Month: November 2017

Thank You!

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Mr. Cal read ‘Splat Says Thank You‘ by Rob Scotton. In this story, Splat the Cat’s trusty mouse friend, Seymour, needs cheering up, and Splat wants to help. Splat shared his special thank-you book with Seymour. His book lists all the sweet and funny reasons Splat is thankful for their friendship. The students reflected on which zone Splat and Seymour were in, while listening to the story. We discussed what thankful means.

Ms. Lucia was not in today as she was feeling ill. The students explained “She must be in the ‘blue‘ zone, just like Seymour”. After listening to the story the students decided to make Ms. Lucia a Thank You card.

Thank You Ms. Lucia for…

  • helping us with the snack mat
  • helping us paint, write and cut
  • helping us with lunch
  • translating (into Mandarin)
  • reading to us

SLO’s

  • explain possible causes for their different feelings and emotions
  • identify positive thoughts and attitudes in themselves
  • identify and explore strategies that help them to cope with change
  • recognise that everyone has feelings, emotions and perspectives that may differ from their own
  • share their own ideas and feelings in an appropriate manner
  • listen and respond in small or large groups for increasing periods of time
  • join in with poems, rhymes, songs and repeated phrases in shared books
  • listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words

One Duck Stuck

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The students listened to the story ‘One Duck Stuck‘ by Phyllis Root illustrated by Jane Chapman. In this story one unlucky duck gets stuck in the muck and asks its animal friends for help.

This story is fairly repetitive and this encouraged the children to predict what will happen next.

The students helped place the animals and numbers in sequence while listening to the story.

The students went outdoors to collect materials that they can use to create their own number graph. They worked as a group to collect, sort, count and create their number chart.

SLO’s

  • present information on teacher-generated pictographs where one picture equals 1
  • be able to explain data using simple language such as same and different/more or less/most or least
  • read, write, say, count, model and order numbers to 10
  • listen and respond in small or large groups for increasing periods of time
  • join in with poems, rhymes, songs and repeated phrases in shared books
  • listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words

Kindergarten Gardening Project

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The students have been involved in many projects in the classroom over the past few weeks. Some of these projects have led to mini inquiries and excursions in and around the school. For authentic learning to happen, some of these projects (money) require a trip outside of the school premises.

As a part of a ‘prototype’ and an ongoing mini inquiry into ‘plants’, 15 students from K1 went on a field trip to The Kindergarten affiliated to Nanjing Foreign Language School. The Prototype aims to connect with the local community through a gardening project.

https://twitter.com/NISPreKK1/status/934302180370137088

Service Learning Objectives:

  • To create a relationship between the NIS and local kindergarten

SLO’s

  • positive acceptance of diversity
  • open mindedness
  • observe changes in their physical environment at different times of the year
  • enthusiasm and respect for nature and Earth
  • how to take care of things
  • the ability to take care of things – animate and inanimate
  • their thought for others
  • appreciation of own environment and all living things in it
  • a sense of wonder and curiosity

Money

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The students brought in some money to purchase items from the ‘Bake Sale‘.

Teacher: How do people get money? The students had varied responses.

  • “When you put the ticket and press inside then you get the money” (machine at the bank)
  • “You get it from the piggy bank.”
  • “The father has to give the mother money.”
  • “From the bank”
  • “You have to beg for money”
  • “You have to get it from the bank, when you have money you have to save it”
  • “You ask it from people at the bank.”
  • “They get it from the suitcase.”
  • “You get it from a bag”

A group of students then went on a walk outside the school to see what they could observe about money.

How do people ‘get’ money?

What do people ‘do’ with money?

The students observed people buying and selling goods at the supermarket, and at shops by the side of the road. They had a discussion about how money gets to the bank and what people use money for.

“You have to work hard and earn it!”

https://twitter.com/NISPreKK1/status/933255708358819841

SLO’s

  • money is used to buy and sell things
  • that Yuan is the currency of China

Expressive Faces

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The students have been involved in a variety of activities that help them express their emotions through the Arts. We wondered how we can express our emotions using our faces. What does sad, happy, surprised, worried, angry and lonely look like?

They listened to the story ‘I’ve Got a Feeling‘ by Stephanie Owen.

Can you guess what these feelings are?

They students used the iPads to take pictures of their faces as they expressed different feelings/emotions.

They used card and paint to create faces that show different feelings.

SLO’s

  • recognise that everyone has feelings, emotions and perspectives that may differ from their own
  • share their own ideas and feelings in an appropriate manner
  • make personal connections to artwork
  • share their own ideas and feelings in an appropriate manner

10

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The students brought in 10 RMB to buy a baked good from a sale. They money from the ‘Bake Sale’ will be donated to the Ray of Light Cambodia Organization. 

Do I have 10 RMB?

How might you make 10 using Numicon shapes? The students shared the different ways they had made 10.

SLO’s

  • estimate quantities to 10
  • explore the conservation of number with the aid of manipulatives
  • understand the terms more or less, same as
  • read, write, say, count, model and order numbers to 10

Rosie’s Walk

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The students listened to the story ‘Rosie’s Walk’ by Pat Hutchins. In this story, Rosie the hen is being followed by a sly fox, while she enjoys a leisurely walk around the farm. Rosie’s walk is quiet, uneventful, and eventually leads her back to the coop. She is blissfully unaware of the fox’s struggles as he tries, unsuccessfully, to navigate the obstacle course that Rosie has led him through!

https://www.youtube.com/watch?v=2qDIAeNtO1o

The students enjoyed retelling the story using the magnetic pictures.

They listened to the story again. This time they created an obstacle course in the classroom. They used positional vocabulary words such as across, around, over, past, between and under while dramatizing the sequence of events.

This activity deepened the children’s understanding of spatial relationships by connecting words and actions.

https://twitter.com/NISPreKK1/status/930371362102820864

In the garden, the students went on a hunt to look for leaves and sticks. They went…

SLO’s

  • use everyday language to describe position, direction and movement of self and objects in relation to others
  • listen and respond in small or large groups for increasing periods of time
  • tell their own stories using words, gestures, and objects
  • focus on a speaker and maintain eye contact

Baking Bread

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The students listened to the story of ‘The Little Red Hen‘ retold by storyteller Grethe Mangala Jensen. 

Can we become storytellers?

The students watched the puppet story ‘The Little Red Hen’.

They made puppets to retell their own version of ‘The Little Red Hen’.

Can we bake our own bread?

Ms. Angie helped the children follow a recipe to bake the bread. They discussed the ingredients, measured quantities and helped knead the dough. The students shared the bread with the whole grade.

https://twitter.com/NISPreKK1/status/928925466307657728

SLO’s

  • measure quantities
  • follow a sequence of steps
  • learn to take turns
  • co-operate and share in mixed groups

The Storytellers

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The students listened to the storyteller Grethe Mangala Jensen who works for the company Panawakke. The students enjoyed listening and participating in her version of ‘The Little Red Hen‘. They followed the actions and joined in the repeated refrains.

https://twitter.com/NISPreKK1/status/928234406036176896

The students then watched a group of teachers perform the story ‘Green Eggs and Ham‘ written by Dr. Seuss.

How might WE use puppets to tell stories and express ourselves? 

SLO’s

  • listen to/watch different forms of art and create their own work in response
  • identify and use performance conventions (narration/characterization/movement/sound effects etc.)
  • use basic performance conventions/ skills to show location, character and feelings
  • display audience étiquette and give appropriate responses.
  • participate in performing and creating performing arts pieces both individually and collectively.
  • listen and respond in small or large groups for increasing periods of time
  • join in with poems, rhymes, songs and repeated phrases in shared books

The Nature Corner

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A group of students went on a nature walk to collect materials for the classroom. The students chatted about the colours, plants and environment as they gathered leaves, sticks, branches and other interesting items.

We hung up the large branch we found near the garden plots.


Another group of students created and painted a tree made out of recycled materials.

The students were then invited to create their own pots, leaves and decorations. They were encouraged to think about what we learned about patterns. We were inspired by pattern artwork done by the Grade 2 class. It helped the students think about creative patterns they can use with their projects.  

Students will begin to use the space to create their own art projects. We hope that they will be inspired by the different materials on offer. We look forward to observing how they can express themselves through art.

SLO’s

  • explore patterns in the environment
  • describe what they notice about an artwork
  • engage with, and enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use their imagination and experiences to inform their art making
  • create artwork in response to a range of stimuli

Patterns Around Us

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The students have been creating patterns, and exploring patterns in our environment. Ms. Cherry read the story ‘I’m a Happy Fish‘ to the students. In the story, the fish were many colours and had varied patterns on their body.We recorded all the patterns we noticed on the fish.

Next one student went around the classroom to look for patterns on children’s clothing. We printed out the pictures and included them in the pattern poster.

What patterns do you see around you? We continue to explore…

SLO’s

  • explore patterns in the environment
  • recognise patterns and solve problems
  • describe patterns and identify rules
  • check and continue the pattern

The Interview

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The students interviewed the artist who created ‘The Giraffe’. She came online and spoke to the children.

  • Ruby “Who are you?”
  • Kyana “I am Kyana Gani, Ms. Shemo’s daughter.”
  • Ruby “Did you make the painting?”
  • Kyana “Yes I did, when I was 7 years old.”
  • Cornelis “Why did you have a butterfly behind the giraffe.”
  • Kyana “I like butterflies so I painted a butterfly.”
  • Reggie “Why did you use so many colours?
  • Kyana “When I saw pictures or videos of Africa, there was always a lot of colour and I liked it because it made me happy”
  • Franz “Why did you make the sky like the ocean?
  • Kyana “When I was younger I thought the clouds were like waves in the ocean”

Teacher “Kyana, do you express yourself in other way?”

Kyana “Yes, I write songs and sing too.”

Teacher “Can you sing for us?”

Kyana sang a short song for the students.

https://twitter.com/NISPreKK1/status/927391472814395392

SLO’s

  • feelings and ideas can be expressed using vocal sounds, rhythms, and instruments
  • participate in performing and creating music both individually and collectively
  • display audience etiquette and appropriate responses
  • music evokes emotions

Giraffes Can’t Dance

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The students have been listening to stories that share ideas about the many ways we can express ourselves. Today, we read the story ‘Giraffes Can’t Dance‘ by Giles Andreae, illustrated by Guy Parker-Rees. In this story, Gerald the giraffe longs to dance, but his legs are too skinny and his neck is too long. At the Jungle Dance, the warthogs waltz, the chimps cha-cha, and the lions tango but Gerald is sad as he can’t dance like the other animals. However, with some sound advice from a wise cricket, Gerald starts swaying to his own sweet tune.  

SLO’s

  • explore how we can share our emotions through the arts

Patterns

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One student explained that he had patterns on his clothes. It was a repeating pattern of black and blue stripes.

 

Another student noticed that she had a pattern on her tights. They were black and green stripes.

The students began to look for other repeating patterns on items of clothing. A few of them had pink and white striped socks.

The students began to create their own patterns using manipulatives.

One student explained that we could make a big, medium and small pattern. The students helped to create this pattern using rings.

Then we began to create a pattern with linking chains. The students chose the first few links. This was a different pattern. We continued to create the chain together.

Blue, blue, green and red pattern.

What patterns do you see around you? 

SLO’s

  • recognise patterns and solve problems
  • describe patterns and identify rules
  • check and continue the pattern

The Garden Plot – Part 2

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The students had previously noticed The Garden Plot and had a discussion on what they would like to grow.

A group of students began to prepare the garden plot, filling it up with earth and compost and levelling out the soft soil.

Cornelis “We need to put the seeds and then dig it again and water it and then it will grow.”

Reggie “We are going to put the seeds in the garden pot. And then water it and then when it gets sunny it will grow. We need to water it maybe every day. We need to make sure no animals come and eat the seeds by giving some things that get away the bugs. Like using a fly catcher. The birds won’t know where my seeds are because I covered it up”

Mia “First put the seed in then it can grow.”

Franz “I first, I do a ground in that. Then I put the seed, a carrot seed. Then I put water in. Then I and Ms. Lucia and Mia put it outside because sun is too shiny, it can grow, grow grow like enormous!”

Cornelis “First I put the soil in the cup. I digged (dug) a hole and put the seeds and then I watered the plants and then I put the plant pot with the others so that it will all grow.”

Abby “The seeds are inside the soil. I put water. The plants need soil because the birds will eat the seeds. Last time I scared them, I was running and then they fly away.”

Yusei “Beans.”

Kai “First I did seeds. I growed (grew) the broccoli. I put water in it. I have to put it outside with all the others because that’s where they will get sun so they can stick up. Because it has to be a flower.”

SLO’s

  • develop an enthusiasm and respect for nature and Earth
  • learn how to take care of things
  • have an appreciation of own environment and all living things in it
  • develop an inquiring mind