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!

 

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).

Planning, Practicing, Polishing and Performing

In Performing Arts, the children worked on the second half of the Performing Arts Creative Cycle of planning, practicing, polishing and performing. They polished and performed their stick puppet shows​ based on their ‘own’ stories inspired by the story ‘Rosie’s Walk‘.

 

The children completed the sound recordings of the sound effects. Then, they made the second sound effects by selecting percussion instruments related to what happened in the stories.

They also recorded their ‘narration‘ of the journey that our stick puppet animals went on. Finally, the children used these sound recordings to perform the puppet shows. 

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 

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? 

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…

Presenting ‘The Museum’

The students have completed their informational reports and are ready to include them in their final display. They are now ready to present! 

We wondered who might like to visit and learn about our museum. The students made a list. 

Then, the students created invitations, arranged the presentation space and created a sign to let people know what is being presented.

Next, they delivered the invitations to their invitees. The students were encouraged to discuss and make decisions throughout the process and presentation. 

Invitations 

Setting up the Museum

Signs and Information about the presentation 

Informational Reports

The Presentation

Storytellers

Two groups of students read interesting fictional stories that included animal characters. We decided to share these stories with the rest of the class.

The students had to decide who would be involved and what role they would play. Some decided that they would be part of the props team, helping to create the setting and the props for the story. The students had to cooperate, find ways to work together and listen to each other’s ideas.

The Setting

The Characters and Props

We reminded ourselves of what a good audience might look like. We had to plan, prepare the props, run through a practice and then perform for others in just 50 minutes!

Maths Provocation: Jimmy’s Ramp

Jimmy set up a ramp for his toy cars. He and his brother Joe each sent one car down the ramp. 

We gathered to think about the provocation. Here are some of our initial wonderings.

I wonder…

  • … whose car is faster.
  • … whose car goes straight
  • … if the car falls down
  • … how the ramp is made
  • … if the cars fall down from the side of the ramp
  • … what Jimmy used for the ramp
  • … who pushed it down first
  • … whose car is slower

Joe’s car rolled 15 centimetres farther than Jimmy’s.

1) If Joe’s car rolled 27 centimetres (cms), how far did Jimmy’s car roll?

How could you get started?

2) Does this problem make you think about addition or subtraction?

3) Whose car rolled farther? Draw a number line to model the problem.

4) Follow Up:

Make your own ramp with books, cardboard, or other materials you find. Roll 6 different objects down the ramp and measure how far they go.

5) Record your data on a table.

6) Make up your own story problem with the results.

We began to construct some questions that we might want to ask about the data in our table. 

Mr. Matt worked with the students to help them create questions using ‘Question Words’. 

Sample Student Questions:

we wonder what YOUR ramps might look like…

Balancing Stones

Online Learning

Focus: Self-management Skills, Thinking Skills

How high can you go?

Here is a challenge that encourages balance, focus and coordination. Gather a collection of stones and stack them as high as you can. How high is your stack of stones? 

Approaches to Learning (ATL’s)

  • develop fine-motor skills and eye-hand coordination 
  • demonstrate persistence in tasks
  • use strategies to problem-solve

Paper Cup Stacking

Online Learning

Focus: Research Skills, thinking Skills, Communication Skills 

Materials: a stack (20 or more) of paper (or plastic) cups

Inquiry Invitation

⚠️ What tower designs can we create using paper cups?

⚠️ How many cups can we stack without it falling over?

⚠️ How can we document our designs?

This inquiry challenge will encourage the children to:

  • observe carefully
  • test generalizations, strategies or ideas
  • draw conclusions and generalizations
  • gather information from a variety of sources (materials)
  • record observations—drawing, charting, tallying—using emergent writing skills, when possible, to annotate images
  • notice relationships and patterns
  • use mark-marking to convey meaning
  • document information and observations in a variety of ways
  • follow the directions of others
  • demonstrate persistence in tasks
  • use strategies to problem-solve

-Approaches to Learning (ATL’s)

The Lego Bridge

Online Learning

Focus: Research Skills, Thinking Skills 

Peter Brown is another of our favourite authors. One of the stories we read often is ‘You WILL Be My Friend!‘. In this story, Lucy is searching for a friend in the forest. She approaches a pond, she needs to cross it. Can you help Lucy?

Here is a Lego Brick challenge for you!

Create a Lego Brick Bridge that Lucy can use to cross the pond.

How will you test your bridge?

Share a picture of your Lego Brick Bridge.

NOTE: This learning invitation will help children explore the concepts:

  • materials
  • weight
  • engineering and design

Approaches to Learning (ATL’s)

  • think critically
  • plan an experiment
  • observe carefully
  • test ideas
  • gather information through experimentation
  • demonstrate persistence in tasks
  • use strategies to problem-solve

Paper Helicopter

Online Learning

Focus: Self-management Skills, Communication Skills

Task: Make a Paper Helicopter

Follow the instructions in the video to make a paper helicopter.

This task will encourage your child to:
observe carefully
follow instructions in sequence to complete a task
develop small muscles in the hand
problem-solve
be patient
They will need to measure, draw lines, cut on a line and fold paper.

Challenge:
– Make a target on the floor using chalk, paper, or tape.
– Decide how many points each area of your target is worth.
– Play with a partner, take turns to see who scores the most points!

Salt Writing Tray

Online Learning

Focus: Communication Skills (Writing)

Salt Tray Writing
Sensory writing is a fun way for children to experience writing. The tips of your fingers are extremely sensitive. Therefore, writing in salt, sand, and rice can help children remember the shapes of letters, numbers, words and the strokes in different characters.

It is important to encourage children to be conscious of food waste. You can use regular kitchen salt or expired rice. The salt can be reused. Only a small amount is needed, and these sensory materials that can be saved for long periods of time if kept clean and dry. Please remember to wash your hands before and after using the salt writing tray.

Here are some resources you can use to explore writing.

Patterns

Through these sensory writing experiences the children develop with following skills:

  • draw simple shapes
  • use correct top-to-bottom left-to-right directionality for letters, numbers and other symbols
  • establish handedness for writing

  • develop mature grip for crayon/pencil

  • experiment with various ways to move and produce marks

  • sit with good posture (furniture must fit child)

  • start letters at the top

  • trace capitals correctly, step by step

  • enjoy writing in play and activities

Where’s the Bear?

Online Learning

Focus: Communication Skills

Mathematical Concepts: Position and Direction

Objects in our immediate environment have a position in space that can be described. We can use words such as behind, under, between, in, outside, on top of etc. to describe position and direction in our immediate environment.

The following video story explores the concepts of position and direction.

Where’s the Bear‘ by Allyn Fisher

I wonder how you might describe position and direction

You can choose a soft toy, a Lego person or any other object you have around you to describe position.

Don’t forget to share your learning with us!

Paper Art

Online Learning

Focus: Self-management Skills, Thinking Skills (Mathematics – Shape and Space)  

Jiwon and Michelle used scissors and paper to explore their creativity. They folded paper carefully and then used scissors to cut out different shapes. Jiwon created flowers and Michelle created monster masks.

Jiwon – Flowers

Here is one way to create art with paper:

You can create your own paper art!

You might want to cut out different shapes on your paper, or even different patterns! 

Pay close attention to the way you hold a pair of scissors. 

  • While cutting with scissors, the open and close motion allows children to build up the little muscles in their hands. These muscles are important because they aid in writing, drawing and painting.
  • Cutting develops eye-hand coordination as it requires children to use their eyes and hands in unison to accomplish the task of cutting. Eye-hand coordination is important for catching/throwing balls, eating with a spoon, and zipping a coat.
  • Cutting encourages your child to use both sides of the body at the same time while each hand is performing its own task (bilateral coordination). When cutting a shape, a child must hold the paper with one hand while the other hand is opening and closing the scissors and moving forward to cut.
  • Cutting improves focus and attention. These skills build a child’s capacity to pay attention to detail, not only in the classroom but in everyday life. These skills are essential to being able to read books, listen to instruction and complete tasks.

Zoonana

We looked at a picture on the screen. Michelle quickly stated that she recognised the picture. She has been there before. There were many animals there.

Felix recognised the writing on the sign and said “ZOO!”

Yes, the word Zoo was at the beginning of the word. The place we were planning to visit is called ‘ZOONANA’.

We had a few pictures of Zoonana. We first looked at the pictures to see what animas we might see on our visit. The children called out the names in English and Mandarin.

They shared their thinking and ideas:

  • Jiwon “We like fish.” (in Korean)
  • Yoochan “Only looking at the crocodile.”
  • Leming “We can’t put our hands into the mouth of the crocodile because he might bite.” (in Mandarin)
  • Bruce “If you see the skunk, then you have to hold your nose so they are not smelly.” (in Mandarin)
  • Sarah “People cannot touch crocodiles because crocodile can eat people’s fingers and people’s fingers are cut.

  • Nina “We can’t put our hands in wolf. Because if we put our hand in wolf he will bite us.”
  • Michelle “I have a good question. Can we go to the Zoonana, can we pick up (take) we clothes and do drawing there? And we can feed the bird?”

  • Teacher “Why do you want to draw when you are there?
  • Michelle “Because I want to draw the bird.”

Everyone thought it was a good choice.

  • Felix “We have to stay where the other kids are, you don’t go loose (get lost).

Everyone agreed that the children should stay together.

  • Sebastian said he likes the “Fish and birds and they say peek, peek, peek.
  • Yoochan helped Jiwon share her ideas. Jiwon said she liked to see the rabbits. Sebastian agreed.
  • Nina “I like the rabbits.”
  • Yoochan wondered if there were owls.
  • Teacher “I wonder how we can get to Zoonana?”
  • Michelle “With the school bus.”

We recalled signing up to go on the bus. A group of children from PreK-K1B came by a while ago to collect the data, to see how many busses we needed to order. They have booked the bus for us.

We talked about the things we will need to take on the bus. Our lunch and a water bottle. We knew some parents will join us on the trip to help us stay safe and have fun as we learn about animals; how they grow and change and what they need to survive.

  • Felix “Do we going to take our own bag?”

We agreed that the children will take their own bags. We talked about the journey, how we travel on the bus, that we need to wear our seatbelts and not run away from the adults.

  • Teacher “What else can we do to stay safe?”
  • Michelle “We can hold hands. We hold hands with our teachers and friends.
  • Sarah “All mummies and daddies are going too?”

We reminded the children that only some of the parents will join us on the trip. But we knew that this was ok.

We are excited about our trip…we wonder what we might learn on our visit. 

What does it take to get a job done?

@S and @C had an important job. They were in charge of creating the pop-up labels for the garden plot. They sat together, side by side and delegated jobs to each other. Ms. Tina demonstrated the act of taping, and the children quickly took over the task.

First, @C looked for the end of the tape. It was hard to find the corner which would unravel the tape. @S waited patiently, giving @C the opportunity to try.

Once @C found the end, she gently pasted it on the edge of the table. Then pulled on the tape to let it out. @S helped her paste the end down and prepared to snip a piece of the tape.

The tape came away from the table and they both worked together to quickly fasten it on to the table once more. They moved their hands around each other, deep in thought about their next move.

One helped as the other positioned the tape on the table top.

Now it was time to snip away the piece they wanted. @S hesitated for a moment as she decided how big the piece of tape needed to be.

@C watched over as @S used both hands to keep the tape from sticking to everything! She concentrated on the task at hand.

The chopsticks were positioned over the board and sign and @S gently placed the tape over the wooden sticks.

When the task was completed, they both looked at their work with pride.

Both children showed great care and focus while they completed their task. They knew the job required skill and patience. They were persevering as they continued to work with the tape, even when it kept sticking back down and unraveling when they did not want it to.

Through this small moment, we witnessed noticed how the children had opportunities to:

  • Observe carefully.
  • Discuss the steps that need to be followed in order to complete a task.
  • Complete tasks independently.
  • Share responsibility for decision-making.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

Approaches to Learning 

What does it take to get a job done? 

Persistence, cooperation, communication, thinking and problem-solving. 

The Design Projects

The community have been spending time during their breaks, creating different items using the different materials provided by the children. 

They have used wooden blocks, clay, glue and nails to create a variety of items.

Some of the projects were in the ‘construction’ stage, some of them were completed and labelled.

The children frequently visited the space to see the many projects being carried out.

They discussed the projects and decided to share their thinking and questions with the creators.

Felix “Thank you for build tree house.”

Sebastian “A car. A tool for pushing the car. Then the car put there.”
Tyson “这个是车子。谢谢。因为你们给我们做了很多东西。”[This is car. Thank you. Because you help us make a lot of things.]

The children were inspired, they wanted to create their own projects. They used the materials to make iPhones, iPads, vehicles and houses.

“这是一个美国的飞机。” [This is an America airplane.]

Felix “This is a ipad. You can measure everything how heavy it is. And it can look under the floor.”

We wonder what else we can make with the different materials we have around us.

How might you be inspired to create?

Approaches to Learning (ATL’s)

  • Observe carefully.
  • Seek information.
  • Ask for clarifications.
  • Express oneself using words and sentences.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.
  • Choose and complete tasks independently.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

The Step Ladder

Our new campfire has tall curved shelves. They are great for storing our resources and creations. However, we realised that we cannot always reach the top of the shelves. Even the teachers were not tall enough!  

We decided to order a step ladder from IKEA. It came in a box. It was in pieces! We had to fix it ourselves.

A few of the children took up the challenge. @S stated that she knows how to do it as her grandpa and grandma always fix the furniture in the house. She knows how it’s done.

@S wanted to be in charge of the screws. @F wanted to read the pictures in the instruction manual. It was decided that he would be the person telling the team where the screws fit, and which wooden pieces were needed.

The children wanted to know the name of the tools we were using. We invited @MrZachG the Design teacher, to come over to the Early Yeas space to help us. He told us the tool was a type of wrench!

The children talked about the pictures they saw in the booklet. They noticed the sequence of steps and the need to follow them.  

@F noticed that there are different kinds of screws. He looked closely at the different pieces of wood to see where the screws needed to be inserted. This was a challenge. There were so many different pieces!

He wondered in which direction the screws needed to be turned. After many attempts, @F said…

“Because it’s harder and harder, so I know I’m right.”

Others joined in to see how they can help. The project allowed for opportunities to learn through trial and error.

Conversations revolved around size, measurement, purpose and safety. We wonder what other tools people use to create different objects…

Through this project we had opportunities to …

  • Observe carefully.
  • Seek information.
  • Ask or express through play questions that can be researched.
  • Analyse and interpret information.
  • Listen actively and respectfully to others’ ideas and listen to information.
  • Express oneself using words and sentences.
  • Negotiate ideas and knowledge with peers and teachers.
  • Understand symbols.
  • Understand that mark-making carries meaning.
  • Be respectful to others.
  • Play cooperatively in a group: sharing, taking turns, helping.
  • Choose and complete tasks independently.
  • Follow the directions of others.
  • Share responsibility for decision-making.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

Approaches to Learning (ATL’s)

The Park

After many weeks of planning, the students were finally able to go on their trip to Golden Eagle.

The PLAN:

Many of the parents and guardians were able to accompany their children on their field trip from NIS to the playground.

First, we gathered together and discussed the agreements we had made on how to be safe and kind.

We remembered to collect the first aid kits. We had our school ID cards, snacks, hats and water bottles.

Parent supervisors took charge and helped the students safely across the roads and onto the train.

The students were excited to be on the train, even though they were getting off at the next stop.

We enjoyed the short walk from the metro station to the park. We all abided by the traffic and safety rules and were excited to finally arrive at the playground.

The students laughed and played in the sun under the supervision on the parents and teachers.

After a while on the play equipment, we all had a picnic. The students in PreK-K1A had prepared snacks for us to eat. Yummy cookies and apples were passed around.

After a snack and lots of water, the students ran back to the play equipment.

All the fun games under the mid-day sun made everyone very hot. PreK-K1B had another surprise for us, ice pops! It was just what we needed to cool down!

It was almost time to get on the bus to return to school. The parents helped the children walk over to the pick-up location. After thanking the parents and guardians for their help we set off back to school.

We were glad that PreK-K1A had booked the buses for us. We were happy that we all had a seat on the bus. The mathematical inquiry we did at school helped us calculate how many busses we needed to book. We were delighted that our research helped us make the right choices that kept us safe and happy.

We would like to thank all the parents and guardians who helped us stay safe on our trip.

During our next few days at school, we sat down to reflect on our experiences. Some of the students drew pictures to help them reflect on the trip. Here are some of the memories they wanted to preserve.

Alejandra “My name is rainbow. Two rainbows come out. It’s in Golden Eagle. The ice-cream. Two people drinking in the Fanta and then a rainbow change colour the colour is pink and green and blue and purple. The backpack of teachers. The yellow sun is still yellow, but then the sun change colour into rainbow colour and then the teacher here drink Fanta too. The ice-lollipops. One is chocolate, another one is bubble gum. And then inside have a small Pikachu.”

Amber “第一个是坐school bus。第二个是跟妈妈牵着手去Golden Eagle。第三个是过马路。第四个也是走过马路。第五个是在那里玩滑滑梯。第六个是爬蜘蛛网。第七个是吃snack,吃了一个饼干。第八个是可以爬蜘蛛网,脚抬在一个地方。第九个是太阳公公底下吃ice cream。然后妈妈送我们去school bus。然后我们坐在school bus上和妈妈说bye-bye。第12个就是回到教室了。”[The first picture shows we take the school bus. The second picture shows I go to Golden Eagle with mum hand in hand. The third picture shows we are crossing the road. The fourth picture shows we are crossing the road too. The fifth picture shows I’m playing on the slide over there. The sixth picture shows I’m climbing the spiderweb. The seventh picture shows I’m eating snack, I ate a cracker. The eighth picture shows that we can climb the spiderweb, you have to put your feet in one place. The ninth picture shows we are eating ice cream under the sun. Then mum sent us to the school bus, then we sat on the school bus and said bye-bye to mum. The twelfth picture shows we went back to the classroom.]

Seungbin “This one apple, two bus. This one mummy, this one me. This umbrella, raining. The is rainbow.”

Chaewon “This turn around, here sit here and turn around, then here flying the balloon. This sand.”

Ruby “This is the sandpit, you know I see candy, it’s very invisible, but I can’t touch it because it’s real. I saw it in the sand area. I see the slide and I also buried the Pikachu but Nicolas didn’t see it. I see a rainbow inside the sky and do you know actually that is sandpit and also I did something very, very, very beautiful, a sand castle.”

Michelle – A map that shows you how to get to the playground.

Lawrence “The Golden Eagle, we are here and Golden Eagle is here, we walk to here, here and here. We on the train is so fast, and we see the other colours make the water black. It has blue, yellow and green water, and black water. Here this one I got a crisscross, it means not go to the water, and this is we walk here to Golden Eagle and there, there, there…… Go to the playground and I saw the Eagle house.”

Nicolas “This is the slide, and this is the food, I ate one cracker and one cake from home. Then this is the ice-reams. This is the rainbow under the sunshine. That is the sandpit, I made a castle there. That’s the grass, that’s the ball.”

 

Approaches to Learning (ATL’s)

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.

 

Communication Skills

Speaking

• Express oneself using words and sentences.

Reading, writing and mathematics

• Use mark-marking to convey meaning.

 

Social Skills

Interpersonal relationships

• Practise empathy and care for others.

• Listen closely to others.

• Be respectful to others.

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

• Help others.

Social and emotional intelligence

• Be aware of own and others’ feelings.

• Manage anger and resolve conflict.

• Be self- and socially aware.

 

Self-management Skills

Organization

• Share responsibility for decision-making.

Mindfulness

• Take responsibility for own well-being.

Chopsticks

The journey began with a discussion.

“What do you know about chopsticks?”

Students shared their own knowledge and experiences about chopsticks.

  • Jasmine “可以吃饭,可以夹玩具。筷子小孩不能用,大人能用。我和姐姐有用筷子一起吃饭。需要拿碗。” [You can eat and play. Kids can’t use chopsticks, adults can. My sister and I use chopsticks to eat.]
  • Felix “I keep chopsticks in my home and they are easy peasy. The kids have something up. They are together.” 9Referring to the training chopsticks)
  • Jiwoo “I use it to eat rice, chicken. I pick up and eat. The chopsticks we need hold like this and take something and eat it.”
  • Ethan “夹东西,我可以用,有些可以夹,有些不可以。” [You can pick things. I can use chopsticks. Some things I can pick them by chopsticks, but some things I can’t.]
  • Nicolas “When I go to a restaurant, I see chopsticks. My mum can use but I also use a spoon or fork. I have never used the chopsticks.”
  • Charlotte “我爸爸经常用筷子,哥哥用勺子吃饭,我用勺子吃鱼。” [My dad uses chopsticks often, my brother uses a spoon to eat, I use chopsticks to eat fish.]
  • Amber “我家里有小筷子,KaiKai和我用。” [I have small chopsticks at home, KaiKai and me use them.]

After the discussion, students played a relay game of picking pompom balls and placing them inside a tray using chopsticks. They were all eager to try and had a lot of fun!

When the students came back to the classroom, they were so excited to share their thoughts about the game, and they had further questions about chopsticks. Ms. Tina noted them down on chart paper.

  • Jasmine “我们在家一般都用筷子。我们用小孩筷子,大人用大人筷子。我在家玩筷子游戏,和学校一样。” [At home, we always use chopsticks. Adults use adult chopsticks, kids use kids chopsticks. I play the chopsticks game at home too, just like at school.]
  • Seungbin “Easy.”
  • Felix “That’s also my first time to do that. It’s easy because when you give me this one, it’s how you use it.”
  • Lawrence “因为第一个我夹的时候我觉得很难,但是我一直努力。” [I felt that the first one was very difficult, but I kept trying.]
  • Ethan “我觉得很难,我在家用筷子吃饭。” [I felt it was really hard. I use chopsticks at home.]

  • Charlotte “第一次玩游戏, 我觉得很简单,而且我一直在努力, 用筷子夹起来放在盘子里。我夹的粉色的球,很喜欢。” [This is the first time I played this game, I think it’s easy. And I keep trying. I use the chopsticks to pick up and put it in the tray. I picked a pink ball, I like it very much.]
  • Amber “我想和爸爸妈妈玩筷子的游戏。” [I want to play the chopsticks game with my daddy and mummy.]
  • Ms. Shemo “Are these Chinese chopsticks?” Do people in other countries also use chopsticks?
  • Alejandra “Japanese, Spanish, Taiwan chopsticks.”

https://twitter.com/NISPreKK1/status/1108265829844475906

We wonder how these chopsticks might be the same or different…

ATL’s

Communication Skills

Listening

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

Self-management Skills

Perseverance

  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

SLO’s

  • The important traditions and practices of their own family and community
  • Positive acceptance of diversity
  • open mindedness

The Showcase

We remember planning a show for our community. It took us a long time. We had so many jobs that needed to get done. It was so much fun.

Soon, we will have another opportunity to be on stage. This is for our PreK-K1 Showcase. We gathered together to talk about the experiences we have had so far.

We remember taking part in the Chinese New Year celebrations, learning more about China, appreciating the culture, language and traditions.

We created our own story ‘Not A Stick’, using our pictures as a way to express our ideas.

We used small world toys to express ourselves through storytelling

We shared our stories through the creation of games and drew Zentangle pictures to express our feelings.

We also reflected on how we created stories and shared important messages through our photographs.

We enjoyed going on journeys to other countries through dance, song and food.

Some of us even expressed ourselves while creating flower arrangements!

As we continued to map out our experiences on how people express themselves and their diversity in many different ways, we wondered how we can share some of these experiences with our community. We looked at a picture of the stage in the PAC to help us plan our ideas.  

It was a big space. What should we choose to showcase?

We talked about some of our favourite ideas. After many discussions, the students began to narrow their ideas down. We had 6 options. We listened to the music track of each item to make our choices. It was hard.

Stay tuned to hear more about our next steps!

Expressing Ourselves – Games

We have been exploring how we can express ourselves in different ways. During a regular PE lesson, Ms. Angie gave the students a variety of resources and invited them to create their own games, as a way to express themselves.

The Circus Game

by Nicolas, Felix, Freida and Alejandra

  • Nicolas “This is a circus and they are watching how we did the circus. And then I said who wants to help to be somebody like that? Then they trained, Felix and then catching them and catching and then looping. The cones are so nobody breaks it. This is the mat (red square) so they can go inside. We taught the teacher how to do it. The people when they go inside we had it to do more things. I thought of a circus because of other people stop and maybe sit down. Because maybe they will watch us. In a circus, I was in the Shanghai circus, first we go to Angela and then we go to a shop, get some candy and go to the circus. And they were doing acrobatics. One of them slided down with the head down. I know how to do it. When they are really new to it. And the other one, he was balancing for 6 minutes. Two pieces of golden. They like to train and show the people what they do. I know a circus song.
  • Alejandra “Making a game like a show where people can look it. You need to start again and again. Because I need to do so many things on stage, starting, standing, so many things to do.”
  • Felix “You throw it and then you get it in your hand. The hoop. I like it because that (the game) was so big.
  • Freida “We played the circus. So amazing. We built it better. Just dance and dance.”

 

The House Game

By Jasmine Sarah and Michelle

  • Jasmine “We playing in the games. I in outside with my sister playing this. We do lots of games like this. Same one. Because we want this is short, very ok.”  “我们的家。就是我们可以一起玩,我们可以洗脸刷牙,可以吃饭,还可以睡觉。这里是我们变身的地方。它的名字叫place。是因为是我们创造的东西。是蜘蛛网的地方玩过,我和姐姐一起玩过这个游戏。” [This is our home. We can play together. We can wash our face and brush our teeth, also we can eat and sleep. Here is the place we can play ‘changing’ game. The name of the game is ‘place’. I played it with my sister in the spiderweb.]
  • Michelle “我们会跑来跑去。我在和妈妈还有爸爸在客厅玩过这个游戏, Jasmine, Sarah 去过我家,玩过家家的游戏,我们玩过。我们可以一起唱歌。” [We run here and there, I play this game with mummy and daddy at our home. Jasmine and Sarah went to my home before to play the house game. And we sang together.]
  • Sarah “我们在做家。我们在搭得非常漂亮。我们刷牙。这个地方是我们刷牙的,这个地方是我们睡觉的,这个地方是吃东西的,还有喝茶的。Jasmine和我就变成梅西了,Michelle 和我变成Elsa了,Elsa是我最喜欢的了。” [We are making a home. It’s very beautiful. We brush our teeth here, we sleep here and we eat here. Jasmine and I change into Meixi, Michelle and I change into Elsa. Elsa is my favourite.]

 

The Skittle Game

by Si Hyun, Jiwoo and Ethan

  • Jiwoo “We here. Hitting this (skittles).”
  • Si Hyun “Ball go skittle, knock, fall down. Finished. Jiwoo and Ethan and me play.”
  • Ethan “我们在玩保龄球,一个球滚过去,你怎么打保龄球就怎么打保龄球。我在句容家楼上玩过,我哥哥弹钢琴的时候我和阿婆一起玩这个游戏。” [We are playing bowling, one ball rolls there. It’s the same as how you play the bowling game. I played this game with my grandma in my home when my brother was playing the piano in JuRong.]

 

Skip and Roll Game

by Amber, Charlotte and Lawrence

  • Charlotte “我们在这里做翻跳弓。是跳过去,跳过去再跳过去然后踢到一个东西,踢到一个柱子然后再转回来,再回到原地,很好玩。还有我们三个一起做了翻跳弓,我们三个就跳跳跳……..” [We are playing ‘jump and roll’. You jump, jump and jump then you kick one thing and come back to the beginning. It’s interesting. We three make it and jump and jump and jump……]
  • Lawrence “The jump, because Charlotte and Amber and me say jump, then jump over this (skittles). Jump in the numbers and this (skittle) is fall down. Amber is first, then Charlotte and then me. Because I like this game, because I play all time my home with mummy and my sister.”
  • Amber “我的游戏叫‘太空翻’,我最喜欢玩太空翻。从这里跳到那里,再翻一个跟头,再翻跟头。我把它弄倒,然后再跳跳跳。是Lawrence想到的。我喜欢玩这个游戏。[My game is called ‘Space Somersault’. It’s my favourite game. You jump here to there and turn, a somersault, then another somersault. I break it down and jump, jump, jump. Lawrence thought about this game first. I like to play this game.”

 

The Skito Game

by Jooeon and Seungbin

  • Jooeon “Knock down bowling pins using ring.” [in Korean]

https://twitter.com/NISPreKK1/status/1101003791611060225

What games can you create to express yourself?

When students have AGENCY they…

  • are actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • are actively involved in discussion, questioning and by being self-directed in their creating (as opposed to passive receiving)
  • apply their understanding of concepts through the construction of their projects/play
  • make connections to the real world by taking past experiences into their play worlds
  • have an active voice and stake in the classroom/community
  • face challenges and are given the freedom to independently overcome these or fail through trial and error or experimentation
  • are risk-takers
  • express their theories of the world and these are honoured in the environment
  • reect on their actions and self-regulate.  (IBO, 2017)

The Scientist

What is the Learner doing?

Learners:

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

https://twitter.com/NISPreKK1/status/1083215496428699648

Weaving

Ms. Angie had some new equipment brought in. Over a few days the students played with the unopened box, using it as a computer in their ‘play’. They were not sure what was in the box. It was time to unpack it.

  • Cornelis “What is it? It looks like a guitar.”
  • Reggie “It’s a xylophone.”
  • Cornelis “Maybe it’s a net, a giant net.”
  • Cornelis “If I go here it looks like a house. What is it really?”
  • Teacher “What do you think it is?”
  • Cornelis “Definitely a giant net.”
  • Amber {In Chinese} “It goes up, like the front of a wall.”

The students helped Ms. Angie unpack the item. They helped her assemble it.

It was a weaving loom!

“It’s Beautiful!”

Next the students worked on creating their own individual weaving projects using smaller looms.

 

While weaving students:

  • develop better strength between the thumb and forefinger (stronger pincer grip for writing)
  • develop hand-eye coordination because it encourages them to use the visual information to coordinate the movement of the hands
  • develop concentration and perseverance
  • learn how to help and support others

Loose Parts – 2

What do we learn? How do we learn?

Over the last few weeks, the students have been exploring with ‘loose parts‘. They were invited to play with these materials during choice time. The term ‘loose‘ allows us to use the materials to explore a variety of concepts. They provide students with opportunities to be creative, persistent, courageous, committed, confident, curious and independent.

https://twitter.com/NISPreKK1/status/939335290719576065

Handwriting Without Tears

The students were introduced to manipulatives used with the programme ‘Handwriting Without Tears‘. The programme introduces students to the capital letters first. All capitals start at the top and strokes are made in correct sequence. These wood pieces are placed in a particular order which help students learn to print them correctly. The students used the wood pieces to make the first letter of their name. 

SLO’s

  • write letters of the alphabet
  • use a variety of implements to practise and develop handwriting and presentation skills

The Knobless Cylinders

The students have been exploring four sets of wooden cylinders. The different sets vary in colour and encourage the exploration of height and diameter. Students can grade by size, develop their co-ordination of movement, observe differences in dimensions and recognize difference and similarities (when using more than one set).

https://twitter.com/NISPreKK1/status/907526652766203904

SLO’s

  • Identify, compare and describe attributes of real objects

Block Play – Cleaning Up

The students found large cardboard blocks in some of the cupboards. They took them out and began to construct small individual houses using just a few blocks each. After a while they wondered how they can create one large tower together. They worked together to build the tallest tower, negotiating roles, the placement of blocks and problem-solving when the tower collapsed.The excitement did not end there.

  • Teacher “Why do we need to clean up?”
  • Cornelis “Because it is so much mess, because it is too much mess. We are cleaning it on the shelf.”
  • Ruby (singing) “Clean up, clean up.” 
  • Ruby “Shall we make a party?”
  • Cornelis “Let’s make a tower, because this is the really cool castle.”
  • Ruby “Wow!”
  • Cornelis “Thats where everyone lives in the castle.”
  • Ruby “Make it high up!”
  • Cornelis “So we can climb up. So we can climb up to the castle with these stairs.”
  • Ruby “It is a really cool building.”
  • Cornelis “This is going to be the coolest building ever!”
  • Faye “Look!”
  • Cornelis “YAY!”
  • Ruby “Let’s dance.”
  • Cornelis “We want to leave it because it is so cool.”

At the end of their play they had to clean up the blocks, partly because the tower they created was blocking access to some of the student lockers.

These collaborative experiences provide students with an opportunity to practice appropriate social langue while solving problems through play. They persevere through challenges and are not afraid to explore possibilities. This experience helped them explore mathematical concepts such as measure, space and number through real life experiences.

https://twitter.com/NISPreKK1/status/906126015331680256

SLO’s

  • listen to others
  • co-operate and share in mixed groups
  • learn to take turns
  • participate in communal classroom activities
  • develop age appropriate skills for different social occasions
  • understand that shapes can be described and organised according to their properties
  • explore how objects can be sorted by their attributes

All About ME!

The students used photographs of themselves to observe details and draw pictures using card and black marker.

Reggie “We drew a picture of us.”

Abby “I am lying down on the carpet and putting my legs over.”

Reggie “I felt good because I was comfortable.”

Mia “I was standing outside. I said ARG!”

Abby “I drew Abby. I have two legs and shoes.”

We had to decide how to display our pictures.

Caring for Others

The rain boots were messy. They lay on a sandy mat in the corner of the classroom. Three students decided that this was not appropriate. They took ‘action’.

Agency: When students have an active voice and stake in the classroom/community.

They first moved the boots, dusted and swept the area and then mopped the floor.

They created name tags and placed them on the floor.

They arranged the rain boots neatly on top of the taped tags.

They decided that mopping was fun. Over the course of the day they mopped the whole classroom. They explained that they wanted to mop the floor because they wanted to be helpful. The mopping gradually moved into the hallway and ended in a second grade classroom.

More students joined in.

Their actions led to a discussion during circle time.

Carolyn “We are walking in the hallway and cleaning the classes.”

Teacher “Why?”

Gabby “Because we want to be caring to our other classmates at NIS.”

Vera “Because the Ayi’s don’t have to clean all the classrooms.”

Gabby “The classrooms are dirty.”

Carolyn “Their shoes are muddy.”

Teacher “So what else can we do to show others that we care about them?”

All the students started to make a list of things that they could do to show how they care.

  • Laugh with people
  • Build with stones together
  • Say good stuff and NO sad words. NO angry words
  • Say “STOP” if people do it the second time
  • Play games together
  • Pat them and say “Excuse me” when people are talking to someone else
  • Don’t roll your eyes
  • Be caring
  • Hugging, cuddling
  • Say “Sorry”
  • Share
  • Be kind
  • Help others do things
  • Help the teachers do jobs
  • Listen
  • Wait for your turn

SLO’s

  • build independence and personal responsibility and a sense of self-worth
  • Identify positive thoughts and attitudes in themselves
  • communicate with others in order to experience relationships and make friends
  • reach out for help when it is needed for themselves or others
  • identify when their actions have impacted on others
  • interact, play and engage with others
  • take turns
  • listen respectfully to others
  • share their own ideas and feelings in an appropriate manner
  • celebrate the accomplishments of others

Shapes (Creating & Naming)

The students have been using a number of materials to create 3 Dimensional shapes.

SLO: Describe the relationship of 2D shapes to 3D objects.

SLO: Describe and sort 3D objects in a variety of ways.

They wondered:

  • What does 3D mean?
  • What are the different names of these shapes?

We brainstormed how we can find out more about the shapes we had in class. We decided that the library would have some books that would provide some answers. Carolyn found a book about shapes.

The students read the book to find out more. They decided to make labels to share the information they found. They presented the information they gathered to the class.

SLO: Describe and sort 3D objects in a variety of ways.

 

https://twitter.com/NISKinder2/status/819788249031815168

The students watched video’s on BrainPOP to learn more about the plane and solid shapes we see around us.


Shapes (Exploration)

The students have been exploring 3 Dimensional shapes in the classroom. When using chopsticks to pick up cubes and create a tall tower, the students strengthen their eye-hand coordination. The learn about shapes, space, precision, balance, teamwork and cooperation.

When students use geo shapes to create or cover the surface of a shape, they learn how to sort and describe shapes. They use their knowledge of number and measurement. They estimate and challenge their assumptions.

SLO: Describe and sort 3D objects in a variety of ways. Describe the relationship of 2D shapes to 3D objects.

When creating 3D shapes with sticks and clay, they explore the different characteristics of shapes in their environment.

Challenges, creativity and perseverance…

Many of the activities laid out at texture and fine-motor control task centres have been encouraging the K2 students to explore, create and persevere while taking on challenges. Exploring materials and observing their unique properties are very important in developing research skills. Here are some of the activities the students have been exploring.

IMG_7877 2 IMG_7891 2 IMG_7892 2

The students have been taking on more challenges in the classroom while building on balance and coordination.

Can you stack 5 stones? 

IMG_7902

Kiara stacked 5 stones!

IMG_7914

8 stones!!!

IMG_8038 2

I can create with sticks and stones!