Wrapping up! – How we organize ourselves.

Year 4 have inquired into the transdisciplinary theme of How We Organize Ourselves, learning about digital communication and how it has changed the way people access information and communicate with each another.

Students have spent time thinking about and discussing what it means to be responsible digital communicators and citizens.
Some of the learning engagements that have supported student learning include:
• Discussing the digital platforms that are used to communicate with others, followed by a survey of how many students use various platforms. Once the survey was completed, information was gathered and represented in bar graphs (mathematics). Students were able to evaluate the data and identified that most digital platforms used were for communication and entertainment.
• We have looked at the role of Emoji’s in digital communication and how images can deliver messages to the reader. They learned about text language and how a few letters can represent a word or phrase when texting messages.                                                                                                      • Students learned about using formal and informal language to match different purposes and audiences when communicating with others.
• After discussing online safety and viewing an age appropriate video, students identified a set of safety tips that they could use to protect themselves while online.                                                   • Student blogs were set up for each of the year 4 classes and students are learning about posting blogs and the importance of safe, respectful and purposeful use of the blog platform.

For the summative assessment students were asked to choose a digital communication platform. They then discussed the purpose of this platform (function), why the platform is used, which audience would it be for? (causation) and how to use the platform responsibly (responsibility).

Please discuss this unit with your child and ask them about any action they have taken. Please share and comment on our blog if your child has talked about or done anything differently over the last few weeks as a result of their learning in this unit.

Back into action. Learning in Year 4.

Back from October break and Year 4 have leapt back into action!

Within the unit we are learning about our responsibility in virtual environments. We are learning how to do this through self-management (codes of behaviors) and social skills (accepting responsibility).  With a focus on sharing our learning and cultivating responsible digital practices we set up student class blogs.  Please click the 4.4 tab above to see our student blog posts.

Enjoying our weekly visits to the library we each chose a favourite library book pick to report on and posted our reviews in our class library gallery.

We continued writing our realistic fiction stories. We reviewed our anchor charts and tuned back into the elements that make a realistic fiction story. We read and unpacked texts using a range of story map frameworks. Using the writing process –  so far, most students have planned and drafted their story. They are now working with a revising buddy to add details and fine-tune their stories.

We have been learning different mental math strategies to solve addition and subtraction problems. Students completed a pre-assessment task and shared their addition and subtraction strategies with each other. In class we are learning new and revising known strategies; this week we looked at the jump and split strategies.

 

Visual Arts HWOO

In visual arts, Y4 students are currently connecting to the How We Organize Ourselves unit with the central idea: digital communication changes the way in which people access information and connect to each other.

Students are focusing on two learning outcomes: 

Responding (Phase 3): Recognize that different audiences respond in different ways to artworks

Responding (Phase 2): Identify the formal art elements of an artwork

Students are learning about digital photography, the elements of art, and digital communication. Y4 is developing an Instagram account. This account, which will only be accessible to their teachers and I, is helping them to understand our responsibility in virtual environments. Each Y4 class created Instagram Agreements to ensure that they were keeping themselves, others, and our location safe.

After researching the elements of art, students used frames as cameras to take pretend pictures. Students have also practiced writing captions for photographs including emojis and #hashtags. They are currently using iPads to take pictures using the elements of art in interesting compositions. Students will eventually edit these pictures, add captions, and I will be posting them to our Y4 Instagram account.

Throughout the rest of this year, teachers and I will show Y4 students their Instagram so they will be able to see likes and comments on their photographs. This account will be regularly and thoroughly monitored to ensure that students are exposed to appropriate information.

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Visual Arts Stand Alone Unit: Digital Art

Y4 completed their first visual arts unit with the central idea: We choose and use digital programs to create art. Students were assessed on the PYP visual arts learning outcomes: Responding (phase 2) Use appropriate terminology to discuss artwork and Creating (phase 2) Demonstrate control of tools, materials, and processes. 

This project included multiple steps: a composition study, a final composition, and a group composition. Students assessed themselves throughout using a planner in their visual arts process portfolio. This project connected to the central idea in their homeroom class because each student was given a picture of a body system and a body part within that system to further their understanding of how body systems are interconnected.

Students spent several classes editing their photo using iPhoto. They learned about and discussed various editing tools. Students chose their favorite 3-4 edited pictures and gave each other oral and written feedback using art terminology.

Students talked about art composition and completed their composition study and their final composition using the photos they edited, glue, scissors, and black and white paper. Finally, students found people in their same body system and created interconnected group art using their edited body system images. They finished by writing a self-reflection in their process portfolios.

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How we organize ourselves

This week the students in Year 4 have been engaged in some activities for our new unit, How We Organize Ourselves.

The students have participated in discussions about what the word ‘communication’ means to them. We have also been looking at key vocabulary that will be used within this unit.

How We Organize Ourselves – Digital communication changes the way in which people access information and connect to each other – an inquiry into the interconnectedness of human-made systems and communities.

Key concepts: function (How does it work?), causation (Why is it like that?), responsibility (What is our responsibility?)

Related concepts: digital systems, platform

Lines of inquiry:

  • How digital communication systems are used and organized.
  • Our responsibility in virtual environments.

The approaches to learning/skills the students will develop during this unit are:

  • Communication skills: writing and viewing
  • Social skills: accepting responsibility
  • Self-management: codes of behaviour

Learner profile attributes:

  • Communicator
  • Principled
  • Reflective

Transdisciplinary connections:

  • Language:

Viewing and presenting – students will show an understanding that visual text may represent reality or fantasy.

Reading – students will show an understanding that text is used to convey meaning in different ways and for different purposes – they are developing an awareness of context.

Writing – students will show an understanding that writing can be structured in different ways to express different purposes. They will understand that writing can produce a variety of responses from readers.

  • Information and communication technology (ICT):

Students will understand that ICT will:

– provide a broad range of sources of information.

– provide students with a range of tools to store, organize and present their learning.

– encourage and allow for communication with a wide-ranging audience.

  • Visual Arts:

Responding (Phase 3): Recognize that different audiences respond in different ways to artworks

Responding (Phase 2): Identify the formal art elements of an artwork.