 100 objects and decorated tee shirts for this occasion.
Claire Selva – Elisabeth Perdereau – Birka Nielsen
You can see here the video:
Bonjour Sci-Chat Educators,
Thank you again for participating in Sci-Chat! It was amazing to see so many children from different schools come together in the Francophone community. Alliance Française de San Diego, Salk Institute, and the Office for Science and Technology of the Embassy of France in the United States appreciate your efforts in sharing this experience with your students.
We are scheduling to do the Sci-Chat again in the future on a quarterly or biannual basis with details coming soon.
We appreciate your time and efforts in closing the distance to keep our Francophone community connected.
Have a wonderful rest of the week.
Alliance Française San Diego, Executive Director
Here are the 5th graders attending the event:
In 4th grade, the students have learned about forces of nature that affect the surface of the Earth through erosion, weathering, and deposition. These forces (wind, water, gravity, ice) can create landforms over time. Bryce Canyon, in Utah, is one of those landforms. The students were able to talk live to a National Park Ranger from Bryce Canyon to learn how its infamous Hoodoos were created and how the land was originally a humid lake environment. They also were treated to a mini geology lesson with an experiment with Bryce Canyon in the background covered in snow.
After evaluating 1st grade students at the beginning of the school year in order to better meet their needs (diagnostic evaluation), January, the middle of the year, is the time when teachers check whether the basic learning has gone well. In a very natural way that is not disruptive for the children’s routine, teachers assess their students according to standards proposed by the French National Education.
The goal is not to grade the students but to understand where they are in their learnings, what concepts should be reinforced and those on which we can build. Also, It is an opportunity for students to self evaluate and see their progress.