Category: documentation

The Chocolate Milk Project: Calculating Volume

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The children are deeply engaged in their inquiry, solving problems and organising themselves to help plan the field trip to the Skyways kitchen. One of the suggestions they had was to make chocolate milk at the Skyways kitchen. We decided that this would be a good opportunity for the children to solve a real-life problem using their understanding of number and calculations. 

How many milk cartons do we need to make chocolate milk for all the children and teachers in K2?

We began by estimating how much milk they thought they would need.

  • Evan “I think 2 boxes of milk because we can drink with 2 classes, because one class can drink one milk.”
  • Adalyn “We don’t know how much one box of milk has.”
  • Ciel “I think it has 20 or 25.”
  • Jacob “I think 25 meters. We can measure it. With a ruler.”

Estimating how many cups of milk are in one carton.

The mathematicians drew to share their ideas, the estimates ranged from 10-20 cups in each milk carton.

We noticed that the children were referring to the ‘units’ (millilitres) of measurement when talking about volume. Riccardo had also suggested using a measuring cup with numbers on the side to measure the milk. Their explanations and suggestions communicated their working theory that, ‘we can use a ruler and measuring tools to measure accurately’.  Having noticed this interest in using standard units, we decided to draw their attention to the 1L displayed on the milk carton.

But how much is a litre (1L)?    

As the children are familiar with the use of the Base 10 system to represent numbers and number relationships, we used the blocks to draw a parallel to the ‘volume’ discussing the value of one, ten, one hundred and one thousand.

The mathematicians concluded that the milk carton had 1000ml, or one litre (L) or 2 of the 500ml jugs of milk.

We decided to check if Jacob’s estimate that a cup of milk was of 25ml was correct. We poured out one cup of milk from the carton and used the measuring jug to measure it. We learned that there was 150ml of milk in one cup. We used Base10 blocks to show the number.

How would we know how many cups of milk were in each milk carton?

The mathematicians used words, images and numbers to make their thinking visible. As they documented their ideas, we noticed that they were calculating the quantity in millilitres and cups. Therefore, we continued to use the Base-10 blocks to help them calculate, solve and explain their math problem.

We noticed that each child processed the problem and documented their strategies differently. They shared and listened to each other’s strategies and thinking and helped each other with the calculations.

Together, they learned that a carton of milk had about 6 cups of milk.

The team presented their process and learning to the class.

  • Ciel “We measured what milk is inside.”
  • Evan “We measured about 100 of milk.”
  • Jacob “One box has equals 6 cups of milk. Because we already measured it. One cup has 150 %.”
  • Evan “2 cups have 300 ml.”
  • Adalyn “4 have 600ml because 300+300=600”
  • Evan “6 cups have 900 because we think it.
  • Adalyn “Because 600+300=900ml and 100 left over.”
  • Evan “Yes, because 900+100=1000.”

We look forward to our next steps as we plan our trip to the Skyways kitchen. 

Planning a Field Trip

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During Atelier time, the children revisited the PTA cupcake project. They were excited to tell George why they had decided to visit the Skyways bakery and make the birthday cupcakes as it was his first day back in K2A.

Inviting K2B

The children had suggested inviting the children and teachers in K2B to join the field trip. However, the K2B class didn’t know many details about the project. The children decided it would be a good idea to provide more information to determine if they wanted to join the field trip to the kitchen.

What would we need to tell them about the trip?

  • Why do we want to go on a field trip
  • Where we were going
  • What we hope to do and how we will do it
  • Who will go on the field trip
  • What we will do once we get there
  • Jacob explained why we were going to the kitchen.
  • Mohammad reminded everyone that we were going to make a “Cake” in the kitchen. He wondered if he could make a cake shaped like a “car”!
  • Adalyn “We want to make some cupcakes.”
  • Riccardo “For people who didn’t have PTA cupcakes.”

  • Suzy, Mohammad and Jacob quickly recalled Patrick’s suggestion about making chocolate milk with the leftover milk that we collected after lunch.
  • Jacob wondered if we could get to the kitchen in our vehicles.
  • Ciel wondered if we could make people.
  • Junsu wondered if we could make a vehicle to take us there.

The children documented their ideas about making the cakes, thinking about all the ingredients they needed to make the cupcakes.

Next, the children will prepare to interview the children in K2B to share their plans and ask them if they would like to join the field trip.

We decided to revisit our plan to make the cupcakes.

The children referred to the plans they had created when they were in the Atelier. They discussed the ideas they had documented in their notebooks.

  • Dahyun “We need milk, eggs, flour, butter, chocolate, salt, water, cherries, sprinkles…”
  • Suzy “We need to go there by school bus.”
  • Adalyn “We need the lunch card.”
  • Jacob “We need the lunch card so people know who we are.”

This led to a deeper conversation about the concept of safety. Jacob suggested that we book 2 school buses. Susy explained why when she said,

  • Suzy “One for K2A and one for K2B.”
  • Jacob “We can go count how many seats are there in one bus.”
  • “We have 26 children in K2” explained Ceil, calculating the total number of children in both kindergarten classes.
  • Evan “We need a map. We need our water bottle.”
  • Jacob “Backpacks.”
  • Dahyun “We need the big oven. And we need our books.”

We documented all the children’s ideas and suggestions for their next steps. It was clear that many different aspects needed to be considered and planned before we went on the trip to the kitchen. They would need to:

  • calculate the quantity of milk they would need to take with them
  • gather the required data, and then organise and book the school buses
  • Create the map to make sure we know how to get to the location safely
  • and consider all the different items we would need to take with us to make sure we have a safe and fun learning experience.

Food Waste – Choices and Responsibility

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We have been discussing the concept of waste, thinking critically about the choices we can make to reduce food waste. A photograph of the food waste in K2 during lunchtime led to many discussions about choices and our responsibility to reduce waste.

The children wondered how much food waste we had at lunchtime. We decided to collect the leftovers from the lunch boxes to find out.

How do we know how much food there is in the box?

We decided to read a book about measurement to help the children think about the tools we use to measure ingredients and food.Having seen the images in the book, we decided to weigh the leftover food. Mr. Arek told us there were scales in the cafeteria for this purpose. A team went over to the cafeteria to see if they could weigh the box of leftovers.

They learned that the box was 1111 grams. When we returned to the classroom the children used a scale Mr. Seth had in his classroom to see if it recorded a similar weight. They also tried weighing the box of food using a bathroom scale.

Children were unsure about the number that was recorded on all the different scales. On day one we had 1110g of food waste. We decided to use manipulatives and virtual tools to talk about big numbers.

Reflecting on the waste we had collected, the children decided to make an effort to reduce the waste by:

  • eating more food from their lunch box
  • trying to eat different foods they don’t normally try
  • Remind their friends to eat more and talk less

On the second day, we weighed the leftovers to see if there was a difference. This time the scale recorded the weight of 534 grams.   

Was the food waste more or less than on day one?

We used the base 10 blocks to see what these two numbers looked like. We talked about regrouping the hundreds to make a 1000 when showing the number 1110 grams. We used the words more and less to describe the two lots of manipulatives.

Having seen that the second day’s waste was less than the first, we decided to explore some other ideas to reduce food waste. We discussed the different foods that were offered as options in the children’s school lunch box.

Which of these foods were their favourite which ones did they dislike eating and why?

The children drew and wrote to share all their favourite school lunch options.  

We wonder how we might organise the data that we collect about the school lunch.

  • What does the data tell us about the food the children prefer to eat?
  • How might we use this information to improve some of the choices we have for school lunch?

Patterns and Tessellations

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The children have been exploring, creating and playing with a range of coloured manipulatives in different spaces around the campfire.

We have noticed them using the colour tiles to create patterns and pictures. They have also been using triangular shapes to create growing patterns and tessellations. A tessellation is a pattern of geometric shapes that fit together perfectly on a plane without any gaps or overlaps and can repeat in all directions infinitely.

These incredible designs and patterns reflect the children’s ability to notice and follow sequences to create complex designs. We have noticed how they work together, discussing their ideas and making choices to create. We have noticed the children’s focus and attention as they spend extended periods around the invitation, creating and then documenting their final work using technology. Their choices are intentional and thought out.

The children explained that they had decided to take out the suggested templates as they wanted to create their own designs using the triangular shapes which showed their interest to make and extend using their creativity.  

We wondered how the children would represent and transfer these designs and creations in different ways. We decided to offer the children an opportunity to think about and transfer these patterns and designs into a new medium.

PTA Birthday Cupcakes – Next Steps…

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Nest steps…

The team gathered to analyse the data they had collected through the survey. They noticed that many people received cupcakes from the NIS PTA, but a few didn’t. We made a list of all the people (or groups) who didn’t receive cupcakes. Then, the class took the information they had gathered to Ms. Hannah to plan their next steps.

 

Considering the children’s ongoing questions about the cupcakes, we suggested that the team speak to the PTA President to learn more about NIS Birthday cupcakes. The children brainstormed the specific wonderings they wanted to take to her.
  • Isabella “Why do somebody have cupcakes, but somebody doesn’t have cupcakes? How to decide on who has birthday cupcakes?” 
  • Jacob “Why does the PTA want to give cupcakes?”
  • Suzy “How did you make cupcakes?”
  • Evan “How many ingredients do you need to make cupcakes?”
  • Adalyn “Who made the birthday cupcakes? Did you make it by yourself?”
  • Sea “How many cupcakes did you need to make?” 

The PTA President came in to speak to the children about the cupcakes. The children gathered their notes to ask her the questions they had brainstormed. 

  • Isabella “Why do somebody have cupcakes, but somebody doesn’t have cupcakes?

We learned that the PTA had to think hard to plan and organise the cupcake distribution. At first, they wondered if they could deliver cupcakes every week or every month. They decided that it was better to share the cupcakes once a month with children, teachers and staff who had a birthday in that particular month.

  • Rebeca “When it is your birthday then you get a cupcake. Next week we will go to November so you need to check when it’s your month and then you remember and go to pick the cupcake.

  • How to decide on who has birthday cupcakes?” 

Rebeca “Every teacher and student receives a birthday cupcake. Not parents. All the children get the cupcake. We give to all NIS employees on the list, some of them belong to the facilities department like the bus drivers, so they receive their birthday cupcakes. The guards are not NlS employees so they don’t get a cupcake.”

Noticing that Ms. Hannah was on the list of people who didn’t get a birthday cupcake, Ms. Rebecca explained that perhaps Ms. Hannah was sick on that day or was not in school for some reason.

Rebeca “Some people don’t pick their cupcakes, and then we keep the leftovers in case they ask for them.”

  • Jacob “Why does the PTA want to give cupcakes?”

Rebeca “Do you like to get a treat when it’s your birthday? We thought that every child in the school liked to have a treat so we decided to give the children a cupcake.”

  • Suzy “How did you make cupcakes?”
  • Evan “How many ingredients do you need to make cupcakes?”

Rebeca “There are many ways to make cupcakes. You can use a recipe book. If you never made it before you can use this list of ingredients to make it. Egg, oil, milk, flour, baking powder, a tiny bit of salt. All together.

Then, you beat your eggs for 3 minutes, add oil and keep beating. If you don’t eat egg then tell us so we can make you a special cupcake. Then put the flour and baking powder and salt. And then you keep the dough for 3 hours and you put it in the oven, you make the tiny cakes and you wait for 20 minutes and that’s it. You can decorate the cupcakes as you wish. With cream, chocolate and candy.”

The children wondered if they could put gummy bears on their cake.

  • Adalyn “Who made the birthday cupcakes? Did you make it by yourself?”

Rebeca “Skyways are the ones that bake the cupcakes. They have a special place where they have a very big kitchen for professional cooks, chefs and bakers.”

Ms. Rebeca shared photographs of the kitchen. “Can you see how many things they have there? This is the place they prepare the dough. At the end of the year, we make 700-800 cupcakes. And then there are special tables where they make the dough and when they finish they need to put the cupcakes in a place where they can cool. There is an oven. There are 4 units as tall as the room. When they open the oven and take out all the cupcakes they put it in the tray. Then they decorate them.”

  • Sea “How many cupcakes did you need to make?” 

I think we make 800 or 900 cupcakes.

  • Hannah shared her wondering “If they forget to pick up their cupcake what do they do?

Rebeca “At the end of the day we send it to the teacher’s room so you can go to the teacher’s room you can pick it up.”

We learned that some people on the list did not receive a cupcake for their birthday.

We wonder how the children will use what they have learned to strengthen their relationships with the community

We look forward to hearing about their next steps…

Math Talks: Snacks

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During our Morning Meeting, we gathered to join in a Math Talk. A Maths Talk is a collaborative process where children’s thinking, ideas and strategies are discussed, shared and or exchanged. The routine reveals children’s understanding and misunderstandings and encourages dialogue about mathematical concepts.

The children’s thinking was provoked by an image. Questions were asked to help the children notice details in the image. 

– What do you notice? What do you wonder?

– Use pictures, numbers, or words to show or tell what is happening.

The children were encouraged to think about the image. Then, they documented their observations using paper and coloured markers.

Next, they shared their observations and thinking with the class.

Finally, they included their documentation in their Maths journals.

Approaches to Learning (ATL’s)

  • observe carefully
  • analyse and interpret information
  • notice relationships and patterns
  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations
  • understand symbols, use mark-marking to convey meaning
  • document information and observations in a variety of ways

Creating Agreements for Engagement, Play and Learning

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We invited the children to think about their relationships with people, materials and spaces by asking them, “What helps us learn and have fun together?”

  • Suzy “Be safe.”
  • Adalyn “Not push.”
  • Evan “Because people can be hurt. Take turns.”
  • Archie “You can say ‘please stop’ if someone is pushing.”
  • Adalyn “We can share the toys.”
  • Ethan “No hitting, then go to the nurse and everyone gets hurt.”

The next day, we provoked the children’s thinking by showing photographs of their interactions in different spaces and situations, to help them think more about their roles, responsibilities and the function of spaces.

First, the children documented their thinking independently. They were encouraged to share their ideas using drawings, pictures, words and symbols.

Then, they took turns to share their ideas with the whole class. The children’s suggestions for play and engagement were collated and documented on large chart paper.

 

The big ideas from the brainstorm reflected a need for ‘safety’ and ‘kindness’. ‘Sharing’ and ‘taking turns’ were highlighted as kind behaviours. Together, the class created the agreement to be safe, be kind and share.

Finally, the children signed the poster, showing their commitment to their collective agreement for behaviour and play.

During the next few weeks, we will refer to their initial ideas and agreements, to refine and change them as needed. 

Approaches to Learning (ATL’s)

  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations
  • negotiate ideas and knowledge with peers and teachers
  • use mark-marking to convey meaning
  • share responsibility for decision-making

Creating a First Memory!

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The children were invited to use paper and black line markers to create a memory of their first day in K2.

They documented their ideas using drawings and labels. The children drew pictures of their friends and playtime. Blocks, Lego play and outdoor learning experiences were some of their favourite experiences of the day.

We look forward to observing how they document their learning throughout the year in K2.

Inquiring about Silkworms

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  • How long is a silkworm?
  • How does he eat the leaves?
  • What is in his stomach? 

The children continue their inquiry to learn more about the silkworm.

Ms. Jo brought in a silkworm to help us answer some of their questions. We used a microscope to take a closer look at the silkworm, to see how it moves and eats.

 

We measured the silkworm, it was about 7 centimetres long!

The children were curious about the shedding skim. We watched a video to see how the silkworm ‘moults’.  

We watched a second video to see how the silkworm spins its cocoon. 

We continue to add to our research, documenting new and interesting information we uncover about the silkworms. 

How can we change the way the balls travel on the ramps?

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The children have been wondering about the ‘speed’ and ‘direction’ the balls might travel if they made changes to the ramps. They have been recording their theories and making changes to their ramps using a range of materials around the classroom.

 

 

What did they observe and learn from their experiments?

What is a Student-Led Conference?

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Student-led conferences are a celebration of learning that involves the student and the family. On this day, students take ownership of their learning and share their learning journeys and progress with their families. The SLC’s encourage students to think and talk about their learning with knowledge and confidence. Students use a Student-Led Conference Passport, to help them navigate through the day.

What do they eat?

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Conversations about living things in the ocean revealed wonderings about the food living things need to survive in the ocean. The teachers discussed Morning’s statement about ocean rabbits. Considering the words Morning used to describe the sea creature, we wondered if she was making a direct translation from Mandarin to English. Perhaps she was referring to a particular sea slug. We wondered if Morning would find a picture of the ocean rabbits she referred to in the picture books.

We invited the team to explore the picture books about the ocean, to see what they could learn about what ocean creatures need to survive.

Wyatt was puzzled about some of the sea creatures, “I don’t know what turtles like to eat”, he exclaimed. As he turned the pages and read the information in the pictures, he began to make connections by sharing what he noticed. “Seals like to eat this one!”, he said, pointing to kelp.

As the researchers documented their learning and observations on paper, we noticed that their drawings showed their growing understanding of ‘survival’ and the ‘interdependence’ of living things. However, it was hard to interpret the information in their drawings as they were their first notes and quick sketches that illustrated their process of meaning-making.

While the researchers flipped through the pages of the picture book, they paused and discussed the sea otter.

 

We decided to take this opportunity to help them tune into their research through the inquiry of one specific animal.

As they watched a short video on the sea otter, they learned that it loves to eat fish, octopus and crabs, and documented this new information in their research paper.

As the researchers dig deeper into the concepts of ‘survival’ and ‘interdependence’, we wonder how they might share what they learn through different medium.

Dividing the Garden Plot

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Following on from the Garden Project meeting, Oliver and Liz, the two K2A Garden Project representatives picked up their clipboards, paper and pens and went back to the garden plot, to see how they could solve the problem.

We wondered what suggestions they had to divide the space equally.

Oliver walked around the plot thoughtfully. Liz drew the square plot on her paper. The first suggestion was to give each child one space in the plot to plant a seed. This posed a problem as we would not be able to see where the seeds have been planted and who they belong to. They walked around the plot thoughtfully.

The teacher decided to help the team think about sharing by asking “If you had a cookie and you needed to share it equally, how would you do that?”

Oliver drew the cookie on his paper, to show how he would cut it equally first in half, then in quarters and then into eighths. He spent more time in thought and then made a connection. “Give each person a line.” Explained Oliver, drawing horizontal lines across the plot on his paper. However, he quickly decided that this was the solution he was looking for.

Finally, Liz and Oliver decided that the plot should be divided exactly in half.

They documented their ideas on paper, using marks, words, symbols and signs to make their thinking visible to others. They included signs that read, ‘K2A’ and ‘K2B’, on each side of the plot.

Finally, Liz and Oliver presented their process to the class.

We wonder how the gardeners will work out equal shares and what tools they will choose to use to solve the problem.

Lydia joined Oliver to measure the plots. The gardeners recalled using the long measuring tape and twine to measure distance when working on their paper airplane project and decided to use the same tools to measure and divide the plot in half.

We noticed the team working together to read the measurement on the tape. They were wondering what ‘half‘ would be. They tried to read and understand what the numbers on the tape represented. The large column that was in the plot added to the challenge, as although the column appeared to be in the centre of the plot, it was not!

The team worked together, using chopsticks and twine to mark one side and then the other. They ran the twine across the plot to show the division. But was the twine in the middle? How could we be sure it is divided into equal parts?  

Lydia and Oliver used Base 10 Blocks to find the half mark.

  • Oliver “We measured it with a measuring tape and we used the Base 10 Blocks. That’s how we used to measure it. Then we measured how much K2A and K2B space can get. K2A get 90 and K2B get 90. That is the exact half!”

Another task was to decide which plants needed to be taken out of the plot. Oliver carefully observed the plants. Then, he used an iPad to mark the ones that needed to be taken out in ‘red‘ and the ones that needed to remain in ‘green‘. 

The team were ready to share their decisions with the Gardening Project Group at their next meeting. 

An update from Oliver:

  • Oliver “Ms. Hannah told the group the metal shelf is for putting the gardening things like digging shovels, seeds and watering cans. Everyone who was in the group they drew the shelf where we put the things so they will remember where to put the gardening tools.”

The Garden Plots – Making Decisions 

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The gardening group (composed of student representatives from each class) gathered to discuss their project. Their task for the day was to document what was still growing in the garden and how they might organise the garden plots.

Thirteen gardeners joined the meeting with Ms. Hannah. They began by revisiting their agreements. The gardeners reflected on what it means to be a respectful listener “We talk one at a time and listen to others as they share their ideas.”

Then, they reflected on what they did during the previous session.

  • Emma “We don’t have many plants.”
  • Oliver “Some plants survive when it was snowing, it means when it’s snowing they are not very scared of the cold. The big plant is dead because it’s not cold protection.”

The team wondered about the ‘temperature’ and what plants ‘need’ to ‘survive’ and thrive.

Which plants might grow in the different seasons?

Which ones will survive?

  • Jacob “Because that big plants got too much water and it would die and too much worm pee pee it will die too.”
  • Logan “Earthworm poo, could it help?”
  • Jenny “Not too much water, not too dry (in Mandarin)”
  • Adelyn “Not too much sun”
  • Oliver “If you get a dragon fruit then dig a whole and then a plant will grow and the flower will grow and it is actually a dragon fruit. If you use the outside part of the strawberry seed and put it in the dirt it will grow strawberries. I know how to grow a watermelon to a shape that you want. If you get a square shape cube and dig a hole and then open it and then close it and then it will be the shape.”
  • Albert “If you grow watermelon then you will get a watermelon tree.
  • Keira: “In my home, there are orange trees.”
  • Jacob “Watermelon black and watermelon white seeds. People can eat the white seeds and plant the black seeds.”
  • Emma: “At my home, I have a paprika tree.
  • Albert: “At my home, I have a bamboo tree.”

Teacher “This is a shared space. We have 5 classes. Which means we need to find a way to share the plots. How might we do this?”

The gardeners gathered their clipboards with paper and writing tools. They looked at the plants in the plot and began to draw to share their observations and thinking.

Teacher” How do you know something is still alive?”

  • Emma “Because the seeds were still in the mud. And it didn’t fall out. Some was out but some not.”

We noticed that the team considered the size and shape of the plots when documenting their thinking. The gardeners were encouraged to think about and explain how they knew the plants were still alive. They used their senses to observe carefully, sharing their theories about the growth of plants and the weather. As they visualised the space, they began to share suggestions on how the plots may be allocated to the different classes in the Early Years.

The gardeners gathered to share what they had learned and to decide on what they would do next.

  • Oliver “One is a bigger plot and one is smaller.”
  • Sophia “Prek-K1 has more children so they use the bigger plot and K2 use the smaller plot.” (in Mandarin)
  • Emma “Also we need to plant so many new plants because only in some places there are plants.”

The gardeners agreed with Sophia’s suggestion.

  • Emma “PreK-K1 has 3 classes and K2 has 2 classes.”
  • Albert “The bigger one to PreK K1 and the smaller one to K2.”
  • George “One class has one space.”

The children took a vote and agreed with George’s idea.

The team’s suggestions were based on the number of classes in each grade level and the number of students in each of them. The teachers wondered how they might encourage the gardeners to show the division of a space.

The Octopus House: A Collaborative Design Project

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A group of children have been working together to create a house, which they named ‘The Octopus House‘. They used their imagination and experiences to inform their art-making.

While building the house, we observed the group sharing and listening to ideas presented, then using a range of materials to improve the different elements in their creation.

Working on one creation can be challenging, problems require solutions and disagreements need to be worked out.

We saw the team work through these different challenges, persevering and then celebrating their final design. Finally, they presented their creation to the class. The architects were invited to keep a record of their design using their visual arts skills.

We noticed how they thought about and used shapes, colours and mark-making to record their creation on paper. These creative experiences allow the children to collaborate, persevere, listen, learn and have fun together. 

Causation & Change – Temperature

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Sharing observations and theories…

  • Oliver “This is ice. I found it in the water, and I throw it but it didn’t break. I turned it into little pieces by punching it. There was because it was a cold day, it’s because it’s going to be snowing I think, because there is ice. I feel it’s very cold without my gloves on. In my country Germany, it’s now very very cold. It’s snowing.”
  • Teacher “But in my country Sri Lanka, now its warm. What do you think about that?”
  • Oliver “I don’t know.”
  • Eli “I think it’s because the sun is there and the moon is there and the planet is turning slowly. Because the planet is turning so places, some are cold and some are how.”
  • Teacher “What about in Australia?”
  • Eli “In Australia it is hot too. Because when I was on the trip it was hot. I go outside and I see the sun is up and it’s very warm.”
  • Oliver “But Thailand was near Australia so it was hot. But the first day in Thailand I was sweating. I think it’s also closer to the sun. But if the moon is gone then there would be not so much waves. On a video, I saw that. The moon is just blowing the waves.”

What happens to the fish when the water freezes?

  • Eunbyul “If the outside is cold, the outside is ice and fish water is freezing. I can help him.”
  • Motong “The fish are very cold.”
  • Liz “I think fish died because its so cold. Fish in the water is so cold and fish in the water not moving.”
  • Morning “The fish are too cold and they are hiding in their home in the rock.”
  • Wyatt “It’s cold, fish not moving to the water.”
  • Yui “The fish are not moving (in Mandarin).”
  • Oxford “I think ice in the water. Fish can’t move in the ice.”
  • Jeongyoon “I think fish will die.”
  • Oliver “At home when its not snowing Oskar just catches some frogs and puts them in the water and then its cold and icy and the frogs freeze and I can see lines coming out of the frogs and then they are not moving. They freeze. I think the fish are also frozen.”
  • Eli “I think fish are not moving and then fish are died. One time I find water and it was all ice in it and I hit and it comes out a flower shape and one time I find ice and I tried to walk on it. It was frozen.”
  • Motong “The fish will frozen and cold. They fish are not moving.”
  • Lydia “Fish in there is not moving.”
  • Oxford “The fish is too small and ice is too big. He can’t break the ice because he is too small. He can move in the water. He can’t break the ice.”
  • Oliver “I melt the ice one layer and then I can see some water and I put one ice on top of it and wait for 20 seconds and it connected when I put it upside down. And then it freeze together.”
  • Motong “When the water cold and the water will be ice the fish was very cold.”
  • Eli “I think if we get a shovel and smash the water and the water will break.”
  • Oliver “If you take a shovel and break the ice you might break the fish. Just make the ice very hot and the ice will melt and the it will turn the ice to water and the fish will be happy again. I think the water is -4. Its because my mummy said its -4 cold so I think the ice is also -4 cold. Just take the gloves out and check it to see.”

Ms. Elieen showed the children the digital thermometer.

  • Oliver “That one but its for the ears.”

We decided to see if we could use it to check the temperature at the pond.

 

A group of researchers went to see what more they could learn about the pond.

At first, they were sad to see the motionless fish. But then, they noticed some fish swimming in the pond! They began to share their theories, tested the temperature of the ice and looked for ways to help the fish. They shared their ideas about the impact of the temperature on the water and the living things in the pond.

They listened to each other, sharing their prior knowledge and making new connections as a result of what they experienced.

On their return to class, the team documented their ideas on paper.

They shared their learning story with their friends, presenting the chart paper and the video story.

What makes a good story?

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We have been reading and creating stories during ‘Reading and Writing Workshop’ times. We have been using loose parts and our play spaces to create and share stories. We referred to a poster Mr. Seth had created to share the different elements of a story.

BUT, what makes a good story?

To explore this idea further, we read the story ‘A Cat and a Dog’, by Claire Masurel. In this story, a cat and a dog live in the same house, but they are not friends.

 

They fight all the time, about everything. Then disaster strikes. Dog’s beloved ball bounces up into a tree and is stuck. Cat’s precious stuffed mouse falls into the pond. Dog can’t climb. Cat can’t swim.

The Storyboard

While reading the story, the children used a storyboard to draw the different events in the story. We looked for details in the pictures and paused to make predictions and discuss the story.

The Story Arc

Next, we used a Story Arc to identify and retell the important elements of the story. We documented these ideas and created a class chart that we can refer to when creating our own stories. Together we identified the:

  • Characters (who is in the story)
  • Setting (where the story takes place)
  • Events
    • Beginning
    • Problem
    • Solution
    • End

Reflections on the story…

  • Eunbyul “The design, the pictures are very good.”  
  • Wyatt “Because its so funny. Dog toy is in the tree and cat toy is in the water.
  • Lydia “Cat and Dog is funny. At the beginning they are not friends and then they are friends.
  • Liz “It is a good story because there is a problem. Cat’s toy is in the water, Dog’s toy is on the tree.”
  • Motong “I think the book is funny because the Cat is blue.”
  • Eli “I don’t think it’s a funny book because no people making silly faces and no people hitting their heads and no people jumping off a tree.”
  • Oliver “I think the book is so funny because there is only orange and blue on it. I think the dogs were fighting together and they solved the problem. And I think they apologised in the end. I think when they were sleeping they were thinking of apologising.”
  • Howie “It is a good story because he is fighting and he is very funny.”

The Egg Experiment – A Story of Research

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A Story of Research

@O had a book full of experiments. He described one to the teacher explaining “The egg becomes soft when it is in the water for 3 days!”

  • Teacher “Hmmm, is that so, well can you prove that?”
  • Child “Yes! I can show you!”

He began to make a plan, thinking about how he might share his theories and document the process and findings over time. He drew out his plan, made a list of needed materials, and shared the steps to be taken to complete the task.

At first, the child insisted that the egg needed to be submerged in water. He planned and experimented, even though he subsequently learned that the liquid should be vinegar for the experiment to work.

The teachers encouraged him to complete his first experiment, to observe and document his learning and the outcome of his experiment, to encourage the child to develop the ability to carry out tasks, and to learn through experience.

The child agreed, and documented his observations in his journal, learning new words, and referring to the sight words flash cards to help him spell unknown words.

He labelled his pictures and included details to share the process with others.

He learned how to revisit his journal post on Seesaw, editing and including his daily observations to document his experiment.

The child was excited to begin his second experiment, feeling confident that he knew the outcome.

Through this experience, he practised patience, resilience and learning through ‘trial and error‘.

He questioned to learn more, used observation to gather information and explored patterns and connections. The child used mark-making to share his observations and presented his findings to the community, all important skills, and processes that scientists need in their work. 

Living Things in the Early Years Garden

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What is happening to the birds in the EY Garden?

Over the past few months, the children have found bird feathers and a few dead birds in the Early Years Garden. The children were puzzled and wondered about the birds, often looking for and sharing ideas about the different living things in the garden.

Noticing their continued interest in living things in the spaces around us, we decided to discuss their observations and wonderings. The different pieces of documentation about birds we had collected sparked our conversation. 

We used the question words to help us think about what we wanted to know about the birds.

The questions led us to wonder (Lydia) how the birds died, (Oxford) why the birds didn’t fly away, (Oliver) what happened to the birds after they died and where the birds lived.

We revisited an inquiry project some of the children were engaged in last year (PK1B) to help us think more about the birds that live in the Early Years Garden.

The children quickly recalled looking for the birds and learning that they come into the garden when fewer people were in the area.

They liked to play in the water (Oliver) and live high in the trees for safety (Howie). Lydia recalled looking for the birds in the big tree, which has since been cut down. “They cut down the tree to make paper” she explained.

Oliver recalled seeing bird’s nests on electric cable poles and said he saw some nests made of sticks in the EY garden.

As the children shared many different theories about the dead birds, we gave them paper and writing tools to make their thinking and wonderings visible.

Later during playtime, a group of children found an empty nest on a bush, which had fallen from a tree.

The children were fascinated by the intricate weaving and discussed the materials (cotton, grass, leaves) used to make the nest.

  • Liz “Bird house.”
  • Motong “It’s a nest. The birds on the tree.”
  • Morning “A nest, the nest maybe inside is the bird. Or the birds already died. They use grass because it’s long and the grass is dry, not in the water.”

  • Oliver “I see there is a bird’s nest has been fall from a tree. I think a cat pulled the bird’s nest to the bush. It’s because cats don’t like birds nests, I think.

We wonder what others think happened to the birds in the Early Years Garden. 

We decided to share the documentation and the provoking question “What happened to the birds?” to help us gather more information.

Investigating Slides in our Environment

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A small group of children have been exploring slides in K2. They have been designing and building slides in the classroom and worked in PE to create different slides using a range of resources in the gym.

As more children showed interest in the research into slides, we decided to invite a few more children to join the initial group on a ‘slide hunt’ around the school. As the children walked around, they identified different slides, talking about the similarities and differences between them.

We noticed the children using a range of describing words and new vocabulary to help them talk about the slides. They observed, tested, discussed and documented their observations on paper.

 

They used their developing writing skills to add labels. We noticed the children sharing their drawings with each other, and giving feedback for improvement.

On their return, the group watched the video with the rest of the class. We wonder how the children’s inquiry into slides will help them talk about other design choices people make when creating objects, buildings and spaces in the environment.

Oliver “Some slides are very scary to slide on. It’s because some can move and if you are that way and you can go the other and its wobbly and you will fall down the slide. Someone hoped they are fun.”

Howie “People can walk on the slide. People can go on the bumpy slide. It is scary. There is also a climbing slide. We have triangle here at the top.” 

We paused to think about Jeongyoon’s observation of two slides. He said they looked the same but were different. We decided to create a chart, documenting similarities and differences between the slides.

We discussed the idea of ‘the same’ and ‘different’. The children quickly noticed the differences between the two structures.

Differences:

  • have different designs (white lines) and colours
  • one had supports for climbing (ropes and stepping stones).
  • different heights and sizes so this also meant that the elevation was different
  • were made of different materials

Looking for similarities was harder. A group went outdoors to take a closer look. 

Similarities:

  • go downhill and uphill
  • slide down
  • you can walk, climb and run up and down
  • are outside in the playground
  • used for play

When discussing the Venn diagram, we talked about the ‘purpose’ of the two structures. The children explained that the structures were for ‘PLAY’.

This brought us to the remaining slides. What purpose did they have?  We revisited the photographs we had of the different slides around the school and began to sort them out.

Two categories emerged through the discussion:

  • For people and wheelchairs to travel and
  • For play

They decided that the category ‘for play’ had subcategories:

  • For stones
  • For sliding

We wonder:

  • how these structures are designed.
  • how we might use different materials to create structures with different characteristics.

What materials might have been used to create or build the objects or structures?

The children began to share their thinking. Some were made of:

  • wood
  • metal
  • plastic
  • concrete powder
  • stones and rocks
  • paint to make it beautiful
  • fabric/material
  • feathers, cotton or wool

We wonder how these structures are designed. We wonder how we might use different materials to create structures with different characteristics.

When thinking and talking about the way things move on slides, the

children began to use the words ‘power‘ and ‘energy‘.

They used the words ‘push‘ and ‘pull‘ to explain their thinking of ‘forces‘. Eli wondered if your heart and blood help you move. We look forward to exploring these ideas further.

Our learning continues…

Approaches to Learning (ATL’s) 

  • observe carefully
  • gather information from a variety of sources (people, places, materials, literature)
  • record observations—drawing, using emergent writing skills
  • notice relationships and patterns
  • express oneself using words and sentences
  • participate in conversations

Block Play with Howie and Eli

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A group of children worked on their block structures over a sustained period of time, creating plans, solving problems and making changes to the initial design to suit their story. The adults observed the interactions and documented their play over time. When the children saw the video, they reflected on their play, discussing their initial plans and process.

Howie “This is we building blocks. And Mo Mo is helping us to build. And I put my name on the house and I was playing with my house. And we is building and we use which car to drive on the tracks.”

Eli “The pictures help me of looking     how to build the hospital and the hotel and that is how I know which pieces is which pieces. I like the hospital and the hotel so I will build it the same as the picture. The building blocks and then putting racing car and then driving them around and then building the T Rex into the hospital and the T Rex mommy into the hospital and we build the all of the race cars and the race road and Mo Mo was helping.”

Howie “I was drawing because I want show us I build and someone comes and he sees my picture and then he can’t touch it. It’s the same make as my blocks because it’s hard to build but it has lots of blocks we can build.”

Eli “I have to remember to build the right pieces we have to write hospital and we have to write hotel. Writing help me learn how to write words. But they all look different (blocks). I think which block I need and then I know which blog I used.”

  • How do we make choices about the materials we use to create?
  • What skills do we need to create a story?
  • What skills do we need to work together?
  • How do we record our planning and thinking (making thinking visible)?
  • How can we share our creations and stories with others?

Field Trip Reflections

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We had a wonderful time planning and then going on our Field Trip to the Insect and Reptile Museum. We wondered what we learned from our trip and what questions we have as a result of our learning.

The children began to put their ideas on paper. They used drawing and writing to share their ideas.

We gathered to talk about the different ways writers can plan and share ideas with others.

As we discussed what we noticed about each other’s writing, we documented the different ways writers communicate their thinking, planning and ideas.

We could:

– draw, colour, add details and make our pictures look ‘real’

– use our own ideas

– sequence the different events

– add feelings

– use thinking clouds

– add writing using words and sentences

– include ideas in different spaces across a page

– add labels

– show the weather

Then, we went back to improve our work, to share more details through pictures and words.

What we learned:

  • Mason “If you see the snake and if he has a triangle shaped head it is a poisonous snake.”
  • Kenan “I learned about the chameleons can change colour.”
  • Doho “The dragon can change colour, if it is angry it can change colour to red colour. Many colours.”
  • Tracey “The chameleons tongue is sticky so he can catch the fly.”
  • Mason “We saw the bug swim in the water. Inside the water there are weeds and they eat them.”
  • Doho “I see the chameleon was walking in the water.”
  • Joon “I see the water. I saw fish in the tank.”
  • Tracey “The bugs get a jelly.”
  • Mason “The insects will run away if they are not in the cages.”
  • Doho “Some bugs make people die because some bugs have teeth.”
  • Mason “And some bugs have poison because they can help themselves (protect).”

Questions we have…

  • Sean “Why is the chameleon so slow?”
  • Eunice “Why does the chameleon change colour? Why do snakes have peeled skin?”
  • Eunice and Sanghyeok “Why do animals have 6 legs?”
  • Doho “Why don’t touch the snakes with a triangle head?”
  • Sean “Why snakes have poison? Why are snakes long?”
  • Noah “Why do the animals stay in the baskets?”
  • Tracey “How do they make the jelly for the bugs?”
  • Eui jin “Why do snakes go round and round.”
  • Allen “Why snake’s tongue is like a V?”

The K2 inquirers will continue to do their research to learn more about insects and reptiles. 

Does it Sink or Float?

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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.

Organising the Shed: Sorting and Data Collection  

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A team of children went to the shed to begin sorting the toys. They placed tubs for the sand toys, put the kitchen and cooking items on one rack and all the trucks and diggers on the shelves.

Next, Doho and Sean went to look for Mr. Jamie, to ask him if he could help the team mount the hooks on the pegboards.

Sean and Doho explained the problems they had, and then they went out to the shed with Mr. Jamie. Together, they were able to problem-solve and make a plan to mount the hooks.

A team of K2 mathematicians went to the shed to gather more information to plan the next step of the project. We needed to find out how many hooks, tubs and racks we will need to sort and organise the different toys in the shed.

 

The team began to think about the different ways we can record data. We decided to divide the paper into four to record the number of kitchen items wheelbarrows trucks and sand toys.

Then, the data collectors used pictures, words and numbers to record their information. 

We observed the children:

·     gathering, recording and organizing information

·     listening actively and respectfully to others’ ideas and listening to information

·     using mark-marking to convey meaning

·     taking responsibility with tasks

·     using strategies to problem-solve

Tricycle Agreements

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The children have been discussing the ‘Bike Park’ and making plans to change the space, to make it more organized and safe. Hearing the children’s ideas on what we ‘should NOT’ do with the bikes, we decided to invite them to think about what we ‘CAN do’ instead.

The children put their ideas on paper, using drawings, words, sentences and discussion to express their thinking.

Then, we put all the ideas down on one chart paper.

In the next few days, the children will present these ideas to the rest of the Early Years classes and decide if changes need to be made to these agreements. Through this experience, we noticed how the children:

  • documented and shared ideas using drawing, emergent writing and annotating images
  • listened actively and respectfully to others’ ideas
  • participated in conversations
  • shared responsibility for decision-making

The Bike Project – Research Groups

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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 name ‘BIKE 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’.

Shape Hunt

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  • What shapes do we see around us?
  • What attributes can we use to describe them?
  • How are they the same?
  • How are they different?

We began by documenting the shapes we see around the classroom. 

We watched a video that highlighted hidden shapes in the environment.

The mathematicians went on a shape hunt to notice and draw the shapes on paper. We noticed that the children first drew the most common shapes; circles, squares, triangles and rectangles. Then, they noticed other shapes such as ovals, trapezoids and hexagons.

A few students noticed 3 dimensional shapes but wondered how they could represent them on paper. 

Next, the mathematicians took photographs of the different objects to draw and describe the shapes they see. They posted their observations on Seesaw.

Recognising and understanding the characteristics of different shapes builds visual and spatial skills. Shapes help us categorise and describe objects around us. They are important building blocks for geometry and many careers like engineering and architecture.

This exploration encouraged the mathematicians to identify, describe and compare shapes.

The Nest – Presenting New Ideas

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The children at NIS know their voices are powerful and that it can impact their choices and opportunities for learning. Therefore, we have been designing, planning, creating and discussing ideas for ‘The Nest’. Our next step was to think about the different ways we can use ‘The Nest’. 

  • What can we do with the space?
  • How might we use the nest?

We began by discussing the ideas shared by PreK-K1B students.

Then, we used paper and fine-line markers to document our own ideas. The children began to discuss their thinking, drawing and adding labels to express ideas.

We collated the suggestions on a chat paper and noted the key points. They presented their ideas to the rest of the class. Some of them included:

  • Playing games
  • Having a picnic
  • Eating snacks
  • Resting
  • Drawing
  • Growing plants
  • Taking care of nature by building homes for birds and squirrels

The children in the other EY classes presented their own ideas to the group.

Their next step would be to present the ideas to Ms. Patrick and Mr. Arek. They will consider the suggestions and look for ways to incorporate the ideas presented by the children in the Early Years.

Approaches to Learning (ATL’s)

  • organize information
  • draw conclusions and generalizations
  • use discussion and play to generate new ideas and investigations
  • present information in a variety of modalities
  • listen actively and respectfully to others’ ideas and listen to information
  • express oneself using words and sentences
  • participate in conversations
  • negotiate ideas and knowledge with peers and teachers
  • use mark-marking to convey meaning
  • share responsibility for decision-making

The Nest Project

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Big Idea: Designs grow out of natural curiosity.​

We gathered as a group to talk about a piece of outdoor equipment. The children typically refer to this space as ‘The NEST’. The young designers were invited to share what they notice and think about the image.

The first step was to ‘Empathise‘, to learn more about the people who we are designing and creating for. In this instance, it was for the children in the Early Years. 

 

  • Allen “Ms. Bella like to look this house is broken. Ms. Bella look, said, not good.”
  • Kenan “It is broken and Ms. Bella is looking and she is so sad because it is broken. Boys and girls sit there and kick there.”
  • Eunice “This sticks are broken.”
  • Tae Woo “Ms. Bella is standing and looking fix the sticks.”
  • Chloe “Broken”
  • Tracey “The sticks are broken because the boys and girls are sitting on the sticks.”
  • Noah “I think it is a nest.”
  • Patrick “It is a big stick house.”

After the designers shared their observations, we began to ‘Think’, to find as many solutions as we could to solve the problem with ‘The Nest’.

The young designers went outdoors with their clipboards, paper and thin line markers, to look for innovative ways to solve problems and better utilise this great space.

Then, the young designers presented their ideas to the class as we documented these proposals on large chart paper.

Through our observations, we noticed that the children named and suggested many different design and construction materials and tools in their plans.

They made these suggestions by tapping into their prior knowledge about the properties of materials used for building structures.

Some designers visualised the space in unique ways, bringing in design ideas and elements that would offer comfort and purpose. Their sketches included pictures, words, symbols, and numbers. Essentially, they used what they know about writing to communicate ideas as they documented their thinking on paper.

When presenting their ideas to the class, the designers listened and engaged with interest. We noticed how they made connections with what they see, what they heard, and what they know, while looking for ways to understand and solve problems through authentic experiences.

The children suggested including a title on the chart paper, ‘K2A’s ideas to fix the NEST!’.

 

We are excited to dive into our next step, to create prototypes!

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

Research into Patterns: Patterns in Nature

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We have been creating patterns with shapes, colours, sounds, actions and movement. As the children have shown a keen interest in nature, we decided to go outdoors to look for patterns in nature.

First, we looked for patterns on leaves and in flowers. The children noticed squiggly lines on leaves, and circles and dots on the flowers.

We thought about the different ways we can document what we noticed. We used pictures and labels to document our observations.Then, we went outdoors to look for other patterns. The children took their clipboards with paper, thin tip markers for writing and iPads to take photos. They used shapes, lines and patterns to record their observations.

The children began to notice relationships and patterns, and shared their ideas with others.

The video shares our learning journey, including the photographs the children took and the notes they made of their observations.

We wonder how we might use what we know about groups and categories to help us sort and organise our information. We wonder how we might share what we learned with others.

Our learning continues….   

Research Skills

  • Gather information from a variety of sources.
  • Use all senses to observe and notice details.
  • Record observations—drawing, using emergent writing skills.
  • Notice relationships and patterns.

The Garden Boxes

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(Responsibility, Ownership)

Three children went out to document a task. What was happening out in the playground? Their responsibility was to observe what was happening, gather the information and inform the rest of the children. There were 4 new garden pots in the Early Years garden. What were they for?

The 3 children observed the activities and used the class iPads to take photographs. They used the photos to create 3 short videos to share their information in English, Korean and Mandarin.

The children shared the videos with the class, informing others about the events. We had 3 plants left. We went outside to decide on our next step.

 

Noah “I see 3 trees.”

Kenan “Me see 3 trees.”

Tracey “I see some lines on the branches.”

Olivia “I see a box.”

Tracey “But that one don’t have it because we didn’t put.”

We had to decide who would get to put the plants in the boxes. We tried various groups to decide on the right number of people that would work together.

The children made suggestions on the number of children in each group.

  • What about 3 in each group?
  • Can we do 7 and 7?
  • Can we have 6 and 7 and 1?
  • Can we have 4 in each group?      

This seemed the best number for each group. We had one person left over and she joined one group of 4. Then we were ready to plant.

Ms. Dora helped us put the plants into the boxes. Then, we added more soil to the left-over garden box and planted the 3 plants. Then, we watered the plants.

We sat down to take notes and sketch our thoughts on our notebooks. While drawing, we thought about the questions we had about the plants and the garden boxes.

Patrick “Why are there no leaves on the plants? It is only October, is it too cold?”

Conceptual Understandings:

Living things: Students understand that living things have basic needs, including food and water.

Inquiry Skills

  • Pose and respond to questions.
  • Participate in guided investigations and make observations using the senses.
  • Share observations and ideas.

Playtime Invitations

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The children documented their play scenarios through their drawings, they presented them to the class.

  • Chloe “I like to jump.”
  • Doho “I like to play Sean.”
  • Mason “I play hide and seek with Matthew and Andy I play in a special place.”
  • Olivia “I play with Tracy, Noah.”
  • Noah “I like to play with Tracey, Olivia.”
  • Tracey “I like cat game with Olivia and Noah.”
  • Patrick “I like to play with sand. I can make river with water and shovels. First I dig a hold then I put water in the hole. I make another hold and they put together and the river makes.”

  • Sean “I like to jump on stones.”
  • Eunice “I like to Pikachu.”
  • Tae Woo “Play with friend.”
  • Kenan “I am riding my bike.”
  • Allen “Me outside play Olivia, Tracey, Noah.”
  • Euijin “I like to run and play on the hill by myself.” [in Korean]
  • Andy [

We used this information to create a visual of the different games and groups the children played in.

The children began to talk about the different games and play experiences they had outdoors. Some of the children asked if they could join other games. The students thought about the language they could use to invite others or to ask to join a group at play.

– “Could I play with you?”

– “Can I play with you?”

– “Do you want to play?”

Next, we read the story ‘Strictly NO Elephants’ by Lisa Mantchev, illustrated by Taeeun Yoo. This is a story about a boy who has a pet elephant. When the local Pet Club won’t admit a boy’s tiny pet elephant, he finds a solution. The story focuses on The story focuses on friendship, inclusion and community.

We revisited the play scenarios chart to see how we might invite others to our play and games.

When the children went out to play, we noticed a change in the groups as they played and explored different parts of the playground. There were more children on bikes, less in the waterway and more playing imaginary games with new friends. We used a different colour (orange) to document what the children shared.

  • We wonder how this piece of documentation might change over the next few days.
  • We wonder what the children will learn from their play.
  • We wonder about the different ways they come together as a community.

Block Play – The Energy Airplane

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Two students have been creating with blocks. They presented their structure to the group.

“This is wings of an airplane. This is the energy test. We used 24 blocks (cylinders). This plane can transfer the energy test to other places and it can also fight. There is a resting place. If someone is hurt they can rest in there. There is a little house for hurt people to go in and there is a nurse. This is a place to have the energy. There is a propeller. Today we will build the aeroplane’s bottom.” 

[Express oneself using words and sentences. Listen closely to others.​]

[Play cooperatively in a group: sharing, taking turns.​ Demonstrate persistence in tasks.​]

[Use discussion and play to generate new ideas and investigations.​ Use all senses to observe and notice details.​]

[Negotiate ideas and knowledge with peers and teachers.​ Use strategies to problem-solve.​]

How might we document our design?

The children were invited to document their creation using paper. They discussed their drawing as they worked together. They gave each other feedback. They used what they know about words to write a title explaining their drawings.

[Record observations using drawing and   emergent writing to share thinking and planning.​ Use mark-marking to convey meaning.​]

Throughout the day, the children continued to improve their design.

When teachers passed by and asked them about the designs and drawings, the children shared their thinking and projects with them. One child told the teacher ‘this picture is a drawing of my product’.

We noticed the teachers stopping by to talk to each other about what they observed, or heard the children saying. They discussed ideas, vocabulary and concepts the children shared through their project work.

We wonder how the children would continue to plan, design, create, document and share their projects with the community.  

We come together to play!

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We have noticed the children engaging in different types of play outdoors. Following on from our discussion on safe and kind playtime, we decided to ask the children more about their play. The children took their sketchbooks and pens outside to think and document the experiences they have during outdoor playtime.

The adults took note on the ideas the children shared through their drawings. We listened for recurring themes and different perspectives on well-being, interaction, participation and inclusion.

The children began to show and explain their drawings. We noticed how they showed ‘action’ and ‘engagement’ with peers.

Common interests such as hide and seek, imaginary games and construction with sand and water brought them together.

Approaches to Learning (ATL’s)

Social Skills

  • Practice empathy and care for others.
  • Be respectful to others.
  • Play cooperatively in a group: sharing, taking turns.
  • Help others.
  • Be self and socially aware.
  • Be aware of own and others’ impact as a member of a learning group.

 

Writing How can I tell others about my drawings?

The children included writing to share information about their drawings.

Through this process they:

  • told, drew and wrote about the picture.
  • wrote letters for each of the sounds they could hear.
  • used the ‘Alphabet Chart’ to look for the letters and sounds they need.
  • used actions to identify the letters of the alphabet (letter shapes).
  • left spaces between words.​

Finally, they shared their drawing and writing with the class.

Presenting the Prototypes!

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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.

Waste – Data Collection

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Where does all the waste go?
The students had differing views on what happens to the waste we produce. We gathered to discuss and document these ideas on chart paper.

The Power of Images

Our inquiry into waste has been thought provoking and engaging. We watched 2 videos to help us tune into the ways we produce waste and the impact it has on the world around us. The first, was a video to mark ‘Earth Day’ and the second, a documentary on the journey of plastic bottles. While watching the video, the students took notes, using pictures, labels, sentences and words, to capture important ideas shared in the video.

Next, an image with icons was shared.

The students were asked to work in teams to guess what messages the icons conveyed. They worked with their partners to decide on the labels they would attach to the images. The students explained their ideas, making connections with what they have seen, think or already know.

The students have been writing questions to help them learn more about waste management. They have been conducting interviews, gathering data and taking notes to capture different perspectives and information shared by the community.

The students will continue to document their learning and present their findings on waste. Focused literacy sessions on word choice and grammar helped the students improve their pieces of writing.

We continue to discuss and explore the impact our actions have on the environment as we consider the action we can take as a result of our learning.

Waste

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What is waste?

What waste do you produce?

The students noted down their initial responses to the two questions. All student responses were shared and a table was created to show the WHAT we waste.  

A student in a Grade 5 was conducting a survey on single use plastics. We gathered to discuss and answer the survey, making note of the different types of single use plastic we use and the waste we create as individuals and as a community. We made a list of the items we might use. 

Plastic:

  • straws
  • disposable food containers
  • cutlery
  • cups
  • bottles
  • garbage bags
  • shopping bags
  • packaging  

 

We made a list of the waste we produce or the things we waste.

Then, we included this information on a graph to help us orgainse our information. We learned that the two things we waste the most are food and time.

We were looking at describing how and why we produce waste. We included some language to help us explain the reasons why using language for cause beyond ‘because’ (since, as, so, therefore) and language that helps us show contrast (although and even though).

The class came up with some wonderful ideas to improve their writing on the topic.

What happens to the waste we produce?

Design Challenge – Obstacles and Prototypes

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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 

Earth Day @NIS

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Brainstorm and Tuning In:

I think Earth Day is…..

  • Eirinn “about keeping the planet clean and healthy.”
  • Grace “to protect the Earth Day, plant trees and save papers.”
  • Lawrence “to protect nature because our Earth needs to be protected.”
  • Amber “you living in Earth for many years because we live on earth and we are alive on Earth.”
  • Agata “helping the Earth be healthy, because in front of the Library there was things to help the Earth.”
  • Yuki “people day, because people live in the Earth, so it is people day.”
  • Yuchan “helping Earth because people put trash in the sea then Earth’s temperature rises so we need to help our Earth.”
  • Hayoon “a day to plant and respect nature and a day to think about Earth because it is Earth Day and nature, and things like cars are bad for Earth.”
  • Hyun Seo “whole world that we live in like rocks, water, grass, trees and Earth Day is a good day because its named Earth day. And nature is part of Earth too.”
  • Seolah “the world day because I think Earth and world are the same word.”
  • Seungbin “saving the Earth and saving plants and other plants because once I saw in a shop and it said help the Earth and save the Earth.”
  • Alejandra “a day when we help nature and we also think about plants and animals because every day we think about other things, so we need to think about the planet.”
  • Diego “to protect the Earth.”
  • Fedo “where we are going to learn about the Earth or the day of the Earth because when you say Earth Day, it seems like we are talking about the Earth.”
  • Gihyeon “planting the plants because nature and Earth connect together by nature helps Earth.”
  • Ethan “a day to make Earth more clean. When you see trash in the pond, you need to get the trash and throw it away. Also, Earth Day is a day when we need to help animals.
  • Ella “when we think about Earth and how it helps us and we realise that we need to protect Earth.”

We thought about an important message WE want to share about the Earth.

Challenge:
If you could share a powerful message through one photograph, what would it be?

The students went out to take their photographs and think about the messages they wanted to share.

The Researcher

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The students are deep into their research, finding out, sorting through, and making connections between the data they gather.

They have conducted surveys and interviews to gather information from a variety of primary and secondary sources, to learn more about the concept ‘connection’.

 

The students have been referring non-fiction texts, videos and talking to others about ‘transformation’ and ‘change’.

They document their learning on chat papers and books, drawing, note-talking, and writing about their discoveries.

Through their research, they continue to see how technology has ‘changed over time’ and the ‘impact’ of these changes on our own lives.

The students continue to piece together their information, understanding that we live in a world of interacting systems (‘networks‘ and ‘connections‘) in which the actions of any individual element affect others.

 

We continue to explore how our choices advance technological changes and the impact of these choices on our lifestyle and environment. Through our research, the students continue to explore how ‘Technology and development have the power to transform peoples’ lives’.

Key ideas we have developed as a result of our explorations are:

How we play games has changed as video games have become easier to use. You can carry the games anywhere you want. A long time ago we played a lot of games outdoors, like tag games. Now people play more games on devices. Now we can play games on other devices like, laptops, iPads, and phones. Video games can be learning games so they can help us with spellings, languages or math.

Negatives:

  • If you do not have WIFI then you can’t play the games on devices.
  • Your eyesight gets worse because we are looking at devices.
  • Playing games on devices does not help your body, you need to move.
  • You need to charge the games using electricity. If you don’t have electricity, then you cannot play it.
  • Devices take a long time to decompose, and this is bad for nature.  

 

The way we communicate has changed because we can call or text message with phones, iPads, app watches, computers. We can send messages quickly and easily. We can share ideas with people. We can take tests quickly on Seesaw, we can get feedback from our teachers and then correct our work quickly online. Sending letters or messages through email is faster.

Negatives:

  • First you need to find the people you want to talk to before you use apps to chat.
  • If you don’t know the people, then it can be unsafe or dangerous.
  • You need WIFI to make it work.
  • If you spend too much time on the devices, then your eyesight will get worse.

The way we serve and prepare food at restaurants has changed with the introduction of robots. Using the robots make it quicker and easier to prepare and serve the food. You can serve more people when you have robots. We can do many things at the same time because we use robots to help us work more efficiently.

Negatives:

  • If the robots break, then the people in the restaurant won’t be able to get the work done.
  • The robots are expensive so they might be hard to buy.
  • If you always use the robots, then people might be not be good at doing those jobs.
  • Sometimes the robots might not work because there is a problem with the battery or the WIFI.
  • It takes a lot of time to make and programme the robots.
  • When we don’t need the robot anymore then we throw it away and then it goes into nature, and it is hard to decompose because there are wires, metal and plastic that take a long time to decompose.
  • Robots need power to work, it takes electricity. Electricity is made with oils and that is not good for the earth and nature. It also causes air pollution, and this is bad for the animals and humans. We breathe the bad air and that is bad for our bodies.
  • The robot might explode and that can hurt the people and nature.

 

How we listen to music has changed as we can use electricity to make the music players work. We can use apps on the phones to listen to music.

Negatives:

  • if you always listen to loud music, it will affect your hearing.
  • Some musical instruments need electricity to work

The ways we organise and choose books have changed because of technology used with the library systems. It helps us search for books quickly. You can return the books quickly.

Negatives:

  • Less time to talk to people face to face because there are devices to help people.
  • It can be bad for nature because you use laptops, and these are hard to decompose.
  • It takes a lot of time to programme the system.
  • You need to use electricity to make the system work. If you do not have electricity, then you cannot look for books.
  • You need people to help you use the library system.

 

How we clean our homes have changed because we use robots to do the work. It is more efficient because you can do other things while the robot is cleaning your house.

Negatives:

  • Robots have sensors and if there is water then the robot might not work. It can catch on fire.
  • The cleaner can get stuck and not work when it gets entangled with fabric, carpets, or objects.

How we create electricity has changed over time. We make electricity by using water, wind and sun. A long time ago we used water and wind turbines to make electricity. We used trees to cut out a wheel shape. The wheels have some space, and the water gets into it. Then we can make electricity. The wheel is like a spinning wheel and then it connects to a motor and it turns. When it spins it gets more power, and the power become electricity. Now, we use solar power to make electricity. It is quicker and the solar panels are waterproof and you can use them a long time. You don’t have to pay for electricity. Wind turbines can be made under water and on land. Windmills can be used too. The wings on the windmills spin and make electricity. Just the same as solar panels, the windmills can make electricity quickly.

Negatives:

  • When we use wind turbines it only makes a little bit of electricity.
  • Animals live in trees so if we use too many trees to make these machines then it is not good for nature.
  • When we use too much electricity it is bad for nature as it takes a lot of power to make electricity. And in some building they make electricity and it makes a lot of smoke and that is bad for nature.
  • If you touch the plugs when you have wet hands, you can get hurt.
  • There can be explosions because we use electricity.

The way we fight fires has changed because fire trucks are stronger and faster. The fire alarms to tell people to get to safety. We use a phone to call the firefighters. We use a fire extinguisher to put out the fires. The chemicals are inside, and they come out as soaps, air, or liquids to put out the fires. We use robots to put out fire. The water sprinklers have sensors, and it will spray water if there is a fire.  

Negatives:

  • If the fire alarm is broken, then we won’t know there is a fire. If the batteries do not work the alarms will not work.
  • If there is a fire and the system or devices explode, then the fire can become worse.

 

Using computers has changed the way to search for information. We use apps on computers to get information and search like on Google. We use computers in the Library, to have online meetings, check the news and the weather. We also use computers to do work, connect it to the TV and watch movies even change the language. We can use computers to play games. A long time ago the computers were in big rooms and then they became smaller and smaller. People had to go inside the computer to make them work. They evolved so you can take them to different places. A long time ago we could only write on the computers.

Negatives:

  • When we work on the computers for too long, your eyes will get red and you might need to wear glasses.
  • Computers are made of many things and some of the things are in nature. They are bad for nature.
  • Computers take a long time to decompose.
  • If you are still learning how to use the computer you might break it.
  • If you are using a computer every day, and after about 5 years it gets old. You need a new one and it costs a lot of money.
  • When the computer CPU is weak then there is a blue background and there is a message that says that the computer has got stuck. Then you need a new computer.

Design Challenge – The SNOOP Family Home

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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

 

Technology

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We gathered to think about ‘Technology’ and what we already know about it. The students used the thinking routine ‘I used to think… But now I think…’ to consolidate new learning as they identify new understandings, opinions, and beliefs.

First, they noted their ideas about ‘technology’ on their paper. Then, they went on to Epic to explore several books, to see what more they can learn about ‘technology’.

Then, they completed the next step of the task, to record their new understandings and opinions. They reflected on how their ideas have changed or developed as a result of their explorations into non-fiction texts.

Next, we documented these ideas on a chart paper. We noticed that the students made connections between the different ideas, sharing their experiences and knowledge with others. We identified common themes that would help us with our research.

Finally, we were ready to make a plan for research. The students decided on the type of technology/invention they wanted to learn more about. They followed the steps to document their initial ideas on chart paper. They helped each other out by listening to different perspectives and ideas presented by the group.

The students will be responsible for documenting their own learning journey as they plan, gather and record data, interpret and communicate their findings.

The Launch – Place & Time

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We launched the new unit using the visible thinking routine ‘See- Think- Wonder’ to explore the concepts of transformation and change over time. The students were presented with different pictures of objects. They worked in groups to discuss ideas and document their own observations, thoughts and questions.

The thinking routine ‘See – Think – Wonder’ helps us… 

  • share what we notice by using our senses
  • describe in detail what we notice
  • generate ideas and wonderings
  • justify ideas
  • start noticing how things are connected
  • tune into what people are saying, what they are noticing and what they are curious about
  • collect and record information

WHAT WE DID

  • Alejandra “We were thinking about things from a long, long time ago because all the things were old. In my group a lot of people were thinking because I see a lot of ideas on their paper and when I was thinking I did that also.”
  • Gihyeon “I noticed people were doing hard thinking because our group had lots of ideas and questions to write.”
  • Amber “I saw the children writing their ideas down because they were using their thinking skills.”
  • Ethan “I know some people in the group were sharing their ideas because in our group we shared ideas and we listened. We needed to share ideas and listen to different ideas.”
  • Seolah “I saw people writing, we write what we see and think and wonder in our paper.”
  • Lawrence “We looked at the picture and then we write our thinking on our paper.”
  • Grace “I saw people looking carefully at the picture and some of the people even turned the picture upside down to look at the picture even more carefully.”

WHAT WAS CHALLENGING

  • Seungbin “It was hard to think because in the group I was looking in the group carefully but I didn’t know what it was because the picture was from a long time ago.”
  • Hayoon “It was hard to write about things that look really fancy because if it is too fancy then there would be the thing I don’t know so it was hard. It was hard to describe everything.”
  • Yuki “It was hard because I had to think.”
  • Seolah “It was hard to write about old things.”
  • Hyun Seo “I know the Korean word but I don’t know the word in English.”
  • Yuchan “The think part was challenging because the picture was confusing so I have no idea what that picture is.”
  • Fedo “It was hard drawing the picture.”
  • Amber “When I do the first think I think it is challenging because I don’t know all about long, long ago.”
  • Lawrence “I learned that every people have different ideas and we can share ideas to get more information.”

WHAT WE LEARNED

  • Diego “First I need to see, look carefully and then I need to think about what I see.”
  • Yuki “I learned that people are doing hard thinking.”
  • Seolah “I learned about the old things.”
  • Hyun Seo “I learned many words that I don’t know because some people tell me.”
  • Fedo “I learned with the groups, sharing their ideas and I got interested in their ideas.”
  • Amber “I learned that long ago we had black and white.”
  • Gihyeon “I learned how to work together.”
  • Grace “I learned that one thing can change into different things by changing the picture (turning it upside down).”
  • Seungbin “I learned that old things is cool because in the first time when I saw the picture I thought it wasn’t cool. Then, when my group said what fun things there are to learn, then it was a cool and old thing. 

 

18 February, 2022

The Sharing Assembly

The Second-Grade students engaged the community in the visible thinking routine ‘See- Think- Wonder’, to help them explore the concepts of transformation and change over time. 

The routine helped students …. 

  • share what they notice by using their senses 
  • describe in detail what they notice 
  • generate ideas and their wonderings – justify their ideas 
  • start noticing how things are connected 
  • tune into what people are saying, what they are noticing and what they are curious about 
  • collect and record information 

We wonder what our next steps might be… 

Living Things and Ecosystems

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  • How might we conduct our own research to develop and share our theories about the world?
  • How might we explore the interconnectedness of living things and the integral role we play in maintaining balance?
  • What action can we take as a result of our learning?

The students have approached and engaged in their research in many different ways. We noticed that some students dived right in, deciding on the living things they were eager to learn more about while a few students observed others engaged in research before deciding on how they might approach their own learning.

The students watched videos, read books and engaged in conversations with other children and adults to learn more about their chosen project (living thing). The students have been taking notes and then making plans on how they might share their learning with others. They used large paper to document their thoughts, questions and possible direction. Their notes included key information, drawings, facts and sketches that directed their next steps. They highlighted key unit vocabulary as they documented big ideas. 

  • A “I didn’t know that some sharks were from eggs and others were like babies” stated one student.

The children chose to share their learning in two different ways:

  • using BookCreator to make their own non-fiction book
  • creating a 3Dimentional model (triorama) of a habitat and the different living things that exist in an ecosystem

While engaging in their projects, the students reflected on the following:

  • What type of ecosystem would I create?
  • What do the different living things in the ecosystem ‘need’ to survive?
  • How do they live and grow?
  • How can I make sure there is ‘balance’ in my ecosystem?

We noticed that the students thought deeply about the interconnectedness and impact of the different living things in their project. As they planned, designed and created, the adults pushed their thinking further by asking thoughtful, provoking questions, and giving them feedback and suggestions.

  • How would you make sure…?
  • What impact will… have on…?
  • Have you considered what might happen if…?

The students paused to reflect on their own learning journey, thinking about the challenges and big ideas they have uncovered through their own research. 

We noticed how the students engaged with the different materials and tools. They were thoughtful about the choices they made, seeking to find the most suitable materials and making conscious decisions about the way they present their ideas, to make sure that they can tell a story of living things through their project.

  • L “I want to use sticks from the garden to make my trees.”
  • A “I can use real sand to show the seashore. And I can use the shells I picked up from San Ya.”
  • D “I want to hang my bird up so that it looks like it is flying.”

Through their work, the students are learning that research involves:

  • asking or designing relevant questions of interest that can be researched
  • making plans for finding necessary information
  • gathering information from a variety of primary and secondary sources
  • using all senses to find and notice relevant details
  • recording observations by drawing, note taking, charting, writing statements
  • sorting and categorising information
  • noticing relationships and patterns
  • presenting information in a variety of ways

Observing, Listening, Thinking and Questioning

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How might we document and take note of key ideas?

As we continue with our research to learn more about different ecosystems and the importance of ‘balance’ within a system, we continued to develop our research skills by observing, listening, thinking and questioning.

The students watched a short video and documented key ideas, observations and questions.

How might what I hear and see help me with my own research? 

Balance

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The students have been documenting what they already know about ‘balance‘.

Their ideas included:

  • using your body: to balance yourself or objects
  • using objects such as scales to balance items
  • when things are the same size, they may be balanced
  • a seesaw
  • choosing a range of books from the library shows a balanced choice
  • equations can be balanced
  • you can make balanced choices with food
  • balancing your choices of colours
  • friendships: choosing a balanced group to play with (based on nationality and language)
  • balance that creates a healthy lifestyle: eating healthy food, getting enough sleep and exercise

Next, each student noted their initial ideas about ‘what living things need to survive‘. We gathered to share these ideas with the class.

Together, we are creating a Unit Word Wall, including all the important vocabulary that we inquire into or might use throughout the unit.

We are ready to dig deeper, to conduct our own research and learn about the world we live in.

We wonder about ‘balance‘ in nature and the impact of our actions on the environment.

The Nature Photo Challenge

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We went out to explore our surroundings, to look carefully and closely at different living things, and to take photographs of things we found interesting.

The students were tasked with taking two photographs: a BUG’s Eye View and BIRDS’s Eye View.

BUG’s Eye View

BIRDS’s Eye View

When we returned, the students used the thinking routine ‘I see, I think, I wonder’ to document their observations, thinking and questions.

 

Next, we used string to look for ‘connections’ between the different living things. Making those connections explicit helped the students talk more about what ‘needs’ the different livings things may have.

 Then, the students documented their ideas and questions on chart paper.

We wonder…

…what more we can learn about the different ecosystems around us? 

Math Talk – Graphs

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We have been counting collections and exploring different ways we can collect and share data. Ms. Delia shared 4 different images with the students to help them think about other ways we might share the data we gather through our projects.

Teacher “What do you notice?”

Graph 1

  • Hyun Seo “That tells me that the favourite ice cream shows that it is about the favourite ice-cream.”
  • Ethan “That one is left to right, the other one is the bottom to top.” (referring to the vertical vs horizontal graphs)

The students talked about the horizontal and vertical bar graph.

  • Grace “The difference is that there 1-10 and this other one has it to 100.”
  • Yuchan “There is a very small line at the bottom. Because then the small line is 25, to 50 to 100.”
  • Yuki “Here there have a colour, change colour can see clearly so other colours can see well.”
  • Fedo “If you turn it the other way it will be like the other bar graph.”

They explained that the length of the bar shows the data.

Graph 2

  • Hayoon “I see two circles. In the middle, like the Olympic. This one in the middle is the same. The same thing the whale and fish have.”
  • Seungbin “I don’t see numbers in it.”
  • Ella “Data is like, we ask people and research and then we make data with like how many people like ice cream and they are using research skills. Like we have to research about the whale and the fish and find what we have in common.”

Teacher “When can we use this diagram?”

  • Ethan “When they are the same or not the same. Like a wolf and a dog.”
  • Alejandra “And the things about the same are in the middle.”
  • Lawrence “What is that graph?”

We named the diagram ‘Venn Diagram’.

Graph 3

  • Fedo “All of them equals 2. So it means they ate 2.”
  • Yuchan “Each mango is 2, so if it is 3 mangoes it means 6 mangoes.”

Teacher “This is why we call it a picture graph.”

  • Lawrence “The picture shows the tally graph.”
  • Alejandra “10.”
  • Ethan and Hayoon “I think it’s 20 apples.”
  • Ethan “I like because it shows pictures. If someone does not know the spelling, then you can use pictures.”

Graph 4

  • Grace “It looks like mountains, and it shows numbers.”
  • Diego “I think this looks the like the bar graph, you use the line and the dots.”
  • Gihyeon “I notice it looks like a W.”
  • Ella “Because here its 50. So when you go down you can see how many bikes were sold. In January 50 bikes were sold and in February 30 bikes were sold.”
  • Yuchan “I notice that its like a news graph. Like weather. Like how sunny or cloudy.”
  • Seungbin “I saw in a book and it shows how the earthquake happens. Like in other countries how much it happens.”
  • Lawrence “It shows like If you don’t put the line.”
  • Seungbin “It is shows a little bit and then it keeps going and then in the last it shows going high.”

Next, the students were given different scenarios. They had to work in teams to decide which graph would be the ‘best’ choice to share the data.

Colour, Symbol, Image – CSI

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Thinking Routine – CSI:

The students have been exploring powerful words to inquire into:

  • how images can affect our feelings
  • the power of words and how we use them
  • how we can respond to words and images

They used a ‘Thinking Routine ‘CSI‘ to help them communicate their ideas and thinking.

C – Colour –we chose a colour that best represents or captures the essence of the key word.

S – Symbol – we chose a symbol that best represents or captures the essence of the key word.

I – Image – we chose an image that best represents or captures the essence of the key word.

The students shared their colour, symbol and image with each other justifying and explaining reasons for their choices.

We wondered how these powerful words are connected to us. The following questions helped us consider our choices, and action we might want to take as a result of our learning…

• Why did we choose these words?
• Why do they matter to us?
• How do these words make us feel?
• What do we want people to know about these words?
• What can we do with these words?
• What action do we want to take?

We look forward to student ACTION!

Data-handling

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We are learning that information can be expressed as organised and structured data.

To help us explore this further, we looked for objects and collections that we can organise and categorise.

collections 

 

Then, we recorded our data on a table and created bar graphs to show our information.

table 

graph 

Next, we generated questions about the graph that we can ask others. We know that reflecting on our learning can help us become confident mathematicians.

questions

We used two sentence starts to help us reflect on our data collection inquiry.

  • Something that I am proud of…
  • Something I found challenging…

reflections 

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