Saturday, February 16, 2019

Grade 2 Being Reflective

In Grade 2, we have been reflecting a lot not only about our learning but about our actions and behaviors. We strive to do our best and understand that we are not perfect. 
During Language, we have been learning about cause and effect. We have been doing different activities to explore this concept.  They are excited to begin making some of their own next week.  We also have been working on different parts of speech to become better writers. They are loving the strips that Ms. Jasmine made. Thank you!

We started our new unit, How the World Works, with a gallery walk. They had to make and record observations as they looked at the different houses. They were tuned in and showed curiosity about the different houses and why they were built a certain way. 

Thursday, February 14, 2019

Japanese Class (Grade2)




Grade 1 - How the World Works

We just started our new Unit of Inquiry, How the World Works - What Does a Scientist Do? Our central idea is "Science involves exploring and observing the world using the senses." Before we dive into our lines of inquiry next week, we began tuning in with two questions. The first question was "What are our five senses?" This gave us a chance to see what some students already knew about the topic. 

The second question was the same one as our title, "What does a scientist do?" We all shared our ideas verbally, and then wrote our ideas on a post-it note. Many of us already knew about how scientists make things or discover things. 

Then we read a book called "Scientists Ask Questions." This gave us insight and new ideas about what scientists do.

Image result for scientists ask questions by ginger garrett

We collected all of our post-its at the end to compare what we initially knew and the new knowledge we gained after our reading. One of the most important ideas we understood was that scientists are thinkers, which is a learner profile attribute we have been discussing in our Morning Meetings. 

Next week we'll start compiling a list of our own questions to ask as "scientists" so that we can find out more about how we use our senses to observe and respond. 

Grade 3 Reading with えほんほいくえん

Grade 3 had a wonderful opportunity today to do an exchange activity with えほんほいくえん, which mean Picture Book Kindergarten in English.  We started by reading The Pink Hat by Andrew Joyner to the entire class and then each student paired up with a student from the Kindergarten and did some buddy reading.  Finally, we ended the visit with some songs.  Grade 3 sang "It's A Small World" in Japanese and English.  The kindergarten class sangにぎ meaning rainbow.  The story behind the song is that the rain passed and everyone looked up and saw a beautiful rainbow in the sky.  It was a wonderful event and the students can't wait to do it again soon!

ISA Grade 5 and 6

Grade 5 and 6 has been looking at the International Student Assessment Test by downloading samples from the ISA. We will take the real thing next week.

We have begun a new unit entitled "How the World Works." Click on the above picture to view our Central Idea and Lines of Inquiry.

As a provocation to the unit, the teacher asked if a watch was shaken up in a box then would it make a new watch? We then talked about the fact that the total amount of energy in a closed system can neither be created nor destroyed. It can, however, change from one form to another. This principle is called the First Law of Thermodynamics. 

Grade 4 - Tuning into Energy and How the World Works

Grade 4 began our next unit, How the World Works, by looking at our new central idea, "Human energy use has consequences for progress and the environment." 

The students began thinking of what they already know about the central idea and energy and started formulating questions on what they are curious about and what they feel is necessary to know more about to fully understand the central idea.  The students took their prior knowledge with new questions and discussed them together with their classmates.  The Grade 4 students are getting better at communicating their ideas to each other through discussions that involve speaking, listening and responding appropriately with comments that further develop the conversation.  Everyone is starting to get excited about learning more about energy and becoming stronger inquirers!