Month: December 2018

Bikes and Trikes

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During a discussion on shapes, the students explained that wheels on cars and bikes were ‘circles’. They watched a BrainPoP video on ‘Plane Shapes’, and began to talk about the wheels on their bicycles. Following on from this discussion, the students posted pictures of their bikes and trikes. 

We gathered to talk about their pictures. How are the bicycles similar or different?  

Freida ”My bicycle is small. It got small tires.”

Alejandra explained that some bikes were ‘Big‘ and others were ‘Small’. She said “Because me and Jasmine is more bigger than mine.” This was our first sort.

Jasmine “My bike has pedals.”

Poli said, “Because has here.” while pointing to the pedals. They explained that it helps the bicycles go faster.

We decided to sort out the pictures by ‘Has Pedals’, ‘Does Not Have Pedals‘.

Poli “1, Alejandra NO. 1,2,3,4,5,6,7,8,9, YES!”

Lawrence “Alejandra and Jasmine is different. Chair!”

Alejandra “Another people can sit.”

Lawrence “ This have this, this no.” (referring to the rack at the back of the bicycle) Lawrence was referring to the bike rack. Our next sort was ‘Has a Bike Rack‘, ‘No Bike Rack‘.

Amber “The wheel is small.” This sort was based on the bikes with ‘Guide Wheels‘ and ones with ‘NO Guide Wheels‘.

Jiwoo “This is no, this yes.”

Alejandra “4 and 6.”

Jiwoo “This is one yes, this one no.” Referring to how some bicycles ‘Had Lights‘ and some ‘Did NOT Have Lights‘.

Alejandra “Amber has a back, for the baby, for the sun.” Referring to the hood at the back of the tricycle.

Nicolas “Because it has something at back and it’s big.”

This sort is based on if the bikes ‘Had a Hood‘, or ‘Did NOT Have a Hood‘.

Next, Poli noticed that some had baskets and some did not when he said, “Basket here in the back”.  The sort was based on if the bicycle ‘Has a Basket‘, or ‘Has NO Basket.

Jiwoo pointed to a flag on one of the bikes. Then we sorted out the bikes with the headings ‘Has a Flag‘, ‘NO Flag‘.

The students kept going. There was yet another way to sort the bikes and trikes. Some ‘Had a Bell‘ and some ‘Had Did Not Have a Bell‘.

SLO’s

  • Sort real objects into 2 sets by one common attribute using own and others’ criteria
  • Explain criteria for sorting
  • Be able to explain data using simple language such as same and different/more or less/most or least

THE SHOW!

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The students were excited about the show they have been practicing their different acts and we now ready to perform for an audience. Our final show would include the students sharing the following items:

  1. Gymnastics – Tumbling on the incline mat and wedge ramp
  2. Bridge
  3. Splits
  4. Gymnastics – Rolling 
  5. Cartwheels
  6. An introduction to yoga followed by partner balances
  7. Ribbon dance

The students were particular about the music they wanted. ‘Waka Waka’ by Shakira and ‘Axel F’ by Crazy Frog originally performed by Harold Faltermeyer, and ‘See You Again’ a wonderful Chinese instrumental by Guzheng were chosen for the final show.

A group of students made tickets for the audience. 

The students arrived with their parents, excited to share what they have been working on. Their first job was to put on their face paints.

They gathered together, parents helping their own child, while supporting others students.  

A group of students placed tags on the carpets to let the audience know where they need to sit. They have tags for ‘Parents, PreK-K1A, PreK-K1B and K2.

Next, a group of students handed out the tickets they had made. Each person needed a ticket to watch the show. 

 

A student from K2 acted as MC and welcomed the audience.

“Welcome to the PreK-K1show. We hope you enjoy the performance!”  

And the show began…

https://twitter.com/NISPreKK1/status/1070858715027275777

At the end of the show, the K2 student thanked the audience for coming in to see the show. Ms. Angie explained to the parents how the show was a student driven process.

Some of the K2 students came in to share the ‘Thank You’ cards they had made for the students in PreK-K1C.

SLO’s

Movement Composition 

  • explore different ways of moving on the floor and on apparatus

Mat Man

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Ms. Kelli came in to tell us all about Mat Man! He is part of the programme Handwriting Without Tears. 

We developed our body awareness, by talking about the different parts of Mat Man‘s body and why they are important.

As Ms. Kelli built Mat Man, we talked about how Mat Man has:

  • 1 head, it is a circle, made up with two big curves. He needs a head to hold his brain, which helps him to think.
  • 2 ears, made up of two little curves. His ears help him to listen.
  • 1 nose for smelling and breathing.
  • 1 mouth, made with one little curve. He needs a mouth to smile, eat, sing, talk and frown.
  • 1 body, to hold in his heart, tummy and lungs. It is a blue rectangle.
  • 2 arms, made with two big lines. He needs them so that he can reach and climb.
  • 2 hands to touch, clap, hold and eat.
  • 2 legs, made with two big lines. He needs them to help him stand and run.
  • 2 feet, made with two little lines. He uses them to walk, run, jump, skip and hop.

Next, the students helped Ms. Kelli build Mat Man. 

Then, we drew pictures of ourselves using the different shapes we used to create Mat Man.

Ms. Kelli read us a story about ‘Mat Man‘. We talked about the different shapes he can use. We wonder how we can use these shapes when we create our own drawings.

Approaches to Learning (ATL’s)

Communication Skills

Listening

• Listen to information.

• Listen actively and respectfully to others’ ideas.

• Ask for clarifications.

Speaking

• Express oneself using words and sentences.

• Participate in conversations.

• Negotiate ideas and knowledge with peers and teachers.

Reading, writing and mathematics

• Understand symbols.

• Understand that mark-making carries meaning.

• Use mark-marking to convey meaning.

The Performance…Organisation

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The different parts of our performance are coming together.

Next, we worked on the invitations. The students took turns to copy write the information that would be included in the card. 

Our cards are ready to go home! 

Ms. Angie came in to help us practice our different performance pieces. First, we needed to collect the mats for our gymnastics performance. The students went over to the storage room and helped carry them into the Early Years Centre. 

Charlotte “I am strong because I eat vegetables and meat!” (in Mandarin)

What about the MUSIC?

A group of students went with Ms. Angie to see Ms. Shanshan. She works in the office across from Mr. Dodge. She may be able to help us get some speakers. Why?

Ruby “Because we want to make the music loud and then we can dance and all the big people can clap!”

Ms. Shanshan told the students that they needed to put in a yellow form and make a request.The students then went over to fill in the form. Ms. Angie helped with the writing.

Ruby “We had to find the paper to know where is the speaker.”

“We are getting the yellow paper.”

Now we are ready to practice our performance. We had to remember to be safe. 

Nicolas “I don’t think that will work because when people do it (cartwheel) they will fall down.” [Nicolas was explaining how we may fall off the side of the stage if we are not careful] 

https://twitter.com/NISPreKK1/status/1069465945041645568

What about the face paints? 

The students began to create their designs. They included Spiderman, rainbows and stripes. Here are a few of our ideas.

Update!

4th December, 2018

A group of students went on a tour to deliver the invitations to the performance. We have been working through the different tasks to organise the event.

First, we went over to meet Mr. Dodge, and Ms. Mad to tell them all about the show.

https://twitter.com/NISPreKK1/status/1069899449671999490

Then we went to PreK-K1 A and PreK-K1B to invite them too.

We didn’t forget to invite our buddies in K2! 

Watch this space to be updated!!

Approaches to Learning (ATL’s)

Thinking Skills

• Identify strengths and areas for improvement.

Research Skills

• Ask or express through play questions that can be researched.

• Select information sources and digital tools.

• Gather information from a variety of sources (people, places, materials, literature).

Communication Skills

Listening

• Listen to information.

• Listen actively and respectfully to others’ ideas.

• Ask for clarifications.

Speaking

• Express oneself using words and sentences.

• Participate in conversations.

• Negotiate ideas and knowledge with peers and teachers.

Reading, writing and mathematics

• Understand that mark-making carries meaning.

• Use mark-marking to convey meaning.

Social Skills

Interpersonal relationships

• Practise empathy and care for others.

• Listen closely to others.

• Be respectful to others.

• Play cooperatively in a group: sharing, taking turns.

• Help others.

Social and emotional intelligence

• Be aware of own and others’ impact as a member of a learning group.

Self-management Skills

• Choose and complete tasks independently.

• Follow the directions of others.

• Share responsibility for decision-making.

Mindfulness

• Take responsibility for own well-being.

• Be aware of body–mind connections.

Perseverance

• Demonstrate persistence in tasks.

Resilience

• Show ability to adjust to new situations.

The Performance…continued…

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The next step…

We are excited about performing for an audience, and have been planning our own performance. 

We have been working with Ms. Angie and Ms. Tina to perfect our Ribbon Dance. We are excited about being able to use the ‘rainbow ribbons’ for our actual performance.

Our next step was to decide where we will perform. Ms. Angie told us that the Green Gym was not available for us. The students then decided that the stage in the ‘piazza’ was the next best space.  A group of students gathered on the stage to discuss the details of the performance.

What else do we need to consider?

We decide that we need music. Ruby suggested that we get the “big black things to hear the music” (sound system). She explains that it needs to be placed close to the pillars on the stage.

Amber wonders if we can have food for the audience. Ethan suggests we have ‘candy’ and Nicolas says we may want to offer ‘popcorn’ and ‘water’. We wondered if it was a good idea to have food out in the gym. How messy will it get? How can we manage it?

This leads to a discussion about where the audience will sit. we decide that adults may not want to sit on the floor. The students suggest using the benches. We bring them over to give them a try. Ms. Shemo and Ms. Tina try them out. It feels comfortable.  Our next decision is about communication. How will we inform people about the performance. We talk about letters and then decide on making invitations. The students create their own invitations. They decide to draw pictures of the different performances that will be showcased.

The Invitations

We are wondering if we can have face paints. Who will help us? 

What else do we need to consider?

Our inquiry continues…

Agency: When learners:

  • are actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • are actively involved in discussion, questioning and by being self-directed in their creating (as opposed to passive receiving)
  • apply their understanding of concepts through the construction of their projects/play
  • make connections to the real world by taking past experiences into their play worlds
  • have an active voice and stake in the classroom/community
  • face challenges and are given the freedom to independently overcome these or fail through trial and error or experimentation
  • are risk-takers
  • express their theories of the world and these are honoured in the environment

(IBO, 2018)