How inventions changed our lives

 The Grade 1s understand that everything around us is a product of a bright idea by a curious and inquisitive person who wanted to make a difference in the world. We had the chance to know the famous inventor of ballpoint pen (aka ballpen), found out the reasons why the inventor thought of making it, explored the process of how it was invented and reflected on the good effects of this invention to our lives at present. We also got to know the inventor of airplane, The Wright Brothers, and looked into how this invention has improved our lives.

Afterwards, the students chose inventions that they would like to explore. They researched for the following information: inventor, date and place of invention, reasons for invention and impact of it to our lives at present.

They also made a simple model of it. They prepared a poster where information about their chosen invention are written. This is still a work in progress. Grade 1s will exhibit their work to the school community next week.

Here is a glimpse of their invention models.

NEEDS and INTERESTS

 This unit, there are two big words from the central idea that captured our attention as they lead people to new discoveries and ideas: NEEDS and INTERESTS.

The students started with giving their prior understanding of what needs are. They gave examples of things that they need but were not able to define or expand the word itself. The examples they gave were noted down. Through the examples, they are able to give a clear definition of what NEEDS and INTERESTS mean.

"Needs are things that will keep us alive." - Shun 

"Needs help us survive." - Rosa

"Interests are things that you are curious about." - Anton

"Interests are those that you want to learn about." - Emily

After having a clear definition of needs and interests, they were asked to reflect, take note and share what their own NEEDS are and what their INTERESTS are. It was interesting to see that aside from the basic needs for survival such as food and water, came  FAMILY as well. It only reflects that we need care and love which we get from our family, and that keeps us secured and safe.

Shapes

 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.

Inventors and Inventions

 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.

Ideas that 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

Is DSKI a school that cares for endangered species?

 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❤️

A Promise to Earth by Grade 1s

 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: