In visual arts class, students art inquiring into the same central idea as in their homeroom class: digital communication changes the way in which people interact with each other. Students are being assessed on the visual arts learning outcomes: responding (phase 3) recognize that different audiences respond in different ways to artworks and creating (phase 2) identify the formal art elements of an artwork.
For this project, students will be creating their own public Instagram account. Students are inquiring into the elements of art using photography.
Students reviewed and inquired into the elements of art: line, color, shape, form, texture, value, and space. They took pictures of the elements of art using a composition paper frame and then completed a photography scavenger hunt with a partner:
Students are now developing their own Instagram agreements. They are thinking about at the lines of inquiry: our roles and responsibility in virtual environments and how digital communication tools increase our opportunities to connect with others. Here are the agreements they decided on to keep themselves and each other safe:
Currently, students are learning tips and tricks of photography. They are following their Instagram agreements and taking picture around the campus. Soon they will sort through their pictures, edit them using the Photos app, develop captions for the pictures, and their photos will be posted to a Year 4 Instagram account.
We are learning about our roles and responsibilities in a virtual environment – we looked at ways in which we can have a positive digital footprint. We also discussed the similarities and differences between a physical and virtual environment, using Venn diagrams to organise our thinking.
As part of our How We Express Ourselves unit, year 4 students have started exploring different poetry genres this week. We started the week looking at a senses poem. We chose an emotion and compared this emotion to the five senses. First we examined the language features and the structure of an example of a senses poem and made a checklist. Then we planned, drafted, revised, edited and published our own senses poem. Some examples of our poems can be found HERE.
Students also analysed simile poems and noticed that these poems described something or someone by comparing it to another thing (as noisy as a monkey, it had teeth like daggers). Together we planned a simile poem all about us!
As we continue our learning in this unit the students will be exposed to more genres of poetry, including cinquain and kenning. Please feel free to share some of your favourite poems by commenting on this post.
This week year 4 students began inquiring into our second unit of inquiry for the year. You will find the learning outcomes for this unit here – How We Express Ourselves.
Here are some of our provocations and tuning-in engagements for this unit –
Students will develop their knowledge and understandings of digital communication tools and their roles and responsibilities as digital citizens. We have planned in collaboration with Ms Hannah to ensure the students develop an understanding of responsible and safe digital communication and expression through the Arts. We collaborated with our information technology specialists, Mr Oscar and Mr Brian and introduced our students to setting up their own student blogs. Some students have already posted on the blog, others are still editing an revising their posts. With our students we looked at what makes a quality blogpost, and what is appropriate and responsible use of the blog as a communication tool.
Our language links will include gaining knowledge of writing different types of poetry. Students will develop their knowledge of the elements of poetry, the use of figurative language and poetic devices.
In mathematics, all year 4 classes have been introduced to the online Mathletics program in class lessons. Students have their passwords and are able to work on tasks at home. We have started to tune into and develop the student’s conceptual understanding of place value, (see details in our place value blog post). This week we also used data collected from surveys about communication tools and represented our findings on bar graphs, which we then interpreted and used to further our thinking.
We look forward to hearing about any action the children may take as a result of the learning in this unit.
In Math Year 4 have started a unit on place value. The central idea is: An understanding place value helps develop good number sense.
We are exploring this through:
- Modelling numbers using the base 10 value system (form)
- Reading, writing, comparing and ordering numbers (function and connection)
- The use of place value in everyday life (connection)
During the past 6 weeks year 4 have been inquiring into the transdisciplinary theme of Who We Are, learning about how our body systems work together to keep us healthy.
This week we finished our unit by first unpacking our summative assessment task. All expert research teams used a checklist to guide them in presenting their learning and understanding of a chosen body system.
Expert teams collaborated to ensure their presentations:
1.) Identified the parts/organs of their chosen body system (what it looks like).
2.) Explained the function of the system (how it works).
3.) Described how the system is connected to other body systems
4.) Detailed the responsibilities we can take to keep the system healthy.
Students listed the sources used by the team to inform their learning and understanding e.g. Bill Nye and Magic school bus video clips, non-fiction texts, guest-speakers and websites (BrainPop junior).
Teams were encouraged to work cooperatively and commit to having a balanced approach to sharing and completing their tasks. Expectations were for teams to be caring and principled in their support of each other throughout their work processes and thoughtful in their feedback to each other and reflections of their own work.
After drawing symbols in their process portfolios, students selected the symbol(s) that represented them best and created stamps using recycled materials.
This week, students experimented using their stamps with ink pads and their choice of art materials. Next week, they will use their stamps to create their adinkra fabric.
RECIPE FOR READING
Up to 60 ………. LIS parents and their children
(Years 1 to 6 only)
6……….reading areas with expert readers
A dash……….of FUN – come dressed in your PJs, pillows and favorite stuffed animals welcome
Combine the above in the LIS Primary Library on Wednesday 4 October 2017 at 6:30pm. Enjoy great books and company for one hour.
Entry fee (to be donated to the children of Casa das Crianças): a pack of NEW colored pencils, markers or writing paper per family.
Spaces are limited! To attend Family Reading Night, please complete sign-up HERE.
QUESTIONS? Contact firstname.lastname@example.org or pop into the Primary Library
RECEITA PARA LEITURA
Até 60……….Pais e alunos da LIS
(apenas dos Anos 1 a 6)
6……….áreas de leitura diferentes, com leitores experientes
Uma pitada de……….DIVERSÃO – vistam o pijama, tragam uma almofada e o vosso peluche favorito
Misturem todos os ingredientes na Biblioteca da Primária da LIS na Quarta-feira, 4 de Outubro de 2017, às 18:30. Deixem(-se) repousar durante uma hora, na companhia de bons livros.
Valor da entrada (a ser doado às crianças da Casa das Crianças): uma caixa nova de lápis de cor, marcadores ou papel de escrita por família.
Os lugares são limitados! Para participar na Noite de Leitura em Família, preencha por favor esta ficha de inscrição.
Dúvidas? Contacte-nos pelo email email@example.com, ou apareça na Biblioteca da Primária
During the last few weeks students have been developing their thinking and research skills.
Thinking skills (acquisition of knowledge and comprehension):
Students viewed a few videos on the digestive system. In small groups they discussed the parts/organs of the digestive system and how they all work together to digest a meal. Then they drew and labelled their thinking.
After that, students worked in pairs reading an example of an explanatory text – How does the digestive system work?
Next they highlighted words in the text that needed further explanation – we used library books and dictionaries to clarify those words.
Then as a whole class we analysed the features and language of the text and together came up with a checklist for explanation writing (there will be more about writing to explain in a future post).
In Math we worked on another learning engagement from you.cubed.org. Pictures below.
Inspired by Todd Parr’s “The Peace Book,” Year 4.1 and Year 1.3 thought and talked about what their ideas of peace were. Then together they wrote it down, with the Year 4 students helping the Year 1 students to scribe their thoughts. For Peace Day next week, the artwork from last week and the peace day thoughts from this week are being combined to make a display.
PEACE is helping the Earth.
PEACE is sharing.
PEACE is watching the stars.
PEACE is helping people.
PEACE is taking turns.
PEACE is having fun.
PEACE is love.
PEACE is playing together.
PEACE is reading a book.
PEACE is hugging people.
PEACE is mindfulness.
PEACE is being with my family.
PEACE is trying new things.
PEACE is making new friends .
PEACE is singing.
PEACE is sharing food.
PEACE is being nice.
PEACE is watching whales.
PEACE is the sound of rain.
PEACE is giving a hug.
PEACE is travelling.
PEACE is watering plants.
PEACE is sleeping.
PEACE is speaking new languages.
PEACE is eating pizza.
PEACE is rainbows.
PEACE is building Lego.
PEACE is being healthy.