Today the Year 6 students wrapped up their How the World Works summative assessment by presenting their summative assessment to several primary classes. The students explained how their innovative solution could help fix of minimize an issue connected to energy. In addition to this, the Year 6 students spent some time reflecting on and developing presentation criteria for the upcoming Exhibition next semester. It was great to see the enthusiasm and creative thinking displayed by students today.
This week Year 6 commenced the summative assessment learning task for How the world works. This learning engagement, that will act as the final assessment for this unit will extend over next week. The assessment has been designed as a ‘mini-exhibition’ in order for our learners to experience elements of the upcoming PYP Exhibition (our final unit of inquiry). To this end, students are managing their time by developing their own daily schedule including associated goals for each session; use of a process journal in which they record all ideas, meetings minutes, understandings and reflections; and collaboration with various students and teachers. The main task involves the identification of a meaningful problem, issue or opportunity at LIS connected to energy. Students have been asked to then develop an innovative solution to address the chosen issue/problem that includes a relevant technology. Students are also required to investigate the causes and impacts of not only the initial problem/issue, but also the possible impact/s of their innovative solution. Our learners have demonstrated great enthusiasm and independence during this extended learning engagement so far.
Please chat to your child about their process and ideas in connection with this task.
Last week Year 6 participated in a field trip to ITA S.A. We were kindly shown around the facility by Mr. Rolf Mendelshon who answered a variety a wide range of questions that our learners had generated before the visit. Many of the questions related to our ‘How the World Works’ unit of inquiry with particular interest in connection with how ITA meets their energy needs.
We learned that most of ITA’s energy requirements are satisfied by the mains electricity from the grid and that much of this comes from renewable hydro-electric sources (Form). Year 6 questioned the need for generators and battery banks as secondary and tertiary energy sources (Causation). We also examined the role that solar energy plays to their energy needs (Technological Advances) and how it currently has a surprisingly limited scope in Angola (Impact). It was very interesting to analyse an organization from the perspective of its energy needs and allowed the children to consider energy usage in our school environment.
Many thanks to all at ITA and particularly Ana dos Santos for facilitating a very worthwhile learning engagement.
As a collaboration in music and visual arts class, year 6 students are inquiring into mask making and using masks in performing arts.
Two weeks ago, students visited Mr. James, our secondary drama teacher, to learn about using masks in drama.
During music group singing, students are currently planning a short 3-5 minute performing arts presentation using drama, dance, and music while wearing their masks.
During visual arts class, students investigated masks using books and the internet, planned their masks by drawing labelled sketches, and are now creating masks using plaster. Next week, students will paint their masks and add other art materials of their choice.
Please see the photos below to see mask planning and creating in visual art class:
As part of our belief in the importance of promoting student voice and ownership over their learning, we – the Year 6 teachers – invited representatives from each Year 6 section to participate in a collaborative meeting regarding our current unit of inquiry: How the World Works. Representatives interviewed their peers in respective classes and collected ideas and suggestions about the types of learning engagements they would like to be involved in to develop their understanding of the central idea. Some of their suggestions included guest speakers, fishbowl debates, and new opportunities for personal inquiries. We will be using these suggestions to guide and build learning tasks over the course of this unit. As the year progresses, we will continue to look for opportunities to encourage student independence and ownership.
While we are fortunate enough to end the year with our loved ones, indulging in nice food, and exchanging gifts, there are children who never get a chance to experience any of this. Children who are parentless, homeless, and vulnerable living on the streets of Luanda.
FOLSCO- Friends of Luanda’s Street Children, is a charity community with the aim to help vulnerable homeless children and orphans in Luanda. Their mission is to raise awareness about street children, connect shelters to companies for funds and financially support the existing shelters through collection of donations and fundraising events. If you would like to find more information about FOLSCO here is the website, http://folsco.org/ .
Last year, LIS students from Yr1 and Yr2 helped FOLSCO to prepare 200 parcels to give out to the homeless street children during their End of the Year Party. We would like to repeat this charitable event this year but expand the fundraiser to include year 3-6 as well. Hopefully we will be able to reach out further and include Shelters and Orphanages who have opened their doors to these children.
We are kindly asking parents and families to donate toothpastes, toothbrushes, soap bars, crayons (pack of 10), and drawing pads and bring them to school from Nov 27- Dec 8. If you are able to also bring plastic or paper ‘gift bags’ that would be very appreciated. Your child’s homeroom teacher will collect the items in the classroom.
The students will be helping to make parcels with the above donated items during the week Dec 11-15. They will use their own initiatives to decorate the parcels and perhaps make cards as well.
We appreciate your contributions and so will these well deserving children.
Enquanto muitos têm a sorte de passar o fim do ano com aqueles de quem mais gostam, desfrutando de boa comida e trocando presentes, há crianças que nem sequer sabem o que isso significa. Crianças que crescem sem pais, sem casa, e vivem vulneráveis pelas ruas de Luanda.
A comunidade FOLSCO (Amigos das Crianças de Rua de Luanda) tem como missão ajudar as crianças e órfãos que vivem desamparados nas ruas de Luanda. O objectivo da FOLSCO é sensibilizar o público para as condições destas crianças, colocar os abrigos e lares em contacto com empresas que possam contribuir e apoiar com fundos as instituições que já proporcionam alguma ajuda, promovendo recolhas de donativos e eventos de angariação de fundos. Para saber mais acerca da missão e objectivos da FOLSCO, por favor visite o site http://folsco.org/.
O ano passado, os alunos da LIS dos Anos 1 e 2 ajudaram a FOLSCO a preparar 200 embrulhos para distribuir às crianças de rua durante a Festa de Fim de Ano. Este ano, gostaríamos de repetir esta iniciativa solidária, e ir ainda mais longe, incluindo também os alunos dos Anos 3 a 6. Esperamos assim conseguir chegar a mais Abrigos e Orfanatos que dependem da nossa ajuda para acolher estas crianças que tanto precisam.
Por isso estamos a pedir aos pais e às famílias para fazer um donativo de escovas e pastas de dentes, sabonetes, lápis de cor (caixas de 10) e cadernos de desenho, e entregar estes artigos na escola a partir do dia 27 de Novembro até 8 de Dezembro. Se puderem também incluir um saco de papel ou plástico que sirva de embrulho, ficamos muito agradecidos. Os professores de homeroom ficarão encarregues de recolher todos os artigos doados nas suas respectivas salas.
Durante a semana de 11 a 15 de Dezembro, os alunos da Primária terão oportunidade de ajudar a fazer os embrulhos com os artigos angariados, decorar os sacos como melhor entenderem e talvez incluir também um cartão com uma mensagem.
Agradecemos desde já a vossa colaboração e apoio, e sabemos que as crianças também ficarão gratas.
Com os melhores cumprimentos,
A Equipa da Primária
This week Year 6 engaged in a number of different learning tasks designed to provoke thinking, wondering and curiosity. These learning experiences were instrumental in starting our new unit of inquiry under the transdisciplinary theme of How the world works.
Students applied and developed their self-management, thinking, social and communication skills as they divided allocated time to engage in two tasks in small groups across the Year 6 cohort. The tasks were structured around the related concepts for the unit: innovation, impact, technological advances. One task involved the use of a visual prompt in the form of a Venn Diagram. Students made observations, made connections, and created questions and wonderings about this visual. The other task involved students discussing and determining their position, from strongly agree to strongly disagree about a series of statements connected to the related concepts. These learning engagements promoted much meaningful discussion and questioning. This allowed teachers to identify prior knowledge including misconceptions. Such data will be used for the planning of new learning engagements.
On Thursday this week, Year 6 were given a task and set of written guidelines. The main task was to find the answer to a question connected to inventions without using any technology. They could use the whole campus and were very excited to be communicating with various staff members and students across the school. During the debriefing session, students identified challenges such as lack of resources, and use of time-management and communication skills. They identified many strong links with the Learner Profile and attitudes, including Independence, Commitment and Enthusiasm. They also noticed connections with the importance of the approaches to learning (skills). We will continue unpacking this key provocation next week.
Please chat with your child about the provocation learning engagements this week. You may wish to ask the following:
– Which task prompted the most thinking for you?
– How did you feel when you were given written instructions for the task on Thursday and why?
– What did you enjoy the most about this week’s provocations and why?
– What did you enjoy the most about this week’s provocations and why?
For the past couple of weeks, the Year 6 students have been learning about data handling and how to collect, organize, represent and interpret data (CORI). We initiated our investigation on data handling by looking at various graphs connected to migration though some of the key concepts.
We looked closely at the graphs’ form (what is it like?), function (how does it work?); causation (why is it the way it is?) and change (how is it changing?). We also tried to figure out what questions might have been asked in order to collect the data that the graph was representing. We used a Venn diagram to then compare and contrast two/three different types of graphs (pie, bar, line).
After our initial investigation we set off to create our own graphs. We collected data about refugee migrant populations and organized it into a table. We then tried to represent this data by sketching it in our math journals. While doing this some of us noticed that because the range of our data was so wide the intervals on our graphs would be really large and some of our data would become irrelevant. To tackle this problem, we revisited some of the examples that we had already looked at early in the unit. Some of us were able to come up with some creative solutions to represent the discrepancy in data but we are all still working towards consolidating our understanding in relationship between intervals and how we choose to collect our data.
We are currently learning how to transfer that data to a spreadsheet and use Google sheets to generate a graph. Our first attempt at this was quite successful as we figured out how to use the program. Our next steps will be to get feedback so that we can revise and edit our first draft. Once our graphs are complete we will spend some time drawing conclusions and interpreting the information that we have represented.
As part of our investigation on our Unit of Inquiry ‘Where We Are in Place and Time’ we will will be undertaking the analysis and interpretation of a wide range of data.
These investigations are aligned to the following mathematics outcomes for data handling:
|Phase 3: transferring meaning into symbols
|• identify, read and interpret range and scale on graphs
• identify the mode in a set of data
|Phase 3: applying with understanding||• design a survey and systematically collect, organise and display data in pictographs and bar graphs
• select appropriate graph forms to display data
• interpret range and scale on graphs
|Phase 4: constructing meaning||• understand that different types of graphs have different purposes
• understand that mode, median, mean and range can summarise a set of data
|Phase 4: transferring meaning into symbols||• collect, display and interpret data in pie charts and line graphs|
Please talk to your child about the relevant data that they can avail of through their personal google drives. This, of course, can be accessed over the holiday and has a great deal of content that aligns to data handling in Mathematics but also to our Unit of Inquiry generally. Ms Ju created a padlet that holds a lot of relevant information. It can be accessed here.
Please use this link to access the framework & learning outcomes for our current Where we are in place and time unit about migration.