Sharing The Planet – update

Busy times in Year 4…

Students’ continued fraction exploration and deepened their understanding of part-whole relationships.  E.g. the WHOLE of Year 4.1 has 18 people. What is half of that, a sixth, a ninth, a third?  Students also looked at ways to make a half.  We started exploring analog, digital and elapsed time.

Continuing our inquiries into the interconnected factors that affect food security, we had a guest speaker, Ms. Maria from World Vision, who shared information about food insecurity, the factors that contribute to it and the consequences.

Students also looked at the Food and Agricultural Organization of the UN (FAO)’s Map of World Hunger.) and discussed  what factors contribute to the food instability. For example: drought, other natural disasters or environmental factors, political situation, war, famine, food shortages, etc.

In language students are reading and viewing various sources which are developing their understanding of how the related concepts of accessibility, availability, stability and utilisation are related to food security.

We continue revising the writing process – this time students are working on reading and writing procedural texts.

Fraction Action!

Y4 students have recently begun tuning in to a stand-alone maths unit on fractions. After the initial pre assessment to ascertain where the students were in their understanding of the concepts and vocabulary associated with fractions the inquiry began with the students exploring part-whole relationships using pattern blocks. Students were given a yellow hexagon as the ‘whole’ and used triangles, trapezoids (trapeziums) and rhombuses to explore the different fractions that could be made. For example, 2 trapezoids fit into the hexagon so 1 trapezoid is half of the whole. Students then transferred their thinking into book creator. They took pictures of the different pattern blocks and their related fractions and wrote their explanations. 

As we continue working through this unit, students have been learning how to identify the symbols for halves, quarters, thirds, fifths and tenths, they will order fractions with the same denominator and find unit fractions of sets and regions (⅓, ¼, ⅕, 1/10). Students who are more confident may move onto more complex fraction exploration using their understanding of multiplication and division to solve problems.

 Below is a slide-show of our children exploring and building their understanding of fractions.

Sharing the Planet – Getting started and tuning in.

This week year 4 students began tuning-in to our  final  unit, Sharing the Planet –  Food security depends on interconnected factors – An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Students have been looking at images from  HUNGRY PLANET

and sharing what they notice, connections they make and wonderings they have:

 Tuning In:

Students began tuning into this new unit with a gallery walk of picture provocations found on the Hungry Planet website. Each photo showed a family from a different country with the amount of food they consume in a given week. The conversations and deep thinking shown by the students was impressive. It was interesting to see how different families have different priorities when it comes to the food they consume. It was also interesting to see the differences in the amounts and types of food consumed in different countries. Please see a slideshow of images below.

Key concepts

  • Responsibility (What is our responsibility?)
  • Causation (Why is it like it is?)
  • Connection (How is it connected to other things?)

 

Related concepts: utilisation, availability, accessibility, stability

Lines of inquiry:

  • The natural and and human made factors contributing to food  security.
  • The factors that food security is dependent on over time.
  • The consequences of food insecurity.

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

  •  Research: organizing and interpreting data
  •  Thinking: comprehension
  •  Self management: healthy lifestyles

Learner profile attributes:

  • Caring
  • Principled

Attitudes:

  • Empathy
  • Tolerance

 Transdisciplinary Connections

 Social Studies skills:

Assess the accuracy, validity and possible bias of sources

Use and analyze evidence from a variety societal sources

Learning outcomes (Students will be able to):

Identify and explain the factors contributing to food security (utilization, availability, accessibility, stability)

Identify the increasingly complex cause and effects (hunger and food insecurity)

Our language teaching will include – reading and watching various secondary sources to develop their understanding of food insecurity. In writing we will revisit instructional texts and continue working on the writing process.

In Mathematics we will revisit data handling through looking at infographics from the World Food Programme.  We will also be doing a stand-alone unit on fractions (more on this in an upcoming post)

If you have, or know of anyone who has some expertise connected to our STP unit, please let us know! We would love to have more guest speakers to share their knowledge, skills, learning and experiences with our students.

We look forward to hearing about the action your children may take as a result of the learning in this unit.

 

  

 

 

 

 

Science – How the world works.

Before the Spring break, students in year 4 were busy building balloon powered cars to support our inquiry into how forces affect motion. The students followed a set of instructions to build their vehicle using a range of materials kindly donated by parents and friends. Some of the students adapted their designs to improve the movement of their cars.

After building the cars we were lucky enough to spend a morning with Ms Sutton, the Diploma Programme Physics teacher. She helped us understand the different forces that were acting on our cars (friction and gravity) and we tested how far they could travel when using 5 puffs to blow up our balloon. We used our mathematics measuring skills to estimate and then measure the distance the cars travelled and recorded the information on a table of results.

The next step was to modify and improve our vehicles to see if we could make them go further. We used the design cycle and revamped our cars, re-testing them to see if they went further! Some did and some didn’t, but we learned that commitment and reflection were an important part of the design cycle.

We learned that we had to blow the balloon with same number of puffs each time to keep our test “fair” scientifically and wrote our reports up just like real scientists would!

See below for a slide show of our building and experiments.

 

Aquatics lessons

Dear Parents and Students,

Due to the MYP Aquatics lessons at the pool in the coming weeks (MYP recently started their swimming blocks) we have made some small adjustments in our regular Primary PE & Aquatics schedule.

Please check below for the alterations that will occur in your child’s schedule from next week until the end of this academic year:

 Wednesday May 3rd: Y4 – Y6 Aquatics Exposition so Y4.2 and 4.3 Aquatics lesson is cancelled for that day.

Monday May 29th: Y 4.4 Aquatics will be a PE lesson.

Wednesday May 31st: Y 4.4 Aquatics will be a PE lesson

Wednesday May 31st: Y 4.2 Aquatics will be a PE lesson

Wednesday May 31st: Y 4.3 Aquatics will be a PE lesson

Thursday June 1st: Y 4.2 Aquatics will be a PE lesson

Friday June 2nd: Y 4.3 Aquatics will be a PE lesson

 

 

Field trip to Fábrica de Sabão

Welcome back everyone,

We hope you all enjoyed your holiday adventures and are ready to further explore and develop our learning for the rest of the semester.

Making connections to a past unit, where we investigated the concept of sustainability and our present unit, where the central idea is ‘People apply their understanding of scientific principles to innovate and create’, we are going on a field trip!

On Wednesday we sent home a permission slip for your child to go on our up-and-coming field trip. Thank you for filling it out and returning this to us as promptly as you can. A notice was also sent home with details and descriptors telling you about the trip, as can be seen below.

Field trip information

Year four will be going on a field trip to Fábrica de Sabão in Rua da Cerâmica in Cazenga. Keeping in alignment with the LIS Health and Safety and Security policies, the Year level will be split into two groups and go on the field trip on consecutive days, Wednesday 19th April (4.2 and 4.3) and Thursday 20th April (4.1 and 4.4). Each group will depart on their field trip from LIS at 8.30am and arrive back at school around 1.45pm (factoring in traffic time).

 

Fábrica de Sabão (An education centre for the People of Angola)

Is an enterprising education hub, which is focused on ‘tapping’ into Angolan people’s potential and creativity. The innovation-led education centre actively promotes entrepreneurship skills. It empowers participants to explore and develop their ideas while at the same time, providing instruction of the necessary knowledge and skills to develop their thinking and their work processes further. ‘It is a hub to connect, learn, create and grow – a place for creative and sustainable social change’ (quote from Fábrica de Sabão, The Story, copyright 2016 Fábrica de Sabão).

Find more information at http://www.fabricadesabao.co.ao/en/

 

Recycling everyday trash materials they produce items to sell, such as, bags made out of plastic. With this in mind, our year 4 students are asked to bring in any of the following items for us to take a collection of recyclables to the education centre for their use.

 

  • Aluminium cans
  • Plastic bags
  • Plastic water bottles

 

What to bring

·      A water bottle

·      A snack for morning break

·      A healthy packed lunch

·      A hat

·      Sensible walking shoes

·      A packet of tissues

If you have any questions please contact your child’s homeroom teacher.

ariek@lisluanda.com

lchalmers@lisluanda.com

sshah@lisluanda.com

wwilson@lisluanda.com

Earth Day Photo Competition

In preparation for Earth Day 2017 we are encouraging students to enter the Earth Day photography competition open to students from Y1-Y13. The flyer below gives more information. As so many of you are travelling to exciting places, it may be a good opportunity to find natural beauty in the environment and observe how people interact with their environments in different ways.

Have a safe, restful break and we look forward to seeing you all back at school on Wednesday April 5th.

Celebrating our learning – Student Led Conference.

Thank you to all of our parents for making this a wonderful day for us. We were so happy to share our learning with you and to have the chance to show you around and tell you about what we are doing at school. We appreciate all of your support, care and all that you do for us.

Student reflections:

I enjoyed sharing my learning with my Mom, especially my math strategy and also explaining our map of a sustainable settlement. – Enzo

I enjoyed sharing my knowledge of poetry. I liked reading my magic box poem and my persuasive writing text. – Mila

I showed my Mom my work and took her around the class to show her all the work that we had been doing. I liked showing her the settlement our group did on a map. – Ryan

I liked showing my family the different systems we use in class and I liked sharing my work with them. – Glenda

I liked showing my Mom around the classroom because it helped her to understand how we learn and the different kinds of work and units that we do. – Jagriti

I really enjoyed sharing with my Mom. I loved showing her all of my work and I especially liked playing the rocket math game. My Mom was very happy to see that I work hard and I am responsible and do my best.               – Victoria

I liked showing my Mom around the classroom and explaining how everything works. My Mom was really happy to see that I am learning a lot, I work hard and I am growing a lot. – Zoë

I liked showing my Mom and Dad the portfolio and all of my learning in the classroom. I really liked the questions my Dad asked about sustainability when I was telling him about the landforms and our settlement. Our walk around the specialist classes was good because Dad could meet my other teachers. – David

I enjoyed explaining my portfolio work to my parents. I liked showing them around the classroom, especially telling them about the map of the settlement our group made, the landforms and the sustainable things we were using in it. I liked explaining to them how to play the rocket math game and I really liked making a model of a pulley with them. – Abi

I enjoyed showing my work and explaining the systems in the classroom. I liked sharing my knowledge of sustainable settlements and showing Mom the map we made. I showed the pulley that our expert group made. – Gihon

I enjoyed explaining all of my learning at school to my parents and showing the skills I have learned and showing them around my classroom. I told them that I have a good spirit from my learning. – Mutiara

I enjoyed sharing my learning with my Mom especially the sustainable settlement map that I worked on with my group. I told her about our new unit, learning about forces and simple machines. – Tisya

I enjoyed taking my Mom and Dad on the class tour and showing them all the different work we have done around the room. I also liked showing my portfolio work and sharing information about what I learned. I liked telling my parents what skills I have improved on and the ones that I am working on. – Kanya

I enjoyed showing my work and talking about my learning with my Mom. I could explain a lot of the learning that I have done and she asked lots of good questions about what I do in school. My Mom and I laughed a lot. I love sharing my work with my Mom. – Grace

I enjoyed showing my Mom how much I learn at school. I enjoyed showing her the math strategy and playing the rocket game with her. I told her about the settlement that my group made. I showed her my portfolio too. My Mom was so happy to know that I am learning more English and I am having more responsibility and independence. – João