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 of 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 for 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.
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:
Year 4 students are learning how to write realistic fiction; it’s a standalone unit that will run for several weeks. Students are exploring story elements – characters, problems, and settings. In addition they will learn more about punctuation and various literary devices such as similes and alliteration. The videos below further explains the text type.
In class students have been reading and analyzing a range of mentor texts (examples of realistic fiction that will help them write their own stories). They used this prompt, “what do you notice the writers doing?” while exploring various realist fiction picture books. Students worked in groups come up with a list of real life problems and realistic solutions. They are using these ideas in their own writing as they plan and draft their own stories.
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.
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.
In Math Year 4 have started a unit on place value.
An understanding of 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)
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.