You are invited to join us in celebrating our learning journey on Thursday May 21st!
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
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.
You are invited to join us in celebrating the Songkran festival!
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.
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.
Three students volunteered to be the MCs for the assembly
KNOW: I know…
WONDER: I wonder…
LEARNED: I learned…
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.
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?
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:
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.
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.
The Importance of Physical Education (as seen through the inquiry cycle):
We had a great week celebrating the love of language, literature, and reading!
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.
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!
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.
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!
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!
- 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.
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.
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.
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.
Try this art experiment at home!
- A straw for each person
- Small containers of poster paint, primary colors: red blue yellow
- A spoon for each color
- Spoon the paint onto the paper and then blow with a straw
- Add details to your blow painting
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)
How are we able to use scientific processes to uncover a deeper understanding of air?
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?”
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!”
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.”
We TEST our EXPERIMENT and RECORD our findings:
- “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.”
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.”