Sharing the experiences of lifelong learners…
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?
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.
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.
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.
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:
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.
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?
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?”
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.
The gardeners agreed with Sophia’s suggestion.
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.
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.
Sharing observations and theories…
What happens to the fish when the water freezes?
Ms. Elieen showed the children the digital thermometer.
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.
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:
Reflections on the story…
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!”
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.
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.
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.
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:
Looking for similarities was harder. A group went outdoors to take a closer look.
Similarities:
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:
They decided that the category ‘for play’ had subcategories:
We wonder:
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:
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)
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.”
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:
Questions we have…
The K2 inquirers will continue to do their research to learn more about insects and reptiles.
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
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
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:
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.
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.
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:
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’.
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 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’.
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:
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)
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.
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:
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
(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.
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
The children documented their play scenarios through their drawings, they presented them to the class.
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.
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 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
Writing How can I tell others about my drawings?
The children included writing to share information about their drawings.
Through this process they:
Finally, they shared their drawing and writing with the class.
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.
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.
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:
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?
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
Brainstorm and Tuning In:
I think Earth Day is…..
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 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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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.
Snoop Family Home Designs and Final Structures
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.
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…
WHAT WE DID
WHAT WAS CHALLENGING
WHAT WE LEARNED
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 ….
We wonder what our next steps might be…
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.
The children chose to share their learning in two different ways:
While engaging in their projects, the students reflected on the following:
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.
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.
Through their work, the students are learning that research involves:
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?
The students have been documenting what they already know about ‘balance‘.
Their ideas included:
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.
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?
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
The students talked about the horizontal and vertical bar graph.
They explained that the length of the bar shows the data.
Graph 2
Teacher “When can we use this diagram?”
We named the diagram ‘Venn Diagram’.
Graph 3
Teacher “This is why we call it a picture graph.”
Graph 4
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.
Thinking Routine – CSI:
The students have been exploring powerful words to inquire into:
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!
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
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.
We used two sentence starts to help us reflect on our data collection inquiry.
reflections
Temporal words are transitional words that refer to time. They can add meaning and context to writing and can help a story move or flow. Together we decided on what words might describe or show the passing of time or sequence of events. We documented these words on chart paper.
Next, the students worked in groups to look for these words in picture books. They continued to add these words on the chart paper.
Then, they organised different temporal words, deciding when they might occur in a story, at the beginning, middle or end.
Finally, they reflected on their own writing.
– How can we show the passing of time or sequence of events in our own writing?
– What words would help my story move forward?
We have continued to explore the power of words and how we use them. Students shared examples of powerful words and then decided how they wanted to group them. After a discussion, they decided on the words they wanted to post on the chart paper. They organized the information, creating different categories.
The students provided examples of when these words are used and how it made them feel. Some debates arose on where the words belonged. We could see that in some instances, situations mattered.
They decided on the sections:
Next, Mr. Mike played a game with us. It involved making decisions and choices.
The students had to work in teams to practice using language that invited and shared opinions and suggestions. 
Then, the students went back into their research groups to talk about their powerful images. They had to decide and share the powerful words connected to their images.
We continue to explore how WE respond to words and images and the power of words and how we use them.
The students went on a field trip to ‘月亮院子’ ‘Moonyard’ to learn more about words and images. Moonyard is a cultural center in China that showcases calligraphy.
The teacher introduced the students to the space, showing them many different images displayed around the gallery.
The students were invited to choose an image that they want to learn more about. They were fascinated with the colours, shapes, pictures and presentation of ideas. They walked around, sat alone or with groups to take a closer look at the images, and put their thinking down on paper. They used the thinking routine ‘See, Think, Wonder’, to document their ideas and questions. Then, they gathered to share some of these ideas with each other.
Ella “Are these characters from a long time ago?”
Grace “Something is like a wall. It looks like thunder. Why is the thunder that shape?”
Ethan “It makes me think it looks like water, like a river.”
Diego “It looks like an elephant.”
Alejandra “Why is there a line? It looks like an eye. Wonder why the line is in a different place.”
Hyun Seo “I think it is a deer.”
Yuchan “I see an eye but the eyelashes are not good.”
The teacher explains “All the ancient Chinese characters, they copy a model of what they see, like a picture. That is how it starts. As time passes by, we are getting smarter so the character becomes more modern. So the modern characters are more detailed. There have been 5 different changes. This is a picture of a head. Our eyes exist in the body of the head. The top is the hat! If you put it together it is a man with a hat travelling on a road!”
Ella “It looks like a flower and might mean ‘beautiful’. Why do the ancient Chinese characters look different from the new ones?”
Teacher “This is fire. If you do not have the dots it is a tree.”
The students were very excited about creating their own copy of their favourite image or word. They were given a choice of materials they could use to create their image.
After having a quick snack and thanking the teachers for the exciting experience, we came back to school.
We are learning about the Power of 'Images' and 'Words' @NISChina with @BellaZhangBo #culture #inquiry pic.twitter.com/LaG3fGWXXg
— Shemo Gani (@shemogani) November 2, 2021
The students reflected on what they had learned through their experience and included this on their activity sheet. We gathered to share our reflections with each other.
Our learning journey continues…
The students have been discussing the concept of ‘WASTE’ over the last few days. They have been exploring how waste affects, pollutes, and impacts ecosystems. Today, we began to create a visual that captures our thinking. It began by looking at the different choices ‘WE’ make that can affect the environment and ecosystems.
We began by drawing an outline of a student on large chart paper. We documented our ideas about the different ways we contribute to the issue of waste, around the outline of the human figure. The students shared their observations and views on human consumption and its impact on the environment. They noted how certain materials such as paper, plastic, oil and food, add to this global issue.
Next, we looked at the different ways ‘WE’ can make a difference. The students shared many ideas and then made a commitment to take ‘action’. Some students chose to focus on using less paper, being more mindful of food waste, and look for ways to repurpose plastic.
During lunch break, the students discussed the choices they made when purchasing food from the cafeteria. They talked about choice, size of the potions and their own actions that lead to waste. They have decided to inquire into this further, by working in teams to conduct interviews. They hope that their inquiry would lead to suggestions that would reduce food waste.
We look forward to observing the different ways the students take action on their learning.
Why do we need a scale?
The students concluded that a scale is needed as it is not possible to use actual measurements to draw objects on the chart paper map. All measurements would be rounded to the nearest 10 to make it easier to work out the measurement of the different objects.
Why should all the groups use the same scale?
The students have been discussing and deciding on the scale that should be used in the final map. They agreed that everyone should use one scale as then the objects drawn would be measured using the same scale. To demonstrate this idea, we used two different scales to draw the height of ‘HANNAH’. The students could see that using two different scales resulted in two different heights of the same object.
Next, we decided on the different colours we would all use for the different objects in the garden. We reviewed what we had done so far and what our next steps would be.
The students finally agreed on the scale 5cms = 100cms. They worked out the different measurements using the scale.
The students then began to round all their measurements to the nearest 10. Then they worked in their teams to draw and create all the objects needed for the final map.
We have begun an inquiry into poetry. As we continue to build our fluency, we wondered how matching our voice to the mood can help us read and understand poems.
We noticed how an author uses words to help us experience the mood or feeling of a story or poem. As a fluent reader, we can match our voice to the mood the author makes us feel with their words.
Which mood would match this poem? How might the author want us to read it?
We played a game using dice to practice reading poetry with different tones and moods.
How do poets paint pictures?
A Light in the Attic is a collection of poems by the American poet, writer, and children’s author Shel Silverstein.
Shel Silverstein is a writer and illustrator.
We used used prompts to help us create a picture in our minds.
TASK: Use the picture prompts to describe the picture in your mind as you read.
Then, we focused on the different strategies poets use to write poems.
How do poems make us feel, think and wonder?
To explore this further, we picked a poem and practiced using the I feel, I think and I wonder sentence starters.
How to Make a Swing with NO Rope or Board or Nails By Shel Silverstein
The Lost Cat By Shel Silverstein
What do you see?
We gathered to talk about the different things we noticed and observed about the tree outside our classroom. How might we ‘see’ this tree?
Then, we wrote the way we see the tree as ‘scientists‘ and as ‘poets‘. We wondered how the way we see something might inspire our own poetry.
Exploring Poetic Devices
We have been exploring some different poetic devices. These are different techniques or things we can add to our writing to make them sound like poetry.
We have been exploring similes and trying to add some rhyme, and maybe even rhythm to our poems. Some of us have even used repetition, sound and onomatopoeia.
And of course we are always wanting to pay attention to the way we organise our poetry using line breaks and white spaces. This is a way a poet stops and starts a line to make it interesting to the readers.
A few examples of poetry…
Theme: Sharing the Planet
– An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.
What do you notice?
What do you wonder?
Next, we sat down to share our 10 observations with class buddies. We used the thinking routine Ten Times Two to help us observe with quiet eyes. The students continued to add to their observations, looking at an imagine/object from multiple perspectives.
Then, we used twine to look for ‘connections‘ that exist between the objects we had photographed. The students explained why they were connected.
BUT…
What if there was no more soil or wood? The students who would be affected (based on their pictures) sat down to visualise this impact.
BUT…
What if there were no more snails? Again, the students who would be affected (based on their pictures) sat down to visualise this impact.
The students discussed the impact different species and plants have on each other.
We wondered how these connections can be observed and documented. The students used post-it notes and string to connect and document their observations.
They included questions they had using a different coloured post-its.
Next, we began to document our wonderings. We decided what concept they would be about. The students helped explain the ‘concept’ in their own words.
The students were working in groups to create a project plan to help them design a map of the Community Garden Plots. They went out to the garden plots to document their thinking and inquiry.
They discussed their ideas, deciding how they want to work as a group to create the map. Some initial wonderings:
We used flags to demarcate the different areas each group will measure.
The teams decided on the different materials and tools they will need to complete this task.
The Project Plans
Through this project the students have opportunities to develop a deeper understanding of mathematical concepts. They will explore how:
estimation allows us to predict and check our measurements
position can be represented by coordinates on a grid
Approaches to Learning:
Communication Skills/ Research Skills:
Social/ Self-management Skills:
Thinking Skills:
Over the last few weeks, the students have been creating their prototypes based on their design plans and related research. They have continued to add more details and descriptions to their initial plans, thinking deeply about the different materials that are available and how they might use them to create the ‘MOST CHALLENGING‘ part of their design. The task would need to meet the following criteria.
Design Plans and Prototypes
The House with a Pool (Challenge: The waterfall)
The Hotel on the Water (Challenge: The Slide with 2 loops)
The Prototypes
The students have been moving between the design rooms and the classroom, testing and choosing from a range of materials to fit a purpose. The students persevered, working at their own pace, talking to others about the challenges and how they were learning through trial and error.
Personal Reflections
The students have been documenting their learning journey, reflecting on challenges and how they have found solutions through the design process.
We consider reflection an import part of the learning process. Therefore, students were encouraged to document their own learning journey while reflecting on the following:
The students are working on putting together a Design Journal to share their individual learning story. These will be presented at their final presentation to the community.
Conceptual Understandings: Students understand that:
Students were able to:
