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.
For their current HTWW unit in their homeroom class, students are inquiring into the central idea: people apply their understanding of scientific principles to innovate and create. In visual arts class, students are specifically looking at the line of inquiry: how the design cycle is used to innovate and create and the related concept: innovation.
Over the last few weeks, students have been learning about logos and inquiring into logos. They have looked for logos around the school and analyzed these logos to discover hidden meanings. Students have found that every part of a successful logo has a purpose.
After recreating the google logo as a provocation, students did a test run using the design cycle to create a logo for the art room (4.2), for the music room (4.3), or for LIS (4.1). Each student began by investigating (a step in the design cycle) and then used different parts of the design cycle at different times while creating their logos.
Currently, students are designing a logo that represents themselves. This week, they are presenting their best logo to the class to evaluate and to receive peer feedback. Next class they will create their final version using the material(s) of their choice. These logos will be digitalized and used as the icon on their edublog and eventually as the icon in their seesaw blogs.
Thank you for the donations for our field trip. The students had an excellent day and made many connections to the learning in the How the World Works unit – innovation, creativity and design. As students move towards unpacking the design cycle, they will be encouraged to use their understanding from the field trip to inspire their creations.
Here are some photos from the day…
Students explored new vocabulary connected to the unit (e.g., friction, force, pulleys, work etc.).
We also discussed and consolidated our understanding of the concepts:
- form – what is it like?
- function – how does it work?
We looked at the definition of a simple machine – these are tools used to make work easier. In science, work is defined as a force acting on an object to move it across a distance. Pushing, pulling, and lifting are common forms of work. A force is any push or pull that causes an object to change its position (movement), direction, or shape. (from: www.vexrobotics.com)
Students are currently working in small groups/pairs groups to explore simple machines further. They will practice their research skills to become “experts” about one of the following: wheels/axles, pulleys, levers, wedges, inclined planes or screws. They are using books and various website to complete their research. Students will share their learning with the whole class and in the next few weeks they will use the scientific understandings gained to create their own inventions to move and lift objects.
Please add y4 visual arts on Instagram @y4lis to like and comment on student’s photos.
This week year 4 students began inquiring into our third unit for the year. You will find the learning outcomes for this unit here: HOW THE WORLD WORKS
As a provocation to spark wonderings and curiosity amongst the students, we watched the video below:
Here are some of our introduction and tuning-in learning engagements for this unit
Students will develop their knowledge and understandings of scientific principles through exploring simple machines and how they make work easier. We have planned in collaboration with Ms. Hannah, in Art, to ensure the students develop an understanding of the Design cycle which they will use when they create and innovate.
Next week we will start a stand-alone unit on realistic fiction. Our next blog post will explain more about this. For this unit we will consolidate students’ understanding of the explanation text type. However, this week, we concluded our poetry unit by making our inquiries into the Kennings poem. Students collaborated as a year group and then they made their own Kennings which they posted on the Student class blog which you will see here.
In mathematics, all year 4 classes have been introduced to the split strategy and tidy numbers for addition. Building on their understanding of place value, students are making connections on how to use these strategies to solve addition problems. Some children posted the split strategy and explained their process as you will see in their student class blogs.
Have a good weekend everyone!!
It’s been a short but intensely busy fortnight back! Students reflected on their approaches to learning and set SMART goals which they shared in their 3 way conferences. It was a challenging and in-depth process but the students persevered and were very principled about how they see themselves as learners and the areas that they wanted to improve in. Thank you for attending the conferences and being a part of the support to help the students achieve their goals.
Students have been busy planning which learning engagements to share for their walkabout assembly. They practiced and spoke confidently to a broad audience consisting of peers and adults. Thank you to all the parents that came to be a part of this showcase. Here are some photos from the Assembly:
In Math, we started to look at addition and subtraction strategies. Students completed a pre-assessment task showing their prior knowledge. In the weeks coming we will learn and practice the following – compensating, split and jump strategies. More about this in another blogpost.
The students spent time planning, drafting, revising, editing and posting on our class student blog link. They also responded to posts from their classmates. This was part of the How We Express Ourselves summative assessment task (making quality posts and responding appropriately to another post.) Please spend some time looking at the students’ posts and discuss the learning with your child.