Visual Arts: Digital Citizenship

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.

Digital citizenship and Poetry

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 organize our thinking.

As part of our new unit, 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 the poems described something or someone by comparing it to another thing using like or as (as noisy as a monkey, it had teeth like daggers). Together we started a plan and started a draft of a simile poem about 4.3, which the children were invited to finish on their own.

As we continue our learning in this unit the students will be exposed to more genres of poetry including cinquain and kenning poems.

Please feel free to share some of your favourite poems when talking with your children or commenting on this post.

How we express ourselves.

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 – HWEO

Here are some of our introduction 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. With our students we will develop a class checklist for purposeful, appropriate and responsible use of blogs.

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.

Who We Are – summative assessment task and reflections.

During the past 6 weeks year 4 have been inquiring into the transdisciplinary theme of Who We Arelearning about how our body systems work together to keep us healthy.

This week we finished our Who We Are 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 (how it connects to other things).        

4.) Detailed the responsibilities we can take to keep the system healthy (what is our responsibilities).    

5.) 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 jr).

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, they also needed to be constructive in their feedback to each other and in their reflections of their own work.

Here are some student learning statements and reflections shared –

I learned that the skeletal system protects the organs and helps us to move around.

There are 3 kinds of muscles, voluntary, involuntary and cardiac muscles.

I found out that the heart beat is the sound of two valves opening and shutting in the heart.

In the small intestine the villi takes the nutrients out of the food and into the blood.

When you breathe in the big muscle diaphragm goes down when the lungs fill up.

I found out that all the systems in the body are connected and each system has an important job.

Muscles are controlled by the nervous system.

In bone marrow the blood cells are made.

The trachea is the pipe that we breathe air down to and then the air goes to the bronchi and into the lungs.

I learned about the circulatory system and how the heart pumps the blood around to all the systems in the body.

Bright red blood carries oxygen, dark red blood takes used oxygen.

I found it interesting that the left lung is smaller than the right lung.

Muscles are in twos, when one muscle is working its other muscle is resting.

Our small intestine is 7 meters long!

A baby has more than 300 bones.

There are 3 types of blood cells. Red blood cells, white blood cells and platelets.

 

More skills

Research skills – (recording, organizing and interpreting data) –

In Math students have been working on Data Handling.  Students collected data on the snacks that Year 4 students eat at school and created pictographs and bar graphs with the information gathered.

In PE data was collected for students for how  fast they ran 50m, how many laps of the fields they ran and how far they jumped.  Students will be analyzing the tables and discussing other ways of representing the data. 

 

Students continued working on their thinking skills they are working in expert groups, researching a chosen body system.

Self-management skills – healthy lifestyles – Students worked in small groups discussing the positive and negative impacts of lifestyle choices on body systems.

 

FAMILY READING NIGHT | NOITE DE LEITURA EM FAMÍLIA

RECIPE FOR READING

 

SERVES 60

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 prilibrary@lisluanda.com or pop into the Primary Library

——————————————————————————————————————————————————————

RECEITA PARA LEITURA

 

SERVE 60

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 prilibrary@lisluanda.com, ou apareça na Biblioteca da Primária

Body systems and how they work.

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.

 In pairs students read an example of an explanatory text – How does the digestive system work?

 Next, they highlighted words that needed further explanation – we used library books and dictionaries to clarify the meaning of those words,

 Then as a whole class we analyzed the features and language of the text and together we came up with  a checklist for explanation writing (there will be more about writing to explain in a future post).