The Global Day of Play (GDoP) will be celebrated in the LIS Primary Section on Wednesday, February 7. The purpose of this day is to promote play as an important way we as humans, all learn through play, particularly in the areas of well-being and social development.
At LIS we highly value the development of both academic and social skills, along with a range of other competencies that prepare students for success in adulthood. Research is indicating that children have increasingly less opportunities for self-regulated play. On the GDoP, we hope to promote play and provide and an opportunity for students to further develop self regulation, an understanding of boundaries, opportunities for safe risk taking, collaboration and creativity; as well as exploring new ways to interact with others in a playful setting.
The large proportion of time, many children now spend in front of screens, and the lack of physical activity and self- initiated play, is increasingly becoming a highlighted area of concern. As mentioned in our email, through GDoP, we are promoting physical play, that does not use screens, as we want to encourage more active opportunities for play between children with the hope that this to become a part of every child’s daily life.
There is now growing research that indicates the significance and importance of enabling childrens’ play opportunities which helps them become balanced and successful adults. We encourage you to watch the following TEDex and TED talks which share some insightful information about the importance of play, and the ongoing and essential benefits it provides for both adults and children.
A manifesto for play, for Bulgaria and beyond – Steve Keil
Play is more than fun – Stuart Brown
You can learn more about the benefits play by visiting the official GSPD website: www.globalschoolplayday.com.
For this unit in visual arts, year 4 students are inquiring into patterns. Their central idea is: noticing patterns helps us interpret, explain, and respond to our environment. Their key concepts are connection and form and their related concepts are liquid watercolors and pattern.
Students began by identifying and analyzing patterns around school. They walked around campus and sketched the patterns they saw.
Students modified and added to these patterns. After getting peer feedback, students chose their most intricate two patterns and these patterns were added to a sheet that included all patterns from 4.1, 4.2 and 4.3.
Students used their pattern resource sheet as a tool to create a zentangle/zendoodle drawing.
Students are inquiring into liquid watercolor and sculpture. They are currently learning and using various liquid watercolor techniques including the wet on dry technique, wet on wet technique, and adding rubbing alcohol to the paint.
Students are now adding patterns on top of their liquid watercolor backgrounds.
Next week, students will conclude this unit by creating zentangle sculptures.
Our second week back and the majority of our students and families have now safely returned to school and are settling back into class and school routines.
The children seem well rested, refreshed and happy to see each other and their teachers again. We have revisited the on-going Year 4 expectations of responsibility, commitment and independence and discussed the importance of supporting each other as we learn and grow together. Sharing time with our younger year level buddies this week also added to our gratitude to our return to our LIS community.
For our How We Organize Ourselves unit we had more guest-speakers, Ms Avin who spoke of the work being done by the FOLSCO organization (Friends of Luanda Street Children and Orphans) and Ms Georgina who shared her volunteer work experience with the Lighthouse Relief Organization, which helps refugee/resident communities in Greece prepare for taking up residence in countries throughout Europe. Our students have been making connections to our lines of inquiry as well as developing their listening and questioning skills and extending their vocabulary knowledge to find out the definitions for key words relevant to their inquiry.
For Math we are continuing to look at multiplication and division strategies. With students building their understanding of how these operations work, how they are connected to each other (inverse operation, fact families, equal groupings) and how they can be used to find the answer to unknown facts and every day related number word problems.
In Language we have reviewed the structure of a narrative text in both reading and writing lessons, looking at text features of characters, setting, plot development, problem and solution, sequencing and vocabulary choice. Using the writing process students are developing narrative and persuasive texts to share and read aloud.
The Year 4 family is happy to be back.
This week year 4 students began inquiring into our fourth unit for the year. You will find the learning outcomes for this unit here: HOW WE ORGANISE OURSELVES.
We are have looked at definitions and examples of some key vocabulary – organization, service, impact, cooperation, respect and responsibility. We have also had guest speakers to talk about the organizations they work with to help students tune in to the unit.
For Math, within the unit, we will look at data handling – more specifically writing survey questions. As a standalone unit, we are introducing the concept of multiplication and the inverse operation of division. Later we will move on to various strategies to understand and solve multiplication and division problems.
For language within this unit, we will learn about persuasive writing – students will look at exemplars of this text type and analyze the language features and the structure of persuasive writing.
Have a great weekend!!
This week, we are finishing up our logos unit in visual arts class. These logos will be used for various purposes. The logo will be used as the icon on student’s future Seesaw blogs.
Take a look at their logos below:
Students have been developing their thinking skills (one of the approaches to learning) on how to acquire, comprehend and synthesize knowledge. They have been practicing these through learning about the six simple machines and how they make work easier. The students completed their research, made posters and then the class used their (the expert groups) research to deepen their own understandings of pulleys, levers, wedges, wheels and axels, screws and inclined planes.
Using the design cycle, students applied their understanding of scientific principles to create and innovate various machines.
Students then showed their complete pieces to the class. Each one spoke confidently as they showcased their simple or complex machines.