Finding out

This week we have been finding out answers to our specific research questions by using Britannica, websites, news articles, videos and interviewing experts.  We focused on the following questions:

  • Where the issue is happening or has happened
  • The causes of the issue
  • The impacts of the issue
  • How humans respond to the issue or consequences of the issue

In language, the students will be reading different texts related to their own research topic. They will apply reading strategies such as determining main importance, skimming and scanning, and summarizing/paraphrasing.

In maths we continued our inquiry into place value and some of us have been exploring decimals. We have been finding out the number of tenths and hundredths in different decimal numbers and connecting this new knowledge to money and measurement.

How can you help at home:

  • Ask your child about his/her research, help identify resources and talk about appropriateness and relevance. Focus on the three main questions (causes, impacts and human responses).
  • Ask your child to show you how to log in to the library online resources. You can start with the link on the blog under Learning Links

Finding Out

This week we have started using the research process to find out what the different components of the earth are, what their function is and how they are connected. Many thanks to Mr. Adil, Mr. Bobby, Mr. Antonio and Mr. Hernan and the year 13 students for the informative and engaging presentations about rock formation, the structures of the earth, earthquakes, oceans and plate tectonics.

We are unpacking the features of explanation texts and using this understanding to write our own about the components of the earth. We are reading nonfiction texts to research how the earth is changing and the impact that this has on people’s lives.

Ways to help at home:

  • Over the October break look for evidence of change in the environments you visit.
  • Take photos and be ready to share your thinking on your return to school.
  • Talk to your child about the components of the earth and how they are continuing to change.
  • Talk about what communities and governments are doing to respond to changes in the earth. (earthquakes, floods, volcanic eruptions). For example this video and others like it.

Tuning in and formulating questions

This week all of us participated in a whole school, community building day. Teams were made of students from Year 1 to Year 11 and we played a range of cooperative and challenging games.

Some reflections from Year 5 include:

“We loved the activities, they were a lot of fun.”

“It was great to meet and play with the older kids.”

“It was good community building.”

“We liked using teamwork!”

In maths we continue to develop our understanding of place value through a range of inquiries including: ordering and comparing decimals, exploring the different combinations of 100s, 10s and 1s that can make numbers and wondering about and creating different number systems.

We have recorded our current knowledge of the earth and its atmosphere and have shared this with each other. We are using the key concepts change, causation and connection to formulate questions to inquiry into.

How the World Works- Tuning In

Our new unit is How The World Works. We are looking at the concepts of processes and change. Click here to find the unit overview.

For the finding out phase of this unit (the 4th of October until the 13th of October ) we need the following:

  • earth scientists
  • geologists (rock cycle, tectonics, erosion, carbon cycle)

Please contact your child’s class teacher if you can offer help or know of someone who can.

To support the learning at home:

  • Find photos of natural changes in the environment of places you’re familiar with.
  • Ask questions like: What natural changes are happening in Angola or in the countries where you lived? What has changed? What caused these changes? What is the impact of these changes?

See below for a slideshow of young earth scientists in action:

This slideshow requires JavaScript.

 

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

Going Further

This week we have been applying our understanding of how to raise awareness by making thought provoking artworks. We created 4 draft ideas before receiving feedback and choosing the most thought provoking idea to focus on for our assessment. We have also been developing our writing skills by revising, editing and giving feedback on our narrative about deforestation.

We have been learning how to solve open ended maths challenges and have been focussing on articulating our reasons for using a particular strategy. For example, using manipulatives and drawing out the problem. We have also started exploring the concept of VALUE in maths.

How to help at home:

Look for examples of numbers at home that have value. Parents can guide with questions like: What is the value of the number? What does the value represent? (shoe size, oven, freezer, dashboard, scales)
Ask your child to talk you through the learning process guided by the images below. Ask your child to reflect on their chosen art medium and the process of creating their art piece/performance.
Help extend your child’s inquiry by finding out more about their chosen art form and about other artists.

Reminders:

Athletics Day 10:10 – Thursday the 21st of September

Peace Parade 14:00 – Friday the 22nd of September

Finding out

This week we are analysing facts, categorizing facts, identifying concepts and finding relationships between concepts to create generalisations or conclusions. The slideshow below shows images of how the children recorded their thinking. We also deepened our understanding of the related concepts value and communication by creating thought provoking freeze frames. In order to provoke thought and raise awareness about deforestation, we are in the process of choosing our art medium for exhibition, writing narratives about deforestation and creating artworks in the style of Keith Haring.

We are continuing to develop our problem solving skills and growth mindset through a range of mathematical challenges.

How to help at home:

  • Ask your child to talk you through the learning process guided by the images below.
  • Visit the youcubed website and try some of these activities together.
  • Below are some suggestions on how to help with reading at home. 

Reading advice for parents-poe6yx

Visual Arts: Keith Haring

In visual arts class this unit, students are inquiring into the same central idea as in their homeroom class: the arts play a vital role in provoking thought and raising awareness. Students are being assessed on the visual arts learning outcomes: phase 3 (responding) use a personal interest, belief, or value as the starting point to create a piece of artwork.

Students are learning about Keith Haring and his thought provoking artwork artwork that raised awareness about social, political, and environmental issues. Last week, students played the game role a Keith Haring. They learned how to draw like Keith Haring by posing for each other, drawing stick figures using pencil, using marker to outline the figures, and then erasing the inside.

 

 

This week, students are sketching about deforestation in the style of Keith Haring. Next week, students will complete an acrylic paint study. They will choose their best sketch, add color using acrylic paint, and outline using permanent marker.