Online Learning Day 40 – Friday, March 27th, 2020

Visual Arts – Assessment Part 2 (Reflection)

Today, I would like you to take some time to reflect on the artwork you
created by the artist, Norval Morrisseau. As you learned earlier,
Morrisseau believed that animals had special energies and unique
powers. Morriseau tried to represent the energy and power within an
animal through art by using different colours and lines in his paintings.
This technique came to be called the ‘x-ray’ style painting technique.

Indigenous Canadians believe animals to be very symbolic. This means

that they find animals to hold a great deal of meaning and believe that
animals represent different ideas. Take a look at the chart below to find
the symbolic meaning of the animal that you chose for your artwork.
What does your animal represent?

*If you don’t understand what a word means, take some time to look it
up!
Animal Symbolic Meaning

Rabbit Fear, timidity, nervousness, shy

Eagle Divine spirit, intelligence, renewal, courage, healing,

freedom, and risk-taker

Deer Compassion, peace, intellectual, gentle, caring, kind,

gracefulness, innocence,

Turtle Nurturer, shy, and protecting

Wolf Loyalty, success, intuition, and spirit

Bear Industrious, instinctive, healing, power, courage, and great

strength

Cat Guardianship, mystery, magic and independence

Fish Graceful, slyness, open-minded, quick to change one’s mind

Once you have identified the symbolic meaning of the animal you chose
for your artwork, please log into your student account on Seesaw and
complete the “Norval Morrisseau Art Reflection” activity that has been
assigned to you. You will need to click on the “Activities” tab (look for
the lightbulb icon) and then tap +Add Response to complete the
activity. Please note that this reflection will be graded and recorded on
your Term 2 Report Card. Students, please make sure that you
complete this reflection independently. This means you cannot ask a
parent or guardian to help you to answer the questions. Every student
must complete the work on his or her own or the reflection will not be
graded.

English
In the last lesson, we learned about the 3 different purposes that a
piece of media can have. They were:

• To inform: the purpose is to give people information about

something.
• To entertain: the purpose is to give people entertainment or
enjoyment. For example, a fiction book, a TV show, or a song on
the radio.
• To persuade: the purpose is to convince people to do something,
often to buy something. For example, a TV commercial, a
billboard (very large sign) or a poster for a company.

Today, we will focus on the purpose “to persuade”. Some media is

made to persuade people to do or to buy a product. Advertisements in
magazines or newspapers, and commercials on the TV or on the radio
are often trying to persuade us to believe something. Often, these
types of media are trying to convince people that they need to have the
product they are advertising, so people will go buy it.

People who create media need to think carefully about how they are
going to persuade other people to buy their product. There are
different techniques that media creators use to try to get the attention
of their audience and persuade them to buy their product.

There are 4 techniques that we will focus on. They are:

1. Humour: the piece of media shows something funny

happening, or makes people laugh, so the audience feels
enjoyment and remembers the product.
2. Emotional Appeal : the media makes the audience feel a
certain emotion (e.g., sadness or happiness), so they
remember the product.
3. Celebrity Endorsement: the media uses a famous person to
advertise the product. The creators of this type of media will
use a celebrity, or famous person, popular with the audience
to try to convince people to buy the product
 4. Bandwagon Appeal: the media uses the argument that
“everyone else is doing it, so you should too!”, and this
makes people want to buy a product.

Activity:

Please log into your student account on Seesaw and complete

“Persuasive Advertising Techniques” activity that has been assigned to
you. You will need to click on the “Activities” tab (look for the lightbulb
icon) and then tap +Add Response to complete the activity.

Math
So far in this unit, we have learned about two standard units of
measurement: the centimetre (cm) and the metre (m). Both of these
units of measurement can be used to measure how long, how tall, or
how wide an object is, however centimetres are usually used to
measure smaller objects whereas metres are usually used to measure
larger objects. Metres can also be used to measure short distances (the
length of space between two points). For example, I can use metres to
measure the distance from my classroom to the library.
 When I want to measure longer distances, I use a standard unit of
measurement called the kilometre (km). Here are a couple of
benchmarks to help you to think about the magnitude (or size) of a
kilometre:

It takes about 15 minutes to walk It takes about 10 minutes to rollerblade 1

1 km. km.
 A chain of 800 children would stretch about 1 km.

Think about the distance from your home to the school. Do you think
it’s less than 1 km, more than 1 km, or about 1 km? Hint: Think about
how many minutes it would take you to walk to school. For example, if
it would take you more than 15 minutes to walk to school, then the
distance would be greater than 1 km.

We learned last class that:

1 m = 100 centimetres

We can also compare metres and kilometres:

1 km = 1000 metres
So, if we were to compare the 3 standard units of measurement we
have learned about and put them in order from smallest to largest, it
would be centimetres (cm), metres (m), and then kilometres (km).

Activity

Please log into your student account on Seesaw and complete “The
Kilometre” activity that has been assigned to you. You will need to click
on the “Activities” tab (look for the lightbulb icon) and then tap +Add
Response to complete the activity.

Science
In Science, we have been learning about the ways in which plants and
animals depend on each other. Today, I would like us to review and
learn more about the ways that trees in particular help other living
things.

Please log into your student account on Seesaw and complete “Why do
we need trees?” activity that has been assigned to you. You will need
to click on the “Activities” tab (look for the lightbulb icon) and then tap
+Add Response to complete the activity. Please be sure to watch the
video attached to the activity first, as it contains important information
that will help you to answer the questions on each page of the activity.