Finding out

This week, we invited Ms. Manuela from Lua Jardim, Mr. Tony from UNITEL, and Ms. Keryth who used to work in advertising and marketing. We learned about the distribution of goods and services, the role of supply and demand and what affects prices.  

We have completed our Digital Citizenship course and soon process our learning.

In Language, we’ve been reading and writing about product and service descriptions. We’ve been learning how to take notes and write drafts for our writing.

In Math, we continued investigating fractions by finding fractions of regions, exploring equivalent fractions with manipulatives and searching for connections between fractions, decimals and percentages.

Some classes had the opportunity to visit the Diploma Art Exhibition in building 7.

Taking action

The students have completed their summative assessments and are in the process of organising their portfolios and taking action.

For our next unit we’re focusing on the concepts of supply and demand and we are looking for resource speakers who are knowledgeable in these areas:

  • Real estate
  • Advertising (writers)
  • Service providers (hotels, restaurants, telecommunications, water suppliers etc.)
  • Manufacturing (factories, wholesale, retail)
  • Infrastructure (mains water and electricity)
  • Farming and fishing industries

Here are some questions we’d like to inquire into:

  • What are some challenges that you encounter in providing goods and services?
  • What hinders and helps a successful business?
  • What factors affect supply and demand?

Please let us know if you have any contacts in these lines of business.

Reminder:

Monday the 19th and Tuesday the 20th the students will take the International Schools Assessment (ISA). The children will be at their best after 11 hours sleep and a healthy breakfast. There is no need to study or prepare for the test as the questions require critical thinking. Please be aware that additional stress and pressure might have a negative impact on their tests.

Finding out

We are now in the finding out stage of our personal inquiry into a global issue. We are interviewing people to find out different perspectives and using books and articles to deepen our understanding.

In language we are familiarising ourselves with traditional tales from our own culture, identifying and comparing the moral and values and are retelling the stories for a younger audience.

In maths we continue our inquiries into probability, looking at a range of different games and calculating the theoretical and experimental probability of winning. Some students are showing their understanding of fractions and their connection to percentages. For example, if you have a 1 in 4 chance of winning the game it converts to a quarter or 25%.

Finding Out

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.)

Sorting Out and Going Further

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 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).

Finding out

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.

Home learning:

  • 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

Where We Are in Place and Time

Tuning in

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. 

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

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.