Category: iPads

A New App

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The teachers noticed that the movie makers were having trouble telling their stories using the app ‘Stop Motion’ as they were unable to see the movements they were making as they took the photographs. Therefore, the team were introduced to the app ‘I Can ANIMATE’ to help them create their Lego movies.

After a quick introduction, the team were ready to start again. They learned more about the app through trial and error. The movie makers revisited the stories to ensure they were telling the stories in sequence. Because previous photographs were visible as a watermark on the app it was easier for the moviemakers to position their characters and objects to take the next photograph.

The task required the team to stay focused, to manage multiple jobs, the iPad and the objects while thinking of the different events that occur in their story. They needed to be flexible and open to make changes during their tasks. At times, they had to go back and redo some of the images to make sure they were telling their story in sequence. This required persistence and a willingness to learn as they engaged in the project.

After making the movie, they decided on sound effects and background music and then included their storyboard to complete their Lego story.

 

Snowman

by Beomjun

“I am making a snowman. I go to home. I make the snowman and people. I am looking at my home window. I am a Pokemon monster.”

Pokemon

by Eunbyul

“The Pikachu is in the water and give to Pikachu. Pikachu, oh No! Pikachu is small. Abook many lightning fighting. New lightening. Oh no, lightning is little. Pikachu play the phone. The fun. He play the Minecraft.”

 

Fighting Car

by Eli

First, Pikachu is on the boat. Second, Pikachu go to the wheel and then turned left. The boat turned and then the boat go too fast turning so it go in the water and Pikachu swim, swim, swim, swim, swim, swim, swim, and then go to the sand.”

 

Green People

by Oxford

“One boat fall. The boat will fall in the house. One green people come. The green people come and take the boat and then he goes somewhere he loves.”

 

Boat

by Jeongyoon

“I go to boat and boat go fast and boat is on the water. The boat is going to a house. The boat going in water and I fell down and I say ‘HELP!’ because I can’t go out. And one people come and he help. And I go to train and train go to house.”

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

The Museum

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The students continue to work on their research projects for their Unit of Inquiry ‘How the World Works‘. Their task is to create a museum to show how technology has changed over time and how it has affected people’s lives.

What is a museum?

We began by visiting a virtual museum by the National Museum of Natural History. The students noticed and commented on the objects, descriptions, information and significance of the objects scattered throughout the museum. We wondered how WE might create a museum to share our learning and discoveries. It was time to make a plan! 

As the students planned and designed their artefact/object, they went back and forth to the information documented in their poster. They conducted interviews, read books and watched videos to learn more about their chosen area of interest.

We noticed how they added and/or re-evaluated the information they have gathered to show their understanding of the concepts change, connection, technology, systems and transformation. Their artefacts/ objects need to show how technology has changed over time.

The following visual rubric was shared with the students to help guide the task.

The students began creating descriptions about their topic, providing information about:

  • how technology has changed
  • how technology has affected our lives
  • the positive and negative impacts of technology

They had an opportunity to share their learning journey with their friends in Grade 2B. The students listened to each other, asked questions and also gave the students feedback. 

Research Posters 

The students have competed their report writing and editing. They are creating an informational poster that would be included in their final museum presentations.

We look forward to their final creations and presentations! 

Number Sense

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We have been developing our Number Sense by solving Mathematical problems. The students were encouraged to use Base 10 Blocks and numbers to show their reasoning/thinking.

Oscar used 7 base-ten blocks to create a number. What are some different numbers he may have created? ​

Peter and Sarah were using place value materials to model numbers. Peter used 3 hundreds, 2 tens, and 4 ones. Sara used 2 hundreds, 12 tens, and 4 ones. Did Peter and Sarah show the same number?

Are 7 hundreds, 3 tens, and 5 ones the same as 5 hundreds, 3 tens, and 7 ones? How do you know?

Here are a few more Maths Problems:

​

Puppets and Animation

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A group of children have been creating their own puppets. They have also been using props to retell or create their own stories.

We watched these stories to learn more about the process of creating stories.

Then, we also watched a puppet show called the very Hungry Caterpillar’.

We had a new app on the iPad that can help us create our own stories. We watched a few examples to learn more about it.

Felix decided to create his own animation by using the iPad app ‘I Can Animate’. During the process, Felix chose 4 settings for the different characters, he thought about the sequence of the story beforehand, he explored how to use the tool and figured out how to slow down the animation.

When he finished, he reflected on what he did and made a poster. This could be helpful when he teaches his friends how to make their own animation.

Over the last few weeks, the children have been gathering around the writing table, creating puppets as they talk about their stories and characters.

They were planning their ‘shows’ and wondered who to partner up with to share their stories. They drew their characters, cut them out and pasted them on to popsicle sticks independently.

Through these activities the children develop their self-management skills as they persevere through this process.

Working together in this way helps the children get to know each other. This results in increased social awareness and an ability to work within a community.

When they were done, a few children partnered up and recorded their puppet shows.

‘Rainbow Puppets and Sunflower Show’ By @N and @F

‘Rainbow Puppets and Sunflower Show’ by Charlotte and Michelle

These puppet shows were presented in English and Mandarin. Through these projects, the children have explored different ways to create, communicate and express their ideas and stories.

Through these experiences, the children had opportunities to:

  • engage with, and enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use their imagination and experiences to inform their art making

How do we capture a moment?

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Felix was excited as he came into school. He said that he found ‘ice’ on the grass. He said he had it in his hand and was sad that he could not bring it to class. He was invited to see if there was any more ice on the grass in the EY playground. His eyes lit up. He quickly put on her coat and ran outdoors. He came back with a piece of grass in his hand.

He looked sad.

He stated that there was ice on it ‘just now’. When asked what he thought might have happened, he explained that it has melted because the “inside is too hot”.

What if we did not have to bring it inside?

We thought about this for a moment.

What if we found a way to capture a moment? A picture?

Felix quickly chose an iPad and went back outside to document his observations. He came back with a beautiful picture of frost on the grass. He was simply beaming with pleasure that he was able to share what he experienced in the morning.

Felix “I got it! Ice.”

Never JUST LEGO!!!

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@L and @T were creating with Lego. They worked alongside each other, speaking in Chinese, sharing stories about their creations.

@T “Ms. Shemo, this is swimming.”

Teacher (pointing to the row of blocks around the blue base) “What is around ‘swimming’?”

@T “No, running.”

@T could be connecting with his experience at the NIS pool, where the swimming coaches talked to the children about safety at the pool.

@B joined in to play with the Lego. He began telling @T about his creation. They had a long conversation in Chinese.

@F decided to join the group. They continued to work alongside each other.

@F made a plane. He was proud of his creation and used the iPad to take a picture.

While at ‘play’ the children are learning how to…   

  • Listen actively and respectfully to others
  • Express themselves using words and sentences.
  • Take on pretend roles and situations.
  • Play cooperatively in a group: sharing, taking turns, helping.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

Approaches to Learning (ATL’s)

Expressing Ourselves Through Photography – Climate Change Challenge

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Today is a special day. All around the world, the children are uniting their voices to bringing attention to ‘Climate Change’. We sat down to talk about the impact it has on us. We used a photograph to begin our discussion.

How does a photograph tell a story? 

A child wearing a protective mask in Tiananmen Square, Beijing. Beijing’s mayor Wang Hansen has said smog had made the capital “unlivable”. Photograph: EPA

  • Jasmine “I see a mask because she is not good.”
  • Charlotte “Mask, very not good, not happy.”
  • Felix “When the world makes mask, and there we need masks. Then it will come in the mouth. Messy wind.”

  • Ruby “I think because it is foggy.”
  • Lawrence “Some air in the mouth is not good.”
  • Amber “Because we will get sick. Because we breathe some air, we will get a cold.” [in Mandarin]
  • Michelle “Because I don’t like it. Because I think mummy say no, no, no. My mummy say because that is very, very, very not good.”
  • Nicolas “Because I think that when it is raining, the rain is also dirty, so sometimes when the rain mixed together and when it gets cold and not so good for us, it is a problem. It changes.”
  • Michelle “We need that mask.”
  • Sarah “If the air is bad, we should put on our masks.” [in Mandarin]
  • Ruby “We like to play.”

One student had brought his camera to school. It was a wonderful day to go outdoors, to feel the cool breeze, to see the blue sky and the plum blossoms. We decided to take some pictures. We could also use the iPads!

How might we capture the beauty of our world in 1 or 2 pictures?

What do we miss when we have to be indoors?

The students began by wearing masks to go outdoors. Do we like wearing them? How does it affect us? Why do we need them?

The students looked around them. What would be a perfect picture?

  • Jasmine “The sun is very beautiful.”

  • Ruby “The grass is so much fun.”

Click…click…click…

Here are our favourite pictures…Do you hear our stories? 

https://twitter.com/NISPreKK1/status/1106492365785579520

Approaches to Learning (ATL’s)

Thinking Skills

• Observe carefully.

Research Skills

• Use all senses to observe and notice details.

Communication Skills

• Understand the ways in which images and language interact to convey ideas.

Self-management Skills

• Choose and complete tasks independently.

Not a Stick?

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The students were lining up to eat their snack. One student opened up his box and found a banana. He said,

“Its not a banana, it’s a sword!” 

The teacher snapped a photograph.

After snack time, the student used the iPad to create a story, using his photograph as a base to set the scene. 

https://twitter.com/NISPreKK1/status/1097684226395201536

We wondered if there were any other ideas to support creativity and storytelling.

Ms. Romero, the school librarian had brought in a pack of picture books to help us explore expression, voice, gesture and creativity through storytelling. 

‘Not a Stick’

The teachers showed the students the cover page of the story ‘Not a Stick‘ written by Antoinette Portis. The teacher had a stick in her hand. The students wondered what it was for. Together we generated some ideas.

If this is NOT A STICK, what can it be? 

a walking stick!

A magic wand!

A paint brush!

We wondered what else it could be…

We decided to create our own story of ‘Not a Stick‘. The students chose a piece of paper with a picture of the character in the book. On each page, he had a stick in his hand. We decided to complete the story by drawing our own pictures. 

Next, it was time to read the story ‘Not a Stick‘ by Antoinette Portis. 

The students began to predict what Piggy might be using his stick for. Piggy had a good imagination!

We had completed the pages in our story book when Nicolas said,

“We need a cover!”

We decided to call a class meeting. What does a cover need? We put our thinking down on chart paper.

The students made suggestions about the colour we need to use for the cover. There were too many choices. We decided to take a vote. The students counted the totals. Which colour received the most votes?

BLUE!

Next, the students had to decide what the cover would include. They suggested that the book should have a title. EVERYONE wanted to call the book

‘Not A Stick‘, the same as the author. What else should we include on the cover?

Who are the authors?

The students said they wanted to tell everyone that the book was by ‘PreK-K1C‘!

The students then drew pictures for the cover, they wanted to draw more pictures of Piggy.

Another student helped to put the pages together.

SLO’s

To use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic.

  • retell familiar stories, including key details
  • identify the front cover, back cover, and title page of a book
  • follow words from left to right, top to bottom, and page by page
  • recognise that spoken words are represented in written language by specific sequences of letters
  • speak audibly and express thoughts, feelings, and ideas clearly

Expressive Faces

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The students have been involved in a variety of activities that help them express their emotions through the Arts. We wondered how we can express our emotions using our faces. What does sad, happy, surprised, worried, angry and lonely look like?

They listened to the story ‘I’ve Got a Feeling‘ by Stephanie Owen.

Can you guess what these feelings are?

They students used the iPads to take pictures of their faces as they expressed different feelings/emotions.

They used card and paint to create faces that show different feelings.

SLO’s

  • recognise that everyone has feelings, emotions and perspectives that may differ from their own
  • share their own ideas and feelings in an appropriate manner
  • make personal connections to artwork
  • share their own ideas and feelings in an appropriate manner

Symmetry

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We have been exploring the concept ‘symmetry‘ through games and art. The students looked for the matching symmetrical picture and shape in the online game Symmetry Matching. The students explained that “Symmetry is when one side looks the same as the other.”

Examples of symmetry can be found in their immediate environment.

SLO: Recognise line symmetry.

The students then used the iPad to take a picture of their face. They created a portrait of themselves using their knowledge of symmetry.

They created symmetrical patterns using manipulatives in the classroom.

SLO’s:

  • Recognise line symmetry.
  • Examples of symmetry can be found in their immediate environment.
  • Develop an inquiring mind.
  • Draw simple drawings to express what they see/study.
  • Make statements that reflect their understandings.
  • Create original art.
  • Interpret and analyse visuals and multimedia to gain understanding.
  • Take responsibility for the care of tools and material.
  • Participate in individual and collaborative creative experiences.
  • Observe, discuss and comment on the information being conveyed in illustrations.

Seesaw

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Mr. Tom came in to class to introduce the new app @Seesaw. Seesaw is a student-driven digital portfolio. The app is simple and easy to use and will be a great way to share student learning with parents. The students are excited about using this app to record their learning journeys.

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