Author - Ms. Neha

1
Year End Celebration
2
Our Fourth Unit of Inquiry
3
Earth Week
4
Songkran Celebration
5
Assembly & Exhibition
6
Science Projects
7
Triathlon
8
Book Week
9
Blow Painting – Using Air to Create Art!
10
Experimenting with Air

Year End Celebration

You are invited to join us in celebrating our learning journey on Thursday May 21st!

Download (PDF, 4.36MB)

Our Fourth Unit of Inquiry

Unit of Inquiry #4: Passionate Communicators

Central Idea: Sharing our feelings and ideas drives us to develop effective ways to communicate

Transdiciplinary Theme: How We Express Ourselves

As this Unit of Inquiry progresses, we will inquire into ways in which we express our feelings and ideas, sharing our feelings and ideas, and communicating our thoughts successfully.

Learner Profiles: Communicators, Risk-Takers, Reflective

Attitudes: Confidence, Creativity, Enthusiasm

Skills: Social, Communication

Key Concepts: Connection, Perspective

Subject Focus: Art, PSPE

Earth Week

Being Creative with Recycled Paper

IMG_9255 IMG_9257 IMG_9262 IMG_9263

Our Community Herb Garden

IMG_1865 IMG_1864 IMG_1868 IMG_1871 IMG_1873 IMG_1887

The Giving Tree

               IMG_1855  IMG_1858                     IMG_9288

Make a difference: Reduce, Reuse, Recycle!

You are invited to join us in showing appreciation and respect for our environment during Earth Week.

Download (PDF, 701KB)

 

Songkran Celebration

Songkran, the Thai New Year, is the pinnacle of festivals in Thailand and time to pay our respects to elders and wash away the past to start the new year afresh.

In connecting with the traidtions, parents and children participated in the ‘Rod Naam’ ceremony. Children wash their parents hands and offer flower garlands to pay respect in thanking them. Parents then bless their children and wish them all the best for the New Year.

[envira-gallery id="1614"]

You are invited to join us in celebrating the Songkran festival!

Download (PDF, 224KB)

 

Assembly & Exhibition

The Creativity and Service Class have been using various thinking routines to further their inquiry into Air. For the assembly, the class decided to use the K-W-L chart to make their thinking visible. The K-W-L chart, which tracks what we know (K), want to know (W), and have learned (L) was used before, during, and after the inquiry process. IMG_8929

Students took ownership of their own learning to prepare for the assembly and shared their thinking, understanding, questions, and knowledge about Air in various ways. Students took this opportunity to make connections with their learning journey through  our inquiry.

DSC_0060

Three students volunteered to be the MCs for the assembly

DSC_0065  DSC_0071

KNOW: I know…

DSC_0074  DSC_0083

WONDER: I wonder…

DSC_0087  DSC_0084

LEARNED: I learned…

DSC_0099  DSC_0094

Have a look at a snapshot of our assembly!

After the assembly, the parents and audience were invited to visit our Class Exhibition. The exhibition allowed for the children to showcase their science projects of Air experiments, which was a great home-school collaborative project done with the children and parents.

                                      IMG_8930 (1)                                        DSC_0112  IMG_8886 DSC_0117  16666729223_f127e03a6d_c IMG_8888 (1)  IMG_8891

Questions to further your inquiry into Air: 

  • What link is there between air and our daily lives?
  • What are the properties of air?
  • How are we able to use scientific processes to uncover a deeper understanding of air?

Science Projects

Facilitating Collaborative Learning: Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.  Why is this so? Groups tend to learn through discussion, clarification of ideas, and evaluation of other’s ideas.

How Peer Teaching Improves Student Learning: Research also indicates that peer learning activities typically yield the following results for both tutor and tutee: team-building spirit and more supportive relationships; greater psychological well-being, social competence, communication skills and self-esteem; and higher achievement and greater productivity in terms of enhanced learning outcomes.

home school partnership:

http://www.dawn.com/news/1020035

http://www.nasponline.org/about_nasp/positionpapers/Home-SchoolCollaboration.pdf

http://www.nasponline.org/communications/spawareness/Parents%20and%20Teachers.pdf

http://www.doe.virginia.gov/support/student_family/family-school_relationships/collaborative_family-school_relationships.pdf

Triathlon

20150325_090415

Triathlon-logo4

In working towards active living, promoting healthy lifestyles, and continuing interactions, the Creativity, Service, and Excellence Class participated in a Triathlon.   A triathlon is a three-event race consisting of swimming, biking and running. Training for swimming, running and biking simultaneously can be challenging but also allows for children to build on their skill and stamina. A unique aspect of triathlons is that the event teaches children how to switch gears and make transitions.

IMG_4675

We know the importance of stretching before!

IMG_4672

We work together as a community!

SWIMMING

 DSC_0222  IMG_8820   DSC_0227  DSC_0223

CYCLING

 DSC_0029  DSC_0034     DSC_0030  DSC_0032

RUNNING

 DSC_0041  DSC_0056  DSC_0049  DSC_0051

Children learn that completing a triathlon isn’t about winning; it’s about the personal challenge, having fun and being a risk-taker. Overall, it was a successful event with active children practicing their skills and showcasing their capabilities, and of course with the added participation of enthusiastic parents and supporting teachers.

DSC_0202 (2)  DSC_0204 (2)

The Importance of Physical Education (as seen through the inquiry cycle):

Download (PDF, 643KB)

Book Week

We had a great week celebrating the love of language, literature, and reading!

il_570xN_468729632_6qv2    original

——————————————————————————————————————–

Starting with a costume parade of our favorite book character, which allowed us to be creative and bring different characters to life. We also extended our love for reading by visiting the younger classes and read the story pictures to them.

       DSC_0094  IMG_0065  IMG_0070 IMG_0082

——————————————————————————————————————–  J240967_J-GRF813

DSC_0156

The week started with a fantastic story telling performance of The Gruffalo by Julia Donaldson from the PWG with the support of the Excellence Class. There were a few of our class parents involved in this performance, which made their children very proud!

——————————————————————————————————————–

il_570xN.436358311_a4fd

IMG_8501   IMG_8511

IMG_9049    IMG_8528

The next performance was by Mr. Chairat and Grade1 & 2 Class of Five Little Monkeys and then their own version of Five Little Monsters! The children enjoyed singing along and were creative when making their own monkey hand puppets and monster masks after.

——————————————————————————————————————–

d2f4467d614c51640faa702a642c6623      tumblr_mruelnuLnQ1qleajgo1_400 1003405_10152785092761733_3349083838534119460_n

The final performance was by the teachers, telling the story of Where The Wild Things Are by Maurice Sendak. The children were enthusiastic audience members and also got to participate in the rumpus! They were able to make connections with the story and enjoyed seeing all the teachers in action.

Join us in celebrating the love of language, literature and reading!

Download (PDF, 157KB)

Blow Painting – Using Air to Create Art!

Tuning In

We began our Unit of Inquiry on Air, by sharing our understanding of what air is. We blew up balloons and explored how the air was contained by the balloon and where the air had come from. We also had fun blowing and chasing bubbles with a bubble machine!

IMG_8280  IMG_8283

Finding Out

  • Can you see the air in the bubble?
  • What are bubbles made of?
  • What is air?
  • What can we blow?
  • How can we blow?

We did some bubble painting, using straws to blow the bubbles in a container and then printing from the bubbles. Some of us continued to blow the bubble paint once it was on the paper, which lead to our next exploration.

IMG_8284

Sorting Out

We experimented with blowing paint on paper, making patterns and trying out different color combinations. We noticed how the colors changed when they were mixed together.

  • I’m blowing the yellow to the blue, it will make green! Yes, it did!
  • I’m blowing red to blue, it will make purple! Yes, I did it, I made purple.

IMG_8276 IMG_8277 IMG_8278 IMG_8275

Going Further

The next day, at Circle Time, we did a group appreciation of our paintings. As we observed the paintings we noticed how the patterns now resembled certain shapes. We identified elephants, butterflies, people, mountains and oceans. Later we took our individual paintings and thought about what we could see in our pictures and told the story of our picture. Then we took a marker pen and carefully outlined the shapes we had found in our blow painting.

IMG_8271 IMG_8270

Reflection

The children were fully engaged in this inquiry, they made connections with real life experiences. They showed an interest in color mixing which we will extend. They used their imagination and expressed their ideas verbally to tell a story, they are becoming more articulate and confident in expressing their ideas. Children had opportunities to work as a large group and then in small groups and individually, which gave all children opportunities to express themselves.

IMG_8264 IMG_8269 IMG_8266 IMG_8265

Action

Try this art experiment at home!

Materials:

  • A straw for each person
  • Small containers of poster paint, primary colors: red blue yellow
  • A spoon for each color

Directions:

  1. Spoon the paint onto the paper and then blow with a straw
  2. Add details to your blow painting

IMG_8273 IMG_8263

 

The Enduring Relationship of Science and Art – Science and art naturally overlap. Both are a means of investigation. Both involve ideas, theories and hypotheses that are tested in places where mind and hand come together—the laboratory and studio. Artists, like scientists, study—materials, people, culture, history, religion, mythology— and learn to transform information into something else. In ancient Greece, the word for art was techne, from which technique and technology are derived—terms that are aptly applied to both scientific and artistic practices. (The Art Institute of Chicago: Science, Art & Technology)

Experimenting with Air

How are we able to use scientific processes to uncover a deeper understanding of air?

original-173881-1

——————————————————————————————————————–

We ASK QUESTIONS to further our thinking:

  • “What happens when you pop the bubble?”
  • “What is inside the hula hoop?”
  • “How can you fill up the balloon with air?”
  • “Can you use air to move the boat?”
  • “Is there air inside there?”

IMG_8231  IMG_8232

——————————————————————————————————————–

We INVESTIGATE to gain deeper knowledge:

  • “I can pump the air into the balloon…LOOK!”
  • “If you close the box, it will not have air and then you cannot breathe.”
  • “I can make wind with the box!”
  • “I can see the air go up now.”
  • “You can trap the air with your hands!”

IMG_8233

——————————————————————————————————————–

We make PREDICTIONS:

  • “I predict it will go up and go left and right.”
  • “I think it will bounce.”
  • “I think it will fly down.”
  • “I predict it will spin 10 times.”
  • “I predict the tower is taller than you.”

IMG_8236 IMG_8237

——————————————————————————————————————–

We TEST our EXPERIMENT and RECORD our findings:

  • “WOW!”
  • “It didn’t break.”
  • “See, I told you it will fall down and down.”
  • “Mine was 5 seconds same as I thought.”
  • “The hot water made the balloon go up, but not the cold water.”

IMG_8234

——————————————————————————————————————–

We make CONNECTIONS and UNCOVER new understandings:

  • “I think my prediction will be correct.”
  • “You know it doesn’t bounce because it has no air.”
  • “Why when you blow it cannot move?”
  • “I can feel wind on my face.”
  • “It’s so windy outside so the leaves fall down and down.”

 IMG_8239  IMG_8235

——————————————————————————————————————–