Category: measurement

What is Time?

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We began by discussing the concept of ‘time’ to hear the different perspectives that the children would share about it.

  • Suzy “Time is telling you when you are eating lunch.”
  • Jacob “The time can tell you what time it is. It’s lunch time or breakfast time.”
  • Adalyn “Which time to listen.”
  • Euno “When we can go to design.”
  • Ciel “Tells us when it is night or afternoon because the clock tells us 6 o’clock, then it’s afternoon.”
  • Evan “The time to go to school, 7 o’clock.”
  • Riccardo “Can help you when you need to race.”
  • Junsu “Tell you what time to wake up or sleep time. Sleep time is 9 o’clock and wake up time is 6.”
  • Archie “In Tokyo, in my house, I see the time.”
  • Euno “I am sleeping at 8 o’clock.”
  • Dahyun “I see the time is going around, the black lines.”
  • Jacob “When time can tell you it’s time to listen and go to eat lunch or go to sleep.”
  • Isabella “If we don’t have time, we don’t know what time to sleep or go to school.”
  • Sea “I see the clock, The long hand is slow and the little one is fast, but the little one is not too fast.”

How can you tell the time?

  • Isabella “Look at the hands, they are pointing at the clock.”

We invited the children to read the time on the classroom clock.

How do you write the time?

  • Jacob “When you look at the clock, you can see the time.”
  • Evan “The big line moves one number, that means 5.”

We watched a video to learn more about reading the time and then introduced the children to an activity they would complete on Seesaw to help them practice reading time to the hour and half hour.

The Highest Tower in the World

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Is it a tower?

Over the last few weeks, a group of children have been collaborating to create a tower using Lego bricks. The idea was seeded by Jacob and Evan, yet many other engineers have joined this initiative.

As we watched the children engaging in their structural design, we noticed how the young engineers spoke to each other about their ideas, listened with intent and collaborated with enthusiasm with one goal in mind. 

Each section of the tower was thoughtfully put together, with the bricks being positioned purposefully to make sure there were no unplanned gaps around the perimeter of the structure.

The building moved from the tabletop to the floor as it grew taller. The engineers sort out children to stand next to the structure, attempting to build the structure taller than them.

The engineers moved the structure to a safer space, to ensure that it would not collapse if someone accidentally knocked against it. Curious onlookers stopped by to learn more about the tower.

The Highest Tower in the World

As the weeks pass by, the structural designers continue to work on their structure, creating stories and narratives about this amazing piece of engineering.

  • Adalyn “We need to put the Lego to build the tower.”
  • Isabella “We need to use the tower to measure our height, sometimes.”
  • George “I made the tower with Evan, Ricky, Jacob, Isabella and Adalyn. It takes a long time because this tower is too tall.”
  • Evan “The tower has a swimming pool. The people can play too. The pool is at the bottom, on the side.”
  • Jacob “We have a swimming pool for a motorbike, and on the water motorbike. The people can ride on this and people can live in the tower.”
  • Isabella “On the other side of the swimming pool there is some space you can put Lego so sometimes when we don’t have the Lego pieces we can try to find it inside this.”
  • Adalyn “The people can jump to the pool from the middle.”
  • Isabella “On the side, you need to be careful because there is nothing to protect you.”
  • Riccardo “That one, the jumping one, Jacob tired to jump with his fingers and he jumped on the wall.”
  • Jacob “Because I need to try to see when the people jump do they jump in the pool or out. Because then when real people jump in the pool, then he will jump on the rock and will die. And the jumping pool is on the top.”
  • Evan “We are trying to build but it is too high. We tried to use a chair because it’s too high. Only Adalyn can reach it.”
  • Adalyn “I helped to build the tower. I stand on the chair and then I can reach it.”
  • Isabella “On the top, one time, Evan wanted to put another jumping thing on the top.”

  • Evan “I want to use a small people, middle people and big people all can jump. The small people jump from the small one, the middle people jump from the middle one and the big people jump from the top one.”
  • Isabella “They come because it is a hotel.”
  • Evan “And it is fun. The jumping and the motorbikes make it fun.”
  • Jacob “It is a free hotel.”
  • Isabella “It is in America. People have to fly in an aeroplane.”
  • Evan “Two aeroplanes, or three. Because this hotel has many floors. I think 200 floors.”
  • Isabella “Evan and me and Adalyn had the idea first. We started to build a little one and we think we can build it taller to measure the people’s height. Last time we want to measure Ms. Sophia and taller than Ms. Sophia last time but the Lego but the Lego is not enough.”
  • Jacob “We can borrow some Lego from K2B.”
  • Riccardo “I think I need to take some from PreK-K1B because our box is almost finished.”

We look forward to hearing and reading about the stories that take place in and around the tall tower in the world!

Domino Effect – How does it work?

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A group of children were interested in using Domino’s to create a game. They began to prop the dominoes up next to each other, to create a structure that would produce the domino effect. Each time they placed a few Dominoes, they fell over. 

How can we make the challenge more interesting?

Noticing the children’s interest in creating the domino challenge, we decided to share a video that shared many different ways to create the challenge using a range of materials and toys to make it more exciting.

Isabella recalled watching a similar video in the past. She was excited by all the ideas that were shared.  

  • Ciel “Why do we need to watch the video?”
  • Euno “Because this important because Grade 5 made this game.”
  • Isabella “Because you can build it yourself in different ways.”
  • Sea “We can make it together it is fun.”
  • Junsu “We make more blocks and make fantastic fun.”
  • Dahyun “Because then we can make play for some things.”
  • Isabella “Because you can build more cooler stuff.”
  • Euno “We watch the video and we can make dominoes fun and we can play and be happy.”
  • Ciel “We can make and watch, then we will be good at dominoes.”

What are some important things to consider when we play with the dominoes?

  • Ciel “We need to tidy up when we are finished.”
  • Evan “Make a story with dominoes.”
  • Junsu “Dominoes is broken then they go straight and push and then fall.”
  • Dahyun “Be kind to each to each other and kind hands and kind voice.”
  • Isabella “We need to say kind words. Nice words.”
  • Suzy “We can’t do too loud or else people’s ears will hurt.”
  • Euno “We need to be safe with dominoes because we don’t have space and people kick the dominoes because we can’t see. SO careful to play dominoes (accidentally kick it).
  • Sea “We be kind to dominoes because dominoes fallen down the floor and people will slip and their back is hurt.”
  • Dahyun “We need to be kind or people be sad.”

The team went back to work on the chain. They persisted till they created a long chain. More children wanted to join in as it looked like fun! The domino chain spanned the width of the classroom. The team was ready to test the chain reaction. Gently, they pushed the final domino forward hoping for the others to come crashing down. However, the chain reaction only resulted in a few dominoes falling over each time, which resulted in the team knocking some over until they reached the end.Isabella watched what was happening, she said, “They need to be closer or it won’t work!” Ciel agreed and shared his observation too.

The next day Ciel went back to working with the dominoes. Others gathered around him and wanted to join in. They discussed who would use the different materials.

Ciel worked with Isabella. He made a few vertical structures, but they came down. Evan joined Isabella and Ciel.

Ciel “We can make a big circle inside the sofa!”

What information will help us create a successful chain reaction?

Over the next few days, the researchers continued to show their interest in creating the chain reaction. They wondered how they could create an effective reaction. Ms. Sophia suggested that they seek out more information to learn about the domino reaction. The team watched a video to see what they could learn.

  • Isabella “We are watching the video of making the domino video.”
  • Evan “Because we want to look at the dominoes because we don’t know what to build.”
  • Ciel “I see the dominoes standing straighly.”
  • Adalyn “We can look at the iPad we can learn how to build dominoes.”
  • Isabella “When you put the dominoes you need to grab the bottom, not the top. If you grab the bottom it won’t fall down, if you grab the top it will fall down.”

  • Evan “When we are building the dominoes we need to put 2cms away from each other because if you do it too far away then only one will fall.”
  • Isabella “It’s 0.8cms, the gap so it can fall down. 2cms is too far. It won’t fall down.”

The team used rulers to measure the distance that was suggested in the video. Then, they tested some of their ideas to see if they would work. They carefully curved the edges of the ‘test’ chain, being mindful of the distance they needed to maintain between 2 Dominoes.   

  • Isabella “We are trying to see if it can fall down. It fell down together.”
  • Ciel “We are going to build it to PreK-K1.”

As Ciel missed out on watching the video the first time, he asked to watch it with the others.

Ciel “The dominoes need to have a 1cm space between them because if we don’t do that it will not fall. I learned how to make interesting dominoes. I can make it interesting by making some cool dominoes.”

Considering that the team have now learned more about creating the domino effect we wonder…

  • …what new information the team will need to be more successful.
  • …what strategies the children will use to change the outcome of the domino challenge.
  • …how they will collaborate, sharing their ideas and suggestions to work as a team.

The Trolley Project: Final Steps

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The Trolley Project: Sourcing the Missing Parts

The trolley assembly team had been working on their project for a few weeks. Having lost some parts, they were trying to figure out their next steps. They had decided to reach out to different people in the community to ask for their help. The children checked their lists to see if all the missing parts were recorded on their papers. They found that they still needed to add one more piece of data, the missing back rings on the wheel. Then, they measured the part of the wheel that was going to be connected to the rings.

  • Evan “You should start it from ‘0’ like when we measure the milk.”
  • Jacob “It is 2.5 cm.”

Now that they had a list of all the missing parts, they decided that they were ready to ask members of the community for help and more information. They made a list of the people they were going to visit.

  • Adalyn “We are most familiar with Ms. Jo, so let’s start to ask her first.”
  • Isabella and Adalyn, “We once went to Mr. Arek’s room and we didn’t see these stuff in his room, so maybe he doesn’t have them.”
  • Isabella “We can go ask Mr. Matt next then.”
  • Adalyn “We can ask facility people the after. Finally, if none of those people have the missing parts, we can go ask the people who helped us purchase the trolley to buy a new set.”
  • Jacob “Ms. Jo, we are assembling a two-levels tall trolley, and some of the parts were missing, so we wonder if you can help us find some same ones in your room?”
  • Jo “Sure but what are they?”

Evan showed Ms. Jo his clipboard and pointed at the stuff on it, “We need some screws which is 8 cm long and some nuts.”

  • Isabella “We need some hooks too.”

Ms. Jo led the team to her tool board and checked but she didn’t have any of the parts that we needed.

  • Isabella “It is fine, we can go ask other people.”

When the facility staff member came in the afternoon, the team showed him the parts that got lost and what they were looking for. Unfortunately, he told them that they do have some screws and nuts, but they don’t have the same ones that we need.

Adalyn “We need to go ask Ms. Cherry if she can help us buy another set of the small pieces now.”

The team began to plan their visit to see Ms. Cherry.

  • Sophia “What would we need to say to her?”

  • Evan “The trolley pieces are missing. We need the screws, nuts, black rings and hooks.”
  • Sophia “What other information do we want from Ms. Cherry?”
  • Jacob “We are missing some parts of the trolley, can you ask the people who sell the trolley to sell the little pieces to us?”
  • Adalyn “I think she will say yes because I used to buy things online, some of the small parts were missing and I can ask the shopkeeper to only order those certain parts.” (in Mandarin)
  • Sophia “Any other questions we want to ask if she says yes?
  • Adalyn “Who do we need to ask for the permission when we need to order something?”
  • Jacob “Should we ask Ms. Jacqui if she can give us some money to buy it? Do we need to send a message to Ms. Jacqui and ask her?”

Children wrote down their questions before heading over to see Ms. Cherry.

The children went over to the main building to meet Ms. Cherry. They explained the problem to her, showing her their drawings and documentation to help her understand which pieces were needed to complete the trolley.

When the team returned, they recorded the information that Ms. Cherry shared about the process of ordering things for the class.

  • Evan “We need to fill an E-Form.”
  • Adalyn “We need to fill the money of the things that we need.”
  • Isabella “We need to first ask the permission from Ms. Jacqui. We ask her in the system.”
  • Adalyn “We choose Ms.Cherry in the system so the form can be sent to her.”
  • Isabella “We choose Primary school to find Ms Jacqui.”
  • Adalyn “We need to type the title of the things we need to order.”
  • Isabella “We need to write the number of things in the system.”
  • Adalyn “We need to click save.”
  • Evan “You need to write your name in the system as well.”
  • Jacob “We need to put our classroom in it so when it is arrived people know where to deliver it. We can check the list after we click save. If there’s any mistakes, we need to correct them.”
  • Adalyn “We check the list and send out.”

The team were excited to learn that a box had arrived in the post.

They opened it up to find the missing pieces that they needed to assemble the trolley.

 

Presenting the Trolley

The team presented the trolley to the class.

  • Adalyn “We are making the trolley to put the water bottle and the snack.”
  • Evan “And lunch.”
  • Isabella “When we are pressing the screws they were very hard.”
  • Adalyn “So we used the tool.”
  • Jacob “And the nuts is difficult to tighten up.”

  • Evan “We used the tools because we need to because it’s so hard to tighten them up.”
  • Teacher “Did you sometimes disagree with someone else.”
  • Isabella “We figured it out. We tried it out and then one worked. We listened to each other. We tired the idea of the person who said it the first.”
  • Evan “I think I took some months (to finish the trolley) because the pieces is gone.”
  • Jacob “We need to ask some people and they said no.”
  • Adalyn “And then we buy it.”
  • Isabella “It’s not money to get it. It was free. Because it was just a little.”
  • Teacher “How will we look after the trolley?”
  • Suzy “Maybe we can ask PreK-K1 because they also have a trolley.
  • Isabella “I can also ask PreKK1B.”

 

Reflecting on Learning…

The team took many months to put the trolley together. They had to overcome obstacles and collaborate to achieve their final goal, ‘to assemble the water bottle trolley’. Reflection is an important part of learning, therefore we paused to encourage the team to think about the skills they have learned, the knowledge they have acquired and attitudes they have developed as a result of their learning. They made a list of ideas they wanted to share with their friends.

  • We tried everyone’s ideas to find out what works best.
  • We needed to help each other put the screws and nails because you need strong muscles to fix them.
  • We listened to each other so that we could know everybody’s ideas.
  • We took turns to talk so we can hear those ideas.

  • We had to be mindful, that means we are listening and looking at other people.
  • We had fun.
  • The best part was completing the trolley because we can use it.

The children wanted to ask PreK-K1 how they look after the trolley. Isabella and Suzy volunteered to speak to them. They came back with suggestions on where to place the trolley and how to use it carefully.

Through their inquiry, the team have developed a better understanding of the different ‘systems’ in place at the school to help the community maintain the school facilities and equipment. These authentic experiences have helped the team explore how ‘interconnected’ we are as we collaborate and work to ensure the community within the school has what it needs to support teaching and learning.

By using their ‘senses’ to explore the world around them, the team had opportunities to pursue their ideas based on their curiosities, documenting their thinking through a variety of mediums.

The team had opportunities to explore mathematical concepts about ‘measurement’ and ‘number’.

They developed their literacy skills as they took notes at interviews, documented their thinking, created plans and noted reflections using illustrations, words and sentences. Presenting ideas and updates to the class encouraged the team to see themselves as problem-solvers, risk-takers and communicators.

– Jacob’s statement, “You turn right to tighten the screws and left to untight (loosen the screws).” Shows how the team developed their skills and knowledge about tools (wrenches and Allen keys) for making and design.

The Field Trip Updates

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How many cartons of milk do we need to give everyone a cup of chocolate milk?

After working with a group of mathematicians to calculate how many cups of milk there were in one carton of milk, Adalyn took the initiative to work out how many cartons of milk we needed all together to make chocolate milk for both K2 classes. She illustrated the problem and the process, using pictures, words, numbers and symbols to show her problem-solving strategies. 

Adalyn explained her process to the class, suggesting that 6 cartons of milk would be enough for the 28 children, four teachers, Ms. Hannah and Mr. Patrick. She also suggested that we bring the two remaining cups back for Ms. Dora and Ms. Jacqui.

 

How many seats are there on one school bus?

Ciel counted the number of seats on the school bus…


Ciel “I counted the bus seats because then we can go to the field trip. Then we can know how many children and teachers can go in the bus. We will need 2 buses because if one bus has 28 seats but teachers go too, so there won’t be seats for the teachers so we need one more bus. Then the K2A teachers go in the K2A bus and the K2B teachers to in the K2B bus.”

We updated our trip planner, including more information, checking off tasks that we have completed and adding more steps where appropriate.

When children have AGENCY they:

  • can apply their understanding of concepts through their experiences, projects and play.​
  • are actively involved in discussion, questioning and by being self-directed in their learning.

How much is a Watermelon?

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Jacob was inspired by our challenge project, particularly the part about making ice pops with watermelon juice. He decided to visit a supermarket to learn more about watermelons. On his return, he shared what he had uncovered.

Jacob used the question starters to help him present his learning to the class.

  • Jacob “Me and my mum is going to the supermarket because we want to look the watermelon is how many money. And how big and how small. I go to Hippo to look how heavy and small. I went yesterday. I take a photo because then we know how heavy. It was 59 RMB.”

Jacob’s presentation made us wonder how many watermelons we might need to make the ice pops. We wanted to make sure we had enough for the project, but we also didn’t want to waste any food. 

  • Suzy “Maybe we can first get one watermelon and then we can test it because then if we didn’t know how many too much or too short.”
  • Evan “We need to ask Ms. Jacqui about the money for the watermelon.”
  • Jacob “We need to listen to other people and look.”
  • Suzy “Say it nice and loud because then other people cannot hear.”
  • Sea “I don’t know if Ms. Jacqui gives the money.”
  • Isabella “We need to tell Ms. Jacqui how many money we need.”
  • Dahyun “We can find the market.”
  • Euno “We don’t tell any people then we don’t have money so we cannot buy the watermelon.”

 

Can we have some money?

A group of children volunteered to take the project plan to Ms. Jacqui to ask her about the money they needed for the project. The children explained that they would need 60 RMB to purchase one watermelon to test the ice pops. Ms. Jacqui was excited to hear all about their plans and invited the children to think about the different steps they needed to take to plan a safe field trip across the road.   

They needed permission slips, money to purchase the watermelon and teachers to accompany them on the trip.   

 

Do we have enough ice-pop moulds?

Teacher “What about the moulds for the ice pops do we have enough for everyone?”

Isabella recalled using the ice pop moulds when she was in K1 and decided to reach out to Ms. Hannah to see if she could find them in the Early Years kitchen. Mohammed and Adalyn wanted to help Isabella with the task.

The team looked in all the cupboards to look for the ice pop moulds but couldn’t find them. After a lot of searching, they found two sets of 6 ice pop moulds in the Early Years pantry.  

The children decided that they needed 16 moulds for the children and the teachers in K2A. But they only had 12! They used what they knew about numbers and calculations to help them solve the problem.

They decided that they need to buy 6 more moulds to have enough for everyone in K2A.

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. 

A plan to make Chocolate Milk!

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We decided to revisit our first ideas about the wasted milk. The children recalled Mr. Patrick’s suggestion to make chocolate milk when they visit the kitchen.

  • Adalyn “We can use the milk to make chocolate milk.”
  • Riccardo “But we don’t know how to.”
  • Suzy “I know, Mr. Patrick knows. We can ask him.”
  • Jacob “K2A and K2B are going to drink the chocolate milk.”
  • Riccardo “We need chocolate to make the chocolate milk but we don’t have it. Maybe we can go to the cafe to buy some chocolate.”
  • Jacob “We can buy the chocolate from the cafeteria where we get lunch.”
  • Suzy “We can go to buy the chocolate from the chocolate shop.”
  • Jacob “We can collect milk from K2A, K2B and K1 when we have lunch in the kitchen. We can ask them for the milk that is not used.” 

Teacher “How much milk do we need?”

  • Jacob “We can measure the milk with a ruler.”
  • Riccardo “We can measure it with the ruler plate, the plate with numbers.”

The children’s conversation revealed their understanding that we use tools to measure accurately. They suggested using a measuring cup to find out how much milk we need to collect for both classes to have a cup of chocolate milk.

The Trolley Project – Measuring Accurately

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The team reviewed the information they had gathered about the missing components to decide their next steps. Isabella volunteered to help with the process.  

They decided that an important first step was to measure the missing parts accurately, to order the correct items. The team used what they knew about measurements and measuring tools to begin their work.     

  • Jacob “You should measure it from the top.”

  • Adalyn “But I think it is better to only measure the stick part.” (She thought she should start with 1cm.)
  • Jacob “The length of the screw is a bit longer than 3 and a half.”

The team sought Ms. Sophia to discuss the function of the hash marks on the ruler, exploring the connection between millimetres and centimetres. They found that each small space was 0.1cm, and the measurement was 3.6 centimetres.

Evan placed marks on the picture and drew an arrow to the number, to show the purchasing officers which part of the screw they were measuring.

He wrote the unit cms beside it, which lets others know what the number means. Everyone decided to follow Evan’s method to avoid any confusion.

Jacob decided that he wanted to measure the diameter of the nut and placed the ruler on the head of the nut to find the measurement.

Evan and Jacob measured the length of the hook, it was 4.5 cms.

Adalyn thought it was necessary to also measure the width of the hook, “It is 0.9 cm wide!”

  • Jacob “We don’t have the black rings to use as a example because they are all missing. But I can draw a picture of them instead.”
  • Adalyn “But it is not the exact thing. It’s just your picture of the thing, and there must be some differences between your drawing and the thing we want. We can take a photo of the wheels to show people, because the rings are for the wheels.”
  • Isabella “And we should measure the wheels as well.”
  • Adalyn “It is 7 cm.”
  • Jacob “No, it is 8 cm.”
  • Adalyn “If you measure it from 0, it is 7 cm, and if you measure it from 1, it is 8 cm.”

After we took a break from the project, Adalyn and Isabella decided to work together to find out how many millimetres there are in 1 cm using a ruler to count all the small lines between the 2 numbers.

  • Isabella “It is too hard for me to count the small lines because they are too small.”
  • Adalyn “We need a magnify glass to help us look more clearly.”

They worked as a team to figure out that there are 9 lines between 2 numbers on the ruler, and if they add the two long lines right under the two numbers, there are 11 lines.

Isabella “So how many millimetres are there in 1 cm? 9 or 11?

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?

The Grade 5 Three-minute Challenge

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The Grade 5 students were excited to hear about our three-minute challenges and decided to plan challenges for their K2 buddies.

We joined Grade 5 outside the courtyard to play some of the games they had planned for us. The children in K2 rotated around the different stations, attempting to win points and some stickers as they completed the challenges. 

The children reflected on the day’s events, sharing their highlights.

  • Suzy “We played a lot of games.”
  • Archie “We played tag. I like the tag game the most. Octopus tag with grade 5 buddies in 3 minutes challenge.”
  • Junsoo “We played ball game, and I like it the most.”
  • Riccardo “I like the ball game, because it’s challenging but I did a great job and I didn’t be tagged by the ball.”
  • Isabella “For the hot potato game, when the person counted down to 1, and someone was holding the ball, then he will be out of the game.”
  • Euno “I like the octopus game. Octopus game me run to the end and buddy catch people. They didn’t catch us. Then, I don’t know who wins.”
  • Ethan “I like the hot potato game because it is so fun.”
  • Adalyn “I like the octopus tag and I also like the one that has patterns on the ground and you need to follow the patterns to pop the bubbles. And the beanbag game is also interesting.”

  • Isabella “I like the pattern game the most because you can race your buddies and it’s easy for me.”
  • Suzy “I also like the pattern game because I like the bubbles. The bubbles were on the ground. You stand on it and it pops.”
  • Ethan “I like the tiptoes walking part and it was so much fun.”
  • Evan “The hot potato game looks fun because I like the ball game.”
  • Suzy “I did the pattern game in 3 minutes.”
  • Isabella “I also did the pattern game, the hot potato and the red light green light and I also played octopus tag and throwing the sand bag in 3 minutes. It was easy for me. It was a long time.”

  • Suzy “It was a short time, I did it in 3 minutes.”
  • Sea “I like the octopus game because they don’t tag me. I ran fast.”
  • Dahyun “I like the tag game because it was fun. I won 3 times. We got a sticker.”

We wonder how this experience will help them plan for the challenges they want to set for their Grade 5 buddies.

How can we learn more about ‘time’?

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We have been exploring the concept of ‘time’ through our projects and inquiry. We decided to revisit the documentation we have collected to see what more we could add to our learning space to help us learn about ‘time’.

The children suggested adding the sand timers and clocks. We encouraged them to think more about the different sources that give us information. Then, we discussed the idea of including books about time.

A group of children went to the library to see if they could find any books about ‘time’. Ms. Tina introduced the children to the software installed on the library computers that help us look for books and other resource materials. Together they found the books they wanted to bring back to the class to add to our learning space.

We wonder what new information children may uncover through the books and manipulatives available in this learning space.

Planning a Challenge – Ice creams

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The children have been discussing the concept of ‘time’ while engaging in play and exploration. Often, they refer to time as being ‘long’ or ‘short’.

  • Suzy “It only took me two minutes to draw the love heart, that is a short time.”

The children were interested in creating challenges to explore the concept of ‘time’. They were excited about the three-minute challenges they had brainstormed and voted on. We gathered to discuss the different ideas collected, noting them all down on chart paper to help us create a plan for our next steps. As the children discussed these ideas, we used drawings and words to document their thinking. We had 13 challenges altogether!

How would we decide which one to explore first?

We decided to vote on the different challenges to find the most popular. Making ice creams received the highest votes (6). The children had many different ideas about the ice cream challenge. They suggested purchasing ice creams from the café, and buying ice creams at the supermarket or McDonald’s. Having heard all the ideas, the teachers decided to encourage the children to consider the practical challenges connected with some of these ideas.

  • Where would we get the money for the ice creams?
  • What about the children who have different allergies?
  • What options for flavours are there at McDonald’s

The teachers decided to stretch the children further, to encourage them to consider alternate opportunities for learning.

Does anyone know how to make ice creams?

After some thought the children tapped into their prior knowledge and experiences from previous years. Isabella and Evan recalled making ice pops at school. They explained the process of making watermelon ice pops, preparing the fruit and using moulds and popsicle sticks to make the ice creams.

The children were excited about making their own popsicles. They discussed several ideas, including the flavours they could choose. Considering the many opportunities this project may have for the children to apply their understanding of concepts through their experiences and play, the teachers agreed to support the children in preparing for the challenge if they could come up with a plan for their next steps. They would need to solve some practical obstacles to make their ice creams and carry out the challenge. They would need to decide and plan how to purchase the items, the process they needed to follow to make the ice creams and how they were going to organise the challenge.

We wonder how the children would:

  • plan and follow through to make the ice creams (process)
  • document their thinking and ideas so others can understand and follow their process (representation)
  • consider and plan for the safe use of materials, resources and tools (safety, responsibility)
  • consider how to include their friends and the community in their challenges (inclusion)
  • collaborates with students, parents and other teachers on learning (collaboration)

Creating Safe Spaces for Play and Learning

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The children love to build with blocks and loose parts in several spaces in the classroom. These structures can often spread across spaces and can cause practical problems.

While on a check-in walk in the Early Years, the security department staff highlighted the issue of congested walking spaces. They advised us to maintain a walkway in the block play area.

As these spaces belong to all of us, we shared the problem with the children to generate solutions.

The children shared many different views and solutions to solve the problem. They finally reached an agreement to create a pathway near the block play area that was 80 centimetres wide. They used hazard tape and a measuring tape to mark out the walkway, applying what they knew about tools to measure accurately.

Learners:

  • are actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • apply their understanding of concepts through the construction of their projects/play
  • have an active voice and stake in the classroom/community

What is the significance of height?

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Adalyn and Finn were deep in conversation about their height. Adalyn believed she had grown taller over the long break. Finn believed this was also true for him.

Am I taller or shorter?

As Finn considered her observation, he wondered if he had grown taller than Adalyn over the holidays. Previously, the class had decided that Adalyn was the tallest child in the classroom. Adeline and Finn decided to compare their heights by standing against each other.

  • Finn “I am comparing my height because I think I am getting taller.” (in Mandarin)

They concluded that Adalyn was still taller. 

Ricardo watched and listened to the conversation between Finn and Adalyn. He noticed that Finn was not as tall as Adalyn so he wondered if he was taller than Finn. He decided to check if Finn was taller than him and invited Finn to stand with him.

After some checking, he realised that Finn was taller!

Riccardo thought for a while and then invited Susie to the discussion. He asked Suzy to stand next to him to compare their heights. This time, he was taller.

  • Suzy “How tall are we? Who is smaller and who is bigger?”

The children explained that they are taller or shorter depending on the person they are making a comparison with.

Over the last few weeks, the children have worked collectively to build towers that were taller than them. They have shown an interest in measuring their height using a ruler in the classroom. Through a collection of documentation, we have noticed that the children often emphasise ‘height’. We wondered about the theories they had about the concept of height.

What do you think about ‘height’?

  • Jacob “He is measuring who is taller and who is smaller? We need a ruler to measure how tall everybody is.”

(Standard: We use tools to measure the attributes of objects.)

  • Isabella “When we ride a rollercoaster, we have to measure ourselves. If our height is not enough, we cannot get on the roller coaster. If we can’t get the seatbelt on the roller coaster then they fall off.” (safety)
  • Suzy “If they are smaller, they are scared on the top.”
  • Isabella “When I go to play, I saw everyone they are screaming. They are scared.”
  • Archie “Me and my brother goes in the roller coaster I won’t be scared. I like the rollercoaster, I have to go with my brother because I am too tiny.”
  • Evan “I finished the rollercoaster I am very dizzy.”
  • Riccardo “I do roller coaster it is so fast. I didn’t scared. All the children are scared but not me.”
  • Isabella “I am not tall enough so I need to have my daddy.”
  • Jacob “When you are tall you are grown up. Be a daddy or mummy. Or you are still a baby. All tall people became daddy or mummy. And then grandpa and grandma.”
  • Suzy “If they will go older they will die.” (change)
  • Archie “My mum is scared of heights because she has a baby inside her tummy.”

What can you do when you get taller?

  • Jacob “You are a grownup, you can do something you want.” (choices)
  • Even “You can look at a phone.”
  • Isabella “It has phone numbers so we don’t know how to open it.” (pin numbers)
  • Jacob “You can drive a car.” (skills)
  • Evan “The mummy gets older when the baby gets taller.”
  • Shemo “So when will I stop growing taller?”
  • Isabella “You stop growing now because you are a grown-up.”
  • Sophia “So, when someone is a parent they will stop growing?”
  • Evan “Ms. Sophia will stop growing when she has a child. When you grow older you go to the sky. 100 or 200 years old you will fly to the sky.”
  • Isabella “It is heaven not sky.”
  • Evan “Heaven is a house in the sky.”
  • Isabella “When someone is 100 and they die then they maybe they will be a star. Because my friend said that.”
  • Dahyun “I think tall is many things. You get money.”
  • Sea “I have 2 money.”
  • Dahyun “I think cooking when taller.”
  • Sea “I can get bigger then I am better at drawing. My daddy is good at drawing. Mummy only a little bit.”
  • Dahyun “Maybe taller then be a teacher?” (jobs)
  • Junsu “I can be taller then be a police officer.” (In Korean)
  • Euno “I want to be just me. Like quiet time.”
  • Riccardo “If you drink cola you can get shorter because its not good for your tummy.”

We wonder how we may dig deeper into some of the emerging theories the children have shared:

  • people stop growing when they have children
  • as you get taller, you have more choices and opportunities
  • we change as we grow older

The Trolley Project – Parts and Instructions

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Over the last few days, the team of assemblers have continued to work on the trolley. They felt it was very challenging to put the parts together. They gathered to discuss the problem before they began their task.

They began by looking carefully at all the different parts of the trolley.

  • Isabella “We have the small parts such as screws and wheels.”
  • Adalyn “We have the nuts.”

  • Jacob “We have the holders for holding the sticks.”
  • Isabella “We have the tools for assembling the trolley.”
  • Evan “We have the words.”
  • Adalyn “那个叫说明书。”（that’s called the instruction) A picture of the trolley.”
  • Jacob “The big parts of the trolley, like the baskets and sticks to connect them.”

Now that we have all the different parts of the trolley and the tools to assemble it, where do we start?Adalyn suggested that they read the instructions carefully. Isabella emphasised the importance of the pictures in the instructions. However, as they tried to assemble it, Evan could see that it was very wobbly. Isabella suggested taking the wheels off. Jacob agreed, explaining that this could come right at the end.

  • Isabella “There are some numbers that show us the steps.”
  • Jacob “Some parts such as the long sticks are too hard for us to insert”
  • Evan “We don’t have enough muscle.”
  • Jacob “We need an adult to help.”
  • Isabella disagreed and said, “We children can work together”.

The team continued their work together, assembling and dismantling parts of the trolley as they tried to complete the task. During the week, a clean-up in the Early Years centre posed a new problem!  

One morning, when the team went back to continue with their project, they found some of the parts were missing. How can we assemble the trolly without the parts?

Yet again, the team sat down together to work out which parts were missing. And how they might solve the problem. Isabella suggested that they look at the paper instructions to figure it out.

The instructions provided information on all the different parts that were required to assemble the trolley. They needed screws, nuts, black rings on the wheels, hooks and the holders. Together the team tried to calculate how many of each they needed in total. The problem invited the children to use their understanding of calculations to find the number of missing parts.

  • The nuts: Adalyn “We need 12 in total and we used 4, so 8 of them are missing.”
  • Hooks: Jacob “We had two before and now we only have one.”
  • The holders for the screws: Evan “There are 6 in total on the instructions, but there are three levels in the instructions, and we only need 2 levels for our trolley so we need two more.”

They continued to work on creating a list of items they needed. Then, the team plan their next steps to solve the problem. 

Jacob suggested asking the facilities department for the missing parts because they have the staff who come and fix items that are broken in the classroom. Isabella suggested reaching out to Mr. Matt as he helped fix the table. Jacob recalled Mr. Arek helping to fix ‘The Nest’ in the playground. Adalyn thought Ms. Jo might be able to help as well as she has lots of different materials for making things.

  • Adalyn “If none of the people that we mentioned above has the parts we need, we can buy another set of the small losing parts we need.”
  • Jacob disagreed, “if we buy only a set of the small parts, the other trolley is going to miss some parts.”
  • Evan disagreed with Jacob, “I think the shop must have some extra small parts.”

Everyone agreed with Evan’s suggestion, and they decided to ask the school purchasing office to help them source the missing parts. To do this they decided they had to:

  • take a photo of the parts they need
  • make a list of the parts that need to be purchased
  • measure the size of the different parts to give accurate information.

They worked together to gather all this information to take to the school’s purchasing officer. We look forward to their next steps as they solve the problem of ordering and purchasing the missing pieces in the trolley.

 

How tall is the Tower?

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The tower in the block play area cannot be missed!!

It has been standing tall for a few weeks, with only its steeple toppling over on a few occasions when children pass by or try to adjust the blocks that support its design. We noticed the children adjusting the columns, replacing and testing out different shapes to see which ones offer better support. Through trial and error, the engineers developed and tested theories about balance, shapes and design.  

They were now more intentional when choosing the shapes for different sections of the tower. For instance, they realised that using broader, flatter shapes horizontally provided more foundational support and that they could make the steeple taller by using cylinders with a greater diameter at the bottom. Throughout the process of experimentation, the engineers discussed and negotiated ideas, looking for ways to work collectively to reach their goal, of building the tallest tower.  

Through inquiry, we explored different ways to measure the height of the building. At first, the children used non-standard units to measure the tower.

Then, a team uncovered the use of standard units and decided to measure the tower using a ‘flexible, long ruler’, a measuring tape.

The children shared estimations of the height of the tower.

Then, we used the measuring tape to measure the tower accurately. The children were excited to learn that the tower was 190 centimetres tall!

During outdoor playtime, a group of children met Mr. Lee and explained that they had built a tower that was taller than him. Mr. Lee decided to check if this was true. As he stood next to the tower he asked, “How tall am I?”  

 

Measurement – Brady Bakes a Cake

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The children have been exploring measuring tools in the classroom, and discussing how these tools are used in our daily lives. We decided to read a story that talks about ‘measuring tools’ that the children had not yet mentioned during their conversations. In this story, ‘Brady Bakes a Cake’, The character shares the experience of baking a cake for his mum’s birthday. As we read the story, we paused to talk about the details in the pictures, to help the children explore the different ways authors communicate ideas with others. 

Jacob and Isabella noticed the recipe in the book and explained:

  • Jacob “I see the list for making the cake.”
  • Isabella “This is for making chocolate “
  • Jacob “How many he need, butter, flour, milk.”
  • Isabella “With a list you count it.”
  • Jacob “On the list, it tells how many you use the spoon.”

As we read on, they began to predict what might happen next in the story.

The author included pictures, numbers, symbols and fractions (half and quarter cups) to explain and show the quantities of ingredients used to make the cake.

  • Jacob “So he need two little cup to get it bigger. I made cupcake so I know. Two little spoons can make a big spoon.”
  • Archie “Vanilla is for putting in the ice cream.”
  • Jacob “If you have little spoon, you can add three times, big spoon you need one time.”

The children wondered if Brady was going to make cupcakes or one big cake. They began to debate and provide reasons for why they thought Brady was making a cake or a cupcake.

  • Archie “They are making cupcakes because there are some sprinkles.”
  • Isabella “It’s because the spoon and chocolate.”

Adalyn and Jacob thought he was one big cake. Suzy and Euno disagreed and said he was making cupcakes “because there are sprinkles.”

  • Archie “My mom made cupcakes, she use eggs and all these ingredients and makes the table yucky.” He said with a laugh, adding that they all helped clean up afterwards.
  • Suzy “Ms. Karen made cupcakes at school with us and she has this (mixer). I didn’t know my mom’s birthday so I didn’t make a cake for her.”
  • Archie “When I have a birthday, I will have a birthday cake too, and I will be in another country.
  • Riccardo “I made cake with my dad. He writes the recipe down before he makes it.”
  • Adalyn “I made cupcakes with my sister. That cupcake is chocolate.”
  • Riccardo “I and my brother help mummy in the kitchen. Daddy says what we need to take and do. And then we do it. Like something yummy and something sweet like cake.”
  • Evan “I can make just pizza. Some flour and red sauce and some sugar. Put some sprinkles on top, like cheese. And then cook it.”
  • Dahyun “Mummy going to the home and then cook. Mummy makes Korean rice. No chicken, no fish, no potato. I drink water. Water is yummy.”
  • Sea “We make pizza. She makes fish and soup. Pizza making I help. First pizza put the tomato. Then, jam and put the ham. Put in oven for little time. It is yummy. I like pizza.”
  • Euno “My mum makes soup and yummy food. Carrots and tomato sauce and soup. Little bit rice. Soup has chicken. My mummy makes cupcake, strawberry cake.”
  • Finn “My daddy and I go outside to the restaurant to eat. We eat rice.” (in Mandarin)

The children’s conversations revealed many interesting theories and ideas about measuring tools, ingredients and the process of food preparation. It also highlights the importance of real-life experiences as they explore and share important events with family and the community.

 

We wonder, what measuring tools you use in the kitchen, and how they help you prepare a yummy meal.

Tools for Measurement

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Over the last few days, we have noticed the children showing an interest in exploring the concept of ‘measurement’ through their play and engagement. 

How might we measure accurately?

During choice time, Jacob went over to the tower with a building log and began to measure its height. He said it was 9 or 12 logs high. As we watched him measure, we noticed that the block overlapped as he placed it from point to point making his measurement change.

He was invited to place the logs horizontally across the floor to see the length of 9 logs. While placing the blocks, he was encouraged to think about the reason for choosing logs of similar size.

Isabella, Adalyn and George were curious about a piece of documentation on the wall from the previous year that recorded the children’s height.

  • Isabella “We are measuring Adalyn’s and my height and George’s height. That day I was the same height as George but now I think I am higher than that.”
  • Adalyn “Good sleeping and good eating makes you tall. At home I am 1,2,2 (1 米23 ) tall. Because you wear shoes you are taller so you shoes off. I have this at home and my sister is. 1 米5几 。
  • Isabella “I am 112 tall.”

Isabella and Adalyn were also curious about the sand timers and wondered what they could do in a short time.

We decided to provoke the children’s thinking about ‘measurement’ by presenting the photographs and videos back to them. The children were excited to share their ideas about the measuring tools.

The first reference they made was to the ruler in the classroom. They explained the significance of the ‘numbers’ when measuring. We documented the children’s ideas on chart paper which we will use as a collection of reference points.

Over the next few weeks, we will look for opportunities to test some of the theories the children have about ‘measurement’ and measuring tools. We wonder how they might use different tools to share their observations which in turn helps them understand how tools could be used to measure the attributes of objects and events. 

Big Ideas-

– standard units allow us to have a common language to identify, compare, order and sequence

– we use tools to measure the attributes of objects and events

– estimation allows us to measure with different levels of accuracy.

What can you do in 3 minutes?

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Isabella and Adalyn were wondering about the sand timers and the idea of moving sand:

  • Isabella “We are thinking can we can have a race with the timer to see who is the fastest.”
  • Adalyn “10 minutes race and 5 minutes race.”

  • Isabella “And then I saw the 5-minute sand is the fastest.”
  • Adalyn “Because the 10 minutes were more than 5 minutes. But the 3 minutes is faster.”
  • Isabella “I think the 10 minutes is faster because we can count to 10 more shorter. I think because it’s fast, we can count to 10 and it’s fast.”
  • Adalyn “The 5 minutes and 3 minutes, it’s 2 minutes short.”

Isabella agreed.

 

  • Isabella “3 minutes is faster than 5 minutes and then 10 minutes.”

 What can you do in 3 minutes? How fast is 3 minutes?

  • Adalyn “I can draw in 3 minutes.”
  • Isabella “I can run in 3 minutes, a circle outside.”
  • Adalyn “I can do it too.”
  • Isabella “I think 3 minutes is not long its so short!”
  • Jacob “I think 3 minutes is 100 seconds plus 200 seconds. Seconds mean you have to count.”
  • Isabella “You have to count 1 and then wait a little while and count another number.”
  • Adalyn “I think 3 minutes is three one-minutes.”

This has led to planning a race against time, to see what they could achieve in 3 minutes. We wonder what their research will reveal about time.

Taller than a Teacher!

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Over several days, Evan and a team of engineers have been building a structure in the block play area. The team worked hard to find solutions for the steeple as it kept falling over. Through trial and error, they explored different ways to make the structure taller. One afternoon, Evan was excited to learn that the block tower was taller than him. He wondered if it was taller than Adalyn (as she was taller than him). As Adalyn stood next to the tower, Evan could see that it was taller than her. 

Adeline and Evan wondered if the tower was taller than the teachers. First, Ms. Sophia stood next to the tower. She was taller than the tower. Ms. Shemo and Ms. Sophia were both taller than the tower!

 

The engineers went back to work. The tower was now taller than them making it harder for them to place the blocks. George looked around the classroom. He was excited to share his solution, “I know, we can get a chair to stand on then we will be able to reach that high.” (in Mandarin) The team carefully positioned the chairs, so they reach beyond the highest block on the structure allowing them to reposition and test their new ideas.

As they stacked the new blocks, the steeple on the tower collapsed. They persevered, trying many different positions and shapes, but parts of the tower continued to fall. Evan looked around for new shapes that could be used in the structure and noticed a block they had not used before. He had a new idea that he wanted the team to test, “We can add more flat pieces on the joint part and the building can be more stable and will not be that easy to fall.” (in Mandarin)

Isabella “I found more of this kind of green wooden pieces and I’m going to add them at the joint part of the block sticks.” (in Mandarin) 

Evan “We need to top the stick on the middle part of the two underneath. Because it will help the one on the top to stay more stable.” (in Mandarin)

They used all the green blocks that were available on the shelf. But there weren’t enough. As Isabella observed the structure, she realised the significance of the flatter, wider shapes that made the building more stable. The flat shapes held more blocks which in turn allowed them to go higher. She looked around for blocks that had similar characteristics and paused at the wooden cookies. She decided to test her theory.

Even though the building collapsed many times, Evan didn’t give up. He continued stacking the blocks, learning through trial and error that being more intentional about the placement of the blocks resulted in greater success. After many attempts, his tower was done.

He was ready to invite Ms. Shemo to stand next to the building. The team were excited to see that the building was as tall as Ms. Shemo!

As Ms. Shemo looked at the building she invited the children to think about the concept of measurement, “How can we measure the height of the building?”

Ms. Shemo was worried about the building collapsing before the children could have an opportunity to explore tools that help us measure. Therefore, she suggested recording the height of the building on the wall next to the structure. Isabella helped Ms. Shemo find a solution to gauge the approximate height. They used a coloured sticker to mark the position. 

The team continued to work on their tower, testing theories and ideas to make the tower even taller. After several days, they were ready to test the height to see if it was taller than Ms. Shemo.

They called Ms. Shemo to stand next to the building. The children cheered with excitement as it was much taller than her!

Evan quickly remembered what they had done the previous day, and brought a flat, long beam to help Ms. Shemo find the correct level for the new sticker. 

Ms. Shemo invited the children to reflect on the question she had about the measurement of the structure. “How can we measure the height of the building?”

We decided to share a photograph from the previous year which focused on the concept of ‘measurement’ to guide the children’s thinking.

The children quickly tapped into their memories from the previous year, recalling how they had explored height by creating a ruler.

  • Adalyn “He was seeing who is taller.”
  • Isabella “He is using his hand.”
  • Ethan “Edward is stretching his hand to his head.”
  • Suzy “I see some numbers.”
  • Evan “I see some colouring.”
  • Isabella “I see some drawing.”
  • Suzy “The numbers is for knowing who is bigger.”
  • Jacob “Finn is 33 tall.”
  • Evan “I think Edward is 20.”

As Suzy demonstrated how to read the measurement, Isabella reminded her that she needed to place her hand ‘straight’ (not at an angle) and read the number across.

  • Suzy “How can we know that because we can see a number over here.”

As we looked at the photograph of the tower, we invited the children to think about their wondering, “How tall is the tower?”

  • Suzy “I think the building is 56.”
  • Isabella “I think it is 57.”
  • “That ruler on the wall is 66” explained Jacob, recalling the highest number on the ruler they had created the previous year.  
  • Isabella “100 is too many!”

As the children shouted out their estimates, we recorded them on a table.

We look forward to seeing how the children will use their prior knowledge about measurement to find out the height of the new tower.

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. 

The Shape Test

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

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

The team wondered:

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

 

How to make Banana Cookies!

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One child was excited about bringing his Nana to school one morning. She lives in Australia but visited him during the Chinese New Year holiday. Over the holidays he planned an activity that he could do with Nana in school. They decided to show the children how to make banana cookies.

He bought the ingredients with Nana and then tested his recipe at home. Then, he made a video to share his process with his friends. When school reopened after the holidays, the child invited Nana and his Aunty to school as they were the cookie experts.

Next, we had to work out how many cookies we needed.

  • Motong “We counted how many cookies we need to make.”

  • Jeongyoon “We needed 29 because 4+5=9 and 1+1=2 so we need 29. 15+15=30 so 15+14=29.”

Through their conversations, we noticed that the children were thinking about the operations of addition and subtraction and how they are related to each other.

  • Liz “We made banana cookies.”
  • Motong “We make cookies and Eli’s Nana helped us to make.”

  • Eli “We are putting coconut oil in the bowl and it is good for the cookies because it’s very yummy.”
  • Lydia “We mix the things to make the banana cookie.”
  • Oliver “The cookie was almost finished so I put one little drop of the dough on the paper and then I put it in the oven.”
  • Motong “We put the banana cookies in the oven because it will change the cookies when it is hot.”
  • Oliver “It turns browner.”

The children were exploring the impact of temperature and how it could change textures and substances.

  • Wyatt “We made cookies to take to K2B and ate it.”
  • Motong “We draw how we make the banana cookies.”
  • Eli “We used numbers and words.”
  • Motong “We used spaces (lines and squares) because we know that is 1 thing.”

We observed the children using several ideas to share their ideas on paper. They used a combination of drawing and writing to narrate and tell about the events in the order in which they occurred.

We paused to talk about the K2 writers’ drawings. The children noted that some writers used numbers to show the steps needed to complete a task while others used spaces or drew around a picture to share the same idea (procedures/steps). Some writers used arrows to show ‘the next steps’ in the process. The children noted that including labels with the drawings helps others ‘read’ the information.

Some children used sentences to share their ideas and others used lots of details in their drawings, all important crafts that good writers use to share messages and information with others.

 

Hot and Cold!

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We watched the video of the fish in the pond. The children were happy to see the fish swimming around again.

We know that we can ask questions about things in the natural world and can do something to find answers that help explain what is happening. ​

We read a non-fiction book with colourful photographs of different places around the world. The book talked about the choices we make as a result of the weather and the temperature.

We discussed the temperature in Nanjing, China and in Colombo, Sri Lanka.

We began to create a list of the things we would like to measure.

  • Oliver “We want to measure how hot it is. I want to measure cotton, it feels very warm.”
  • Eli “How hot is fire?”

One child talked about lava. We watched a short video to learn more about this word.

  • Jeongyoon “I want to measure how cold the snow.”
  • Eli “Ice.”
  • Jeongyoon “I know how cold ice is. It is 0.9. I want to measure cold water.”
  • Motong “How hot is a hotdog?”
  • Lydia “Ice cream is so cold. If you are so hot you can eat ice cream.”
  • Shemo “How cold is ice cream?”
  • Yui “I tasted ice cream before, when I put it in my mouth it was very cold.” (in Mandarin)
  • Eunbyul “Ice water.”
  • Wyatt “lava in the ice it gets cold. It’s a cold day you will get sick because its so cold and you not eating the ice cream.”
  • Oxford “The fridge.”
  • Morning “Why is the ice so cold? Measure ice in the ground.”
What can we measure?
We began to brainstorm the different reasons and tools we use to measure. 
We decided to explore temperature.  
The children went off to see if they could measure the temperature of different items and liquids. 

 

Approaches to Learning (ATL’s)
We are learning how to:  
• observe carefully
• seek information
• ask or express through play questions that can be researched
• gather information from a variety of sources 
• analyse and interpret information
• understand symbols
• document information and observations in a variety of ways
• choose and complete tasks independently

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.

Can you make a paper airplane?

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

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

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

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

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

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

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

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

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

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

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

The Paper Airplanes

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

The children followed the instructions to make the paper airplane.

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

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

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

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

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

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

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

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

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

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

How would we know which plane went the furthest?

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

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

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

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

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

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

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

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

Proposals to Ms. Jacqui

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Different teams have been working together to make changes to the Early Years Playground. They have been conducting their research to look for ways to organise the play areas to make them safe and functional.

The ‘Shed Project’ team had received samples of the hooks for the pegboards.

They checked the height of the pegboards and tested the hooks to see which ones were most suitable.

Doho, Sean, Kenan and Eunice were ready to share what they leaned. They presented their ideas to the class and Ms. Jacqui.

Kenan liked all the hooks but decided that the circular ones were the least useful as they were too big and the tools fell through them.

Doho, Sean and Eunice also preferred the long straight hooks as you could hang more tools on them.

Ms. Jacqui was very happy to see the curved edges on the hooks as they were safer for the children.

We noticed that the children used a range of mathematical vocabulary; bigger, longer, shorter, to express their ideas about measurement.

The class gave them some feedback on the different ways the toys could be hung up.

Ms. Jacqui “How many tools do we have and how many hooks will we need? We don’t want to buy too many, we just want to get what we need.”

  • Tracey “We can count them!”

Tracey explained that the pegboards could not be mounted higher as the younger children have to be able to reach the tools.

Next, the team will work together to decide how many hooks we need to order for the shed. Then, they will need to put in a purchase order to buy the hooks. Ms. Jacqui suggested that they ask Mr. Jamie, the Grade 4 teacher to help them attach the hooks as he has a drill.

 

Next, we presented the proposal for the ‘Bike Park’. The children explained the reason for the yellow lines on the floor. We asked Ms. Jacqui if we can paint the floor. Ms. Jacqui agreed that the emergency exits, and walkway should always be clear.

Ms. Jacqui thought about the idea of painting the ground. She wondered if there were other ways to let people know that it was a ‘NO PARKING’ area.

  • Kenan “We can put a ‘NO Parking’ sign!”.
  • Mason “Put and red X on the floor!”

These were all great suggestions.

Next, the children explained the arrows in the parking area. They worked hard to convince Ms. Jacqui that their proposals will help the riders park and ride the bikes safely and quickly.

Ms. Jacqui “Instead of just painting it right away, what else can we try first?”

  • Tracey “We can put a sticker!, We can test it first!”

The children had many different ideas to communicate the message. We will begin to ‘test’ some of the suggestions to see how they work before asking for the floor to be painted.

We noticed how the children shared their thinking, providing examples to convince others of their ideas. We noticed the children listening to each other, building on each other’s ideas to find ways to solve problems and look for the best solutions. We look forward to our next steps in making the Early Years Playground more exciting, organised and safe.  

The Early Years Florists

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A group of children worked with Ms. Hannah to create a flower arrangement for each class in the Early Years. This is an ongoing project that different groups of children work on every few weeks.

This time, the florists worked on creating a Chinese style flower arrangement with the focus of balance. Joon and Mason were our K2A florists for the week.

The florists had several pointy stands to use with their flower arrangement.

They decided who will use the different stands by pulling paper that were of different lengths.

Ms. Hannah showed the children how to place the flowers on the pointy stand.

Then, the florists had to choose one flower and put it on their stand. Thy had to consider balance, the length of the stems and how the flowers were going to be arranged.

When they placed the second flower, they needed to work out how they can balance both flowers. Then, the florists included the leaves. The florists had to take turns and collaborate, using their skills of observing, thinking and decision making to complete the arrangement beautifully.

The young florists stood back to decide if their arrangements were done well. Finally, they had to agree on which flower arrangements will be presented to the campfires and which ones will remain in the Atelier.

Joon and Mason proudly shared their arrangement with their classmates and placed it next to the class journal to welcome everyone to K2A!

Measuring with Unit Cubes

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We reviewed the measurement activities we did previously. We discussed the language used to describe length, height and different measures.

Then, the children were presented with the image of the spoons.  

Image: Math at Home

What do you notice about the spoons?

How are they the same or different?

The children noticed that:

  • two spoons had holes at the end (3,8)
  • one was like a toothbrush (1)
  • one had a pattern on the handle (8)
  • one was like a toy car (9)
  • some were longer and others were shorter, they had different lengths!

 

How can we tell how long they are?

What can we use to measure them?

What do we need to remember when we measure objects?

Patrick explained that the spoons should be lined up at the same level to measure them properly. We can also use a ruler to measure the length of the spoons.

Kenan helped Patrick arrange the spoons so that we can measure the length of the spoons accurately. We noticed that the spoons were different lengths, that they were made with different materials and were used for different purposes.

The children were introduced to a Seesaw activity. Then they went on a measurement hunt.

They used the cubes to measure the different items in the classroom to find objects that were approximately (about) 5, 10 and 15 unit cubes long/tall. They documented their research on Seesaw.

Learning Outcomes: Measurement

  • standard units allow us to have a common language to identify, compare, order and sequence objects
  • we use tools to measure the attributes of objects and events
  • estimation allows us to measure with different levels of accuracy

Changes – Ice

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Patrick came rushing into the classroom to show the teachers a piece of ice.

He shared his theories about the changes water goes through as the weather and temperature change. He made reference to the chart the class maintained on the daily temperature, explaining that the weather must have been ‘0’ degrees the night before.

Noticing the children’s interest in the thin strips of ice in the playground, we decided to read a book about ‘Ice’. The images showed how ice forms everywhere, on houses, on roads, even on street signs! 

 

The children shared their thinking about the detailed photographs, making connections to their personal experiences as the reading progressed. While reading, the children visualised as they read to determine cause-and-effect relationships. At the end of the read aloud, the teacher asked the children to consider which of the seasons is their favourite.

A group of children conducted a survey to gather data on everyone’s preferred season and ‘WHY’. We wonder what the children will learn from their research!   

Measurement – Weight (mass)

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The children have been growing and caring for plants. They have been measuring the growth each day, and documenting their learning in their journals.

We decided to introduce the children to vocabulary they can use to describe and compare ‘growth‘ and ‘change‘.  

The children have been identifying, comparing and describing attributes of real objects and situations using quantities, height and length.  

 

The young mathematicians gathered to talk about a new measuring tool in the classroom. We know that mathematicians make predictions, estimate, gather data and improve their work to understand and solve problems.

 

Ms. Shemo showed the children a number of different items and a weighing scale with weights.

The mathematicians observed carefully and used their prior knowledge of measurement to make predictions about the weight of the objects. Vocabulary to describe weight was discussed with the mathematicians as they made choices about their observations (voting by standing/sitting).

Then, we compared the weight of the different objects to check if our predictions were correct.

We used pictures and words to describe what we observed.

We know that mathematicians consider problems carefully and then make decisions based on the information and the data they have gathered. The young mathematicians did not touch the different containers of liquid and therefore had to make a reasonable judgement based on what they could observe. They could see right away that knowing how much liquid is in the containers (capacity) allowed them to make a more informed decision.

We tested our new ideas using stones of various sides. We held the weights in our hands and considered what the numbers of the little weights meant. We will continue to explore the concepts weight (mass), length, height, quantity and capacity (volume) in the coming weeks.  

What does it mean to estimate?

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The students were presented with a math task to explore estimation. Estimating means roughly calculating or judging a number or value.

‘Estimation skills provide students with an ability that instils confidence with number. Everyday life requires estimations and approximations such as rounding to the nearest ten, hundred or thousand (Booker, Bond, Sparrow & Swan, 2010).’

A row of dice was placed at the edge of the green rectangle. First, we counted to find out how many we needed on one side of the shape. Then, a question was presented.

How many dice will we need if we were going right around the edge of the rectangle?

The children used their whiteboards to write their estimates (best guess). Then, we recorded these estimates on the board.

Next, we added a few more around the perimeter of the shape.

The children could change their estimate based on the new information presented. Finally, we placed the dice around the edge of the rectangle to check our estimations.

We needed 22 dice to go around the rectangle!

We had a smaller rectangle and so we tried to find out how many dice would go around the edge of the smaller rectangle.

We used an empty number line to find out the estimate that was the closest to the actual number. 

Structural Engineering

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“We ask ourselves what materials we could introduce that would take the children’s research further.” Anna Rainieri #reggiochildren

The loose parts table was set up as a structural design space. The provocation invited the children to create tall structures.  

As the children moved through the space, they began to add blocks on the cork-boards. On the second day, a group of children began to design and build with purpose. They engaged in conversation as they created their models. @O was inspired by the image of the Great Wall of China. She looked closely at the image, noticing the different shapes and sizes of cubes as she carefully placed the blocks on her structure. She explored concepts of balance, size, space and beauty.

Two other children joined in to explore the materials. @A used his imagination to create his own structure, using a range of loose parts for his design. He first placed the cubes on the outer edges of the cork-board.

Then, @A began to add the walls within. He chose several loose parts with intention, placing them carefully on his structure. He continued to talk to his friends as he worked on his structure. Finally, he included a label with his name to communicate ownership.@T worked carefully and intently. She asked if she could add shells to her design. She balanced small cubes and shells on her structure. Every addition was included thoughtfully. She then used a piece of recycled paper to write her name and placed it next to her structure. She beamed with pride at her engineering.

The different creations presented were unique and revealed each child’s creativity and research. Together, they explored concepts of shape, measurement, balance, size, structure, design, architecture and aesthetic beauty. Their work together called for focus, care and collaboration. We wonder how the children might continue to explore these concepts and skills further.

Design- Making: Through this experience, the children were:

  • Choosing and using materials with intention
  • Using trial and error to make changes, solving problems, and incorporating new ideas from self or others

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 

Fractions and Measurement

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We began by brainstorming ‘What we already know about ‘fractions‘.

Then, we watched a video on BrainPopJr. to learn more about fractions. 

We noticed that a fraction tells you the number of parts out of a whole.

The students drew pictures to recognise 1⁄4, 1⁄3 and 1⁄2 of shapes.

Then, they worked in teams to create equal sets of objects with a focus on fractions. ​

Our next inquiry was into ‘measurement‘.

How might we measure different objects?

We have watched different videos to learn about length, mass and volume. We explored the connection it has to the Base 10 system.

Length and Height

MASS

VOLUME

We wondered how we can use the language of fractions to share our measurements.

We are working independently and in teams to solve problems and learn mathematical concepts.

Big Ideas:

Number Sense

  • that fractions are ways of representing whole-part relationships

Measurement

  • that objects and events have attributes that can be measured using appropriate tools
  • that relationships exist between standard units that measure the same attributes
  • that estimation allows us to predict and check our measurements

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

 

Area and Perimeter

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How can we measure the perimeter of different objects? What is area?

We know that objects have attributes that can be measured using appropriate tools.

First, we watched two BrainPop Movies to learn more about Area and Perimeter. 

https://www.youtube.com/watch?v=JedFHKyp2ro

https://www.youtube.com/watch?v=hzV-tUnqbFM&t=100s

Then, we used Lego to explore this further, sharing different examples of how perimeter and area can be calculated. 

Next, we used virtual colour tiles to calculate the area of a shape.

Tower Challenge!

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Explore materials and their properties to build the Tallest Tower!

TASK:

1. Watch the video for instructions.

You will need:

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

2. Design and build your tower

3. Measure your tower in centimeters (cms)

4. Reflect:

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

 

What we learned…

Double and Half

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What is double, what is half?

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

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

Big Ideas:

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

Thinking Skills, Communication Skills:

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

The Role of Estimation in Measurement

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Why do we estimate?

Our story begins with a group of students creating a structure using wooden blocks.

  • “That is so tall!” shouted one.
  • “I think it is taller than the teachers!”, said another.

  • Lawrence “I think Ms. Shemo is 153cms tall.”
  • Teacher “How would you know that?”

Lawrence explains that it is approximately 100cms from the floor to his shoulder. He added another half (50cms) and estimates that Ms. Shemo is approximately 153cms tall.

What do we know about measurement? When do we measure?

The students began to share their ideas.

The students were invited to estimate how tall the teachers are, “But what about how tall we are?” “And what about objects in the classroom?”

They created a table to record their data. They first estimated the height of the different objects. Then, they used measuring tools to check the actual measurement.

The next day, the students were presented with a photograph of Mr. O. How tall is Mr. O?

 

The students shared their estimates.

The students were presented with a second picture of Mr. O, this time Ms. Delia is standing next to him. Would the children change their estimates based on the new information?

The students shared their final estimates. They explained their thinking and strategies with each other. We wonder how we might measure Mr. O…

The students had created a structure using blocks. Was the tower taller than Mr. O?

How tall is the tower?

The students measured the tower. It was One hundred and seventy seven centimetres! 

Lawrence “But there are different ways to say one hundred and seventy centimetres!” 

The students explained their thinking.

We wonder if Mr. O is taller than our tower!

Our journey continues…

The Ramp

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We gathered to think about a MATH provocation.

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

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

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

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

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

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

Through this experience the students had opportunities to:

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

The Scale

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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. 

The Case of the Gummy Bears

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

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

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

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

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

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

Then, we weighed 1 bear. 

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

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

We wondered how many bears were in the pack. 

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

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

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

Unfortunately, there were ONLY 90 bears! 

We had to rethink our plan.

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

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

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

Exploring Fractions

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We began by brainstorming ‘What we know about fractions‘.

Then, we watched a video on BrainPopJr. to learn more about fractions. We noticed that a fraction tells you the number of parts out of a whole.

The students drew pictures to recognise 1⁄4, 1⁄3 and 1⁄2 of shapes and sets.​

Next, we created sets to show 1⁄4, 1⁄3 and 1⁄2. Then we explored fractions on a number line.

We compared and ordered 1⁄4, 1⁄3 and 1⁄2 using concrete materials.

TASK: Order the fractions (chocolate) from the biggest to the smallest.

Then, we wondered what we know about equivalent fractions. 

We watched another video on BrainPopJr. to learn more. 

We modelled equivalent fractions of 1⁄4, 1⁄3 and 1⁄2 using concrete materials. We noticed that we can make equivalent fractions by multiplying or dividing both top and bottom numbers by the same amount. 

We completed two activities on Seesaw to help us explore this concept further.

Through our work on the Community Garden Plot Project, we have had to divide, multiply, explore fractions and calculate to find and record measurements. 

Creating a Floor Plan

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The students have been drawing, recording measurements and talking to each other about the different ways they might complete their final map of the ‘Community Garden Plots‘. To help us visualise other ways of documenting measurements, we created a floor plan of the classroom. This time, instead of drawing directly on paper, we wrote our measurements on post-it notes. 

First, we measured the length and width of the classroom. The students decided that the meter stick would be the most appropriate tool for this purpose.

Next, we thought about the measurements 790 cms X 947 cms. We used what we know about rounding to make the task easier. Our new measurement was 800 cms X 950 cms. The students realised that we cannot draw this on paper. We needed to think about a scale. They suggested we use the scale 1cm=10 cms. We used this information to draw the classroom floor plan.   

Then, each student measured different pieces of furniture that were in the classroom. Again, they rounded to the nearest 10 and wrote down their new measurements.

Finally, they drew a picture of their object to include on the floor plan. We used blu tak to position the objects as they could be moved around easily.

We wonder how this experience might influence the way the students create the map of the garden plots. How might rounding, scale and shape, influence the layout of the final map?

The Project Plan

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

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

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

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

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

The Project Plans 

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

  • objects and events have attributes that can be measured using appropriate tools

  • estimation allows us to predict and check our measurements

  • position can be represented by coordinates on a grid

Approaches to Learning:

Communication Skills/ Research Skills:

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

Social/ Self-management Skills:

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

Thinking Skills:

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

The Community Garden Plot Project

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24 March 2021

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

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

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

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

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

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

A plan was beginning to unfold. 

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

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

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

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

(Developing the Approaches to Learning​)

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

 

24 March 2021

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

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

Next, we sourced the materials from the resource room.

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

We wonder what our next steps would be….

Area and Perimeter

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

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

Calculating Perimeter 

Square Units

Calculating Area

Calculating Area in Meters 

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

TASK 1:

TASK 2:

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