The Shape Test

A paper cube that Oliver made after the paper experiment led to a discussion about 3-dimensional shapes.

The team wondered about the strength of paper shapes and decided to test their theories.

The team wondered:

  • if some paper shapes were stronger than others.
  • which shapes they could make to test their theories.

The team recalled a previous learning experience of going on a shape hunt and decided to refer back to the activity to choose the 3-dimensional shapes they wanted to make and test. When choosing the shapes Oliver stated, “Sphere is impossible for me cause how can you fold the paper round. I want to make a cylinder!”

Eli pointed at the pentagonal prism, “I want to make that one.”

Having thought about their options for paper, they decided to choose card stock instead of paper for their test as they believed it would be stronger than the A4 paper.

Oliver made his first paper cylinder by rolling up the paper and fastening it with tape. However, he quickly noticed that the edges weren’t flat and realised that this would impact the test. He decided to make a second cylinder, taking care to keep the edges of the shape levelled. During testing, Oliver discovered that the top and bottom edges of his first cylinder were not stable enough, so he decided to make a new cylinder.

 

Having looked at the pentagonal shape, Eli realised that to fold a pentagon, he needed to divide the paper into five equal parts. Eli initially used a ruler to draw lines but found that the width of one ruler was too narrow, which resulted in a lot of extra space at one end.

Then, decided to use the width of two rulers, but each section was too wide and there wasn’t enough space on the card for 5 equal sections.

Eli shared this challenge with the teacher, explaining that he wanted to divide the long edge of the paper into five equal parts.

Having heard Eli’s challenge, the teacher decided to bring Eli’s attention to the concept of measurement to think about what he already knows about the function of hash marks and numbers on a measuring tool.

Ms. Eileen “How long is that edge? How did you measure it?”

  • Eli thought about this and then pointed to the ruler and said, “Use ruler.”

Eli used the ruler to solve his measurement challenge, learning that the length of the paper was about 30 centimetres.

Ms. Eileen “How can we divide 30 into 5 equal parts?”

Eli found the unit cubes and counted out 30 unit cubes to represent the 30cms. Then, he divided them into 5 equal parts, with each part being 6cm.

Finally, Eli drew out the lines and folded his paper pentagonal shape for the test. The researchers were now ready to test their shapes!

The team decided to choose books that were of a similar size for their test. As they placed one book at a time on the shapes, they began to see that although the shapes were made with paper, they were extremely strong.

The team had enough books to reach a total of 19 books for each shape. Then, they ran out of books!

As they didn’t have enough of the same books in the classroom to support the progression of the experiment, they decided to test their shapes in the library.

The team’s paper and shape experiments have allowed them to think about the function of shapes and materials in design and engineering and the impact of forces like compression and tension that act on structures. Through their experimentation, they continue to explore how the design can impact the strength and stability of structures.

Changing the Ramps

We noticed that the children were using two different ramps to create their structures in the block play area. The children’s conversations revealed that they were exploring the concepts ‘speed’ and ‘direction’ as they shared ‘how’ the balls travel on the ramps.

We decided to gather the children to talk about what they noticed about the ramps.

Similarities

  • Jeongyoon “You can slide balls on both.”
  • Eli “They can both be used for building.”
  • Oxford “The brown one the ball can go zig zag the white it can’t because the brown is big (wider).”

Differences

  • Oxford “One is big and one is small. The colour is different one is brown and other is white.”
  • Oliver “One is made out of wood and one is made with plastic.”
  • Liz “One is long and one is short.”
  • Eli “The brown is not narrow and the white is narrow. Because when I tried to put a big ball on it is got stuck on it.”
  • Oxford “The brown is think and white is smaller (thinner).”
  • Lydia “The small ball can go on the white and the big balls on the brown.”

We noticed that the children used descriptive words to categorise the ramps. We decided to build on this knowledge to see how they stretch their thinking and vocabulary by exploring new textures and materials in their scientific inquiry. 

Teacher “What would we change if we want the balls to travel on the ramps differently?”

  • Lydia “Use the pencil to colour it.”
  • Oliver “The white glue, we can add glue on a zig zag line, the ball when you roll it, it will go bouncy.”
  • Eli “We can put tape here and if you roll the ball too fast it might roll and go away from the ramp.”
  • Oxford “We can put string on it and use tape and then make lines.”
  • Wyatt “We can put water on it and the ball will go really fast.”
  • Eli “You can put wood (chips) inside the ramp and then the ball might go up.”
  • Oliver “We dig some holes on the two sides and get the circles made out of plastic and stick them on the sides so when the balls go down, the circles will spin.”
  • Oxford “Maybe we can put another stick on the brown ramp.”
  • Eli “You can stick some paper on the brown ramp and make it higher and higher.”

As the children shared how the ramps could be modified, they began to hypothesise about what might happen with their experiment.  

  • We wonder what the children might notice about the ‘speed’ and ‘direction’ the balls travel because of the ‘changes’ they have made to the ramps (causation).
  • We wonder how the children might record the theories and observations of their experiments.  

PATTERN BLOCK DESIGN CHALLENGE

The students were invited to use Pattern Blocks to create designs. Each pattern block shape had a value. The complete design needed to have a total value of 24, 40 and 60.

Next, the students completed a bar graph using the information in their Pattern Block design.

Instructions:

  1. Use Pattern Blocks to create 3 shape designs that have a value of 24, 40 and 60.
  2. Take a picture of your designs.
  3. Upload your pictures to Seesaw.
  4. Complete the graph to show how many shapes you used in your design.

Creating the designs involved a lot of problem-solving, thinking, calculations and conversations.

What designs might YOU create?

What is the SUM of YOUR design?

Games

The teachers noticed that a group of children had been interested in making their games during inquiry playtime. They often used recycled paper and cards to design and create their games.

Recently, the Grade 4 students visited K2, to ask the children about the arcade games. This was connected to their Unit of Inquiry ‘How We Organise Ourselves’.

First, the Grade 4 students conducted a survey, to learn more about the younger children’s interests in games. Then, they returned to create a list and gather feedback to learn “What might make the game fun?”.

  • Jeongyoon “Rules and tag.”
  • Motong “If we don’t have rules and we don’t know how to play.”
  • Oxford “”

We noticed that the children continued to refer to the ‘rules’ in a game. We wondered if the children were making connections with the games they play in their P.E. class, as conversations at the end of the lesson highlight important behaviours that make games fun and engaging. The teachers decided to dig deeper, to learn more about the children’s thinking. The teachers decided to ‘use the discussion to generate new ideas and investigations’.

Why do we need rules in the game?

  • Jeongyoon “If the game has no rules, it’s not a game, because it’s not fun.”
  • Motong “Because we don’t know how to play if we don’t have rules.”
  • Oxford “Rules let us know what we can do and what we can’t do.”

The children highlighted the ‘function’ of rules in the ‘organisation’ of a game. Then, the children drew the games they liked on large chart paper. We noticed that many of the games had mazes. Was this something that interested the team?

We discussed the kinds of games the team would like to make for the other children in the EY. We wondered…

  • How might we gather information to learn about the games that the EY children like to play?
  • What does a game need to have to make it exciting and fun?

The team gathered to discuss their next steps. Could we use a survey or draw some graphs to show our findings?

Oxford chose to create a survey that included three games. He planned to ask the children in the EY to choose their favourite game, to help him decide which game he was going to finally make. The three games to choose from were ‘Whack-a-Mole’, ‘Maze’ or ‘Treasure Hunt’.

Motong chose to create a survey with three choices of games for children in the Early Years. His games were ‘Car Race’, ‘Solider Game’, ‘Code Guessing.

Jeongyoon chose to use the maze game and decided to write some questions that would help him find out how he could make his game fun for the children in the EY.

  • Question 1: Do you like water in the maze game?
  • Question 2: Do you like easy games or hard games?

The Gift – Coming together to build and create. 

Ms. Eileen had placed an order for new crayons and markers. We were surprised to learn that the supplier also sent us a gift! The gift was a new easel. However, the easel needed to be assembled. We placed the materials and tools in the classroom for the children to decide what they wanted to do.

  • Wyatt “What is this?”
  • Oliver “It is for us. We have to fix it.”

The next day, we left the materials on the floor and invited the children to problem-solve.

3 children offered their expertise. They gathered the materials and began to look at the instructions. The team of furniture assemblers began their work, taking turns, sharing ideas and tools and working to assemble the new easel.

The bell rang for break time play, but one child decided that he wanted to continue his work. He worked on the task throughout playtime.

The rest of the team came in after play and continued their work.

They persevered, looking through the instructions to learn about the different parts and tools to know how the easel was put together. In the end, they were excited to test it out.

The other children celebrated their accomplishments and thanked them for their hard work and dedication to the task.

We noticed the interest the children had in assembling and building. We noticed how they paid close attention to the instructions, and skilfully worked to assemble the piece of furniture.

We wonder how they might use these skills in new situations.

Approaches to Learning (ATL’s) 

  • observe carefully
  • analyse and interpret information
  • listen actively and respectfully to others’ ideas and listen to information
  • negotiate ideas and knowledge with peers and teachers
  • play cooperatively in a group: sharing, taking turns, helping
  • be aware of own and others’ impact as a member of a learning group
  • choose and complete tasks independently
  • follow the directions of others
  • share responsibility for decision-making
  • demonstrate persistence in tasks
  • use strategies to problem-solve

Can you make a paper airplane?

The children continued to make paper airplanes using recycled paper. They were experimenting with new designs and different sizes of paper.  

Morning “I am making paper airplanes. Lydia taught me how to make paper airplanes.”

Oliver wanted to measure how far his paper airplane went in the classroom. He used a measuring tape with numbers to check how far it had gone.

  • Eli “He is measuring how far we threw the airplane.”

We posted the documentation about the paper airplanes in the corridor.

  • Howie “We are looking at paper airplanes because we can remember how much time to take to make the paper aeroplane.”
  • Liz “We tell people to make the paper airplane.”
  • Eli “Get a paper from the classroom and they can take and then they can make airplanes. We can come and make some too.”
  • Eunbyul “It’s airplane too far and write your name and what number to see how far the paper airplane went.”

  • Oxford “I am flying the plane.”
  • Eunbyul “We see who is no far and who is too far.”

  • Jeongyoon “Standing the line.”
  • Eunbyul “We have to stand on zero. Zero first and flying paper airplane.”

  • Oxford “I draw the numbers, 100, 200, 300, 400… Everybody can know where is the 300.”

  • Eli “Pin the paper plane on the wall because if we don’t pin it no one will know we made a airplane.”
  • Eunbyul “I made one paper airplane and faster and very far. 300cms.”

The children use what they know about number and measurement to record how far their paper airplanes flew. They are learning that standard units allow us to have a common language to identify, compare, order and sequence objects.

The Paper Airplanes

Noticing the children’s interest in making paper airplanes, Ms. Eileen decided to introduce the children to a new design.

The children followed the instructions to make the paper airplane.

  • Eli “I want to throw it outside because outside will have wind so it will fly fast and high.”
  • Howie “I think the airplane the airplane can fly really high and really fast because the wind is really strong and it will go fast. We can feel it when the wind is cold you know what is the wind.”

We looked at a photograph of the playground to help us decide where we might fly the planes from. What would we need to consider?

  • Liz “I think airplanes go to water is broken. Airplane is paper, paper in water is wet and broken.”
  • Oliver “I think the airplane might go round and round all the time I think. Because the wind is going left then the airplane will go left and if the wind is going right then the airplane will go right.”
  • Wyatt “Outside is airplane is go out of school and people can’t go outside of school and then you make it again.”
  • Morning “The airplane will go to the tree and the people cannot play with it.”
  • Eli “It can go over the fence because if you throw on the mountain then it will go over the fence and no one will get it and it might go into the building and there might be sharp things and then it will get a hole in it.”
  • Motong “We can send it from the slide. We can stand on the yellow wall because the airplane will fly very far.”
  • Jeongyoon “If we fly it from the roof, then we can’t get it.”
  • Lydia “I think this flying to outside you can’t take it (the airplane).”
  • Eunbyul “If it goes to a very tall tree then I will not catch the airplane.”
  • Howie “Then, we can climb the tree.”
  • Oliver “The sticks are not very strong.”

How can we find out which airplane has gone the furthest?

  • Oliver “I think if the airplane looks the best then it goes the furthest. And my airplane looks the best.
  • Eunbyul “Throw it and it will go up and down.”

When you run a race, can you start from different places?

  • Eli “No, we have to stay together.
  • Howie “Some people together in the back, the first people will get number 1. The people in the back will be number 2.”

The children explained that they had to fly the paper airplanes from the same location for it to be fair. The children discussed the different options. The children were excited to see many planes flying high above the playground. Perhaps our planes would fly high too!

Many of the children suggested flying the plane from a height as it would help the plane go further. They agreed that the best spot would be the top of the short wall.

We decided to go out and try this out. The paper panes took off from the wall. We watched them scatter around the playground. 

How would we know which plane went the furthest?

Howie suggested that we use a tape to measure the distance. Ms. Shemo did not have such a long tape but had some string instead. We measured and cut out the string to mark the distance.

When we went back to class with the string, we had them in bundles on the floor. Many children believed Eli’s plane flew the furthest because his bundle of string was ‘higher’. We recorded everyone’s best guess using tally marks.

But how would we know for sure? How do we measure things in real life?

Eli suggested using the ruler. But the ruler was short, and it would take a long time to measure them.

Liz suggested measuring them using the white PVC pipes. We brought one over and kept it next to the ruler. It was longer. We noticed the numbers on the ruler and decided to add them to make our ruler with the pipe. But, there were too many numbers to write.

After some thought, we decided to count in 5’s and record them on the pipe. The children helped identify the numbers from 0-100.

Then, we began to measure the twine. We recorded the distance each paper airplane flew. Finally, we had the data we needed. Eli’s paper airplane flew the furthest!

Throughout this experience, the children shared their theories about paper airplanes, and considered the properties of paper. They considered the concepts of speed, height, distance and variables that may affect the flight of the paper airplane. They explored measurement, data handling and number, to find out who’s paper airplane flew the furthest.

The Pipes – How can we make the balls go faster?

We have noticed the children playing and experimenting with the PVC pipes.

  • Liz “This (the slide) is so long it goes to Ms. Hannah’s class.”
  • Eli “I was balancing the crystals. Looking which one is more heavier.

  • Because the side will fall down if it is more heavier.”
  • Howie “I made a tunnel, the balls can go inside.”
  • Morning “Me and Wyatt building the blocks.”
  • Eunbyul “It’s no heavy, it’s no long. If it’s not too low the ball goes faster. The slide is faster and the ball is faster.”
  • Motong “When the slide is tall, the ball will go fast. Next, I want to make a hotel with the slide. I want to make it alone.”
  • Eli “Next, I want to make a slide that goes straight, like a mountain, then the ball will go down and up and fall down. Then, I will put a stop there.”

A group of K1 children wanted to borrow the ramps during indoor playtime. The teachers paused to observe and document (video) a group of children from different classes building and testing new designs.

They collaborated with each other, sharing the materials and using their imagination to extend their play.

The next day, we watched the video and discussed their structure.

What did we notice?

What theories do we have?

  • Eunbyul “The ball jumped out of the pipe.”
  • Eli “Because there was something blocking it and it went over the side. The ball fly out. They can put nothing on the track.”
  • Lydia “The ball is come down from the house. Keira and Jacob and me.”
  • Eli “The ball will go faster if it is more uphill.”
  • Eunbyul “Very long is very fast and it will go up, down and out.”
  • Motong “Very tall is very fast.”
  • Eli “Because it has more time to go fast.”

The children shared their theories about speed, height, distance and obstacles.

How might they use their insights as they build and create their new structures?

Ramps: The Prototypes

The children have been using a range of materials and manipulatives in the construction area to consider the concepts of height, speed, forces, and energy.

As part of this investigation, a team of young designers have been planning, designing and creating prototypes of ramps in their design class. The team began by discussing their ideas and creating a plan for their slides.

They know that designers need to source and test materials for different purposes and make choices about the materials they use for projects.

After careful consideration, the teachers decided to offer the children ‘clay’ as a material for the structure. Clay is malleable and easy to use when creating structures yet offers many opportunities for challenge and problem-solving. The children tested the different tools, making careful decisions about the size, height, width, and foundation of their structure.

While creating, the young designers followed the natural cycles of design as they planned, created, reflected and improved their structures. Through trial and error, the children have reached the first stage of their design work.

Design

Through this experience, the children had opportunities to:

  • identify needs and opportunities for designing, through exploration
  • generate ideas from their experiences and interests
  • add to others’ ideas
  • choose an idea to pursue

Design Learning Outcomes:

  • choose tools and materials
  • make a product using known procedures or through modelling of others
  • use trial and error to make changes, solve problems, or incorporate new ideas from self or others
  • develop their skills and add new ones through play and collaborative work
  • explore the use of simple, available tools and technologies to extend their capabilities

Paper Boats: Will they sail?

A group of children wanted to make paper boats to sail in their PVC pipes.

But how do we make paper boats?

We noticed that the Grade 1 students have put up a poster with instructions on ‘How to Make a Paper Boat‘. We decided to follow the instructions to make the boats. 

A team of boat makers practiced making the boats. They made boats of different sizes and used printed paper to make these boats.

We look forward to testing these boats on the PVC pipes.

The children began to share their theories.

  • Liz “Putting in the water in the pipes, then is slides. I want to put lights inside the boats.”
  • Lydia “I think there have lights.”
  • Eli “The power and the boats will explode. My daddy told me that. If water touches power it will explode.”
  • Oliver “The boats will get wet. And then if its wet it can’t float on the water.”
  • Eli “It will melt if it goes on the water, it will just stay a little bit.”
  • Wyatt “Boat is inside light and slowly go another way.”
  • Motong “I think the boat will get wet because this is paper boat. I think that we can put something under it.”

The children paused to think about this problem. They began to think of solutions, to make sure the boats wouldn’t get wet when they were in the water.

  • Oliver “Waterproof, that means protecting it from getting wet and broken.”

Oliver brings over a plastic sheet that is used on the projector.

  • Oliver “It’s waterproof because it has no holes. If I blow it will not go through it because it has no holes. Maybe we can use this to make a boat.”
  • Liz “I think the plastic make the boats.”
  • Oliver “We can cover it with waterproof.”
  • Morning “We can use plastic for making the boat.”
  • Howie “We can put a plastic under the paper boat.”
  • Oliver “We can make this thing become flat and make it into a boat.”
  • Motong “I think put this under the paper boat.”

  • Liz “Put a small paper boat inside the cup.”

  • Oxford “We can use the whiteboards.”
  • Wyatt “Boat put it in the wooden cup.”

Morning Agreed with Wyatt’s idea. 

  • Motong “We can put a glove on it.”
  • Oxford “We can put a boat in the lunch box because lunchboxes are not made with paper.”
  • Eli “We can use the plastic paper so no one will see it so people will think it is magic it won’t melt.”
  • Howie “Put the boat inside the small plastic box.”
  • Oliver “If we put the boat on the wooden cup the cup is too heavy, and it will get wet.”

Howie suggested the cane basket.

  • Oliver “The basket has small holes the water will go in.”

Howie suggested the ceramic pot.

  • Oxford “That is too heavy.”
  • Jeongtoon “I see the paper boat making at home and the boat not wet. I don’t know.”
  • Eunbyul “Paper boat is wet then plastic boat is big and paper is small.”
  • Oliver “We can make it with something soft that will not get wet, it will float on the water. That might look like cotton.”

The children wanted to make sure the boats wouldn’t get wet because they had used special coloured paper to make them.

We will need to test some of the suggested objects to learn more about objects, materials and their properties.

CHALLENGE!
Jeongyoon was determined to make the smallest boat. He kept trying till he made one that was 2 cms. in length!

 

Exploring Numbers

What do you know about the number 3?

The children shared what they noticed about the shape of the Numicon shape.

It looked like a heart, a boot, a letter ‘V’ and it has 3 holes.

What numbers do you see in this shape?

If we wanted to ‘make’ this number, what are the different ways we might try to make it?

  • Oxford shared the first suggestion “2 and 1.”

He was invited to share his suggestion using numbers and symbols. The children began to share other ways to show 3.

Next, we looked for ways to show 5.  

What do you know about the number 12?

Oliver “It has a 1 and a 2.”

Eli “On the bus. So we know where it is going.”

Liz “The clock has 12.”

We used the Cuisenaire Rods and Numicon Shapes to find different combinations that total 12.

Then, the children worked in groups to find combinations that total 15,16 and 20. We noticed how they used their thinking skills to calculate.

They used manipulatives to create models. They used numbers and symbols to share representations of their understandings.

Throughout the task the children worked together in small groups, sharing ideas and taking turns to document their learning.  

An Inquiry into Forces and Energy

Different groups of children have been creating slides and ramps in the block play area. We began to collect pictures and videos for the children to review after playtime.

What did they notice about the different pictures (1,2 and 3)?

We documented their observations and thoughts on chart paper. 

How is picture 4 connected to the other 3 pictures? Were there any similarities and differences?

4

The children began to share their theories about the way objects moved on the pieces of wood. They discussed their theories about the concepts of form, materials, speed, height, force and energy.

Based on the children’s initial theories about energy and the movement of objects when creating slides with blocks, we decided to give them an opportunity to test their ideas in different situations.

We wondered how the children might experience the use of force and energy in P.E.

What would they need to consider when creating games and activities that have slides?

 

An Inquiry into Slides

Mr. Lee began the P.E. session by helping the children recall their ideas about slides.

  • Lee “What do you know about slides?”
  • Oliver “A bouncy slide.”
  • Lee “What makes it bounce?”

He drew a picture to share the image of a ‘bumpy’(uneven slide).

  • Lee “What can we put down a slide?
  • Eli “Blocks, to build the slide, put some wood under and make it bouncy. A mat under. Use a ball, use yourself, run down the slide.”

“Some people will roll down the slide!” said the children.

Mr. Lee invited the children to build slides using a range of soft play equipment.

When the children came back to class, they documented their thinking, strategies and observations on paper. We noticed that the children used a range of Craft Moves, shared during a writing activity to show ‘action’ and ‘movement’ to make their thinking visible.

The children:

  • shared ‘how’ the slides were made.
  • observed how objects (balls and their body) move on different pieces of equipment.
  • made choices about the shape and size of equipment they would need to make their slides work well.
  • used feedback to make their slides safer.
  • thought about the speed, safety, and characteristics of different materials and shapes as they designed their slides.
  • worked collaboratively in a small space, sharing resources and being mindful of the needs of others.

The group shared their process with the rest of the class. They began to talk about possibilities with slides.

  • Oliver “We can change the slides into water slides.”
  • Jeongyoon “Ice slide.”
  • Liz “Mud slide.”
  • Eli “I have been on a water slide like going up and down.”
  • Oxford “It has a tunnel.”
  • Morning “In the PE room!”
  • Teacher “Could we have water in the Gym?”
  • Children “NO!”
  • Jeongyoon “The swimming pool. Water mud slide.”
  • Wyatt “A monster slide? The monster can be inside and everybody is running around and playing and not coming to the slide.”
  • Oliver “We can make a super tall rollercoaster.”
  • Teacher “Why?”
  • Oliver “Because it’s FUN!”

“It sounds like we need a PLAN!”

A Math Story – The Sleepover!

We read the story ‘The Sleepover’ by Catherine Twomey Fosnot. In this Maths story, a little girl invites her friends to stay over. Aunt Kate babysits the children and prepares snacks and juice for them. However, the children keep moving between the beds and trick Aunt Kate.

 

 

As we read the story, the children noticed the different combinations to make 8 and used their mathematical knowledge to express their thinking.

They recorded their thinking on paper. We used counters to help us problem solve.

We are learning that:

  • Math is in our world!
  • Number operations can be modelled in a variety of ways.
  • We can use pictures, numbers and symbols to share our thinking and problem-solving.
  • We can tell stories using numbers.

The Bike Park Signs

Over the last few weeks, a team of young designers worked together with Ms. Eileen and Ms. Jo, to create signs for the bike park. After conducting their research, they decided to create the signs using wood, as this was a material that could be used outdoors in all types of weather. After considering many options for the message, the team decided to use the wood-burning tool to burn the message onto the wood instead of using paint, markers or other writing tools. 

They began by planning their message out using pictures and words, to inform the early years community how to park the bikes safely in the bike park area. Their pictures served to remind the children where to park and in which direction the bikes needed to be stored at the end of playtime.

The team considered the type of wood and the size of the sign. Then, they used sandpaper to make sure the edges of the wood were smooth. 

They learned how to use the wood-burning tool to burn the messages on the pieces of wood. They had to think about staying safe and focused throughout the task.

Finally, their signs were ready to be mounted in the bike park area. They talked to each other about the best place to put up the signs and what materials they would use to attach the signs in the different spaces. Noah decided that his sign should be placed standing upright in the bike park. Mason, Sean and Eunice decided that their signs should be attached to the wooden fence dividing the play area. The team were proud of their hard work, and were excited to see that the Early Years community were now well informed about safe parking in the playground.

K2 students are aware of the impact they can have on the community. They understand how they can actively engage in various stages of learning: including thinking about, planning, modifying and creating for a purpose. Through active discussion and questioning, they were able to direct their own learning. The ‘Bike Park’ project helped them make connections to the real world. Through a range of experiences, they could consider perspectives, possibilities and outcomes that would benefit the community. They considered their own responsibility in shared spaces, and were able to use their voice and actions to bring a sense of purpose and belonging to these community spaces.

The Shed Project – Installing the Hooks

Over the past few months, we have been planning and organising the Shed.

After a planning meeting with Ms. Jacqui, the project team decided to order hooks for the pinboards in the shed. After their data collection, they placed an order for the hooks.

The hooks for the shed arrived through the post. The team worked to attach them to the pinboards.

Another team went to the shed to count the number of hooks and signs we need. They recorded their information on the iPad.

Then, created labels with images and numbers to let the children know how to sort and store the different items in the shed.

While planning and organising ‘The Shed’, the children took responsibility and ownership of their learning spaces and materials.

They worked in teams, sharing ideas, listening to different perspectives and working together for a purpose. They used their thinking skills to explore possibilities, to reimagine spaces and solve problems in creative ways.

The children used their knowledge of number and data handling when collecting and sorting information. Discussing and presenting ideas, documenting their learning and using what they know about signs and labels to inform others, developed their literacy skills.

The Cake Problem

K2B made two cakes. They asked if we can help with the frosting and cutting. We agreed.

The mathematicians thought about the problem. We had 2 cakes. We needed 16 pieces from each cake. The pieces must be the same size. First, we talked about the shape of the cake.

  • Patrick “The cake is a rectangle. Two sides are the same length, two sides shorter and two sides longer.”
  • Eunice “We draw rectangles because we have to think about how to cut it.”

  • Euijin “We draw 16 pieces.”
  • Kenan “We need to draw the 16 people. We have to make two 16’s.
  • Joon “It is 16 pieces.”

  • Patrick “We are erasing and fixing the pieces to make it right. When you don’t get it correct, you need to erase and try again.”
  • Noah “We are sharing our drawings.”

  • Doho “We draw and we show them.”
  • Sean “We can cut the cake 2 ways.”
  • Doho “We cut the cake.”

  • Eunice “We put the cream.”
  • Patrick “The cake looks like pancakes or cheesecake.”
  • Euijin “The cream cheese.”
  • Eunice “It’s almond cream.”
  • Patrick “It is sugar cream.”
  • Allen “I think this cream is white chocolate.”
  • Doho “Very YUM!”

 Student Learning Outcomes: Number Sense

– fractions are ways of representing whole-part relationships

How many triangles can you find?

A shape puzzle was presented to the class during Morning Meeting.

The mathematicians were invited to find as many triangles within the shape puzzle. First, we used card to draw and cut out the triangle puzzle.

Then, the mathematicians played with the pieces to find as many triangular shapes as they can. Manipulating the different pieces allowed them to think of a range of combinations.

Then, we used the image to draw out the different triangles.

The mathematicians found 17 triangles!

We wonder how many YOU can find!

Approaches to Learning (ATL’s) 

  • observe carefully
  • record observations—drawing
  • make thinking visible

Does it Sink or Float?

The K2 scientists have been investigating floating and sinking with a range of materials and objects. Most young scientists guess that items will sink or float based on their size or weight. Through their experimentation, we noticed the children making and testing predictions about objects that will sink or float. They thought about the words they could use to explain their theories and observations.

We conducted an experiment to help us think about the language we can use to talk about sinking and floating.

The picture book helped us find new vocabulary to explain the observations.

The scientists continued their research, documenting their observations to help them talk about their discoveries about objects that sink and float.

 

Doho  “I think all the fruits float.”​

We wonder if this theory is true or false.

What do you think?

Inquiry Skills

  • Pose and respond to questions about familiar objects and events.
  • Participate in guided investigations and make observations using the senses.
  • Document and share observations and ideas.

The Bike Project – Research Groups

Our Bike project continues, with children leading research projects to help them make the best decisions for their outdoor space.

 

Name for the Parking Spot: Conducting a Survey

from our brainstorm on the different A group of mathematicians interviewed the Early Years community to find out their preference for the name of the parking spot. The two choices were BIKE PARK or BIKE GARAGE.

The team used tally marks to record the data on the survey.  

Then they worked together to calculate the total for each choice.

Through their research they learned that more people preferred the nameBIKE PARK!

 

NO PARKING area: Field Visit

The children wanted to find a way to create a ‘No Parking’ area near the emergency exit. We know the school has many NO PARKING areas and areas where you can park. Noah went on a field visit to learn more.

  • What do we notice in the parking spaces?
  • How is the space organised?

Noah created a video to share what he learned from his research. We wonder how we might use these ideas to help us organise the tricycle park.

  

Signs and Messages:

Another team of researchers brainstormed ideas for the signs. They began by looking for signs around the Early Years Centre.

  • What materials are signs made of?
  • How are colours, shapes and words used to share messages?
  • What messages and actions do they communicate to people?

They used the iPads to record their observations and brought photographs back to the team.

The researchers discussed their observations while Ms. Eileen documented key points on chart paper. 

The team decided that ‘plastic’ would not be an appropriate material to use as they didn’t know how to make plastic.

They didn’t want to buy plastic from the shop as it was their own project. They wanted to make the sign all by themselves.

 

Paper’ and ‘card’ were not the best materials for the signs as it breaks and tears easily.

Although card is stronger, it will get wet when it rains as the signs will be outdoors.

 

Yet another choice were ‘stickers’. They may last longer and are waterproof, but they might come off after a while.

The team decided that stickers were not a suitable choice either.

 

They noticed that the ‘wood’ was very strong and wouldn’t rip. If they used thicker wood, it would make the sign stronger.

The team decided that wood would be the perfect material for the signs.

They wondered if someone used stone to carve the wood, or fire to draw the sign. They decided that their next step would be to meet Ms. Jo and Mr. Danny to ask them more about the sign. Other ideas the team would consider:

  • How big does the sign need to be?
  • Where will the sign be placed?
  • How will it be fitted safely?

The team wondered how they might use what they have learned about traffic rules, signs and important messages in their own planning.

We look forward to our next steps as we begin to use what we have learned to organise the ‘BIKE PARK’.

The Bike Project

An invitation to create and build.

A group of young mechanics went to the Design centre to look for experts who can help them assemble the new tricycles.

Mr. Danny and Mr. B volunteered to help them with their project. Their task was to assemble a bike that was safe and worked well.

The bike mechanics began by looking closely at all the different components that were needed to assemble the tricycles.

The expert mechanics Mr. B and Mr. Danny worked alongside the children, helping them find the correct parts, the appropriate tools and the nuts and bolts that held the structure together.

The tricycles did not include instructions on how to assemble them, therefore, the mechanics had to work together to solve problems along the way. We noticed that the young mechanics asked the adults questions in order to learn more about the process.

They were deeply engaged in their inquiry, collaborating, testing, and thinking as they learned and applied new skills.

Volunteers from the Early Years classes have assembled all four of the tricycles.

They were excited and proud to ride them in the Early Years playground during their breaks.

The process of assembling the tricycles helped the children explore the concepts; structures, materials, mechanics, tools, safety, purpose, design and collaboration.

Action!

Following the project, the children have begun to notice some maintenance issues with some of the bikes and trikes in the playground.

Attention was also brought to how the bikes are parked each afternoon (systems and organisation). We wonder what steps they would take to help keep the bikes organised and maintained. We wonder what action the children may take as a result of their experience (initiative).

The Nest – Prototypes

The young designers made a list of the materials they needed to create their prototypes of ‘the NEST.

In Design, they looked for materials and collected them in paper bags. We noticed how the designers tested the materials to see if they suited their design plans.

Some of the designers arranged their materials on the tabletops, then reconsidered their choices based on the properties of the materials. These are important considerations that designers often reflect on as they create and manipulate materials for a purpose.

The designers began to work on their prototypes. They were encouraged to refer to the shape and design choices they had documented on their plans. As the designers worked with the materials, they talked about their own projects and provided suggestions to their peers. Some of the designers ran in and out of the classroom, revisiting ‘the nest’ to see if their prototypes were accurate replications and improvements to the current structure. The teachers noticed some of the designers reconsidering their initial choice of materials. Through trial and error, the young designers continued to make improvements to the prototypes.

Tracey and Patrick reassessed their designs, reconsidering the materials as well as the structure of their prototypes. Patrick ran to a brick wall to see ‘how’ the bricks were laid, deciding that the pattern was an important consideration.

Sean, Doho, Eunice and Tae Woo considered new materials that were available in the Atelier and in the classroom. Mason decided to combine natural and synthetic materials in his design. While creating, the young designers followed the natural cycles of design as they planned, created, reflected and improved their structures.

Design Learning Outcomes:

  • choose tools and materials
  • make a product using known procedures or through modelling of others
  • use trial and error to make changes, solve problems, or incorporate new ideas from self or others
  • develop their skills and add new ones through play and collaborative work
  • explore the use of simple, available tools and technologies to extend their capabilities

 

The Prototypes

The Stool – Ongoing Project

Ms. Shemo purchased a stool from one of the Eco-friendly projects at NIS. One morning the stool fell and broke. The children considered the problem for a while.

When Ms. Jo. Came in to class, Noah reminded Ms. Jo that the stool was broken.

Designers are also problem solvers. Ms. Jo asked the young designers if they could fix the stool. They thought this was a good project. The children went to the Primary School Design Pit to find materials to fix the stool.

The designers agreed that they should use “some sticky things” to fix the stool. Glue sticks, masking tape, duct tape, transparent tape, glue tack, a hot glue gun, and white glue were the “sticky things” they could find in Design. They thought that the hot glue gun, duct tape, clear tape, glue tack, and white glue were good fixing materials for wood, and were good materials for fixing the stool, but they couldn’t decide which would work the best. Designers sometimes test materials and then decide on the most suitable ones.

After picking the materials for fixing the stool, our young designers started to test these materials. The first one was the Glu Tack.

The young designers brainstormed different ways to apply the Glu Tack either on the seat or stool legs. Whilst testing the Glu Tack they found some other problems, for example, the seat wasn’t put evenly on the stool legs.

They didn’t forget to fix these problems as well. Finally, the young designers got the seat back on the stool. They will leave the stool in K2A until the next lesson to test and see if the Glu Tack worked well.

 

Test two…

The second material the young designers decided to test was the duct tape. The children used the green tape and pasted the sides down to fix the stool.

Right away they could see that the plastic top moved around. It did not look like a safe choice.

They decided to add a sign to let people know that it was not safe to sit on. The designers will need to reflect on their choice and decide what they need to do next.

 

Test three…

We reviewed our last test and decided that duct tape wasn’t a good solution. Next, we used hot glue to fix the stool.

Before gluing, the designers brainstormed the advantages and disadvantages of using hot glue.

Mason and Patrick thought the hot glue would make cracks in the seat because the glue was hot. What do you think?

Let’s give the hot glue a bit of time and see if it will make cracks in the plastic seat.

Our problem-solving continues…

Documentation by Ms. Jo and Ms. Eileen

Paper Airplane Challenge!

Distance Learning Provocations

Focus: Design, Research Skills and Thinking Skills

Click on the link to see the different paper airplane designs.

Make two or more paper airplanes. You can decorate your airplanes however you like before you fly them.

Once your airplanes are made, go outside and test how far they can go. You might want to take a video of you flying your airplanes.

Once you fly your airplane THREE times come back to Seesaw and share what you learned.

 

Presenting the Prototypes!

The students have been working on their prototypes over the last few weeks. They were ready to present their prototypes to the class. 

Success Criteria

Then, the students reflected on their learning journey.

Design Challenge – Obstacles and Prototypes

If you could design any structure in the world, what would it be?

The students began to create their design plans, labelling and providing important information about the ‘purpose’ of their structure.

Challenges and Obstacles:

The students shared their first plans with a learning buddy. They interviewed each other, asking challenging and thought-provoking questions about the design, materials and its purpose.

Then, they were encouraged to think about the ‘challenges’ or obstacles they foresee in their own design. They identified this using a red sticker. The students presented their challenges to the class.

Their next step would be to create a prototype of their design. They would need to apply the knowledge they have about materials, and use the skills they have gained through the different design challenges they have experienced during the unit, to complete the task.

Conceptual Understandings:

– we solve problems during the creative process by thinking critically and imaginatively

– designs grow out of natural curiosity 

Design Challenge – The SNOOP Family Home

The Brief:

Your task is to PLAN and then use any type of Lego or any other building material to CREATE a home for the SNOOP family. They have made a list of requirements. Think of how you might design and create a strong, safe and beautiful home for them.

The home:

  • should be 2 floors high (don’t forget the staircase!)
  • each floor should have 2 rooms
  • will need a chimney as they want a fireplace
  • must have lots of windows to let the cool breeze in
  • should have a beautiful garden with two big trees
  • should include an outdoor kennel for the their pet dog ‘Woof’
  • must have a two-door garage to park their two cars
  • an outdoor pool

1) Make a PLAN on paper.

2) Use building materials to CREATE the structure. Make sure you think of ALL the requirements to make a safe, strong and beautiful home.

What do we need to know about building structures?

We watched ‘Look at That Building!: A First Book of Structures‘ by Scot Ritchie. 

This wonderful picture book introduces young learners to basic construction concepts through the eyes of five friends keen on building a doghouse for their pet pooch, Max. Many important concepts, and vocabulary are explored through this simple picture book. 

Snoop Family Home Designs and Final Structures

 

Tower Challenge!

Explore materials and their properties to build the Tallest Tower!

TASK:

1. Watch the video for instructions.

You will need:

  • 50 toothpicks
  • a material that can hold the toothpicks together (suggestions: tape, clay, play dough)

2. Design and build your tower

3. Measure your tower in centimeters (cms)

4. Reflect:

  • on what you did (the design of your structure)
  • on what you learned about the materials and structure

 

What we learned…

What Are Structures?  

We documented our initial ideas about structures

  • Seolah “Like a building. Like a bridge.” 
  • Yuchan “Some building that is manmade.”
  • Hyun Seo “It can be high and low and it is like a building.”    
  • Agata “A structure can be a tower.”  
  • Lawrence “Something that is manmade to help people.”  
  • Ethan “Some structures are hard to break.”  
  • Seungbin: Structure is like a building.
  • Amber: Structures sometimes can be tall. They build it to be tall.
  • Eirinn: Structures can be small or tall.
  • Ella: It’s something that people build to go in or to look at.
  • Fedo: Structures can have different shapes.
  • Yuki: Structure is building.
  • Gihyeon “Something that a car can go on, it can go somewhere like over the river or ocean. We can go to in the elevator and up to the tower.  
  • Hayoon “Can be a tower or a building or a castle and bridges.”  
  • Alejandra “Like a building that people can go in and play or eat. Then you can stay in the same place without leaving the building. You need a ticket to go into Disneyland. That castle is only for looking and playing inside. Kids and adults might want to know what an actual castle looks like in real life so then they want to go in. You can do some activities in there.”  
  • Diego “A place that people need structures because they want to live in there like a hotel. If they go to another county then they can live in a hotel.  
  • Grace “Something hard or something can go inside or something you cannot go inside. Disney castle is a structure you can go into. You can’t go into structures to rest and eat snacks like the Eiffel tower.  

Next, listened to the story ‘Iggy Peck, Architect‘ by Andrea Beaty. 

Then, we continued to add to our ideas.   

  • Seolah “Like a famous building.” 
  • Yuchan “A model of something.  
  • Hyun Seo “Something is manmade and they use materials to make it.”    
  • Agata “A building could be a model. They might be building cities for other people to go into the structures. They can be outside the city. If you are in a city and close to the building you can go there easily but if you need to go into a building you need to travel to a city.”  
  • Lawrence “It can help people to cross the ocean or go to outer space like a rocket. They use metal to make the rocket.”  
  • Ethan “Some structures are like towers and towers might have metal and it is very hard so it is hard to break. They use nails and put the nails in the metal and connect things.”  
  • Seungbin: Structures could use any material like diapers, sticks, or blocks. 
  • Amber: Structure can be made out of anything. Structures can be made of art. You can make a structure with clay, just like art work. 
  • Eirinn: You can make structures out of lego, sticks, and even fruits. Buildings can be old and new. Some buildings are old-style, but they can be newly built. 
  • Ella: Structures can be things that help us go in or keep safe. There are many purposes or reasons for people to build structures. There are many famous structures in the world, such as landmarks like the Statue of Liberty, Eiffel Tower, the Great Sphinx and so on.  
  • Fedo: Structures can be made with different materials like wood, stone, sticks and everything else that they can have. 
  • Yuki: Structures can be made from concrete, just like buildings that people live in Japan. Structures can be hard things. 
  • Hayoon “We can make structures with almost everything!” 
  • Grace “You can use materials around you like tree trunks, sticks or mud.” 
  • Alejandra “You can also use materials like pillows and stuffed animals and glue to build structures. You can use chalk and pencils.” 
  • Gihyeon “We don’t always use glue, we can also use honey to stick things together.”
    Diego “Structures can not just be bridges and buildings.”  

This led to a discussions about structures with the students sharing examples of structures

Then, the students went off to design and create like architects

Paper Power Challenge!

Explore materials and their properties to build a BRIDGE!

1) Watch the video for instructions.

You will need:

  • one A4 regular paper (NO Card)
  • some books
  • some coins

2) Design and build your own bridge.

3) Reflect:

  • on what you did (the design of your structure)
  • on how it helped you hold the coins

 

Student Responses!

An Inquiry into Shapes

What do we already know about shapes?

First, the students used whiteboards and markers to draw all the shapes they know. 

Next, we offered a challenge with toothpicks. 

TASK: 

Tom is making shapes with ’12’ toothpicks. Using all of the toothpicks (12), create 3 different shapes he could make. How many other combinations can you find?

Student Responses:

 

Exploring 3 Dimensional Shapes

TASK:

Create the 4 shapes using clay, Lego, play dough and toothpicks, paper or card.

Big Ideas:

Geometry

  • geometric shapes and associated vocabulary are useful for representing and describing objects in real-world situations
  • changing the position of a shape does not alter its properties
  • specific vocabulary can be used to describe an objects position in space
  • shapes can be transformed in different ways

Lots of Pieces – Number Problem

We’ve been trying to organize our stuff. Brian has a lot of puzzles!


What do you notice and wonder?

  • “I notice that there are hundreds of pieces in the picture.”
  • “Does Brian like puzzles?”
  • “If there are 13 puzzles, how much money did they cost?”
  • “How old is Brian?​”
  • “There are numbers on the puzzles so you can see how many pieces there are.”

How many puzzle pieces do I have all together? Just take a guess!

Now, do the math to find an exact answer.


What are some strategies or different ways to add this up, to make it easier to find the total?

Taking ACTION!

The students have been reflecting on their ‘powerful word‘ to explore how they can use it in meaningful ways.  

They decided to take action by planning and creating movies, posters and models that share important messages about our ‘powerful words’ and ‘actions’.

 

PROTECT

Action by Grace “My powerful word is protect. I made a poster about protect. This poster is for the people who see another people hurting each other. If the people don’t know how to protect those people then they can look at my poster.”

Plan

Poster

 

Action by Agata “My powerful word is protect. I made a poster to tell people to protect themselves. And when you are in danger maybe somebody will protect you from the danger. So you need to protect yourself from danger or you or someone can get hurt. And protect everyone protect the people that is in danger Protect everybody. And protect the people that are mean to you. After you do that then you are proud and happy of yourself. And you need to protect people everywhere and everyone.”

Plan

Poster

 

Action by Federico “My powerful word is protect. I am going to tell you to watch out for rocks when you are walking down the street. Kind regard’s For the Parents and Students.”

Plan

Poster

 

Yuchan Protect fish by not throwing hard things like metal and rocks where the fish live, like the sea, pond and river.”

Plan

Poster

Model

 

Action by Ethan and Diego “Our powerful word is protect. We made this poster and a video in three languages because we want G1 and G2 students to know that they should not throw rocks to the big rock.”

Plan – Storyboard

Poster

 

Action by Ella and Hera “Our powerful word is protect. Ms.Delia and Ms.Shemo helped us to take the video. At first we took the video, and then we made a poster. We are going to share our video with pre-K to G1 students. Our message is “Do not fight! Protect your self !”

Plan

Poster

 

FIRM

Seungbin “Hold the monkey bar firmly or you will get hurt and other people can get hurt and your veins will get hurt.”

Plan

Model

Poster

 

HELPFUL

Action by Amber “My powerful word is helpful. I created a poster to share it with pre-k to let them know what it means to be helpful to others. First, I made a plan for my second plan. Then, I made my poster plan to make the drawings. Next, I typed it on a computer. Finally, I printed it. Please, be helpful to others!”

Plan

Poster

 

DANGEROUS

Action by Lawrence “My powerful word is Dangerous, I made a poster for Pre-k ~K2. My message is keep away from Dangerous things.”

Plan

Poster

 

SMART

Seoyeon takes ACTION “My Powerful Word Is SMART. I created a poster to share with pre-k, k1 – Grade 3. My Message is about Why smart is a powerful word and how we can be smart and about when l am smart what are my feelings.”

Plan

Poster

 

FIGHT

Action by Seolah “My powerful word is fight. I made animation. First I made the characters with paper and sticks and then I made the animation with stop motion.”

Plan

Poster

 

Poster

 

Gihyeon  “My powerful word is fight. Two sharks are fighting because they want to eat the fish but fighting is not good because when you fight then you can get hurt. If you fight hard then your bones will break.” 

Plan

Poster

Model

 

Action by Yuki “MY powerful word is fight. I made poster to everyone don’t fight.”

Plan

STRONG

Hayoon takes action “My powerful word is strong. I made this animation to show people to be healthy and strong.”

Yuchan, Gihyeon and Seungbin create models and posters to share their powerful words and messages:

Yuchan “Protect fish by not throwing hard things like metal and rocks where the fish live, like the sea, pond and river.”

Seungbin “Hold the monkey bar firmly or you will get hurt and other people can get hurt and your veins will get hurt.”

Gihyeon “My powerful word is fight. Two sharks are fighting because they want to eat the fish but fighting is not good because when you fight then you can get hurt. If you fight hard then your bones will break.”

What are YOUR powerful words and how do you use them? 

Double and Half

What is double, what is half?

We began by brainstorming what we already know about double and half.

Then, the students looked for examples of double and half in their environment.

Big Ideas:

  • fractions are ways of representing whole-part relationships
  • number operations can be modeled in a variety of ways

Thinking Skills, Communication Skills:

  • share strategies and ideas
  • understand and use mathematical notation and other symbols

Patterns

We began by discussing and sharing what we already know about patterns. The students noted their ideas on large chart paper.

  • Ethan “You can repeat something or add more.”
  • Seoyeon and Ella “pattens can be shapes. Patterns have to repeat all the time.”
  • “Patterns can be numbers.”
  • Agata “Patterns can be long or short.”
  • Seoyeon “Patterns can be colours.”

Questions: 

  • Agata “Can patterns be built with people?”

Next, the students were presented with a series of images. They documented the image and their ideas using pictures, numbers and words.

I can see…

  • “…strawberries and blueberries.” – Grace
  • “…one strawberry changed to a blueberry.” – Ethan
  • “…strawberry -1 each and blueberry +1 each.” – Seungbin
  • “…the number of the strawberry is getting smaller and replacing it with a blueberry.” – Ella
  • “…I see the picture going down is the blueberry is more more.” – Lawrence

How can you show these patterns using numbers?

What would the next 3 pictures in the sequence look like?

Then, they decided on how they would continue the pattern. They justified their ideas to the group.

Finally, the students created their own pattern using manipulatives, symbols and numbers, demonstrating how patterns can be represented in a variety of ways.

Our exploration on patterns continues…

The Ramp

We gathered to think about a MATH provocation.

  • How might we solve this problem?
  • What strategies can we use?
  • What tools would we need?
  • What would be the first step?
  • How can we use pictures, numbers or models to solve math problems?

We worked through the task together and recorded our thinking in our Math Journals.

We thought about the different tools we would need to solve our problem. The students discussed their thinking and worked through their task using math vocabulary related to number, measurement and data-handling.

Next, they worked on creating and testing their own ramp. They needed to work in teams, solving problems and negotiating ideas.

The students thought about the materials they would need, the height and placement of the ramps as well as the objects they would test.

Then, they recorded their data on a table and discussed and shared a question they could ask about the data they collected.

Through this experience the students had opportunities to:

  • conduct research
  • work as a team
  • think
  • cooperate
  • listen
  • persevere
  • problem solve
  • have fun and celebrate learning together!

5 Moves to 100! – Math Games

The students continued to strengthen their understanding of place value and addition through the game ‘5 Moves to 100’.

They were encouraged to discuss their thinking and strategies used while playing the game.

Students could make the game more challenging if they wished.

As always, we are reminded that playing collaborative games helps students build a positive classroom culture that celebrates relationships through connection.

Number Sense – Math Games

Our Math focus this week was on building our number sense through games, discussion and problem-solving. Students were encouraged to interact with each other during the online sessions to help build a sense of community.

Math Vocabulary

We began by talking about ODD and EVEN numbers. We used manipulatives, pictures, and numbers to share our ideas.

Students:

  • “odd and even numbers can be divided by two and each person gets the same
  • if I had three sweets and I shared it with a friend then it won’t be equal
  • 15 is an odd number because one person has 7 and the other has 8
  • ODD numbers are like 1,3,5,7,9 and EVEN numbers are 2,4,6,8,10”

Next, we played ‘Reach the Beach’!

The focus of the game was to identify odd and even numbers. The students were able to make the game as challenging as they wanted to by adding more dice, or multiplying the digits instead of adding them.

The next game we played was ‘Trash and Treasure’. This game develops an understanding of how the position of a digit within a number determines its value.

The students were then invited to create and play their own games. This provoked their thinking and developed their self-management skills. Students were able to stretch their thinking by making the games more challenging. Taking responsibility for completing tasks and being open-minded while playing team games was also fostered through these activities.

Odd and Even 

Trash and Treasure 

Conceptual Understandings:

Number Sense:

  • the base 10 value system – the position of a digit within a number determines its value
  • the operations of addition and multiplication

Exploring Numbers

We began by documenting what we already ‘KNOW” about numbers. 

Next, we used manipulatives to show the number 15 in different ways. The students suggested different equations and we documented these ideas using counters and number sentences. Next we showed our thinking using an empty number line. 

The students were invited to ‘show’ numbers in different ways through a video provocation.

They could use materials/objects (blocks, stones, chopsticks) to share their ideas. They could use numbers and symbols to explain their thinking.

They went on to create and show the number ‘21‘.

They were challenged to write a story problem to go with one of the ways they showed 21. 

Through this activity the students explored numbers, using manipulatives, to compare and model numbers in a variety of ways.

The Case of the Gummy Bears

Elena gifted Ms. Shemo a pack of Gummy Bears because Ms. Shemo likes to eat them. However, there were too many Gummy Bears for one person!! 

Ms. Shemo said we can share the bears if we can estimate, measure and use what we have learned in Math to solve the problems she provided. The students agreed. 

First, we estimated how heavy the packet of Gummy Bears were. Each student shared their best guess. 

We needed to compare the weight of another object to see if we can improve on our estimation. 

We weighed a pencil. It was 4 grams. The students held the two objects in their hands to compare the weight of each object. 

Then, they decided to change their initial estimate (blue) and shared a new estimate (red). 

Then, we weighed 1 bear. 

It was 2 grams, 3 bears were 7 grams and 5 bears were 10 grams. 

Next, we weighed ALL the bears in the packet. They weighed 200 grams!!! Steve had the closest estimate (150g) 

We wondered how many bears were in the pack. 

We estimated how many bears there might be. The students agreed that if 1 bear was 2grams, then 200grams would be 100 bears. 

If this was so, the students decided that they will share the bears equally:

  • each student (17) will get 5 bears
  • each teacher (3) will get 5 bears​ 

Unfortunately, there were ONLY 90 bears! 

We had to rethink our plan.

After much discussion and problem-solving (+, x, ÷), the students agreed on the following:

  • each student will get 4 bears
  • Mr. Mike, Mr. Matt, Ms. Shemo, Ms. Jennie and Ms. Cindy (as she helped us with the memory book) will get 4 bears each
  • Mr. Snyder will get 2 bears

The students were happy to chew on their yummy treat after all the thinking and problem-solving they had done! 

The Project Plan

The students were working in groups to create a project plan to help them design a map of the Community Garden Plots. They went out to the garden plots to document their thinking and inquiry. 

They discussed their ideas, deciding how they want to work as a group to create the map. Some initial wonderings:

  • What will we include?
  • How will we measure around the pots?
  • When were the garden plots created?
  • How will we measure the plots inside the greenhouse?
  • What should we include in a map key?
  • What might the scale be?
  • How long is the whole community garden plot area?
  • How is the recycle bin used?

We used flags to demarcate the different areas each group will measure. 

The teams decided on the different materials and tools they will need to complete this task. 

The Project Plans 

Through this project the students have opportunities to develop a deeper understanding of mathematical concepts. They will explore how:

  • objects and events have attributes that can be measured using appropriate tools
  • estimation allows us to predict and check our measurements

  • position can be represented by coordinates on a grid

Approaches to Learning:

Communication Skills/ Research Skills:

  • Ask relevant questions that can be researched
  • Make a plan for finding information
  • Gather information
  • Use senses to find and notice details
  • Record observations by drawing, note taking, charting, tallying, writing
  • Sort and categorize information
  • Present information in different ways

Social/ Self-management Skills:

  • Plan tasks and set goals
  • Use time effectively
  • Be organized
  • Cooperate

Thinking Skills:

  • Observe carefully in order to recognize problems
  • Make “thinking visible”
  • Make connections
  • Reflect on learning by asking questions

The Prototypes

Over the last few weeks, the students have been creating their prototypes based on their design plans and related research. They have continued to add more details and descriptions to their initial plans, thinking deeply about the different materials that are available and how they might use them to create the ‘MOST CHALLENGING‘ part of their design. The task would need to meet the following criteria. 

Design Plans and Prototypes

The House with a Pool (Challenge: The waterfall)

The Hotel on the Water (Challenge: The Slide with 2 loops)

The Prototypes

The students have been moving between the design rooms and the classroom, testing and choosing from a range of materials to fit a purpose. The students persevered, working at their own pace, talking to others about the challenges and how they were learning through trial and error. 

Personal Reflections  

The students have been documenting their learning journey, reflecting on challenges and how they have found solutions through the design process. 

We consider reflection an import part of the learning process. Therefore, students were encouraged to document their own learning journey while reflecting on the following:

  • what has been done (process)
  • the materials (What materials did you use? Why?)
  • the challenges (difficult parts/jobs)
  • the solutions (What did you do? What made it work?)
  • the skills (research, thinking, self-management, social and communication skills)
  • what has been learned (What have you learned from/through the steps/tasks?)
  • feelings and emotions 

The students are working on putting together a Design Journal to share their individual learning story. These will be presented at their final presentation to the community. 

Conceptual Understandings: Students understand that:

  • a push or a pull affects how an object moves or changes shape (Physics).
  • different materials can be combined for a particular purpose (Chemistry).
  • science involves observing, asking questions about, and describing changes in, objects and events.
  • we solve problems during the creative process by thinking critically and imaginatively.
  • designs grow out of natural curiosity.
  • skills can be developed through play.
  • technologies are tools that extend human capabilities

Students were able to:

  • demonstrate control of tools, materials and processes.
  • identify, plan and make specific choices of materials, tools and processes.
  • to identify the stages of their own and others’ creative processes.
  • make predictions, experiment, and anticipate possible outcomes.

Prototype Research

The students have been conducting their research, discussing their findings and making plans that will help them create prototypes of their structure designs

They continue to reflect on and document their own process of learning. 

The students have been reading books, watching videos about structures, forces, energy and materials to help them make decisions on their own plans. 

The students put their initial ideas on paper. They made plans, using words, diagrams and information that they would require in order to create their prototype. Their aim is to create a prototype; an early sample, model, or a product built to test a concept or process. 

Throughout this process the students will have opportunities to:

  • be actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • be actively involved in discussion and questioning, and be more self-directed in their creating
  • apply their understanding of concepts through the construction of their projects
  • make connections to the real world by taking past experiences into their investigations/projects
  • face challenges, and will be given the freedom to independently overcome these or fail through trial and error or experimentation

The Community Garden Plot Project

24 March 2021

We have been using manipulatives to explore measurement. We have been measuring the Perimeter and Area of different shapes. 

Mr. Danny, the Activities Director needed some help. He asked the students if they could create a map of the ‘Community Garden Plots‘.

We began by brainstorming what we already know about maps. We documented our thinking and ideas on chart paper. 

Next, we thought about the map of the ‘Community Garden’.

  • What should it include? 
  • What would we NEED to create the map?

The students wrote down their ideas. They shared their ideas with each other.  

A plan was beginning to unfold. 

Then, we went to the garden to take a closer look at the garden plots.

  • What else do we need to think about?
  • What steps do we need to take to complete the task?

The students continued to document their ideas on paper. They discussed their ideas with each other. 

What skills would we need to complete the task? The students shared their thinking. 

(Developing the Approaches to Learning​)

  • Kavel “You have to manage yourself. I think we should use thinking skills because we need to think how we need to measure the right proper way. We need to put the tool on the ‘0’ or it will be the wrong measurement.” 
  • Carlotta “You use thinking skills, to think about how you are going to measure things. You also need to use your social skills because you are already measuring one thing then you got to tell other people that they should not measure again.”
  • Chanwoong “We use communication skills because we all have different ideas so we have to communicate ourselves. We also need research skills because we have to ask questions about it and we have to gather and research the information on the garden.”
  • Reg: “You have to use your communication skills when you have already done a task you have tell others you have already done it. We also have to use Math skills because when we make the plot when we make the area around the garden plots, the perimeter, so we know the area of the plots. It will help us when we make the map. Like 1 meter of it can be like 30 or 20 cms.”
  • Hannah “You will need to use your mathematical skills, to write down the things like ideas and then count because we need to count how many plots.”
  • Sky “We need to count, because we need to know how many of the trees, pots and plots we need to draw on the paper. We need thinking skills because if we don’t think and we just say its like 2 cms (estimate) then we will get the wrong answer. If you measure it correctly then you will get the right answer. We need to be mathematicians because we need to add all the meters and cms. together. If you don’t you will have the wrong answer. ” 
  • Stella “We need Math skills, because you need to make a map you still need to think of math. 
  • Changhyeong “We need thinking skills because we need many ways to measure the ground.”

 

24 March 2021

Over the last few weeks, the students have been collaborating in their groups to plan how they will create the map of the ‘Community Garden’ at NIS.

We created a table to list the materials we will need to complete the task. Students populated the table based on the needs of their individual group.

Next, we sourced the materials from the resource room.

Then, we went out with our tools and resources to begin measuring. The students had to decide how they will manage their task and document their learning. Through this experience, the students have many opportunities to use the skills and knowledge, for an authentic purpose.

We wonder what our next steps would be….

Area and Perimeter

We have been measuring the length of different objects around us. We know that objects have attributes that can be measured using appropriate tools.

First we watched the BrainPop Movie to learn more about Area and Perimeter

Calculating Perimeter 

Square Units

Calculating Area

Calculating Area in Meters 

The students were presented with two tasks to help them explore Area and Perimeter

TASK 1:

TASK 2:

Shapes in our Environment

We have been exploring geometric shapes and using associated vocabulary to help us represent and describe objects in real-world situations. We have been wondering how shapes can be transformed in different ways.

The students were invited to go on a shape scavenger hunt. During the task they have been identifying, naming, drawing and documenting the shapes in our environment. 

TASK: Shape Scavenger Hunt

They created a table to record the number of edges, vertices and faces of 3D shapes.

Students determined a line of symmetry and rotational symmetry of a 2D shape by folding and rotating paper shapes.

  • Line of symmetry – A line that divides a 2D into halves that match when folded.
  • Rotational Symmetry – When a shape can fit on itself exactly when turned.

The students showed a desire to create their own 3D shapes. The students were presented with the next task which invited them to manipulate, shape and explore a variety of materials to create their own 3D shapes. 

During the task the students were encouraged to investigate:

  • if changing the position of a shape alters its properties
  • how specific vocabulary can be used to describe an object’s position in space

TASK: Creating 3D Shapes

Next, we wondered how we might find the right angles in shapes and objects. How might we create angles with our bodies? A demonstration was recorded pictorially. The students made their own ‘right angle finder’ by tracing, cutting and folding a circle. 

TASK: A Right Angle Scavenger Hunt! 

We continued to add to our vocabulary wall as the students used additional Mathematical vocabulary.

The Design

We started by looking closely at different structures. As the students shared their observations, ideas and connections, we wrote these down on chart paper.

The students helped create questions to help them think deeply about the concepts:

  • Purpose – Why do we NEED this structure? (Sky/Hannah)
  • Connection
    • What connection does the structure have to our (someone’s) lives? (Chanwoong)
    • How are the materials connected? (Sky “Like the foundation and the glue.”)
  • Function – How does it work? How do the materials work? (Kavel)
  • Causation – What causes something to happen? (Hannah “Because of what…something happens…”

As the discussion continued, we began to see common ideas that were important to consider when designing and creating structures.  Some of these included:

  • the purpose
    • if the structure served a functional purpose (used for or to do something)
    • if the structure was to share a memory (keep a memory alive, remember something)
    • if the structure creates beauty
  • the weather conditions
  • materials and how they are connected to the structure and each other
  • the place – the location
  • details such as colour and patterns

Next, the students were invited to think, design and create. The Task:

If you could design any structure in the world, what would it be?

Glass Pyramid

Royal Gardens

The Whirlpool

The Smart Lake House

Air Cleaner

Science Laboratory

The students began to create their sketches, labelling and providing important information about who, why and what their structures were about.

Conceptual Understandings:

  • we solve problems during the creative process by thinking critically and imaginatively
  • designs grow out of natural curiosity

The Newspaper Challenge

The students worked in groups to create a structure with newspaper. They first planned and tested the materials and then reviewed their plan before building the structure. They had to built the newspaper structure within 30 minutes. 

  • Let’s make a triangle. (Sky)
  • It’s tilting. (Carlotta)
  • Let’s stick this together. (Sky)
  • Everybody working so good so fast. (Carlotta)
  • Don’t stick here because…(Hannah)
  • This is so hard. We can do this! Come on team! (Reggie)
  • If we don’t do win this, it’s ok. At least we do this. (Elena)
  • The small one or big one? (Kavel)
  • We can make a hole then put more stick in. (Sky)
  • This is smart! (*responding to Sky’s idea) (Reggie)
  • I know why it’s always falling. Let’s tape this first. (Carlotta)
  • That’s good. (Elena)
  • We need to cut this smaller. (Carlotta)
  • I got 16 tape out. (Stella)
  • We are not ready. It’s still tilting! (Carlotta)
  • It keeps on falling. (Elena)
  • No more cylinder! (Kavel)
  • Can someone hold this area? (Reggie)
  • Good job! You make more to have stable bottom. (Carlotta)
  • More stand under here.
  • We are changing ideas. (Reggie)

The next day, the students were tasked with discussing and documenting their learning during the activity.

They needed to: –

  • introduce the team
  • share what was done (process)
  • reflect on the problems and solutions
  • explain what was learned
  • develop plans for next time

We wonder what we might do next…

Shapes

We began by reflecting on our own knowledge of shapes. The students were asked to share what they already:

  • know about shapes
  • think about shapes
  • wonder about shapes

Some student questions that could drive our inquiry include:

  • What can we make if we put shapes together? (Miranda)
  • Why are shapes called shapes? (Reg)
  • Why are shapes not the same? (Kavel)
  • Could shapes ever look like animals? (Carlotta)
  • Are there shapes that have more than 10 angles? (Chanwoong)
  • Are there 4-dimensional shapes? (Chanwoong)
  • How many shapes are there? (Eunseong)
  • Who created shapes? (Seungje)
  • Do all shapes have corners? (Elena)
  • How many shapes are there in the world? (Hannah)
  • Why do we have shapes? (Sky)

To help us explore these wonderings further, we began to create shapes with toothpicks. The students were offered a challenge. The students were encouraged to use mathematical language to share their creations. As they described the shapes we began to document the vocabulary they used.

Maths Vocabulary – Shape 

Creating Sets and Groups

We have been exploring multiplication and division in Second Grade. The students began with a warm up activity to discuss what they noticed and wondered about this image.

The students used whiteboards to document and share their thinking.

We watched a short video on Multiplication as groups of objects to help us create sets and groups using materials in the classroom.

The students worked together in teams to create different sets of 2’s, 3’s, 4’s 5’s and 10’s.

They included multiplication equations to explain their groupings. 

Our research with number helped us complete a multiplication chart.

Multiplication

What do you notice?

What do you wonder?

 

The students shared their ideas about the images. 

We concluded that 8 is an even number, because 8 counters can be placed in sets of 2 with no leftover counters.

Next, we discussed the following images. What can we count? How might we count?

We documented our thinking.

 

Key ideas:

  • exploring the concept of odd and even numbers
  • examining equal groups related to repeated-addition equations (e.g., 5 + 5 + 5 = 15)
  • visualizing equal groups with arrays and area models

Unit Vocabulary

Then, we used manipulatives to create our own arrays. 

Making Arrays

  • Make arrays with square tiles and record the repeated-addition and multiplication equations.

12

 

 

16

 

18

21

24

30

 

 

Same & Different: Rainbow Arrays

How are pictures A and B mathematically the same, and how are they different?

The students shared their thinking and reasoning. 

Finally, we shared our ideas about the following picture. 

Spring Garden

  • Show what is happening using pictures, models, or numbers.
  • What do you notice? What do you wonder?
  • What math questions can you ask about this situation?

Click on image to play an Online Game

 

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