April 17, 2026


A big thank you to our volunteers for making the Aggie Days trip a success. It was an exciting day of exploring, learning, and cheering. The rodeo was a highlight, as were the newborn piglets. We continued working on crafting paragraphs this week and have been working on a piece of persuasive writing as we try to convince Mr. B. of a request of ours! Our midpoint check-ins for multiplication and division came home today, as did a sample of paragraph writing. Students are working on writing engaging topic sentences, supporting details, and a closing sentences that relate to their main idea. 


Learning Intentions

  • Grade 3: 

    • I can demonstrate respectful and safe practices during observations of plants and animals in local environments

    • I can discuss First Nations, Métis, and Inuit connection with environments and their knowledge of and relationships with plants and animals

  • Grade 4:

    • I can demonstrate respect when interacting with plants and animals in local environments

    • I can relate the sensory organs of animals to their survival 


Aggie Days allowed us to transfer our knowledge of local plants and animals to a new setting. We were fortunate enough to have a visit from Sandra Manyfeathers this week as well, where she shared a game that expanded our knowledge of local animals and languages. Students have been busy working on their habitats and using their imaginations to design and build their dioramas. This week students conducted research, designed their plan, and began to build. Grade 3s are focused on including a food chain and the flow of energy, while Grade 4s have researched a local plant and animal and are exploring their habitat. They were very engaged as they brought their creations to life. 


Learning Intentions

  • Grade 3:

    • I can explain the evolution of Francophone communities in Alberta

    • I can explore stories about symbols of diverse communities in Alberta

  • Grade 4:

    • I can model the fur trade’s system of exchange.

    • I can discuss interactions between First Nations, Métis, and Europeans that occurred as part of the fur trade.

    • I can identify the contributions made by a woman, or a group of women, to the fur trade.


A lot of fun was had during Grade 3 and Grade 4 Social Studies this week. The Grade 3s continued to engage with learning about different communities, including the Francophone community, as they explored the diversity that makes Alberta. They were invited to visit the ‘Cultural Artifact’ museum in Grade ½ and showed respectful leadership as they explored the ways the Grade ½ students are diverse and special Albertans. 


This week the Grade 4s continued learning about the fur trade. We modeled what we learned and got to experience it first hand through playing the “Fur Trade Game”. Students were divided into groups of First Nations or Europeans and then into teams. By rolling the dice they got the goods they would carry in their canoe. Then they met at trading posts where they tried to get the most valuable goods for the best deal from each other. After two rounds of trading they calculated how well they did during the trading season! They learned that if they weren't able to trade all of their own goods during the season it had no value to them at the end of the game. It was great to see their negotiation skills and teamwork!


Learning Intentions:

  • Grade 3

  • Apply tactics in a variety of physical activity contexts. 

  • Participate in physical activities that increase in complexity.

  • Apply movement elements when engaging in physical activity. 

  • Demonstrate directional movement in physical activity. 

  • Experiment with effort in a variety of movement contexts. 

  • Explore opportunities to contribute to teamwork. 


  • Grade 4

  • Participate in a variety of physical activities that develop various components of physical fitness. 

  • Practice offensive and defensive strategies and tactics in a variety of physical activities. 

  • Apply strategies and tactics that capitalize on the strengths of individuals and groups.

  • Practice strategies and tactics in a variety of roles.

  • Perform elements of movement when receiving, sending, and retaining an object using various parts of the body and equipment.

  • Manipulate movement elements to improve efficiency, accuracy, and control.

  • Demonstrate effective teamwork strategies during physical activity. 

  • Experience a variety of roles and responsibilities that support team performance. 


This week we wrapped up our floor hockey unit! I am incredibly proud of the whole class for giving 110% effort no matter their prior hockey experience.


Reminders and Important Dates

  • TRS is collecting Food Bank donations next week

  • Thursday is our library exchange day


Have a wonderful weekend.












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