I'm the new student in the class. I'm still meeting new people. I still have a lot to know. One of my friend's name is Mia. It is my 4th day at ISS and I can't wait to learn more.
The students returned to school excited about this semester and happy to see each other again.
We began our new unit of inquiry during which we will inquire into how Exchange systems help our community.
As part of our Tuning In, the children thought about any exchange systems that they already knew. We explained "Exchange" as when you give something and get something in return.
Some examples that the class generated included: supermarkets, shops, recycling, giving presents, jobs, school, sharing ideas, the Food Bank and the library. We followed up with the library by interviewing Mrs. Grant and finding out more about that particular exchange system.
We also began exploring the concept of money. The children have been thinking about money in different ways this week, using the concept questions to guide them. Some of their thinking is recorded below.
Form: what is money like?
It is round, made of special paper, it can be 1, 5, 10, 20, 50 etc..
Function: How does money work?
You can use money to buy things like food or toys
Change: How is it changing?
In ancient times people used things or gold, people use credit cards now
Perspective: What are the different viewpoints?
Money can buy things, I like this. It is a little bit dangerous
Connection: How is it connected to other things?
You can buy lots of different things with money, money has people and secret messages on it
Responsibility: What is our responsibility?
Don't waste money, we can lend money
Reflection: How do we know?
We know it is money because it has a mark on it
They have been fascinated by the huge range of international currencies they brought in, using magnifying glasses to observe the details and then see where the money was from on a world map. They also used the I see, I think, I wonder framework to help them analyse the money. Some things they wondered included:
What the secret words on the bottom of the castle are? What is the number on the side of the note? Why does the coin have a hole in it? Why did they choose this picture for the note? Why does every coin have a different picture? Can I visit the United States to see this place? Will Donald Trump ever be on a note? What is it made from? What do the lines mean? Does the bird mean something?
In Maths, we began our learning about money by investigating Singaporean coins and exploring counting strategies such as skip-counting.
Everyone is pumped for a Merry Christmas and a happy new year but some people are devastated because their friends are leaving school forever.
The highlights this semester were all the memories with my best friends, all the laughs and smiles. The fun that we shared together, as the ISS community, will last forever in our hearts.
By Mia and Odrita
We have had a busy week in 2.1 as we come to the end of Semester 1.
The children planned, created and shared their own art-works at our "Gallery 2.1" Exhibition. We had a rotation where the students were either the artist or visitor and they discussed the pieces of art- what they thought the message was, how it had been made, what they were proud of and anything they would change. They were even inspired to add signs to our gallery door to tell people be quiet.
We also had fun at the Grade 5 Market Day and collected some data afterwards on how much money we had at the beginning, end and therefore how much we had spent.
Finally, we had our end of semester party. Thanks for all your help and contributions with the party and also for your continued support throughout the year.
Enjoy the holidays!
We continued building our skills of responding to and evaluating different images by going on a gallery walk around school and leaving comments for the students on why we liked their art.
This week, Grade 2 went on a field trip to the National Gallery and the Keppel Centre for Art Education. We were given a tour by "Auntie Nur" who talked to us about "Life by the river" by Lee Kang and another painting showing a Malay lesson in Singapore in 1957. Both paintings are from the Nanyang style- a blend of Chinese and European techniques.
The children used a view-finder to focus in on one aspect of the painting to sketch and learnt about how even though Malay (Bahasa) is the national language of Singapore, many people cannot speak it.
Later, we visited the Keppel Centre, where the children had great fun exploring the various interactive areas and creating a layered print with Ms. Hima.
We began investigating tessellations using lego and tiles. The children will begin inquiring into tessellations around the world next week.
The children have really enjoyed exploring tangrams in maths this week.
They have created free-style designs and also each contributed one tangram that followed the rules of: using all seven shapes, no overlapping and all shapes must touch at least one other shape.
We put these tangrams together to share-write a story and will extend this to collaborate with Visual Arts and Mandarin in the coming weeks.
The students have continued exploring images using the visible thinking technique of looking at the image and describing what they SEE in the image, what they THINK and what they WONDER.
Most of the class wondered why an Andy Warhol painting was worth millions of dollars and some extended this into questioning who decides if a painting becomes famous or valuable.
The children began researching by finding an interesting fact to share with a class-mate on a walk-around activity.
They have also been evaluating images and sharing their own responses to images they see. We began this by looking at various illustrations from books.
This week was the Grade 2 performance, inspired by and named after Starry Night by Vincent Van Gogh. The children have worked hard writing their lines, learning a poem and a song, not to mention all the transitions they had to remember. They were fantastic and should be very proud of themselves.
The children have been looking at various images ranging from video footage of Iceland's landscape, art by Escher, World Wildlife Fund campaign photography and national flags. They identified images that they knew and have begun sketching in their image log-books.
They also began sorting images by their purpose, using to Persuade, to Inform and to Provoke to guide their thinking.
The discussions have been rich and the children realised that many images can have different layers of purpose. They identified logos as an example, explaining that they can provoke a feeling (hunger/thirst), inform you where you can get the food/drink and ultimately persuade you to go and buy from that place.
We will continue to explore different images, evaluating their purpose, how effective they are at achieving this and our own responses to them.