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.
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!!
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
In visual arts class this unit, Y4 students are learning about adinkra symbols and textiles made in Ghana. Students are learning about the traditional process of creating adinkra textiles by using natural materials to create the stamps, ink, and fabric.
They are inquiring into the central idea: traditional art helps us understand our culture.
Students discussed adinkra symbols and their cultural purpose. They found the differences between signs, symbols, and logos. Students went on a Symbol Search around school to find and sketch symbols. They found that symbols are simple to draw, difficult to understand, have limited colors, and rarely have words.
Students are in the process of sketching symbols that represent their culture. They will choose their best symbols, draw them on foam, and cut them out to create a stamp. Students will experiment with stamping using different mediums and inks. As a summative assessment, students will be creating adinkra textiles using cloth, ink, and their stamps.
Thank you to all the parents who attended our presentation night. Please have a look at the ‘Resources’ slide of the presentation to see some useful links that you can use to help support your child.