We began by making predictions about our new unit of inquiry based on what we had done so far. (Visiting the Science Lab, making butter and ice-lollies, using the terms investigate and observe, following the Scientific Method, using touch to describe objects) All the children predicted that we would be exploring How the World Works. We discussed possible concepts that would be a good fit for this unit and Ray suggested "We can do experiments to test things out" as a possible Central Idea. All great thinking before beginning our inquiry. We then explored our real Central Idea of Changes in matter affect our environment. Comments included "change happens when we do something" and "matter is everywhere". To further understand the word "matter", we visited the garden classroom where the children sorted objects in various ways before we settled on Solids, Liquids and Gases. They then used the Visible Thinking routine of I see, I think, I wonder about something they could see in or from the garden. The children deepened their understanding of the Scientific Method and applied this during our visits to the Middle School Science Lab where we integrated our learning about measurement in maths and the properties of matter. We asked: Do all solids have the same mass? What happens when we put different solids in water? Can the mass or density of water change? Do all liquids have the same mass? What happens when we put different liquids in water? Do gases have mass? We noticed that solids have a SHAPE that stays the same unless we do something to it. We extended this to liquids and gases and asked do they have a shape? On Friday, we visited our Preston campus to explore what happens when we mix solids and liquids together and change then change the temperature. We read the instructions, checked we had the correct ingredients and equipment and used measuring skills to follow the cookie recipe carefully. Alongside this learning, we continued to tune into new words and build our scientific and descriptive vocabulary. The children have embraced being scientists, breaking into a scientist song of their own creation and have been overheard making comments such as "what if we add..., what if we changed the temperature? What if we stirred..? How can we measure gas when we can't hold it? It melted, I see steam- that's a gas and so on, let's check, try this....It looks like..." All wonderful scientific thinking. Independent Student Action: Sara began making a list of solids, liquids and gases that she sees.
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The children completed their independent research, chose how to present their findings and then shared this with the class. The class used books, online resources, videos, surveys and email to research and then shared this through drawings, 3-D models, Google documents and tally charts. The presentations ranged from information about Helen Keller and Braille, ways to communicate in the past, Egyptian hieroglyphics, Mandarin characters, how animals communicate, how email works and the favourite ways to communicate within ISS. We also shared some of our learning in the weekly assembly. We role-played how we say hello, sang a song, demonstrated some sign language and then gave our tips on how to make friends and use communication to help us with SDG #3 Health and Well-being. We reflected on our learning, thinking about how we will use what we learnt in the future. We also identified some strengths and achievements and set goals ahead of the 3 Way Conferences. Towards the end of the week, we began Tuning In for our next unit. In Mandarin, the children made Moon-cakes to celebrate the Mid-Autumn Festival. On their return they were able to identify the ingredients, actions and equipment they had used. They began to use specific vocabulary for materials such as bamboo, metal and plastic. We also explored how we can change cream into butter and orange juice into ice-lollies. The words investigate and observe were added to the vocabulary list this week and we began using the scientific method. Finally, we visited the Middle School Science Lab, where we paired up with Grade 7 students who gave us a tour and explained some the equipment and safety rules. We will be taking over the Lab next week while Middle School are away on Week Without Walls! UN Sustainable Development Goals #3: Good Health and Well-being
This was the SDG linked to our unit. We made the connection between being able to communicate and how we feel. Communicating with others, in ways that we like, can make us feel happier, safer, learn more and therefore increase our well-being. Independent Student Action: Some children from both Grade 2 classes are exploring how to make compost to use in the garden. Student Voice: Hugh: We made orange lollipops by pouring orange juice into moulds and putting them in the freezer for a day. We ate them after assembly. I couldn't taste much- it was a bit yummy but I didn't want to finish it. Erica: Yuuki and I did sign language in Assembly. I felt nervous but afterwards I felt proud. As we moved into the final stage of our inquiry, the children had some time to explore their own questions and become more familiar with how we can begin independent research. After reflecting on what we have learnt so far, the children added any remaining questions they had. We then sorted these in various ways and the children formed common interest groups or chose to work alone. We visited the library to find any relevant books and also explored online and human resources. The students practised citing what they wanted to find out, the source they used and the main ideas that they found out. These important research skills will be developed over the course of the year. We had our second call with Kothari International School in Delhi, during which they shared some of the national symbols, animals and food of India. We also introduced ourselves to our pen-pals. Grade 5 also came for our first Reading Buddy session. The children formed small groups and the Grade 2 students shared books they had chosen. When possible these Read to Someone sessions will occur every week and we will collaborate with our buddies in other ways over the course of the year. Finally, we also had our first Grade 2 field trip to the Botanic Gardens. The children were encouraged and helped to mingle between classes and talk to children that they didn't know well. We used the parachute to develop our listening, collaborative and non-verbal communication skills. Finally, in small groups, we enjoyed a Mindful Walk around the gardens and sketched. UN Sustainable Development Goal of the Week: SDG #2 Zero Hunger Ray found a chapter on "Drought", that he saw connected to how much food can be grown and is therefore available in certain countries. We realised that the weather can play a large role in tackling hunger around the world. We also decided that we could make a difference by not wasting our own food and by using everything we buy. Independent Student Action: Hugh asked to share one of his special things with the class and brought in his remote controlled speed-boat. He explained the different parts and where he has practised using it. Charlie and Maria teamed up with Holly and Amelia from G2.2 to begin creating their own sign language. Student Voice:
Hyuga: I sketched the stage at Botanic Gardens. I liked playing with the parachute. I talked with Kou and Shosuke from G2.2 Maria: We did a finger language. We went to Botanic Gardens and did the parachute. I researched about Braille which is something to help blind people read. This week, the children planned, drafted and wrote letters to their pen-pals in Delhi, India. We compared sending a letter in the post to sending it by email and evaluated the strengths and weaknesses of each method. In the end we decided to do both, email for speed and post for the feeling it gives. The students also developed their thinking skills to match up the form of communication to the information they want to convey, for example: you want to see if your friend wants to play at lunch-time = ask them in person, you want to tell your grand-parents about your weekend but they don't live in Singapore = email or phone call. In this way, we began to understand how the way we communicate can change and be influenced by different factors (Information, Location, Language, Personality, Resources etc.) Alongside our letter writing, we continued to investigate parts of speech. We collected adjectives to describe a setting and used thesauruses to help us expand our vocabulary. In Maths, we consolidated our number bonds to 20, inquired into doubles and explored how these number facts could help us solve other addition and subtraction problems. The children continued to take more ownership and be engaged in this learning through their choice of how to practise and consolidate their skills. They are developing their use of number lines, 100 charts and written notation as strategies for addition. UN Sustainable Goal of the Week: #12 Responsible Consumption and Production We continue to reuse paper and packaging in class and recycle as much as we can, including the lunch containers. We also visited the e-waste bin located near the main school gate, just behind the guard-house and discussed what e-waste we could dispose of. Independent Student action: The children have begun to make connections and take their learning into other areas. For example, Yuuki showed the class a story she had found that involved communication, friendship and sign language. Maria then found two stories about respecting other people and celebrating differences. Charlie showed us a story about friends and how people can see the same thing in different ways, which connects to our concept of Perspective. Also, Charlie built new relationships by letting some K2 children join her in designing their own emojis (to communicate feelings) during morning and lunch-time play. Well done girls! Student Voice:
Fedor: I like to do Mathematics and the Maths games like Doubles Bingo. I like to use Google docs to show my learning. Sara: I am enjoying UOI because I like to learn about communication. This week the children began to sort the various ways to communicate and began using the terms "verbal" and "non-verbal" communication. We also played games and enjoyed special talks by Ms. TIna, who taught the Grade 2 classes some American Sign Language. Ms. Linda and Ms. Song shared their experiences of learning English and also some Mandarin Sign Language. We were lucky to have Julien's mum, Marie Pascale, visit to share her family's experiences with communicating in new places and with using new languages. A common theme was remembering why we want to communicate and learn new languages- both Ms. Linda and Marie Pascale wanted to travel and meet new people. Also, they told us to remember to keep trying, not give up and show respect for other people's cultures when we meet them. Xie, xie and Merci bien to all the speakers. The children used their own communication skills when they shared their beautiful family trees with a partner. They explained their own tree and asked questions about their partner's. We found out lots about each other through this exercise- some people have family who live in Brazil, some have younger siblings around the same age, some of their parents are the oldest/youngest, Ms. Nisah loves cats etc.. Finally, in UOI we explored how we can make friends and what makes a good friend. One idea was teaching something to other people and Yuuki took action by asking to teach us a game called "Splash". This is something we will continue throughout the year so all volunteers, students and parents, are welcome. In Literacy we explored how we can use our senses to help us learn new words by tracing the word, letter by letter on our backs.
The children also developed their listening skills when they heard Mrs. Vaughan recount a personal story about miscommunication. In small groups, the children listened out for particular parts of speech (Nouns, Pronouns, Past tense verbs and Time words) and added them to their respective posters. We began connecting our learning by using Charades (non-verbal communication) to make a Character (Nouns) List for narrative writing. We also continued to develop our sequencing and collaborative skills by working in a group to first order and then write each stage of a simple recount. In our Maths learning this week, they reflected on things they enjoy in maths during Maths Writing and consolidated their skills in comparing numbers and making 10. We made connections to how knowing how to make 10, can help us make 100, 1000...The children practised adding and subtracting 10 from various starting numbers. They soon spotted the pattern and saw that only the hundreds or tens digit changed while the unit digit remained the same. |
AuthorGrade 2.1 are a class of 7 and 8 year old students who attend ISS International School in Singapore. We learn together and play together and enjoy sharing our discoveries with you. Archives
June 2019
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