May 2019 – Learning Stories…

The Metro Station!

29th May 2019 shemogani Leave a comment

A group of students went out to learn more about the Metro. When they returned, they shared their experience with the rest of the class.

Teacher “What do we need to do if we want to get on the train?”

The students said we need use the machine to buy the tickets.

Sarah “Ms. Angie is telling us how we can go on the metro.” (in Mandarin)
Felix “She is pointing where we are.”
Sarah “We are putting money inside. Then we can take the metro.” (in Mandarin)

Several students tried to use their lunch cards to pay for the rickets, but it did not work. Then they got money form Ms. Angie and put the money in the machine.

Freida “I am getting the money from outside here.”
Michelle “Freida get money and I and Freida go to metro.”

Charlotte “These are things that you cannot take to the metro. Because some of these things may disturb other people.” (in Mandarin)
Freida “Something may explode. No fireworks.”
Charlotte “The gun we cannot take to the metro too. And no knives.” (in Mandarin)
Jiwoo “He looked who this one and out here he go. (Jiwoo explained that the police officer will take out the items that are not allowed in the metro).

Ethan “We put our bags inside and the bag will automatically come out. And then we get it. Then we can take the metro.” (in Mandarin)
Amber “Because they have to check what is inside the bag. Because people don’t know what is inside.” (in Mandarin)

Freida “Because we need to go up. It’s red because it is not to go. You need to walk over, that side to walk over. Because it’s red. You need to walk and go.”

The students wanted to use the escalator, but there was a sign explaining that it is under construction.

Felix “Found one elevator. Because there can go up like in the school.”
Jooeon “Escalator, this is in the elevator, not escalator.”

Felix “We are touching and telling which high we want to go and this is close and open. We go to 2.”

Felix “To put there the bad things inside.
Jooeon “And there inside garbage.”

When the students were on the platform, they found some signs immediately. They discussed the signs on the bin.

Felix “That is the sign to know what we can put inside the garbage. The bottle, tin and the milk.”
Michelle “Then we know how we can put things correctly in the bin.” (in Mandarin)

They wondered what the yellow sign is for.

Alejandra “Where the train goes. Please don’t touch it.”
Nicolas “When you touch it and the door opens you have to make sure you take the right train.”

Tyson “就是这个高铁，就是这个地铁，这个是地铁，我坐地铁去学校上学。” [This is a high speed train, and this is the metro. This is metro, I go to school by metro]

The students took a closer look at the map to find out where they are.

Michelle “Don’t know go to what.”

Freida “We are pointing to NIS. Over here is NIS. We saw NIS from there. So high.”

Sarah “We saw a TV. It is for other people to watch.” (in Mandarin)
Jasmine “Watching bad guys.”
Tyson “I took the metro before. I took a train far, far, far away. It goes to my school.” (in Mandarin)

Felix “Because the escalator goes up.”

Felix noticed there are two different signs on the screen. They decided to go from the green one.

Felix “You see the red sign that means it does not work.
Jiwoo “tick here. Then it open.”
Nicolas “When I go to the metro and there was a red sign it worked. So that cannot be for it. It’s a sign to say it is closing faster.”

The teacher put the tickets inside the machine and the students went through the gates.

Charlotte “It will close very fast so you have to go through very fast.” (in Mandarin)
Si Hyun “Together goes really fast. Use the card. Put there card in here.”
Jooeon “This in the card and open door.”

Ruby “Ms. Angie is measuring herself and she is up to the top number. Maybe it says if we are big enough to go to school.”
Ethan “They are pointing to how tall you are. If we are up to the red thing then we can go to the school.” (in Mandarin)
Felix “If we are this high where the red thing is, then we are heavy.”

They talked about the ticket recycling machine and then left the metro station to return to school.

How do you travel to different places?

Approaches to Learning (ATL’s)

Communication Skills

Listening

Listen to information.
Listen actively and respectfully to others’ ideas.

Speaking

Participate in conversations.
Negotiate ideas and knowledge with peers and teachers.

Thinking Skills

Analysing

Observe carefully.
Find unique characteristics.

Generating novel ideas

Use discussion and play to generate new ideas and investigations.

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Use all senses to observe and notice details.

First Aid Kit Inquiry – Sharing our Research

29th May 2019 shemogani Leave a comment

How can the medicine help people feel better?

Ethan, Alejandra and Jasmine shared their inquiry about the ‘nurse’ and the ‘first aid kit’ with PreK/K1B.

They shared what they have seen in the nurse’s room. PreK/K1B students were interested in the items in the ‘nurse’s bag’.

They took turns to explain to their friends in PreK/K1B, the different products and items that were included in the first aid kit. Later, Luke posed a question “How can the medicine help people feel better?”

Jasmine, Alejandra and Ethan were not sure about the answer. They decided to bring the question back to the classroom (PreK/K1C) and have a discussion with their friends.

Ethan “生病吃药会好。”[If you are sick, you take the medicine then you will feel better.]
Ruby “Sometimes it doesn’t. Sometimes the medicine is not right. There are different kinds of medicine that green one, yellow one……”
Seungbin “K1B hurt in Golden Eagle (referring to why do we need medicine).”

Alejandra, Jasmine and Ruby wanted to draw their ideas down and share their findings with Luke.

Here are their ideas:

Ruby “The ice pack – when you put on your hair or head or anywhere, then you will be better because you will not feel the hot. The Bubble Gum medicine – it can make you very good that you will never be sick. The cotton stick – it can help dry out the blood. The bandage – when they cover the blood, the blood will dry out then you can play in the Golden Eagle.”

Alejandra “This is the bag for somebody hurt and he can put over there and feel better. Medicine all ice pack is for help us if we bump into each other and we are hurt. And it will help us feel better.”

Jasmine “So under the nurse chair, nurse get us a lot of things. Nurse gave us a broken thing. You break the blue thing and then down have water. And somebody hurt in Golden Eagle, we can help feel better. Here is the people sit down. Because we have to listen to him, Alejandra and me. Here for people feel better. The nurse people she share me she little bit hurt and Alejandra take there and then Alejandra feel better, then me feel better.”

We were excited to share our answers with Luke ……

Approaches to Learning (ATL’s)

Thinking Skills

Generating novel ideas

Use discussion and play to generate new ideas and investigations.

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Use all senses to observe and notice details.

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.

Safety on an Airplane

23rd May 2019 shemogani Leave a comment

Where would you go by plane?

Ruby “My plane I go to holiday to America.”
SiHyun “Airplane station to Italy.”
Felix “We need to go to airport.”

One student had brought in photographs and a book about airplanes as we were inquiring into the different ways we travel and how we can be safe. He explained:

“This mummy, this is me and Korean airport.

Big airplane and big Korean airplane. And this is Nanjing airport.

This airplane and this. No smoking. This I don’t know, no shoes, no spectacles.

This no smoking and this open the door, this on the out and this flying and this and this and airplane door. This back in the chair in the here and back here of here. And this no drumming. This and this I don’t this one.”

Why do you need put head down?

Felix “When there is fire we need put our head down then our head not in the fire.”
Jooeon “Sit down and that is finish.”
SiHyun “This is card.”

Who do we need a belt?

Jiwoo “Because no belt is out and the belt on out there. Here down lay down one is go.”
Jooeon “No belt and landing and this (explaining that you will be tossed around and then fall down)
Jiwoo “There eating food.”
Jooeon “No higher shoes.”
Felix “When the plane land in the water then anything you go out of the plane.”
Amber “He is help baby. I think he need help.”

SiHyun “Airplane come, this one, the bell.”

Ruby “When the plane landing water, you find a water you can swim back home.”
Freida “When we land on the water, mummy and daddy need to push a thing and then sister and brother and baby will go on it (referring to the slide).”
Amber “In my grandma home, I go on the plane.”

Jasmine “Mummy read for me and then she says the plane go out you need close don’t back throw in the chair. You can put under. And mummy read for me, mummy says don’t take out (seatbelts).”
Charlotte “Zhuhai 我在珠海大的酒店。By plane.” [I’m in a hotel in ZhuHai]

https://twitter.com/NISPreKK1/status/1131441730123849728

Approaches to Learning (ATL’s)

Thinking Skills

Considering new perspectives

Seek information.

Communication Skills

Listening

Listen to information.
Listen actively and respectfully to others’ ideas.

Speaking

Participate in conversations.
Negotiate ideas and knowledge with peers and teachers.

The School Bus

20th May 2019 shemogani Leave a comment

We were planning the trip to Golden Eagle. Some students suggested that we can take the school bus.

Sarah, Amber and Ruby went to check how many seats the school bus has.

We discussed how can we find out the number of the seats on the bus.

Amber “20个座椅。用你的铅笔来数。1,2,3……20,21。再把数字写下来，来看对不对。” [20 seats. You can use the pencil to count. 1,2,3……20,21. Then write down the numbers and check if it’s right.]
Sarah “有好多位置，我觉得10个，我们进去数就是了。” [There are many seats. I think there are 10 seats. Let’s go in and count.]
Ruby “40. Maybe we can go inside and find out. We could take a picture and we can look at the picture at the iPad.”

We took a picture of the seats on the bus but we found it hard to count the seats using the picture on the iPad.

Ruby “Because it’s far away. I can’t count the back.”

Then we decided that it was better to count the actual seats.

Amber started to use tally marks to record the number of the seats.

When we went back to the classroom, we used different materials to recreate the seats. The students wanted their recreations to look like the actual seats, therefore they used 2 bricks to create one seat.

Amber decided that she wanted to use a softer material because the seats in the school bus were not hard like the bricks.

We put down our name cards to see if we have enough seats.

Amber “后面有空的，很多，我都不知道有这么少人。留给老师，别的小朋, K1A, K1B。有多出来，太多了。” [There are many empty seats. I don’t realise we only have such few people. We can leave these seats to teachers, friends from K1A, K1B. We have more seats. So many.]
Ruby “We make seats for the school bus. Because we have to know how many people can go on the bus. There are so many seats on the school bus. They are available for K1B, K1A, K1C, they are going on the bus.”

https://twitter.com/NISPreKK1/status/1130380105673453568

The PLAN

SLO’s

sort objects
present information on teacher-generated pictographs where one picture equals 1
begin to explain data using simple language such as same and different/more or less
understand that number names relate to a specific quantity
estimate quantities to 10

Money

17th May 2019 shemogani Leave a comment

We have been wondering about money since creating our ‘PLAN’ for the trip to Golden Eagle’. Jiwoo and Si Hyun brought in their own money to share with the class.

Jasmine explained, “First we need money. I know how to make money. We need gold, then we fold together, make a circle, then you can go to Golden Eagle.”
Nicolas “A press machine.”

We held a class meeting to share what we know about money.

There were many notes and coins on the floor.

What do we notice about the money? What do we know about money?

Ruby “When they pay we can have enough money for the field trip.”
Freida “We put a coin inside and press some buttons and tickets come out and we get money.” (explaining how we get tickets at the metro station)
Ruby “A coin machine, I have one at home.”
Alejandra “She go outside and put a card inside on the machine like a robot and then we count the numbers and then we put our hands in the tummy and get out the money, so many money. We just go and pay something. So many coins to buy some presents for me.”

Ms. Shemo showed the students a coin.

Ruby “Yours are 100.”

Where do you think the money is from?

Alejandra “Italian!”
Ruby “I think it’s from Sri Lanka.”

Many students believed that it is from Indonesia.

Next, Chaewon shared the note she had in her hand.

Alejandra “Because I see the people like Sri Lanka. And I see the bindi!”

The students agreed that it was 100. They believed the note was from Sri Lanka as there was a dancer on the note.

Jiwoo shared his note next.

Ruby “20!”

Teacher “Who is that?”

Ruby “A people.”

Jasmine and Alejandra noticed that they both had the same picture of a face on their money.

Alejandra “I have the same face.”
Ethan “This is ‘mao yeye’.” (referring to the Chinese Chairman)

The students began to talk about and compare the money they had. Was it 20? 10?

Jooeon shared his money.

Several students thought that the money was from Taiwan.

Ruby “Because Taiwan has castle.”
Alejandra “One more time, Sri Lanka. No, Italian.”

Ruby “1000, Because million has more 0’s.”
Felix “Sri Lanka.”
SiHyun “Ms. Shemo people.”
Jooeon “This is Chinese.”

Felix “Because the lion.”
SiHyun “I think it’s Chinese. Taiwan.”
Jooeon “This lion is Chinese.”
SiHyun “I have library this.”
Amber “NIS.”
SiHyun “Alejandra’s one.

Charlotte, Michelle and Sarah noticed that they all have a picture of a lion on their money.

They believed that the money was from China. This connection was made because they recall seeing so many lions at NIS and in China.

Alejandra shared her note.

Jooeon “This is Spain. Spain money.”
Alejandra “10. Spain doesn’t have money like this. In Russia has this money.”

SiHyun “This is China. Police in China has that.” (The star)
Alejandra “So this is from police. I know why this is from police.”

Amber shared her note.

Jooeon “Korean money. This is tunnel.”

Seungbin shared his note.

Alejandra “From money. Because people from Taiwan has this dress.”

Felix shared his coin.

Jooeon “China this tower. Yes. This tower in China.”
Alejandra “Russian have this.”

Freida shared her money.

Jiwoo “I have this, he have one inside. Small have. Freida one have this. (explaining that the money has lots of numbers.)

The students noticed and commented on how all their notes have numbers.

Where do we get money from?

Ruby “Houses.”
Jiwoo “This money house.”
Freida “Ticket counter. One day I found a ticket counter near a vegetable shop.”
Amber “My mummy has. In Taiwan. 妈妈买东西的时候会给她.” [when mummy bought things she will get money back.]
Alejandra “A card inside and then you have number and then have a TV and something inside then you have money. Here have something open, then you have money.”
Charlotte “Daddy and mummy. 赚钱的时候我和哥哥在买东西。” [My brother and me are buying things when daddy and mummy have made money.]
Si Hyun “My money that Korean.”
Ethan “Grandma have money.在她包里。[In her bag].”

Jasmine “From Nanjing. In school. She gave me a water from NIS school, and she get money.”
Seungbin “Mummy, Korean money and another money in Nanjing. Nanjing get money and come over here.” (Translated by a student)
Ruby “I was noticing a number and I never count it. Three zero’s. Somebody told me.
Jiwoo “I have 10 money circle one.”
Amber “它里面都是钱，然后爸爸给他的钱包都是100个钱。钱是从买东西的那边，那个人都可以给他100个钱。买东西人的钱是从他的包包里来的。妈妈就说希望我也有一个钱就好了，然后我妈妈口袋里有一个snack，有一个snack钱在她的旁边。”[It has money inside, my daddy has 100 money. The money comes from the salesman. He can give my dad 100 money. The salesman’s money comes from his bag. My mum wish I have money too. There is one snack inside my mum’s pocket. There is money near the snack.]
Si Hyun Money from Korea. And then another money go to Aeroplane station and card and then ticket. And then computer Nanjing, and then go hotel and then mummy is go to NIS and then I come to NIS. We need 100. And then come to school. Daddy get money China. 25 money! And then another one 100! I come to school. Daddy gives to mummy and we use 100 money.

Si Hyun talks about his till. “Money from. Coins money. Mummy gave. To come to school. Because she likes NIS. Because NIS has toys, so many toys and then likes.”
Felix “Mummy has money. Because every day when we go to shopping then everyday mummy gives money to the people. Because they need money. Because then they can give other people. Mummy gets money from Germany. Because there we can catch money in Germany and also here form Chinese. Sparkasse (bank). Mummy buys fruit, carrot and play things. Just in Germany I have money. Because I was a long, long time in Germany.”
Ethan “Me go play and grandma gives me money. Go fun play. Me go to friends and they look money. I go to me friends. Mummy gives to grandma. Daddy give to mummy money and mummy give to grandma.”
Michelle “I don’t have money. I have 100 money. My daddy gave me. And my have 100 milk. 我和我的爸爸有很多钱可以买东西，可以帮我买玩具。钱在家里拿的。在我妈妈的钱包里。她还在我的玩具包里装着一些钱。妈妈的钱在商场买的。就是推了推车，买了很大的钱，还有很小的钱，然后就可以帮我买玩具了。然后我就可以买来很多钱的玩具就可以买188的玩具。” [My daddy and me have a lot of money, so that we can buy toys. The money is at home, in my mummy’s purchase. My mummy bought the money from the shopping mall. We get the trolley, and buy a lot of money. There are some small money too, then I can buy toys, the toys are 188 yuan.]
Freida “I have so much money from my brother’s room. My brother has a lot of money. Because he has money cause my brother buys ice-cream with it. Its 100. I don’t have any piggy bank. A piggy bank, if there is 100 money then you need to put it inside. It is 1, its only 1,1,1 on the golden money. Daddy gets money from the ticket counter. It’s near the vegetable shop. He goes inside, open the doors and then gets a card inside and then we press some buttons and press a card buttons, and then the money comes out. Then ticket passport comes out. Then we get out the card. And also a ticket. Put it in the bag.”

Charlotte “I have money. Me, daddy and mummy is money. 28. 20 and 20. Me daddy and mummy all so many money. Mummy and daddy me brother. Wutai qui chan. Me brother and me. Shop she long money. 我哥哥和我有500块钱，我爸爸妈妈也有很多很多很多钱，他们赚钱。他们是通过赚钱，可以造出钱来的。是通过造钱的机器，在麦当劳。那里还有我哥哥最喜欢的东西。我和我妈妈、哥哥、爸爸的时候还有我自己，我们用真的钱去麦当劳去吃东西。我在饭店买东西的时候是用钱。”[My brother and me have 500 yuan, my daddy and mummy have a lot of money, they make money. They make money from the machine which can make money. It’s in McDonald. There are some of my brother’s favorite food in McDonald. My mum, brother, dad and me, we use money to buy food. I use money to pay the restaurant.]
Amber “My dad give mummy money from his home, in his bag, 10! In he bag. His bag have the money. He has so many in his bag and he say ‘I have a small bag’. And he like bucket, and he has little money. M mummy have a bucket and my daddy said he likes mummy’s bucket. He has apple in bucket. 它里面都是钱，然后爸爸给他的钱包都是100个钱。钱是从买东西的那边，那个人都可以给他100个钱。买东西人的钱是从他的包包里来的。妈妈就说希望我也有一个钱就好了，然后我妈妈口袋里有一个snack，有一个snack钱在她的旁边。” [It has money inside, my daddy has 100 money. The money comes from the salesman. He can give my dad 100 money. The salesman’s money comes from his bag. My mum wishes I have money too. There is one snack inside my mum’s pocket. There is money near the snack.]
Sarah “Mummy has money, 11, from Nanjing. In her bag, take in hand. For library because it’s library money. 钱是口袋里来的，口袋里的钱是别人付的。我家里有假的也有真的钱，就是别人付给我们，是因为我们要有好多的钱给他们这样就可以买东西了。爸爸妈妈的钱我也不知道，肯定是老板给的，他们买了很多东西，肯定有很多钱，还有我爸爸给学校赚钱，我们都去你们的学校那边拿钱。”[The money comes from the pocket. The money in the pocket is from other people. I have real and fake money at my home. Other people give us money, then we have a lot of money to buy things. I don’t know where my mum and dad’s money comes from, it must be from the boss. They bought a lot of things, so they must have a lot of money. My daddy make money for the school, we get the money from the school.]
Jasmine “First we need get a money from Nanjing. From International school. She (mummy) gets from shanghai. Over the street and a robot and you put the money inside and just press 132100 and then lots of money goes to mummy’s hand. 25! She gives me a toy. It is 5. 2 is my, 2 is my sister and 1 is my brother. He gets 1 because he want 1 car. Daddy get money from my big brother. He get 24! Because, daddy don’t have any money. And then my dad is happy. I use money because I like it. I have 24. It is a lot. Because my little brother wants the car so I give him a car I use my money. Maybe the car is two, one 21. So my brother is happy. So every time my little brother likes the big car.”
Jooeon “Mummy has in house. Mummy have in Nanjing. Coins, 10. Mummy Aeroplane. In the China and go Korea. Grandma have 10.”

SLO’s

explore how numbers can be used in many ways for different purposes in the real world
understand that money is used to buy and sell things
understand that different things have different monetary values
know that Yuan is the currency of China

The Metro

16th May 2019 shemogani Leave a comment

During our discussion about the trip, we wondered if we can travel to Golden Eagle on the Metro. We shared what we know about the metro.

Michelle “Train, this train go this way (They go in different directions). No can running, because lie down (fall down).
Si Hyun “Here tv, here and then everybody watch there and then train is coming and then everybody to there. And then no go to park. Another no go. And then go to here.

Sarah (in Mandarin) “We have to take our luggage if we go on our train. What if we lost our luggage? So we have to take our luggage on the train.”
Jooeon “And the train and one this way and one this way.” (they travel in different directions)

Jasmine “We need to get on the train and then we need to stay and another people go up and then another people can sit on the train. We need to get up the train, so we can get on the train. Then we can go anywhere we want.”
Seungbin pointed to the train station and explained that the train goes there (in Korean).

Amber “When I, my small I go to here, and I this, I go in here and here and up and up. Go inside.
Amber (In Mandarin) “There is a stairs here. So you can go from here. Then the train comes. Then you can get on the train.”

Charlotte (in Mandarin) “There are some cars here and some cars here. And some bicycle and motorbikes. We have to inside here. And there is an escalator there. And, you have to go on the escalator there and you have to go on the train. This is the first floor. This is the second floor. This is the place where you can wait. One train goes and another train comes. And you can get on the train and the train takes us to travel. And bicycles and motorbikes can be on the road. The sign, this one can show us which road you can go.”
Ethan (in Mandarin) “You have to inside here and you can get on the train and you can go where you want.”
Felix “We go there and there are escalator and steps to go up to the train. There is trains will drive here and we can wait and here we can go down and then right up here. And here the escalator to go up there and we can go to the metro.

Ruby “We go walk, and then you go to train station and then you go here. And here is train station and you go and sit down and wait and then when the train came you go in the train. And here you bike. And here you can’t go on top.
Alejandra “Have two pieces here for two trains. So, two trains can go. We can just go there and then we go there. We can go inside and then walk, walk inside. Then we need to go our train and then we go.
Chaewon (in Korean) “Here go to the top and then go to train.”
Frieda “Then we go here go on the escalator We have to watch our step and when we go inside we have to go all the way here one train also goes here, this way.”

What is the best way to travel to Golden Eagle?
How does a Metro system work?

We wonder…

Approaches to Learning (ATL’s)

Thinking Skills

Considering new perspectives

Seek information.

Communication Skills

Listening

Listen to information.
Listen actively and respectfully to others’ ideas.

Speaking

Participate in conversations.
Negotiate ideas and knowledge with peers and teachers.

The First Aid Kit

16th May 2019 shemogani Leave a comment

While planning the trip to Golden Eagle, many students wondered about safety; what would happen if they got hurt and who would help them.

Three students followed up on these questions, they interviewed the school nurse. On their return, they presented their learning and key points to the rest of the class.

Alejandra “We go to the nurse and we said, ‘can we have the bag to go to Golden eagle?’”
Jasmine “And then we go to the nurse, we ask the nurse we can take the bag to Golden Eagle.”
Alejandra “And then the Nurse let us go to the bag and then she show us ice pack.”
Ethan “And nurse, bag put 1 down.”
Alejandra “And then she put all the things on the table and show us, and open it and show us all the things.”

Alejandra “There I am holding it and I take off, we need to break the blue cap and then we need to take the water from here and we can then put it where it hurt.”

Ethan “If you hurt yourself somewhere you can put it on. You put it on the hand. Because Ms. Ellen is pretending she is hurt.” (in Mandarin)

Ethan “When the mosquito bites you, you can use it to put it on. The mosquito does not like the smell.” (in Mandarin)

Ruby “How do people get sick in the playground?”
Alejandra “If you get hot, hot, hot (fever) in the playground and then you have to take this (strawberry flavoured medication) to get it down.
Amber “When I was a kid I had a fever, then I put that on my head.” (ice pack) (in Mandarin)
Michelle “I haven’t used this for a long time but I had a fever several times and I used that too.”
Jiwoo “I have band aid.”

Alejandra “Teacher needs to hold it because teachers know how to do it.” (first Aid kit)
Freida “One day when I was sick and another medicine. Other medicine from the nurse.”
Alejandra “Strawberry one?”
Freida “I had one day.”
Teacher How many first Aid kits do we have to take?
Alejandra “1. Because another class, because Ms. Ellen has another 1 or maybe we can share this with another class so to go to Golden Eagle.”
Teacher “How many groups are going to the Golden Eagle?”
Alejandra “3 Groups. Our class, Ms. Hannah class and Ms. Karen’s class.
All the students decided that we would need 3 Fist Aid kits.

https://twitter.com/NISPreKK1/status/1128886274234785792

Approaches to Learning (ATL’s)

Thinking Skills

Analysing

Observe carefully.
Find unique characteristics.

Generating novel ideas

Use discussion and play to generate new ideas and investigations.

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Use all senses to observe and notice details.

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.

The Trip Plan

13th May 2019 shemogani One comment

The students decided that they ALL wanted to go with PreK-K1B to Golden Eagle and signed up on the clipboard chart.

They drew their own pictures to help them plan the trip. The students had many different ideas. It was time to create 1 plan to help us make the trip a reality. We sat down together at a class meeting to create ‘The PLAN’.

The students have had many experiences and knew that ‘A Plan’ was an important part of all our ‘projects’. We began by looking closely at the individual plans.

What are the most important things we need to remember? What shall we include on our trip plan?

First, we looked at some pictures of Golden Eagle that Ms. Hannah took. We were excited!

The students took it in turn to share their key points.

Alejandra “We need to listen to the teacher and follow.” (agreements)
Charlotte “Car.” (mode of travel)
Amber “No running.” (agreements)
Jooeon “Car.” (mode of travel)
SiHyun “Go there, bus.” (mode of travel)
Michelle “Play. Play Golden Eagle.”
Nicolas “If you sit with another friends, no fussing when we sit with other friend if he is not your friend.” (agreements)
Sarah “Daddy and me to go to Golden Eagle.”
Ethan “Is helicopter.” (mode of travel)
Jiwoo “Mummy and me and go here and eat food and here play and go.”
Freida “In Golden Eagle we have a playground, my mum and brother were there last time. We need to not push and sit on the seats in the bus.” (agreements, safety)
Seungbin said that he would like to have daddy join him.
Lawrence “We go to Golden Eagle. We have be safe. When we are going, no when we play, don’t say bad words.” (agreements)
Ruby “You can take your lunch.” (needs)
Felix “And don’t run away, when you don’t call the teacher. Then the teacher don’t know where the kids are.” (agreements, safety)
Jasmine “By bus. We need eat lunch.” (mode of travel, needs)
Ruby “If we go in a bus, where will the bus park? By train, the fast train, I went there to Shanghai.” (mode of travel)

Who are we going with, when we go to Golden Eagle?

SiHyun “Teachers, Ms. Jiao, Ms. Shemo and Ms. Tina.”
Alejandra “Ms. Hannah’s class.”
Ruby “K1B and K1A.”
Alejandra “We can’t run away without saying teacher. We can’t play with the children not in the school. And follow his mum, you will get lost. And don’t eat his food.” (agreements, safety)
SiHyun “Take daddy and mummy.
Amber “Can take snack.” (needs)
Freida “Water.” (needs)
Ruby “Water bottles. If it’s empty, we can fill it in the Golden Eagle.” (needs)
Amber “And bag.” (needs)
Alejandra “Our backpack.” (needs)

What if we got hurt? What would we do?

Ruby “We tell mummy and teachers take something to help us.” (safety)
Alejandra “Take the nurse!” (safety)
Jasmine “We need money.” (Explaining that we need money to travel on the rain) (needs)
Alejandra “If our parents come with us to the train, our parents can pay.” (needs)
SiHyun “You take your bag because we sit down. And your bag.” (Referring to Ms. Shemo)

SiHyun suggested that we should take the classroom chime, which is used in class to gain attention. When it is rung, it means the students need to sit and be ready to listen. Si Hyun thought we needed this on the bus, to help the students remember to sit down in the bus. (agreements)

Ruby “When you ring your bell. You have to do ninja. Then we have to go back to the bus and back to the class. And then when we finish, we eat lunch and then we go to play. We play in the playground and also we can play the grasshopper.” (agreements)
Amber “Bag, jacket, snack, lunch, daddy and mummy.” (needs)

Approaches to Learning (ATL’s)

Thinking Skills

Evaluating

Organize information.

Considering new perspectives

Seek information.
Practise some “visible thinking” routines.

Research Skills

Formulating and planning

Ask or express through play questions that can be researched.

Data gathering and documenting (audio recording, drawing, photographing)

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

Communication Skills

Listening

Listen to information.
Listen actively and respectfully to others’ ideas.

Speaking

Participate in conversations.
Negotiate ideas and knowledge with peers and teachers.

Reading and writing

Use mark-marking to convey meaning.

Generate, Sort, Connect and Extend (continued)

10th May 2019 shemogani Leave a comment

We have been creating our ideas and sharing theories around the ‘different modes of transportation‘. It was time to sort our thinking. The students decided on the different labels they wanted to include.

The students took turns to place their picture cards on the large poster. They explained why they chose to place the mode of transportation in the ‘sky’, ‘ocean/water’ or ‘road’. Next, we made connections between the different modes of transportation.

Follow our thinking…

Approaches to Learning (ATL’s)

Thinking Skills

Evaluating

Organize information.

Forming decisions

Revise understandings based on new information and evidence.

Considering new perspectives

Practise some “visible thinking” routines.

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on.

Synthesizing and interpreting

Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.

Evaluating and communicating

Notice relationships and patterns.

The Ladybug (Writers Workshop)

10th May 2019 shemogani Leave a comment

A group of students found a ladybug in the playground. They were curious about the little bug. We placed the bug in a small container and observed it closely using the iPad.

The ladybug walked around the container as it nibbled on the leaves. Some students sat at the table, around the ladybug and began to draw what they noticed. They shared their ideas and theories and chatted with each other about these interesting little creatures.

After a while the students realised that the ladybug needed to be released back into nature. They gently placed the ladybug on the bushes.

Ms. Tina brought in some books about ladybugs. The students gathered around the non-fiction material and discussed what they noticed.

https://twitter.com/NISPreKK1/status/1126800864889303041

The next day, Lawrence brought a book he had made at home about ladybugs. It was an ‘All About Book’ that teaches you about something. He read the story to the students and we observed the different features in his non-fiction book. We compared the book he made with the books from the Library.

Lawrence had remembered to include:

A front and back cover
A title
The authors name
Page numbers
Pictures
Labels
Arrows for direction
Close-ups

Lawrence read his story with confidence. He then created an audio story using the iPad app ‘Book Creator’. Listen to his story here:

SLO’s

participate and respond actively to read aloud situations; make predictions, anticipate possible outcomes
make connections to their own experience when listening to or reading texts
listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words
tell their own stories using illustrations and words
focus on a speaker and maintain eye contact
observe, discuss and comment on the information being conveyed in illustrations

The Trip

6th May 2019 shemogani Leave a comment

George, Sophia and Justus from PreK-K1B spoke a group of students in PreK-K1C about a plan they were making to go on a trip out of school.

George explained that they were planning to visit Golden Eagle.

Justus “We are going to golden eagle to play.”
George “There are 3 playgrounds, 2 outside and 1 inside.”
Alejandra “I have been to Golden Eagle. Nicolas too.”
Ruby “I didn’t go.”
Alejandra “We ate some ice-cream.”
George “Play and lunch”
Ruby “Maybe take your own lunches.”

George agreed that taking our own food was a good idea.

Alejandra “If we have a truck then we can go.”
Si Hyun “Truck, go to truck and then go to Golden Eagle.”

The K1B students explained that they had gone to Mr. McLellan to ask for permission to go on the trip.

George “He said yes to Golden Eagle.”
Justus “He is the boss of the school.”

George explained that there are “47 seats on the bus.”

Alejandra “For our class?”
Justus “Teachers can go as well.”

Mr. McLellan explained that the Teachers and children have to fill in the form together to see if we can go.

Alejandra “Can we all go together?”
Hannah “Yes, if we plan it.”

We looked at the poster created by PreK-K1B. They were brainstorming ideas on all the different ways they can earn money to pay for the bus ride.

Alejandra “We don’t need money. No because the magic school bus is from our school so we don’t need money.”
Ruby “Actually, the magic school bus, we don’t need money.”

Ms. Hannah suggested that we check to see if we need money, when we fill in the form.

Ruby “We can find some of the money from our home.
Si Hyun “I have money, so many at my home.”
Laurence “We can go out and look for money. At the spider web.”
Justus “We can sell food. Watermelon.
Sophia “We can use clay to make the animals to sell. To make money.”

The Students wonder where their discussions will take them…stay tuned…

Generate, Sort, Connect and Extend

6th May 2019 shemogani Leave a comment

We continued to talk about the different modes of transportation we use. The students watched the video on the different modes of transportation Ms. Shemo and Ms. Hannah used while on their workshop.

https://twitter.com/NISPreKK1/status/1124995562904756227

Ruby “Two planes.”
Lawrence “Bus.”
Alejandra “Car.”
Lawrence “By the train.”
Jiwoo “Here the wings.”
Charlotte “We go to ‘Sanya’ and ‘奥地利’[Austria] and ‘Zhuhai’. By plane.”
Jasmine “Me and Nanjing far away to the Shanghai. We one car and four tuk-tuk and five airplanes and one car to there and then far away, five airplane and 4 tuk-tuk and three cars back and the go to Nanjing.”
Alejandra “You know one day with my friend we went to Cambodia. First, we need to go airport and we go to airplane then we go to a taxi and then we go to a hotel.”
Lawrence “I go to the where you went by plane.”
Ruby “In my holiday. Australia, it’s very far away. It need 6 planes, you also need go a taxi to go to the airport an d a pane and pane … then you need to go on one train and then you need to go another taxi.”

The students continued to share their ideas about the different modes of transportation. What are some of your favourites? What do we wonder about the different modes of transport? We decided to use a thinking routine to generate our ideas. First, we drew a picture of our favourite mode of transportation.

Si Hyun “Train signs. A bridge.”
Jiwoo “Go there. The triangle. Car.”
Jasmine “Sometimes I saw people bump into each other. The car go over the people. Because it’s so small, she don’t see. She is the baby. You will knock people.”
Alejandra “I see three cars bump together. Inside have people.”
Jasmine “Five cars bump together just bump outside. People dead, mummy cry, sad and she don’t know why people is that. Because people do that.”
Lawrence “I see 1o cars go to the train, and the train is broken. The children is outside.”

Next, we decided how we wanted to sort the pictures.

During the conversation that followed, the students decided that they wanted to place all the airplanes on the top of the large chart paper, explaining that they ‘go in the sky’. The centre of the paper would be ‘water‘ and the bottom ‘land‘. They explained that they need a road and bike paths for the vehicles.

A group of students then painted the large chart paper. They continued to talk about the different modes of transport and the importance of ‘road and safety signs’.

We wonder how we might sort and connect our information…

Approaches to Learning (ATL’s)

Thinking Skills

Evaluating

Organize information.

Forming decisions

Revise understandings based on new information and evidence.

Considering new perspectives

Practise some “visible thinking” routines.

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on.

Synthesizing and interpreting

Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.

Evaluating and communicating

Notice relationships and patterns.

Modes of Transport

3rd May 2019 shemogani Leave a comment

We watched a video on the different modes of transport Ms. Shemo and Ms. Hannah took on their journey to Reggio Emilia.

https://twitter.com/NISPreKK1/status/1124995562904756227

The students were invited to talk about the different modes of transport they take when they travel to different locations. We took some time to share what we know about the different modes of transport.

Ruby “That was where I was.” [Beijing]
Charlotte “I took the airplane before. I went to ‘San ya’ by airplane.”
Jasmine “Hey, I go here too.” [Beijing]
Si Hyun “Train.”
Ruby “That is a long trip.” [Beijing to Rome]
Alejandra “Very, very far away.”
Charlotte “Very, very far away.”
Ruby “That might be airport.”
Ruby “It that your house? Is Ms. Hannah in the same hotel?”
Ruby “What were you doing?”
Si Hyun “Bus.”
Charlotte “Bus like line.”
Lawrence “The fountain. I like this, I go to here. Water fountain.”
Jooeon “A Taxi.”
Freida “It’s a high-speed train.”
Alejandra “Are you going to China?”
Jasmine “Airplane.”
Si Hyun “It’s night.” [flying to Beijing]
Ruby “That was the best trip.”
Charlotte “飞机很颠簸。” [The airplane is very shaky.]
Ruby “You are in the night. Beijing.”
Lawrence “So, so, so many planes. You come back to China.”
Charlotte “China.”
Ruby “I see the school.”

The students painted pictures and shared their theories about ‘movement‘ and ‘purpose‘.

Jasmine “We go to Shanghai. It’s far away. First, we need to go in the bus and then 2^nd we go to rocket and then we need to go to plane, Far away to the sky. And then when we far away we need to go to another aeroplane and that goes to another rocket and the bus.”

Si Hyun “This car gives water to the truck. This is the bus aeroplane. The bus aeroplane go fly. This the taxi. And then finish and go another bus. This is a truck. Then go to the hotel. The hotel is big and so cool.”

Ruby “This is a motorbike. The black thing is the road and the motorbikes go very fast. And this is the lumpy road.”

Amber “This is a car. This is mummy’s car and this is my car. My car is beautiful because it has rainbow colours.”

Jiwoo “A car. Here the car go. This car go fast. This car go no fast. They are racing, there is an engine here.”

Ethan “This is a big car and this is a small car. The cars go to the sea.”

Freida “What I made my aeroplane. It was going through all the clouds. The aeroplane found one flower, but lots of clouds. The aeroplane has yellow stripes. The brown things are all the windows. And this is where the driver sits.”

Lawrence “This is aeroplane. This is Shanghai. This is green, is the lights and the red, purple, blue black and yellow all the lights. This is the grass. This is the engine. Here is the window. This is the tail.”

Seungbin “A helicopter.”

Jooeon “Truck. Tank. Oil truck. Road.

Sarah “Bus, going NIS, because NIS is good. Too many teachers is good. Sit down and quiet. Because it is no blah, blah, blah. No running, fall down. Bus goes to me home.”

Charlotte “Snakes. Lots of snakes.”

Michelle “Bus. Because I want to be a teacher. Because my mummy and daddy said go to the NIS in the bus. I want to be a teacher. I want to drive the bus! ME!

(if she wants to be a teacher, she needs to go to school in the NIS bus, first)

Alejandra “A motorbike. The hat is on the seat because some cars comes and he didn’t see and bump, he will hurt. This is for the motorbike don’t fall down (stand at the bottom). Bus. The windows are closed because people are sleeping. They are going to Shanghai, so they can sleep. The plane is going to America. Far away. When the plane goes to the water so we need something that we don’t get to the water. Something from the top fell off, then we put it into our moths and our nose and you have to bend over the seat and get it and put it into your mouth and nose and go blow, blow, and then you put it onto your back and then get the thing from the front and then pull! It helps for don’t get on the water. My mum told me that. Yes, if you go on the plane you need a ticket, and if we have to go out of the plane we need to slide on the grass and someone will help you get up. And we need to slide. Because then we don’t get down to the water.

Nicolas “I am making a pirate ship. Because I like them when there is a storm and they fall down. They, the pirates travel to get more money, they fight the other ones because they want to steal the money from other people and other ships. That is why they have cannons. Pirates still live. You can’t see them anyway because they are in the ocean. The ocean is a little bit, you have to be really careful in the ocean, when there is a storm. Your boat may break because it is made out of wood and it will break and you will fall and die. I am going to make it a rainbow ship.”

Felix “I made a rainbow snowman. She can walk on the road and that is she’s head.”

Chaewon “Bus.”

Approaches to Learning (ATL’s)

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

Gather information from a variety of sources (people, places, materials, literature).
Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on.

Communication Skills

Listening

Listen to information.
Listen actively and respectfully to others’ ideas.
Ask for clarifications.

Interpreting

Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
Understand the ways in which images and language interact to convey ideas.

Speaking

Express oneself using words and sentences.
Participate in conversations.
Negotiate ideas and knowledge with peers and teachers.

Self-management Skills

Organization

Choose and complete tasks independently.

The Mirror Ball

1st May 2019 shemogani Leave a comment

The students have been curious about ‘height’. They have been building tall structures using blocks and other manipulatives and sharing their theories about height, size and length.

Charlotte “我们在搭小魔仙的城堡，这是忍者的家。我们想到很多的好主意，然后我们就可以搭很多的东西” [We are building a castle for the fairy. This is ninja’s home. We had many ideas so we can build many things.]

Si Hyun “I think Amber is like this one, same making. This is a tower. Then other ones go here to the top. And Jiwoo is making small top. And here is diamond. And then everyday get the diamond get go to house and play. And then get to school and diamond is big, big, big.”

Sarah “Amber和 Charlotte在玩blocks。她们需要搭东西。她们能搭得比房子还要高。还没有房子那么高。比恐龙还大。我觉得Amber和 Charlotte搭得挺好的，但是她们搭得很高，肯定会倒的，一下子轰倒了，好好玩。”[Amber and Charlotte are playing blocks. They need to build things. They can build higher than the house. No, not higher than the house yet. Bigger than the dinosaur. I think they are doing good. But the building is very high. It may fall down. It will be very funny if it falls down.]

Amber “这里在搭高高，然后我弄倒的时候我说了‘啊’,我觉得很好玩。”[We are trying to build higher. When it fell down, I said ‘Ah!’. I think it’s very funny.]
Ethan “这个是别人搭的，Amber, Charlotte在一起玩，她们搭得很高。”[Someone else built this one. Amber and Charlotte are building something very high.]

During snack time in the Piazza, a group of students noticed a structure built by the students in the K2 class. They walked over and began to talk about what they noticed.

Alejandra“这是可以爬的，我们可以到天空看月亮。Amber and Charlotte are the same.从那个窗户可以看出去，用电梯，用最快的电梯，上面还可以有发光的星星，很漂亮。还有放两个这种线，三个小的，还有一个三角形就变成真的。”[This one you can climb. We can go to the sky and see the moon. Amber and Charlotte are the same. You could see from that window. We can use the fastest elevator. There are some shinny stars. Very beautiful. You can put two of that strings (referring to the blocks) and a triangle, then it becomes true.]
Charlotte“他们一样在搭高高，但是他们搭得太高了，他们是怎么做到的呢？然后可以搭个更大的。”[They are building something high. But it’s so high, how can they do that? We can make a bigger one.]
Jiwoo “I can see a big one, two small one. Big and small. Here one, one, one, one.” (referring to the blocks and the tower)
Jasmine “I see a tower. And I see Amber build something. Amber build a tower. She want to build high. Amber says ‘不要把它弄倒。’ [Don’t break it down] I see she build a ninja tower. One high, one high, three blocks. She has ‘三角形’[triangle]blocks.”
Ruby “I see Amber building blocks. Charlotte helping. I see a building somebody already built. Somebody wanted to build a giant thing to see when we have snack time. This is bigger than that one. These have two big blocks and they are the same. Three blocks.”

During a conversation, one student wondered if we can reach the ‘moon‘. Ms. Tina found a mirror ball in the storage room. We decided to suspend it from the railings in the classroom and offer the students a challenge.

Ms. Tina began by reminding the students about their questions and wonderings about tall structures.

The students were invited to show their thinking using paper before they begin to test their theories.

Here are a few…

Charlotte “我画的这个是地基，用一些blocks围成一个方块的形状，地基就可以很平稳。房子都需要地基，需要围成一个圈。我们可以做一个超高的东西，然后呢就可以用积木碰到球，很高。等我长高了我就可以够到了，等我长大我就是K1，然后就可以够到了。我们可以做一个超大的机器，把它抱住很紧，那它就不会倒。”[I was drawing the foundation. I used some blocks to make a square. Then it’s stable. All the houses need foundation. It needs to be made into a circle. Then we can make something super high. Then we can add blocks to reach the ball. It’s very high. When I grow up, I can reach them because I will be in K1 then. We can make a super big machine. It can hold the house very tight, the house won’t fall down.]

Freida “That’s a circle. Some blocks here. And the disco is hanging here. It was blocks, blocks, blocks up to the disco. Up, up, up, up to the top. I drew it.”

Sarah “如果我们想碰到灯的话，可能会很难。我们要把blocks搭得很高才能碰到。我们用梯子搭搭搭。”[If we want to reach the light, it may be very difficult. We have to build very high by using the blocks. We are using the ladder to help us build.]

Alejandra “这是一个塔。那个塔这里到最上面有电梯。上面有闪亮的东西，它可以很快到终点。”[This is a tower. This is an elevator from here to the top. This is something shinny on the top. We can reach the destination.]
“是因为我有一个好办法，用楼梯爬到上面，这样搭才不会掉，没有楼梯就不能够到最上面。从1，2，3……就是终点，最上面的终点。”[Because I had a good idea that we can use the ladder to climb to the top. It will protect us from falling down. You can’t reach to the top without the ladder. From 1,2,3……That is the destination on the top.]

Si Hyun “This is big blocks go to the top. And red, blue and yellow. The ladder. [Si Hyun used his body and expressions to show how the ladder makes the blocks more stable]

Jasmine “Me get one step, two step, three step……And I go to the blocks. Then I climb the chair and climb the puzzle and climb, climb, climb. And then I saw something. I see a ladder and I climb a ladder. NIS stretch my arms. Then I get the moon.”

Amber “This is blocks, for that one [The mirror ball]. Dinosaur is go so high. ‘Fifteen’.”

Lawrence “With the small blocks can build like this [showed with hands]. 18 blocks.”
2nd idea “The steps, 9.”
3rd idea “The ladder, 8.”
“The ladder is best idea because ladder is help building.”

Nicolas “It’s the tower in the classroom. We are building so high to get to the disco lamp. 5 kilometres high.”

Michelle “这是一个可以攀爬的游乐园，可以够到月亮。用一个梯子，然后可以用很多积木块，把它一层一层叠上去就好了。”[It’s an amusement park that you can climb. Using a ladder and many blocks. You can reach it by piling them one by one.]

Ruby “We are making a tower to make the same height as the disco. We had a little help with the ladder. It’s difficult the blocks keep falling down and then you have to go to the nurse for million times. When you climb on the top of the disco, you got hurt, you can’t climb on top because the rope is not hard enough to lift people then you will fall down then you have to go to the nurse. Building it with our hands.”

The students had many different theories. They suggested a tower of blocks could reach the mirror ball, or even a ladder. Yet another student suggested a stairway to reach the mirror ball. All these theories included references to number, quantity and size. The students recorded their ideas using pictures, symbols, numbers and oral stories. They wondered if their ideas might work. They decided to test their theories.

One student suggested the large yellow blocks. He made a connection with a previous activity we did when estimating and measuring the height of people we knew.

Another student decided that the blocks were not high enough, we needed a way to reach up high.

Ruby “We are making it taller.”
Freida “To the disco.”
Nicolas “It’s falling!”
Ruby “How about we do each next?”
Nicolas “I’m going to make it. Because it is too high, it’s wiggling. We can’t reach. Every time it falls down.”
Alejandra “We can use the ladder!”

A ladder was suggested and brought over. Everyone wanted to have a turn to climb the ladder to place the blocks.

Everyone wanted to have a turn to climb the ladder to place the blocks. We had to find a way to work together. Ms. Tina called a meeting. The students discussed safety, collaboration and decided on a way to move forward.

One student decided that the numbers on the side of her paper looked like a measuring tape. We decided to use a tape to see how tall the mirror ball was. She worked on creating her own measuring tape.

Amber “这样我就能把它弄得这么高，这样可以够到那里。这样我们就可以够到那样亮亮的东西。我们就可以知道它是多高。65.我需要把它放在上面就可以知道多高了。”[I do this because then I can make it very high. We can reach there to get the shiny thing. We know it’s 65 high. We need put things on then we know how high it is.]

The students finally reached the mirror ball with blocks. They reflected on how they worked together and placed their ‘people blocks’ on the rungs of the ladder.

Later we read the story ‘Papa, Please Get the Moon for Me’ by Eric Carle. The students made many connections between the story and the process they went through to ‘get to the moon’.

SLO’s

Use non-standard units of measurement to solve problems in real-life situations involving height
read, write, say, count, model and order numbers to 10
understand that number names relate to a specific quantity
estimate quantities to 10