This unit in visual arts class, students have been inquiring into perspective in visual arts, which is a key concept in the unit they are working on in their homeroom.
They will be assessed on the PYP visual arts learning outcomes responding (3.4): Reflect on their own and other’s creative processes to inform their thinking and creating (phase 2 ): identify, plan and make specific choices of materials, tools, and processes.
Students began by learning about drawing 3-D buildings and 3-D letters using a variety of YouTube videos and tutorials from Mr. Luis. Then, they inquired into one-point perspective, looked at examples of artwork with one-point perspective, and explored in their process portfolios. Finally, students attempted two-point perspective, which was very challenging and difficult to visually comprehend.
Currently, students are using one or more of the perspective techniques they learned to create a final artwork. They are using the design cycle to investigate perspective, plan their perspective drawing, evaluate by getting feedback, and finally create. Students will use their choice of materials to create their perspective artwork.
Students are now tuning in to their own personal inquiry into a global issue. They are identifying sources, researching more background information and formulating questions to focus their inquiry. We are encouraging the students to find primary sources to interview about their perspectives on different issues. Please support your child with this at home if you know of someone who can support their learning.
In maths we have started investigating into luck, or as mathematicians define it; probability. We are testing experimental probability and using multiple strategies to calculate theoretical probability. Ask your child to teach you a fair or unfair game this week.
In language we are identifying the features of traditional stories. We have identified that fables and folk-tales are types of traditional stories that tell us about the beliefs and values of different cultures.
How to help at home:
- Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
- Find examples of probability in real life (eg. weather forecast, sports predictions etc.)
From our tuning in activities we were able to identify prejudices reflecting global issues. The students are in the process of choosing specific issues to inquire into. In our inquiry, we will try to focus on primary sources to gain different perspectives.
In language, we will be reading and writing traditional stories. We have identified fables as one way that values are spread and taught. We will continue reading fables and other folk tales and traditional stories to inquire into the concepts of form and function.
In maths, our investigations into multiplication and division are ongoing. We will continue to practice our strategies by solving word problems.
How to help at home:
Identify and discuss prejudices
Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
Find examples of probability in real life (eg. weather forecast, sports predictions etc.)
Happy new year and welcome back to a new term. We have just started our new unit of inquiry under the theme of Who We Are. Please click here to access the unit overview.
We’ve been looking at various artifacts and stories from different cultures to come up with connections and questions for our inquiry. We’ve also been identifying different issues related to beliefs and values such as misconceptions, stereotypes, and prejudices. We have been learning about others’ beliefs and values through listening to a range of guest speakers.
In Language, we’ve been reading and talking about the cultural elements in stories. The purpose of this is to develop awareness of how beliefs and values are reflected in literature.
In Maths, we continued practicing multiplication and division strategies and are using them to solve problems.
How to help at home:
- Ask your child to show you a strategy learnt for multiplication or division
- Continue discussions about family values and beliefs
- Read stories from your own and other cultures, identify the values, beliefs and behaviours of the characters
Guest Speaker Ms. Wilson
Students have been focusing on a particular aspect of exploration from the polar regions, land, space or ocean to identify DISCOVERIES and IMPACTS;
- What has been discovered?
- How have these discoveries impacted our lives?
In language, the students have been writing personal recounts and recounts related to exploration. They’ve been learning how to use first and third person pronouns, connectives or transition words, and powerful words in their recount texts.
In maths, we’ve been investigating the concepts of time and direction by looking at maps and solving problems related to timezones.
How can parents help at home?
- Find some recount texts to read together.
- Ask your child to show you some multiplication and division strategies they’ve learned in class.
- Talk about maps, use GPS when you travel and work out time zones.
- Use coordinates and directions while travelling or playing games (chess).
The students have chosen their specific research topic and came up with research questions. They have started planning for their research; identifying sources and gathering data.
To focus our research we are using the reading strategies connecting, comparing, inferring and creating images. While reading at home students can practice these strategies by making connections to previous experiences in their own lives, comparing writing styles and perspectives of the different texts they read.
In language we are focusing on writing personal recount. Students are expected to use descriptive details about significant events from their own lives.
- Talk about some memorable moments in your family and send photos to help the students verbally recount that event.
- Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming? You will receive a climate ambassador certificate.
- Guide your child in his/her data gathering, focusing on the research questions
- The reason for exploration
- The impacts of exploration (benefits and drawbacks)
- What innovation is needed to make this exploration successful
- What new understandings have been developed as a result of this exploration
Click on the image to access the padlet for your research. Or click on the Learning Links tab to access the LIS library database.
In mathematics we have been inquiring into multiplication and division. We have shared strategies that we already know, created questions about what we want to find out and have discussed the connections between multiplication and division. We will be learning a range of different strategies and deciding which one works best for particular problems.
To find out about exploration and perspectives we have been reading recount texts. As well as looking for the causes and impacts in these stories, we have identified the form and function of recount writing and started writing our own recounts.
We had an informative and inspiring Skype conversation with Annie Waterston, a PE teacher who is going on an expedition to Antarctica in February. She explained her reasons for exploration; to raise awareness about the impact of global warming and to inspire people to make changes in their daily lives. The goal is to promote renewable energy before the moratorium of Antarctica ends in 2041. Visit www.2041.com for more information.
- Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming?
Our new unit is Where We Are in Place and Time. We are looking at the key concepts of causation, change and perspective and the related concepts of exploration, innovation and impact.
Click here to find the unit overview with the learning outcomes.
For the finding out phase of this unit we would like to speak to explorers in any field. If you have any personal or professional contacts please let us know.
Below are some photos of our provocations in the first week of our unit.