The Researcher

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

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

 

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

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

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

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

 

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

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

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

Negatives:

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

 

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

Negatives:

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

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

Negatives:

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

 

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

Negatives:

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

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

Negatives:

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

 

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

Negatives:

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

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

Negatives:

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

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

Negatives:

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

 

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

Negatives:

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

Technology

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

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

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

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

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

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

The Camera

The discussions that followed the thinking routine ‘Generate-Sort-Connect-Elaborate‘ led to an interest in cameras.

Many of the students said they have cameras at home. They were invited to bring in the cameras (if possible) to discuss the similarities and differences between them. They wrote to the parents to ask for permission.The next day, the students brought their cameras and placed them on the table. “That has our memories.” Said Hyun Seo as she gently displayed her camera.

Next, the students began to organise their collection of words into different categories. They decided to include more words! They listened to each other’s perspectives, justifying why they grouped certain words. We noticed that the students used the words to share their thinking and ideas.

Then, we gathered to talk about the different cameras the students had brought in. How are they the same? How are they different? We noticed that the students used vocabulary from their previous brainstorm to discuss the functions (features) of the cameras.

The students realised that they did not know much about the cameras. They were invited to continue their research into cameras with their family.

What do we want to know about cameras?

– What do we want to know about cameras?
– What is the brand of my camera, when was it made?
– Why do some cameras have a screen?
– Who invented the first camera? When was it invented?
– What did the first camera look like? How did it work?
– Is there a model of the first camera?
– How does the camera work?
– Are there any automatic cameras?
– Why do people take photographs?
– What does the inside of the camera look like?
– How is the camera powered?
– What is the latest camera?
– Why do cameras only have a small hole to look through?
– Where are the photographs saved?
– Why can we not save the photographs on some cameras?
– How do some cameras print out photographs right away?
– What can our camera do?
– How do we transfer photos from the camera to other devices?

Generate-Sort-Connect-Elaborate

We went back to the objects we used in the activity ‘See, Think, Wonder’. This time we used the concept mapping routine ‘Generate Sort Connect Elaborate’ to do the following:

  • generate ideas about the objects/topic
  • develop a bank of vocabulary that can be used to describe the objects
  • share thinking with others
  • explore connections between and amongst ideas

We chose one picture and brainstormed a list of words to help us share our initial ideas and thoughts. Then, we added another picture to see if we could add to our collection of words and ideas.

The activity helped the students develop a range of vocabulary, which they used to explain their thinking. 

The students explained that some of the objects were connected, and that there were similarities between the objects. We noticed that the discussions explored the concepts; technology, time, purpose, function and cost (value).

Then, the students shared their thinking individually through an activity on the iPad.

Next, we went back to our objects. What do we already know about the objects? How might we learn from each other?The students began brainstorming ideas and their thinking. They tapped into their prior knowledge to make connections. They began to look carefully at the objects.

They noticed little details on the objects that gave them clues about the objects, how they might be used and how they might have changed. We documented these ideas. We chose a few objects and made a plan to find out more.

The Launch – Place & Time

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

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

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

WHAT WE DID

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

WHAT WAS CHALLENGING

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

WHAT WE LEARNED

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

 

18 February, 2022

The Sharing Assembly

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

The routine helped students …. 

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

We wonder what our next steps might be… 

Presenting ‘The Museum’

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

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

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

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

Invitations 

Setting up the Museum

Signs and Information about the presentation 

Informational Reports

The Presentation

The Writing Process

Over the last few weeks, the students have been developing and strengthening their writing by planning, drafting, revising, editing, and finally publishing a piece of writing.

They began by focusing on a topic and asking questions that could be researched. We know that brainstorming allows us to make important decisions as a writer.

They gathered information through first and second-hand sources and included them on large chart paper. As they discussed the information, they made connections and developed a deeper understanding of the concepts linked to their research.

They began thinking about the information they wished to share with an audience. They put their ideas down in their notebooks. The students were encouraged to skip lines when they wrote, leaving space to revise and edit.

Next, the students read through the information and decided if the information was in a logical sequence. They continued to change and edit their work as needed.

Then, the students reread their writing, checking for errors in punctuation and spelling. They used word cards, the dictionary and other tools around the classroom to further develop their writing.

With guidance and support from adults, the students used a variety of digital tools to produce and publish their writing. This process helped the students conduct a research project based on focused questions, demonstrating an understanding of the subject and concepts under investigation.

Going through the writing process helps students become stronger writers!

Flashcards from Christina Winter

The Museum

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

What is a museum?

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

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

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

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

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

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

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

Research Posters 

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

We look forward to their final creations and presentations! 

How People Learned to Fly

Have you ever dreamed about flying?

For thousands of years people have wanted to fly. We read the non-fiction narrative text ‘How People Learned to Fly’ by Fran Hodgkins, illustrated by True Kelly. There were many failed attempts and different inventions along the way and this book describes the history of flying and explains the scientific principles that make it possible for people to fly.

People discovered gravity, air and drag. By studying these principles and the flight of birds, people designed wings and built gliders. Finally, in 1903, the Wright Brothers figured out how to combine well designed wings with an engine to invent an airplane.

By asking questions about the world around us, people are able to invent wonderful things. Thinking like a scientist can help you come up with interesting ways to solve problems. The illustrations in this book helped us explore and learn more about scientific principles such as gravity and lift.

While reading the text, we discussed the illustrations and concepts included. We asked questions, before, during and after reading. We focused on developing the following strategies throughout the activity.

The students then documented their own ideas about flight, gravity and lift. 

We wondered how the concepts of ‘change‘, ‘technology‘, ‘connection‘ and ‘transformation‘ have impacted flight.

Inquiry Projects

We gathered to talk about the two images.

We had a discussion on the ways our lives are affected by technology.

Next, we discussed the following concepts.

Then, we began to plan our own research project.

The Steps

The students began to follow the steps in order to develop a Research Plan

We wonder what we will uncover through our inquiry.

Watch this space to learn more… 

Change

  • What are these objects?
  • What are they used for?
  • What do we already know about these items?

The students worked in two groups to observe the items, and document their thinking and questions using the thinking routine ‘Chalk Talk’. During this activity they had to write without speaking to each other.

Making Thinking Visible through the routine ‘Chalk Talk‘.

Then, the students discussed and documented what they know about the concept of ‘CHANGE’.

Next, the students were given a set of pictures.

They had to walk around and find the matching object, one from the past and one that was from the present. They talked to each other, sharing what they know about the pictures. They paired up with the group that had the matching picture from the past or present.

They documented their ideas and observations on paper. 

The students have begun to dive into the new unit under the Transdisciplinary Theme ‘Where We Are in Place and Time’. Watch this space to see what we uncover through our inquiry into the concepts ‘change, connection, systems and transformation‘.

A Story About Tie Dye

First, we went outdoors to look for leaves, sticks, flowers and stones to make different colours! 

  • Hannah “Ms. Jennie was talking to us about the Tie Dye.”
  • Reggie “We were talking about how people used to make nice clothes a long time ago.”
  • Seungje “We were talking about this because we will be making Tie Dye.”
  • Kavel “We could ask questions. We asked questions about the Tie Dye.”
  • Jiwan ” We talked about Tye Dye. We saw a Tie Dye video because we want to make it. It was in China”

  • Stella “Everyone did a good job stomping all the stuff, the leaves and branches and some kind of stuff. We did that because we wanted to get the colour.”
  • Miranda “We used water and leaves to make colour.”
  • Chanwoong “We can make a colour because there is a colour inside the leaves and branches and if we use water and the water comes in when we do stomping and the colour comes into the water and then it will be paint.”

  • Sam “I put this one in the pounder and then Ryder hit it.”
  • Elena “I was happy and nervous because I am not that good at tying stuff with rubber bands because I was wondering if I will break one.”
  • Seungje ” We made that for the art activity and learning how to make Tie Dye.” 

  • Elena “When they put the marbles on the cloth and then they tied it up because if they don’t tie it up it will go everywhere like said so you need to tie it up with a rubber band. I liked that everyone chose a different colour. I was nervous because I was not sure where should I tie the rubber-band and how much space I had.”
  • Sky “There is different colours, why we tie it is because we put a marble so I have to tie it or it will just fall into the colour and the cloth wont be the colour we want.”
  • Carlotta “I was really happy because it was really fun to do and tying it up, and when I saw how mine looked, it was so pretty.” 

  • Eunseong “I was tired because it was hard.” Carlotta “All of them looked really pretty, I have no idea which one looks the prettiest.”
  • Jiwan “I think there are 10 Tie Dye in the rack and it was little bit hard to make a Tie Dye.”

We wonder how this technique has changed over time…

Trees

Online Learning

Focus: Communication Skills, Research Skills, Thinking Skills

“Trees have developed an intelligent way of living that means even though they always stand still they can feed, reproduce, communicate with each other, defend themselves, and even play together.” – Reggio Children

The weather in Nanjing has changed over time. How do these changes affect the trees?

I saw these trees during a nature walk. 

  • 🌳 What do you notice?
  • 🌳 How would you describe the trees?
  • 🌳 Do trees look the same all year round? Why or why not? Does it change? When do they change? Why or why not?

Let’s read the picture book ‘Tap the Magic Tree’ by Christie Matheson to explore change and growth.

I wonder what you notice about the trees around your neighbourhood. You might want to go on a nature walk to learn more about the trees.

While at school, we have learned that observing like a scientist and drawing what we see can support our knowledge. It also helps us share our understandings. Drawing can encourage us to observe carefully to notice patterns and connections, while developing curiosity and an appreciation for the world around us. 

Inquiry Invitation #1:

  • 🌳 choose a tree and observe it (this can be a tree in your own neighbourhood or in a picture book). Notice the different parts of the tree, the textures, the fragrance
  • 🌳 choose a tree or trees to draw
  • 🌳 take a picture of your favourite tree (you might want to tell us why that is your favourite tree)
  • 🌳 use paint to share your observations about trees
  • 🌳 share your drawing, painted picture or favourite photograph with us!

Felix and his family went on a bike ride to ‘Skyways’. They saw two trees that looked pretty strange! One even had a number 🤔. 

Click HERE to read the book.

Click HERE to read the book.

Inquiry Invitation #2:

  • 🌳 choose a tree and observe it (this can be a tree in your own neighbourhood or in a picture book). Notice the different parts of the tree (bark, branches, leaves, fruits, flowers) the textures (rough, smooth, prickly)
  • 🌳 re-create a tree using any loose parts you have around you (leaves, twigs, stones, seeds, shells, Lego, fabric)
  • 🌳 take a picture of your creation and share it with us!

🌳 EXTEND: How many different loose parts did you use? How many of each item did you use to make your tree? 

Inquiry Invitation by Ms. Anna Mila (Atelier) #3:

Do you remember this artist? 

Piet Mondrian

His name is Piet Mondrian and he was an artist that painted thousands of paintings. One of the things he painted again and again was trees. Sometimes artists become very interested in one idea. They paint the same thing again and again, experimenting with different colours and techniques. This is called a series. Mondrian also painted a series of trees over many years. 

Images from Wikiart

Inquiry Invitation by Ms. Anna Mila (Atelier) #4:

This first tree is painted by Wassily Kandinsky.

Artists give their paintings names. This painting is called “Tree of Life”. It is by an Austrian artist called Gustav Klimt. Why do you think Gustav Klimt gave this painting this name?

This tree painting is also by Klimt. In this painting, Klimt paints from a different view or “perspective”. He also decided to paint it in a more realistic style. In this painting, Klimt decided to focus on the trunks of the trees. Artists think carefully about perspective. They think carefully about what their painting will show and if it will include everything or only some things. This painting is called “Birch Forest” and it is from a perspective that makes you feel as if you were right in the middle of a forest.

This painting is by a famous French artist called Claude Monet. It is called “An Orchard in Spring”. Notice the perspective he decided to use. In this painting he stood further away than Klimt did in the previous painting. Why do you think he made that choice?

Artists are often inspired by the seasons. This painting was also painted in spring. It is by a famous Dutch painter called Vincent van Gough. It is called “The Pink Peach Tree”. He also stood further away and made sure to paint the entire tree. That was the perspective he wanted to use. We have been talking about how artists use colours. Notice the colours in this painting. How do you feel when you look at it?

This painting is by a Chinese artist by the name of Qi Baishi. He called this painting, Bird and Magnolia. Notice the lines in his painting. Notice how he used colours.

Images from Wikiart

When I first moved to Nanjing, I noticed the beautiful trees. We arrived in the spring and this was one of the first trees that made me smile. This tree is a Magnolia tree and it inspired the previous artist’s painting. Take a look at the picture and compare it. Do you think it looks the same or different from the photograph? Notice the perspective I used when I took the picture.

🌳 I wonder what tree will inspire you.

Approaches to Learning (ATL’s)

Research Skills

  • data gathering and documenting (drawing, photographing)
  • gather information from a variety of sources (people, places, materials, literature).
  • use all senses to observe and notice details
  • record observations—drawing, using emergent writing skills, when possible, annotate images
  • evaluating and communicating
  • notice relationships and patterns
  • exploring quantities, comparing size and shapes

Growth and Change

The children have been talking about plants, what they need to grow and how they change as they grow. During a discussion about the growth of plants, Charlotte stated, “Just like me!”.

She used her body to explain that we grow taller and so do plants. 

One morning, Michelle’s baby brother came to visit us in PreK-K1. The children huddled around the baby as they were curious about him. We took some photographs to capture his expressions.

Since then we have gathered together to share our theories about growth, change and needs. They looked at the photographs they had of the baby as he has changed and grown. Michelle remembered how small he was when he was first born as she looked at the documentation from the past.

  • Michelle “弟弟像我。” [He looks like me.]
  • Sarah “弟弟真可爱,他几岁呢?” [Michelle’s brother is so cute, how old is he?]

Change

  • Michelle “他会长大,小时候鼻子上有点点,长大没有了。” [He will grow up. When he was young, he had some spots on his nose, when he grows up, the spots are gone.]
  • Charlotte “他的手会变大,可以拿很大的东西。” [His hands will be bigger. He can grab heavier things.]
  • Sarah “小时候Serina走路像公鸡,因为刚出生的宝宝有点难走路,长大走路就平稳走路。”  [Serina walked like a cockerel because it’s too hard for a baby to walk. When he grows up, he can walk steadily.]
  • Michelle “小时候我不懂会打人,现在因为我现在懂了。” [When I was small, I hit people. But now I understand it’s not ok.]
  • Charlotte “牙齿会慢慢变多,他能咬碎更多的东西。” [He will have more teeth. He can bite more things.] 

Needs

  • Charlotte “他需要喂奶,不然会饿。” [He needs milk, otherwise he will be hungry.]
  • Sarah “需要吃饭长大。” [He needs rice to grow up.]
  • Michelle “他需要米饭,磨牙棒。” [He needs rice and teethers.]

Growth

  • Sarah “他长大了就会变成哥哥,然后变成哥哥,爸爸,爷爷。女生从妹妹到姐姐,然后妈妈,奶奶。”  [When he grows up, he will become brother, daddy, grandpa. The girls will change from younger sister to older sister, then mummy, then grandma.]

We wonder about change, growth the needs of living things. Are there similarities between living things?

We continue to explore…

Maps

  • Ruby “I made a map of Australia. It is different colours, because the world is different colours. I am drawing the water around. I am making a world, a map This is about my map. Just 2 planes, and also a car to take you to the airport. How about all the class go there and we can come back? How about we go to Germany, Australia, Africa, America?My map is from Australia and to go to Germany. This is like Krypton, America, Germany, Thailand. Nanjing and Shanghai. This is the world like it is full of gummy bears and candy. For Different colours for different countries.”  
  • Nicolas “Is that the middle of the North pole?”
  • Ruby “This is the sea. This is where Santa lives. The blue things are the sea.”

  • Nicolas “In Germany the houses are all brown because they are made of wood. Because Germany is like a forest. These are all colours of the country. When you go to Germany it is like one and a half hours with the plane.
  • Ruby “No! You have to take some food or you get hungry. How about first we go to Australia, Germany and then comeback to China? You can take whatever you want.”

Nicolas and Ruby decide to share their maps with the class. They present it on the screen and follow up with a question and answer session.

Other students decide to create their own maps. They share stories about their maps.

Si Hyun “Me airplane go to Korea. Here is Korea, go to the bus. Bus is so good. Dad’s car go to hotel. Me, baby and mummy go to another airplane. Go to two airplanes. Another bus go to hotel. And hotel is so good. Hotel is swimming.]

Si Hyun “The police car catching the dinosaur. Dinosaur is go to the flower, because he no like flower. The car no go dinosaur, go house. Be careful. Here is NIS.” 

Lawrence “这个蓝色的是大海,我从这里到那个日本。我们坐飞机去的。我们带了衣服,还有我姐姐的作业纸。这个是沙滩,这个是我的家,我们坐飞机回家。两个小时到家,时间不是很长。这里是上海,开车去的,但是我觉得开车没有飞机坐得远。因为也是两个小时。有点远。这个蓝色的就是我在家里的地图。然后这个就是我家的屋顶。这里是澳大利亚。” [This is the blue sea. I went to Japan by airplane. We took clothes and my sister’s assignments. This is the beach. We went home by airplane. We took 2 hours to go home. It’s not a long time. This is Shanghai. We drove to Shanghai. But I think the airplane goes further than the car. It’s about 2 hours, a little bit far. The blue one is the map at my home. This is my roof. This is Australia.]

Lawrence “The house, me and my mum. Here is go to Shanghai. This is garden, light, swimming pool, maps and car.” 

Amber “我们要等火车上车。这是NIS。然后我们从NIS出来等火车。我要带学校的书包,然后太阳看出来我觉得很开心。火车到了这里,它又出来载我们。这是我们的家,在台北。” [We are waiting for the train. This is NIS. We went out from NIS and waited for the train. I have to get my school bag. I feel happy when the sun is there. The train comes here to pick us up. This is our home in TaiBei.]

Ethan “This is go to Nanjing. This is Car. Go, go, go… to Nanjing.

Ethan “This is house. This is treasure. It’s go (the lines).  

Alejandra “I go to car and then I go to my home. This is Germany. Start from China. You put the bags in the plane’s tummy. You need a suitcase, to everything you need. You need a card to show them. Because you can come to the airplane.”

Alejandra explained that the journey begins at the ‘Rainbow Airport’ in China. You travel by plane to the ‘Jumping Airport’ in Germany. There are many people in Sri Lanka. There is also fish. You need cards (tickets) for the plane. Ms. Shemo and Ms. Tina and travelling with her to her house. Mummy and daddy are waiting for everyone at home.  

  • Jiwoo “Me go.”
  • Teacher “Where do you go in the car, the train and the plane?”
  • Jiwoo “I go, go, go, go. Here people go here (on the seats) and this one (on the plane) and go.

Jasmine “Me and my sister and mummy and daddy to a airplane. Isabella is playing with the iPad in the airplane. We go to Sri Lanka because it is pretty. We need 1 plane and 2,3,4,5,6….and 10 planes. 1 car and 2 cars. Because it is so long. I draw the lights then I can see it. Nanjing far away to Shanghai. Far away to Sri Lanka. Sit on the car and go. We need to take tuk tuk because so long. Nanjing…go tuk tuk, far away. Busy, busy, busy day because we are so hot. Far away to the sky. 10 minutes, NO, 4,5 and 10 and 69 and Isabella and Jasmine play together.”

SLO’s

  • tell their own stories using illustrations and words
  • use everyday language to describe position, direction and movement of self and objects in relation to others

A New Baby

Michelle has a new baby brother. She took some pictures of her brother to share with us. We had a very interesting discussion about what we know about babies, what a baby needs and what can we do to help a baby.

What do you KNOW about babies?

  • Felix “Sleeping on the bed.”
  • Seungbin “Baby.”
  • Si Hyun “Me house baby, so small.”
  • Freida “The baby is sleeping in the big bed.”
  • Nicolas “This picture looks funny. Because he is sleeping and eyes closed in the bed.”
  • Charlotte “Baby sleeping is very funny.”
  • Amber “我看到Michelle和弟弟。” [I see Michelle and her brother.]
  • Lawrence “我觉得baby哭了是因为他不想喝奶,刚生下来不习惯喝奶,我小时候也是这样的。” [I think the baby cries because he doesn’t want to drink the milk. When the baby is just born, he is not used to drink milk. I was like that when I was a baby.]
  • Freida “The baby is crying.”
  • Ethan “Michelle坐在沙发上,抱着宝宝。” [Michelle is sitting on the sofa and cuddling the baby.]
  • Jiwoo “Baby, here, eating milk.”
  • Alejandra “Michelle 在帮弟弟喂奶。” [Michelle is helping feed her brother the milk.]
  • Michelle “在医院的时候我帮助喂奶。” [When I was in hospital, I help feed the baby the milk.]

What do babies NEED?

  • Jooeon “Eat and rice.”
  • Lawrence “He need milk.”
  • Felix “My brother likes chocolate, he (referring to Michelle’s baby) doesn’t.
  • Jasmine “He needs eat the rice.”
  • Alejandra “他没有牙齿,所以他不能吃饭,只能喝奶。然后像我们一样长很多牙齿,然后可以上学。” [He doesn’t have teeth, only drinks milk. He will have many teeth just like us, then he can go to school.]
  • Ruby “Only milk because he hasn’t had teeth to eat food.”
  • Michelle “Baby 没有牙齿,他就可以喝奶,不可以吃饭。” [Baby doesn’t have teeth, he can only drink milk, he can’t eat rice.]

What can we do to HELP the baby?

  • Jasmine “我帮助George换衣服,我和弟弟玩车车,我还帮弟弟洗浴缸,我还帮弟弟推推车,我还帮弟弟抱着玩。Me and George play card.我们还玩芭比娃娃。Me and George, we play Jiwoo. Jiwoo with the car, Jiwoo together, he plays my home with me.” [I help George change clothes, I play cars with him. I help him by cleaning the crib. I help him push the pram, I cuddle him. Me and George play cards. We play with the dolls.]
  • Felix “I like broccoli from mummy, Simon like broccoli from Ayi. I play cars, building with Simon. When Simon don’t know where the folder, I show him.”
  • Alejandra “我们可以帮助换尿布,到台湾的时候,我就有两个妹妹,然后我就要帮她换尿布,喂奶,换衣服。” [We can help to change the diapers. When I go to Taiwan, I will have two sisters, then I will help them change the diapers, feed the milk and change the clothes.]
  • Jiwoo “Baby sleeping the house. Baby sad, mummy coming in.”
  • Charlotte “可以喂奶,就像我们一样长得很高。也可以帮助他做一个玩具,然后Michelle的弟弟可以长得高高的,像爸爸一样。等我们长大,我们就会变成妈妈。” [We can help feed the milk, and he will grow as tall as us. We can make a toy for him. Michelle’s brother will be as tall as daddy. When we grow up, we will be mothers.]
  • Lawrence “我们可以帮助baby换衣服,还有也可以给baby喂奶。” [We can help baby change clothes and feed the baby milk.]
  • Nicolas “I have a baby and actually in Germany. When he wants to eat, I show him how to be responsible. I help him to be responsible.”
  • Michelle “如果他哭了,我可以给他唱歌,他就好了。” [If he cries, I can sing a song for him and he will be fine.]
  • Si Hyun “My baby like milk. Me and baby play car. And me house so many cars. Baby milk finish, sleeping. Me go to zoo and baby sleeping and me do it, push the car.”
  • Sarah “我和妹妹在围栏里玩得很开心。有一天妹妹不小心掉下来,我帮助告诉爷爷。阿姨一个人搞不动那么多东西,是我阿姨喂妹妹,因为我抱不动,她一岁了。” [My sister and me paly nicely inside the fence. One day my sister fell down by accident, I help by telling my grandpa. Ayi is too busy to handle so many things by herself. Ayi feeds my sister because she is 1 year old and I can’t hold her.]
  • Michelle “我长大的时候帮他换尿不湿。” [When I grow up, I will help him change his diapers.]

Student Learning Outcomes (SLO’s):

  • their roles and responsibilities within the family and class
  • who their caretakers are and turn to them when needed
  • that everybody has a family
  • that not all families are the same
  • that a sequence events from their routines, life and personal histories can be put in chronological order
  • the importance of people in their lives
  • the ability to take care of things – animate and inanimate
  • their thought for others
  • a sense of wonder and curiosity 

Approaches to Learning (ATL’s):

Communication Skills

Listening

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

Speaking

  • Express oneself using words and sentences.
  • Participate in conversations.

Social Skills

Interpersonal relationships

  • Practise empathy and care for others.
  • Listen closely to others.
  • Help others.

Sticky Rice from Laos

We went on a journey to Laos with Ms. Mad to hear the story of sticky rice! After the story we had an opportunity to visit Mrs. Mad’s Sticky Rice Pop Up Shop to purchase a rice ball using money from Laos. Ms. Mad enjoys expressing herself and her culture through food. She likes to eat food from around the world!

https://twitter.com/NISPreKK1/status/1106718942381240321

SLO’s

  • know that there are people with more than one cultural identity/nationality
  • explore how rituals and traditions contribute to own and others’ cultural identity
  • develop their sense of identity and self-worth
  • positive acceptance of diversity
  • open-mindedness

Chinese New Year Celebrations

The students have been singing and exploring culture through music during their regular Mandarin classes. As the Chinese New Year celebrations commenced, the students gathered on the Early Years stage, to sing their favourite Chinese New Year songs to the parent community.

After the performance, the students and parents gathered to create lanterns and make Baozi. The students worked the dough and created 2 delicate buns. Then they were sent off to the cafeteria to be steamed. The students enjoyed their delicious Baozi! 

Another group of students joined Ms. Cherry to create Chinese lanterns. They used letter shapes, Chinese characters, sequins and other decorative material to create their lanterns. The parents joined in, to help their children create these beautiful pieces of art. 

https://twitter.com/NISPreKK1/status/1088775527039524864

SLO’s

  • know that Chinese New Year as an important Chinese celebration
  • know that Mandarin as the main language of China
  • use their imagination and experiences to inform their art making
  • explore the important traditions and practices of their own family and community
  • know that there are people with more than one cultural identity/nationality
  • know why a particular celebration is important in his/ her life
  • explore how rituals and traditions contribute to own and others’ cultural identity
  • develop their sense of identity and self-worth
  • positive acceptance of diversity
  • open-mindedness
  • participate in performing and creating performing arts pieces both individually and collectively

Space

Lawrence was busy creating stories at the ‘Writing Table’. He explained, “This is the sun, up in the sky.” He pointed upwards.

Lawrence explained that he had seen the sun and the sky at the planetarium. he said the sun was ‘so big’.

We wonder what more we can learn about space…

The next day he went to the school library to see what resources he can find to help him with his research. 

The teacher shared a picture on the screen. It looked a lot like the picture from Lawrence’s drawing.

https://www.wallpaperup.com/311535/Sun_stars_planets_Earth_space.html

The students gathered to discuss their theories. 

  • Alejandra “It is the fire!”
  • Lawrence “That is not fire.”
  • Nicolas “That’s the sun.”
  • Nicolas “We live in the air. The Earth circle on the floor is flat. It’s wiggly when we walk to the side. How can that happen?”
  • Charlotte [Pointing to earth] “We live there, the place we live now.” [in Mandarin]
  • Jasmine “Everybody lives in the Earth. We are standing on the earth.” [in Mandarin]
  • Alejandra “That is the moon. The small one. Aliens live on the moon.”

https://twitter.com/NISPreKK1/status/1064422566444453889

https://twitter.com/NISPreKK1/status/1064461728535109632

Approaches to Learning (ATL’s)

Thinking Skills

Considering new perspectives

• Seek information.

Communication Skills

Speaking

• Express oneself using words and sentences.

Reading, writing and mathematics

• Understand that mark-making carries meaning.

• Use mark-marking to convey meaning.

• Document information and observations in a variety of ways.

What would your city look like?

What does a city need to have?

What does your city look like?

The students began to draw their cities. They talked to each other about the things and places they wanted to include on their picture.

Nicolas “That is the NIS and this is the road for the hotel and this is the forest with the zebras in the forest. There is a train track and it has my home and a hotel and a pond with fish in it and you can get them for eating And there is a zebra eating grass. I go like this all the way, turn and then in the hotel.”

Alejandra “NIS magic school bus is going down. A castle, because the princess is here and he can go from his home, because the queen is here and his home is here. Go here, here to NIS (travelling down the road). Numbers for NIS (Referring to numbers on doors). Open and go into the classrooms. A car is going to NIS. Here it is going to the queen’s house but the queen is here.”

Ruby “This is a school, this is the NIS numbers. This is the house and this is the roof and this is the door and the windows and this is the path that you can go. She has to walk. That is the boy outside playing from the home. The boy is going into school and he says, “Hurry up Lola!” The boy is Charley. The car and the wheels have been pumped out. And this is the car park. You can still walk or drive or go on a train if the school is too far. And Lola is playing on the swing. The arrow says you can go in and you can go out at playtime.

Ethan “Sea grass. It’s raining, and the road. You can walk down on the road. There is a river and something scary is inside.” [In Mandarin]

Amber “Tree, house treasures in the soil. And it has some big grass and small flowers. Cars in the city. We have fire trucks. Mountains, I’m climbing the mountain and can’t find the road. There are toilets for girls and boys. I’m counting numbers. I’m making a cake at my home. Here I go to hospital to see doctor because I’m hurt.” [In Mandarin]

Jasmine “Some flowers. I see many flowers in winter. And some tress. Some apples. I see some cars too. Some beans and they will grow up. I put something on the nail with my sister.” [In Mandarin]

Lawrence “This is sun and this is cloud. It’s sunny. This one is train truck. This is train. And this is supermarket. This is NIS. And this is train station. This is my house. In the house, there is a tent and a window, and a door. This is my bread shop. This is a bug. These three are some cats eating in their home.”

Poli “This is roller coaster. House, supermarket, NIS, police station, and policeman, this is fire and here comes fire truck. Jiwoo, Poli and Poli’s mummy in the house. This is train station. This is sun.” [In Mandarin]

Jiwoo “Supermarket, Poli and Jiwoo’s house.”

[In Korean] “This is a playground, this is a parking space. The bad man come here, the policeman catches the bad man. This is NIS, this is DongFangTianJun, jiwoo and Poli live here. Many friends come to the compound and play here. Playground in the NIS. This is spider web, here is the forest with many tress. Here is the prison and a bad man and a police car.”

https://twitter.com/NISPreKK1/status/1056857287011123200

SLO’s

  • Name places in their environment
  • Communicate own views about people, places and their immediate environment in different mediums
  • Listen to others

Having created maps, a group of students were motivated to create their own city using blocks, trains and other loose parts. They included a supermarket, a school for the teachers and the gated community they lived in.

https://twitter.com/NISPreKK1/status/1057161607384461312

The Places Around NIS

The PreK-K1 classes went on a field trip across from the school. They noticed the different places around them, and discussed the purpose of the space and their responsibilities in these spaces.

Where are you going today?

  • Ethan “超市。” “Supermarket.”
  • Charlotte “麦当劳” “McDonald.”
  • Jasmine and Michelle“地铁” “Metro.”
  • Jasmine “Everyone has an ID card to go out.” 

Train Station

(In Korean)

  • Poli “Metro Station! Take a train to everywhere.”
  • Seoyeon “Many people go together to other place. We need a card.”
  • Jiwoo “In the subway, we have some policeman. They will catch the stealer.”
  • Chaeyoon “You need line up.”
  • Hajun “Sit on the chair.”

Poli, Seoyeon, Jiwoo, Chaeyoon, Hajun agreed we can’t eat food in the train, we need to be quiet, and no dancing, no singing and no running.

Why do we have trains?

  • Jasmine “So we can go to different places. Playground.”
  • Michelle “我们不能在地铁里玩玩具。” “No toys play in Metro Station.”
  • Sarah Z “带我们去别的地方。” “Take us to go somewhere.”
  • Michelle “在地铁里要安静。” “Quiet in the train.”
  • Jasmine “No phone paly in the train. The Metro can take us to school.
  • Alejandra “It’s a train station.”
  • Nicholas “It’s a train station we can go to other places in the train. We can go to temple or go to eat something.”
  • Lawrence “We can go around china in in the train.”(in Chinese)

How does this place help communities?

  • Alejandra “People go together. Meet people on the train.” (in Chinese)
  • Nicholas “If we go by train there is people going everywhere.”
  • Lawrence “People go to buy things on the train.”(in Chinese)

What are our responsibilities?

  • Alejandra “You cannot run and shout.” (in Chinese)
  • Nicholas “You cannot eat in the train.’
  • Lawrence “Can’t smoke, can’t hit and push people.” (in Chinese)
  • Ruby “Because we want to go somewhere so far away.”
  • Freida “We wait for the train to come. It might come so we have to wait.”
  • Amber “It stopping, walking, go inside.”
  • Ruby “Everyone wants to come on.”
  • Frieda “And off.”
  • Ruby “Quiet on the train. No playing on the phone.”
  • Jasmine “We are going everywhere.”
  • Ruby “Going anywhere. Anywhere else you like.”

The Mall

 Along the way, we noticed that there were different signs to tell people about the different shops that had stores at the mall.

Ruby noticed that the tower on the right was taller than the tower on the left.

McDonald’s

(In Korean)

  • Poli “We need to tidy up when we finish. Metro station is higher. Metro is really fast.”
  • Seoyeon “Playground. We go get something to eat. We pay cash. We can play in the playground. That building is higher and really scary.”
  • Jiwoo “Be careful when you open the door.”
  • Chaeyoon “We can play in the playground.”

Poli, Seoyeon, Jiwoo, Chaeyoon, Hajun “东方天郡。”

What’s the building?

  • Jasmine “McDonald’s.”
  • Ruby “It’s across the street of school.”
  • Jasmine “We go to McDonald’s to have fun. To eat. To eat chips.”

(in Chinese)

  • Alejandra “It’s a place to eat. to eat ice cream and hamburgers.”
  • Amber “We eat burgers here and many people come to eat, but have to wait.”
  • Lawrence “There are toys here. We can play. And also can eat burgers and chocolate ice cream.”
  • Alejandra “People can eat here and buy things.”
  • Amber “People come to play here and eat, you hurt your back if you fall.”
  • Lawrence “There is many things to eat. You cannot eat other people’s food.”
  • Alejandra “You cannot smoke. It’s bad for people.”
  • Amber “You can’t spit here. No throwing things inside.”
  • Lawrence “No pushing no shouting and no throwing food on the table, and putting trash.”

  • Ruby “A place where you eat food. It is next to school. I had a Halloween party there.”
  • Freida “Have animals there [referring to the gifts].
  • Nicolas “Because we want to see things. All the mums and dads, because when it is Friday, it is a special day. We can eat lollypops!”
  • Freida “Chicken McNuggets!”

Suguo

(in Korean)

  • Poli “Carrot.”
  • Jiwoo “Supermarket. We can buy things here. Yogurt, pizza, sugar.”
  • Seoyeon “We should pay the cash. Chocolate, cabbage, orange juice. Suguo here. McDonald is not here.”
  • Hajun “Chocolate.”

Poli, Seoyeon, Jiwoo, Chaeyoon, Hajun agreed no running, walking slowly in the supermarket.

Where is Suguo?

  • Jasmine “Over there.”

Have you been there?

  • Jasmine “Yes, me and my sister.”

What do you buy in the market?

  • Jasmine “We put things in the trolleys. We don’t need to carry them.”

What things do you buy?

  • Jasmine “We buy food, we go supermarket.”

(in Chinese)

  • Alejandra “It’s a place we buy things. Lots of candy.”
  • Amber “You can buy a telephone here to call. But you cannot steal things here. You can use the card here.”
  • Lawrence “There is many things you can buy.”
  • Alejandra “They can buy lot of things. We buy candy.”
  • Amber “People come to buy things but they have to wait, we buy bread.”
  • Lawrence “You can get free things. you don’t need to pay. Mom pays for things.”
  • Alejandra “You can’t take other people’s things only your things.”
  • Amber “You can’t spit here. No throwing things inside.”
  • Lawrence “You cannot steal and cannot hit.”

  • Ruby “To buy stuff, anything.”
  • Freida “Also homework.”
  • Ruby “What is homework?”
  • Freida “Homework, also drawing books.”
  • Nicolas “And lollypops!”
  • Alejandra “And candy!”
  • Ruby “You can buy iPads at the top.”

Are McDonalds and Suguo the same?

  • Ruby “NO. They are not the same age. It (Suguo) is fat and big.
  • Nicloas “They both have ice-cream.”
  • Ruby “No. Because it has a fat and big sign.”
  • Nicolas “Don’t have the steps the same. It looks like this (shows a slanting shape with his hand).
  • Ruby “The school is the same as McDonalds because it is the same age. Because it got a sign. That is NIS, it’s a school.”

SLO’s

  • Name places in their environment
  • Explore a map and find their location on it
  • Understand that rules are necessary and demonstrate the ability to apply existing rules and routines to work and play with others
  • Know the social norms of behaviour and dress in the classroom and at home
  • Respect social norms different from their own even if they can’t accept them
  • Communicate own views about people, places and their immediate environment in different mediums
  • Listen to others

The Supermarket

Why do we need supermarkets?

What happens at a supermarket?

The classroom ‘house’ was turned into a ‘shop’ space. The students quickly gathered into the space. They began to choose the items they wanted to purchase.

They took their items to the check-out counter. The cashier opened the till and the shopper paid for the items in her basket. One student took a RMB 10 note and swiped it along the groove at the till (used to swipe a credit/debit card). It was clear that the students have observed this action at the supermarkets.

One student was looking for money to pay for the items in his basket. Nicolas quickly suggested that he can also pay through ‘Alipay’. Alejandra quickly made a sign. She pasted it on the side of the checkout counter.

The Purchasing Team went on a field trip to ‘Suguo’ to get the items needed to make pasta. We have been planning this inquiry for a few days, and we were excited to go out to the supermarket. We were interested to learn more about ‘how’ the supermarkets ‘work’.

https://twitter.com/NISPreKK1/status/1055589394092982272

SOL’s

  • explore how numbers can be used in many ways for different purposes in the real world
  • understand that money is used to buy and sell things
  • understand that different things have different monetary values
  • know that Yuan is the currency of China

Journeys and Maps

We have been looking at maps and  floor plans, and talking about spaces and places. We read a simple picture book that included different drawings of maps and floor plans. Some of the students were inspired and wanted to create their own maps. As they drew symbols and pictures on their sketch paper, they talked to each other about their plans. They all had a different story, a place to go and an experience to share through their maps. Their eyes glistened with excitement as they shared their narratives. It was clear that students rely upon personal experiences as a stimulus for ‘writing’.

Here are a few examples:

Nicolas created a treasure map that includes roads, houses, bridges, nature and arrows to show direction.

Amber’s map is about her journey to the dentist. She includes images of teeth with cavities and explains why we need to go to the dentist. It is clear that Amber relied upon personal experiences as a stimulus for ‘writing’.

Ruby’s treasure map takes you on a journey to find different coloured jewels. You have to travel along the road to hunt for the treasure.

Jasmine has created a map of China. Her journey takes her to multiple locations. She is travelling with her sister and has to follow a path to get to her destination.

Lawrence created a map that shows a journey between countries.

SLO’s

  • tell their own stories using illustrations and words
  • use everyday language to describe position, direction and movement of self and objects in relation to others

The Spaces and Places Around Us 

The students were presented with an image.

They shared their thinking with the group.

The students had their own map of the campus. We went around the school to take photographs of the different spaces and then compared them with our map.

Our conversations focused on the following questions:

  • What are the different places in our community? (Form)

  • Why do we go to these spaces? (Connection)

  • What do we do in these spaces? (Function)

  • What must we remember in these spaces? (What are our responsibilities in these spaces?)

The Swimming Pool

  • Amber “我觉得要听老师的才可以游。” “We should listen to teachers.”
  • Nicolas “We play safe and don’t hit. Listen to the teachers.”
  • Charlotte “Swimming at the pool.”
  • Ethan “很快地跑,碰到水就会滑倒。” “If we ran fast we will fall down.”
  • Ruby “Swimming safe. When we play safe, we have to swim, not go under the water in the small pool.”
  • Poli “I, Felix play.”
  • Felix “I think this is small pool.”

The Pond

  • Amber “栏杆扶好才不会掉下去。” “We should hold the fence, otherwise we will fall into the water.”

The Library

  • Ruby “Reading space. Read books. We have to read books. You can choose any book you want, Froggy, Piggy, Gerald. We have to be quiet because children have to borrow books.”
  • Lawrence “Quiet. Not quiet teacher say ‘sh!’”
  • Alejandra “No eating here, then ant is coming to eat. Be quiet.
  • Sarah “No running. We can walk.”
  • Freida “No shouting. You can only do quiet reading.”
  • Jasmine “Reading books. Quiet. Everybody reading 1,2 books.”

The Eating Space

  • Sarah “Eat time quiet.”
  • Charlotte “吃饭时声音小一点。” “When we are eating, our voice should be lower.”
  • Lawrence “我们不能大叫,小声一点。” “We can’t shout, we should be quiet.”
  • Alejandra “We line up quiet. No playing with the snack.“
  • Freida “No running and no shouting.”

Performing Arts Center (PAC)

  • Amber “我们昨天看了白板。” “Yesterday we watched the whiteboard.”
  • Sarah “要安静,不可以乱跑。” “Be quiet and don’t run around.”
  • Ethan “安静看表演。” “Watching the performance quietly.”
  • Alejandra “Ballet and hip hop. 看别人表演,自己上台表演,别人鼓掌。” “Watch performance. When I perform, other people applaud.”
  • Ruby “Going to watch shows. Because we see everything what’s in the whole school! We get out but until the fire alarm stops.”
  • Nicolas “They do some dancing like ballet and dragon dance.”
  • Freida “You have to climb the stairs and sit.”
  • Charlotte “就是小声一点。” “Quiet.”

Teacher “Why do we come here?”

  • Poli “지도에 있어서 보려고” “To see the place on the map.”
  • Jooeon “공연하려고” “To perform.”
  • Poli “무대에 올라가서 하려고” “To get on the stage.”
  • Jooeon “왜 의자를 뒤에 놨어요? 의자가 쉬고 있나봐” “Why do they put chairs on the back? Maybe because it’s their break time?”
  • Poli “불이 많이 있어요, 춤추려고” “There are many lights, it’s for dancing.”

Teacher “What should we do if we heard the fire alarm in the PAC?”

  • Poli “휴지로 입을 막아야해” “You have to cover the mouth with the tissue.”
  • Jooeon “불을 끄고 수건으로 입을 막아야해” “We need to put out a fire and cover the mouth with a towel.”
  • Jiwoo “도망가!” “Run away!”

Spider Web/ Playground

  • Alejandra “No hitting in the spider web. I am climbing so up. We go with friends. I close my eyes and jump, I will have to go to the nurse.”
  • Frieda “You will climb on it and swing.”
  • Felix “I think the spider web is like Spiderman. We can climb it.”
  • Ruby “Shout loud and don’t fall off. See where you are going. To do some shouting fun.”
  • Nicolas “If you are climbing up and wriggling then you might fall off. Move like a robot. If you are up you need to hold tight.”
  • Sarah “可以爬” “We can climb.”
  • Amber “摔下来可以去医院看一看。” “If we fall down we could go to hospital.”
  • Charlotte “不会掉下来,要慢慢爬下来。” “We won’t fall off if we climb slowly.”
  • Ethan “不能爬太高,松手就会掉下来。” “We can’t climb too high. Otherwise we will fall down.”
  • Amber “爬得太高掉下来会受伤。” “If we climb too high, we will fall high, we will fall down and be hurt.”

Teacher “What can we do at the Spider web?”

  • Poli“꼭대기까지 올라가는 거에요” “It’s for climbing to the top.”
  • Jiwoo “제일 위에까지 올라갈 수 있어요” “I can climb up to the top.”
  • Jooeon “나도 올라갈 수 있어요” “Me too, I can climb up.”

Teacher “How can we play safely?”

  • Poli “밧줄을 꽉 잡아야해,떨어질 수도 있어요” “Grip the rope tight because we might fall down.”
  • Jiwoo ”어린 아이들은 조심해야해요” “little kids need to be careful.”
  • Poli “왜냐면 잘 모르니까” “Because they don’t know well.”
  • Jooeon “양말을 신어야해요” “You need to wear a socks.”

Soccer Pitch

  • Sarah “在操场上可以踢足球。” “We can play football in the playground.”
  • Ethan “我们可以踢球,也可以打篮球。” “We can play football and basketball in the playground.”
  • Michelle “我们要去医院包扎。” “We should go to hospital and dress up a wound.”
  • Jasmine “我们在操场上踢球和表演。都可以。我们每个人都鼓掌。” ”We can play football and watch performance in the playground. Everyone should applaud.”
  • Freida “We can play.”

SLO’s

  • Name places in their environment
  • Explore a map and find their location on it
  • Understand that rules are necessary and demonstrate the ability to apply existing rules and routines to work and play with others
  • Know the social norms of behaviour and dress in the classroom and at home
  • Respect social norms different from their own even if they can’t accept them
  • Communicate own views about people, places and their immediate environment in different mediums
  • Listen to others

Pasta

Nicolas was creating a book at the writing table. He included a recipe on one page. He said, “This is a recipe of pasta.

Nicolas had drawn pasta and sauce, and a bowl of pasta.

  • Teacher “But how do we make pasta? What do we need?”

Ruby and Nicolas discussed their ideas further. They decided that they needed pasta, and sauce. We wondered where we need to go to get pasta and sauce. Nicolas suggested we go over to the supermarket.

  • Teacher “Where is it? How will we get there?”

Nicolas suggested we use a map. “I can show you the way!” He drew a map to explain how we get there.

A Map

  • Teacher “How will we buy what we need?”

Nicolas explained, “We need a credit card or Alipay! We need some money and coins.” But he didn’t have money or a credit card. He suggested we use dollars. Ruby said we should use ‘Renminbi’ instead. Nicolas agreed. He included it on his plan, “We need to get it from the bank, we put money in and the money comes out (ATM).

Money

Alejandra joined the conversation. “We need a bowl.

Teacher What else do we need to remember?Alejandra suggested we take a bag to the supermarket. Nicolas included a picture of a bag on his book.

Bag

What else do we need? Nicolas suggested that we also get some ‘Salt’!

Salt

We shared the ideas we had so far with the class.

Michelle explained that we needed ‘forks’ to eat the pasta.

Alejandra “We need an oven.

FreidaMummy cooks pasta at Opa’s house.

How will we get to the supermarket? Nicolas suggested we go over to Suguo, across from the school. He drew a map to show us the way. Ruby and Nicolas included labels to help us find our way. He drew McDonalds and a bridge. He included arrows and provided oral instructions.

The Map – The way to the supermarket

Who can help us with the shopping? We decided to ask Ms. Angie!  

Watch this space to see how our learning unfolds… 

The Mystery Picture

What might this be a picture of?

Amber explained, “It is beautiful.” Lawrence agreed.

“BUT What is it?”

The students began to share their thinking…we used post-it notes to help us record the information.

 

The teachers noticed that the students were looking at each shape/space independently, and making connections with their prior knowledge to help them understand what the different shapes and symbols on the page might be. Their comments show how they actively connect with everyday objects (clock, ruler, elevator, ‘parking’ sign) and their experiences (shape of a swimming pool, journey on a plane) to help them better understand new information.

How do we function in our environment? We wonder…

SLO’s

  • make statements that reflect their understandings
  • find where things are located in the classroom/school
  • interpret and analyse visuals and multimedia to gain understanding
  • listen to others