This week, we started to explore the topic on 3D shapes. We started with finding out and understanding the differences between 2D and 3D shapes, checking how 2D shapes and 3D shapes are connected and finding examples of things around that show those shapes.
This week, we met some great inventors of the world. The learners were asked to match the inventors with their inventions. Afterwards, we discussed that inventions changed the world.
7 February 2022
Dear First Grade Families,
We have wrapped up the first unit about extinction. From last week, we have started tuning in to the next unit under the transdisciplinary theme, 'Where we are in place and time'.
Duration: 6 weeks (January 24 - March 4)
What is the Central Idea?
Our needs, interests and curiosity lead us to new discoveries and ideas.
What is the Transdisciplinary Theme? Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
What are the lines of inquiry? (What do we want to learn about?)
different human needs and interests (form)
reasons for discoveries and inventions (causation)
impacts of discoveries and inventions (causation)
What will some main activities be?
UNIT:
- difference between needs and wants
- unlocking vocabulary - needs, interests, curiosity, discoveries, inventions
- watch and reflect on the movie - The Croods (about curiosity and ideas)
- look at the current COVID situation and find out how the NEED to be safe and to survive led to different bright ideas and discoveries (safety procedure, face masks, face shields, vaccines, medicines, and others)
- look at the evolution of some systems from the early times to present (e.g. system of communication from past to present) and check how the changes impact lives of people and environment
Literacy:
- Reading comprehension texts about different inventors
- Writing a procedure text about how their idea can be put into action
- Reading text: What to do with an IDEA
- weekly home reading, spelling words and sight words continued
- Jolly phonics (differentiated levels)
- weekly listening comprehension assessment on following directions
- proper nouns and common nouns. Writing proper names and common names
Numeracy:
- review of 2D shapes and their relation to 3D shapes
- names and properties of 3D shapes
- money and financial literacy (needs vs wants)
- continue with adding 2-digits with and without regrouping
- continue with subtracting up to 2-digits without regrouping
- counting by 2s, 5s and 10s (pattern)
What is the Learner Profile focus?
Throughout this unit the students will be focusing on being knowledgeable, thinker and inquirer
If you have any resources or ideas that could help us in our inquiry in the classroom or if you would like to present one invention that your country is famous for, please feel free to send me an email. We can have online information sharing with you as guest speakers.
Thank you for your support.
Best regards,
Elena Jamandra
In Numeracy, we learnt about collecting and presenting data using tally chart and bar graphs. We had a lesson on bar graph as a visual text, parts of a bar graph and making a bar graph.
We collected data from other classes. The questions asked were connected to finding out how CARING we are of the environment. These are the questions for our YES or NO questionnaire.
* Do you use cup or glass when you brush your teeth?
* Do you leave the lights on when you sleep?
* Do you use the bath tub always?
* Do you own a lot of things made of plastic?
* Do you always finish your food?
In pairs/groups, we plotted the data and came up with the following bar graphs.
After plotting the data in bar graphs, the Grade 1s looked at them side by side and gave their perspective on each. They gave it a smiley if they think it shows that DSKI is a CARING school for the environment, and a sad face if not. Out of 5 graphs, the Grade 1s gave 4 of them a smiley and one a sad face. That sad face is about the use of plastic.
CONGRATULATIONS DSKI, we are a CARING community❤️
As we wrapped up our unit, we reflected on the following questions:
* After learning about extinction, and discovering that the extinctions happened because of human actions, what are we going to do next?
* As a young student, how will you help the animals and plants to make sure that they will not become endangered or extinct in the future?
* What is your promise to the Earth?
The Grade 1s showed deep in their heart the intention to help in a BIG way, but they also realised that at this point, they can only do so much.
To assure them that whatever small action they will do has a value, we looked at the saying...
A small act of kindness creates an endless ripple.
Below are the small acts of kindness that our young learners commit themselves to do:
Last week, the learners shared information they gathered about their chosen extinct species. They found out that extinction of species were caused by various reasons. Some of them were pollution, hunting, habitat loss, asteroid hitting the Earth, sicknesses or illnesses, other animals hunting and eating them and others.
Together as a class, we looked at these causes and sorted them into two -groups: Natural and Man-made.
Grade 1s defined the word man-made as "People did" and natural as "People did not". We expanded the definition by adding that Human beings cannot control natural causes, but can control man-made causes.
Grade 1s worked hard on researching about their chosen extinct species. This time, they did their research work with minimal help. They used slideshow presentation to show their findings.
For our last day of Show and Tell, the students shared an object that they find interesting. They shared information about their favourite ...
