Alien Eyes Maths Investigation

Dear parents,

The children have visited an alien planet. On the planet they met some friendly aliens with different numbers of eyes. Some have one eye and some have two eyes. Altogether there were ten eyes. How many different combinations of aliens can there be? Perhaps 1+2+1+2+1+2+1 or 2+2+2+2+2.

How about if there were 13 or 19 eyes? What if the aliens had 3 and 5 eyes what would the combinations be?

Enjoy investigating!

 

Invite and Exciting News From Year 3

Welcome to a Year 3 Celebration of Writing

 

Our writers are excited to share their writing journey with you as they have developed independence in managing their writing and creating Expert Books.

We can’t wait to share with you all we know about Minecraft, gymnastics or the Congo!

We hope you can join us!

 

WHEN: Thursday 28th September

 

TIME: 2:00 – 2:35

 

WHERE: We will start in Room 6 and then move to your writer’s classroom.

 

ALSO

 

2:40 – 3:00

After the in class celebration there will be a chance for you to learn about Seesaw, an online portfolio that Year 3 is piloting this year.

This will be an opportunity for you to bring your electronic devices to school and have our fabulous tech team support you as you log in and explore the site for the first time!

You can also download the app prior to coming to the event.

iOS devices: https://itunes.apple.com/us/app/seesaw-parent-and-family/id930565469?mt=8

Android: https://play.google.com/store/apps/details?id=seesaw.shadowpuppet.co.seesaw

A visit by Ms. Jasmine and Mr. Chris

Mr Chris and Mrs Jasmine came to our class last week.

They shared about their different roles at school.
Mr Chris talked about his role as principal, and Mrs jasmine about her role as counselor.
They also did a little role play with puppets around teasing.
Children could experience the different answers that they could give to someone if they are teased. Children also learned that it is a matter of practice, using “I ” statements and being able to say “I don’t like it, please stop”.

At the end Mr Chris and Mrs Jasmine presented two pictures representing different mindsets.
Students were asked  to express differences around the 2 pictures: one with a wall in a brain and one with a “TREE”.
Students said about the wall : “a WALL is fixed…bricks are hard…it is hard to break…there is no door…it makes us feel sad”.
Some students said about the Tree: “it grows, it is soft…it helps us to learn…it has air”.
Children understood that any time they try something new, even if they make mistakes it’s like  choosing the TREE, and with this mindset, they are consciously GROWING inside and their brain is also growing.
They learned that they can apply this in every area of their lives: they can be fixed in believing ” I DONT HAVE FRIENDS, NOBODY wants to play with me” etc…or they can have a growth mindset “saying hello to someone new, introducing themselves to some new student, or even encouraging a friend etc”.
If you want to share more about the growth mindset with your children at home, you can visit those videos:
Growth Mindset versus Fixed Mindset
or the DOT

PE Learning through the Unit of Inquiry

”Learning Engagements:  The Chinese table is a gymnastic / acrobatic figure formed by 4 people. Each person sits in a stool and leans their trunk over next person knees. After they form a square/table the leader takes the seats away and the table must keeps stable.
Groups practice the    “Chinese Table” – by themselves Each students will represent the domains: Mental, physical, personal, spiritual and social.’’

Thanks

 

The PE Department

Peace Day Invite and Assembly Support – Friday September 22nd

Dear Parents,

On Friday, 22 September we will be celebrating Peace Day here at LIS. The morning will begin with an assembly and continue with a variety of Peace Day centered workshops throughout the day. The day will end with a Peace parade. Here’s where we need your help! The parade will begin around 2 pm. The children will “walk for peace” around the campus on a predetermined route and then finish back in the school cafeteria area for a final assembly at approximately 2:20pm. We would like to see the parents there cheering the children on as they come inside. We will then listen as our guest speaker, U.N. Resident Coordinator Paolo Balladelli, has some final words for us, share a song or two, and reflect on our day of peace.

 

Students are encouraged to wear something they feel represents peace and who they are.

 

Hope to see you all there.

 

Queridos pais,

Na sexta-feira, 22 de setembro, estaremos celebrando o Dia da Paz aqui no LIS. A manhã começará com uma reunião e continuará com uma variedade de workshops centrados no Dia da Paz ao longo do dia. O dia terminará com um desfile da paz. Aqui é onde precisamos de sua ajuda! O desfile começa por volta das 2 da noite. As crianças vão “caminhar pela paz” ao redor do campus em uma rota predeterminada e depois terminar na área da cafeteria da escola para uma montagem final em aproximadamente 2:20 da tarde. Gostaríamos de ver os pais ali torcendo as crianças enquanto elas entram. Em seguida, iremos ouvir como nosso orador convidado, Coordenador residente da U.N. Paolo Balladelli, com algumas palavras finais para nós, compartilhar uma ou duas canções e refletir sobre o nosso dia de paz.

Os alunos são encorajados a usar algo que eles sentem representa paz e quem são.

Espero ver todos vocês lá.

READING, READING, READING

Dear Parents,

During this exciting first reading unit our young reading adventurers will continue to nurture their love of reading.

We will talk a lot about the following ideas:

Just Right Books

Reading Stamina

Accountable Talk

Readers learn to read by reading! Sounds simple, right! Yet, in this early part of the year we are encouraging readers to know the joy of reading for meaning – which we know can only happen if we understand what we are reading. So readers are encouraged to select texts they can read AND understand. Readers are encouraged to recognize the difference between things they can read independently, things they need to read with someone and things that need to be read to them.

You can help at home – read! Read the paper, a magazine, an email, a recipe. Read in your home language. Have a family reading time, where for 10 minutes everyone is reading! Show your readers you value reading too. Read together, read aloud or take a quiet moment to read independently. And all this can happen in your home language!

Reading Stamina

When we are getting better at something we need to practice. It might be riding a bike, painting, or reading. So in this unit we are building our reading muscles. This involves reading for longer periods of time without interruption.

You can help at home – is there a quiet place where we can read? In bed, on the floor, curled up in a cushion. Somewhere where we can be with books and get lost inside them.

Accountable Talk

As we create a love of reading our brains become full of things we want to talk about when we read. We also need to know that there is an expectation that we are reading to understand, so we should be able to talk, write and think about what we have read. We can do this in a journal, with a buddy, in a small group or with the class.

You can help at home – talk about what you are reading, what you read together or what your child read independently. What did they love? What did they find tricky? What surprised them? What questions do they now have?

Thank you so much for all you do to support our work in the classroom! We can’t wait to show you our growth as readers this year!

William Wiggle Worm – Maths Investigation

Dear Parents,

William the Wiggle worm is lost and cannot count. Fortunately Year 2 has come to his aid. They are going to place him in a box and write the numbers on his back. The box is divided into 25 equal squares and the Children have to find a way for William to fit. However, all the numbers must be consecutive so although the worm can twist, turn and wriggle around the box the numbers must follow their correct order. The worm also cannot move diagonally.

The different puzzles were differentiated but all of them required the children to make lots of mistakes, problem solve and think strategically. Why not try creating your own with child at home on a blank 25 square grid.

Happy Wriggling!

Buddies!

Dear Parents,

3.1 have got to meet their buddies for the first time. The whole class was quite shocked that their buddies this year would be the prep 3 classes! They explained that they were used to being the smaller children during buddies and that they didn’t know what they should be doing.

In the end everyone had a good time and many enjoyed the responsibility. We will be checking in with our buddies throughout the rest of the school year.

 


The Dot – Mental and Social Health

Dear Parents,

Continuing with our unit of inquiry, inquiring into healthy habits the children have been looking at the importance of our mental health in the promotion of our well-being.

Using the book, ‘The Dot,’ by Peter Reynolds as a base the children learnt the importance that words have on our happiness. We created our own dot and divided one side into quarters. In these quarters the children then had to find four other people to write something nice about them. We then reflected how we felt when reading these words. Then they repeated the same procedure but this time the four people had to write something nasty before reflecting. Although, they all knew that the activity was a form of role play we all agreed that words can effect our happiness in a positive and/or negative way and that it is all of our responsibility to  encourage a positive (growth) mindset. After the lesson we all agreed that the nasty dots should be destroyed as we didn’t want them to effect our happiness

Please ask your children at home how they felt from both the dots. Making sure you push them to explain why the different dots felt a certain way and how it is their responsibility to be nice and positive in their dealings with others.

Happiness and Data Handling

Dear Parents,

Linked to our unit of inquiry and related concept of happiness the children have been gathering and handling data. Previously they had used a diamond ranking thinking exercise where they organized things that made them the happiest at the top of the diamond and things that made them not as happy at the bottom.

They then took this data and conducted a survey of the class asking and recording in a tally chart how many of the children agreed that a certain thing made them happy as well. They then had to place this information into a bar chart before following our reflection key concept to reflect on their work and writing a sentence interpreting/ explaining how they know what the two charts were telling them.