Planning for inquiry

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.)

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.)

Who We Are

Tuning In

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

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

Visual Arts Update: Stand Alone Color Theory

This unit in visual arts class, students are inquiring into color theory with the central idea: colors are used and interpreted in a variety of ways around us. They are inquiring into the form, function, and perspective (key concepts) of color theory. They are being assessed on the visual arts learning outcome: responding (phase 4) explain the cultural and historical perspectives of artwork.

Take a look at some in-process photos of this unit:

Explorations: Tuning In and Finding Out

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.

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.

 

Home learning:

  • 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?
  • This padlet has some links related to our unit:  EXPLORATIONS RESOURCES

 

Gihon created this QR code for the padlet on ‘Explorations Resources’:  (Thanks Gihon!)

 

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. 

Visual Arts: Stand Alone Color Theory

This unit in visual arts class, students are inquiring into color theory with the central idea: colors are used and interpreted in a variety of ways around us. They are inquiring into the form, function, and perspective (key concepts) of color theory. They are being assessed on the visual arts learning outcome: responding (phase 4) explain the cultural and historical perspectives of artwork.

Students learned about the artist Mark Rothko and the abstract artwork he made using block of colors. These paintings, with titles such as Red, Yellow, and Orange, were revolutionary because artists before Rothko typically created more realistic artworks.

As part of a color theory progression, in y5 PYP visual arts, students learn about the following color combinations:

After studying Rothko’s artworks and thinking about emotions we feel when we look at them, students found that everyone’s perspective of colors is different.

Students created an emotions pie chart of the emotions they were feeling that day. Their pie charts included a color key so that each emotion was associated with (a) color(s).

Students picked their top three emotions using their pie charts and used this color as the base color of the background for their artworks. They planned by creating abstract sketches of each emotion using the base color and other colors. After evaluating and receiving peer feedback, students began their three backgrounds based on their sketches.

Next, they will be using these background and posing in front of the background showing the emotion that their artwork represents. They will learn composition photography tips and use these tips to take images of each other. Eventually, they will edit these images and use them as part of a 3-D collage.

Sorting Out

This week we have been sorting out our findings by creating models, verbally explaining to our peers and writing explanations. We have also applied our knowledge by solving real life problems related to our chosen processes.

In Maths, we are learning how to measure different changes over time for example, changes in temperature and area of desert. We are also interpreting data mathematically and looking at the different ways to collect and organise data.

Many thanks to Ms. Eunice Andrade for the informative and interesting talk on safety connected to our third line of inquiry.

Angolan Independence Day celebrations were in full swing this morning, many thanks to all the teachers, students and guests who made the event such a success!