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 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.
RECIPE FOR READING
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 firstname.lastname@example.org or pop into the Primary Library
RECEITA PARA LEITURA
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 email@example.com, ou apareça na Biblioteca da Primária
If you haven’t done so already, please take a few minutes to subscribe to the Year 6.2 blog. If you are unsure of how to to this please refer to this guide.
Thinking conceptually through Mathematics
For the past couple of weeks the Year 6 students have been engaged in days of “Inspirational Maths” with Stanford Researcher, Jo Boaler. Some of the investigations students have been grappling with include finding patterns in Pascal’s Triangle, 100’s chart and identifying how shapes grow (as in the example below).
Please feel free to use the images above to initiate a dialogue with your child about patterns and how patterns grow.
These investigations are aligned to our mathematics outcomes for pattern & function :
Transferring meaning into symbols
Applying with understanding
We are experiencing difficulties with our email system at the moment so please read below for important information that was supposed to be shared today by email:
As you are aware, on Tuesday, September 5, we will be holding “Back to School” night for years 4-6. Our team believes strongly in empowering Year 6 students to take an active role in their learning. As such we would also like to invite your child to “Back to School” night in order to be a part of the conversation, with you, about what Year 6 looks like.
Who: Year 6 Parents and Year 6 students (Unfortunately we cannot accommodate siblings from other grade levels)
When: Tuesday, September 5, 6:30- 7:30pm.
Where: School theatre
We look forward to seeing you then.
Year 6 team
Building a community of learners in Year 6
Year 6 began the first couple of days of the 2017 – 2018 academic year by beginning to build a positive and supportive community of learners. While many students know each other very well from previous years at Luanda International School, we are lucky to have some learners to the school. It remains important to develop relationships in our community to ensure we all feel connected and a part of our dynamic learning culture.
Developing our Essential Agreements
This week we have spent some time thinking and talking about how we want our class ‘to be’ to ensure we have fun, feel safe in our environment, and enjoy our learning. Creating a class agreement, or Essential Agreement, is not about making a list of rules to ensure compliance, but rather, it is about developing a series of statements that support learning. One of the most important aspects of an Essential Agreement is that students feel a strong sense of ownership towards it.
We completed a series of learning engagements, including thinking about what a learner “looks like”, “feels like” and “sound like”; watched a couple of inspirational video clips (which you can view here and here) and identified key ideas and messages from these; and thought about what helps our learning versus what hinders our learning. Next week we will be connecting all these ideas to develop our class Essential Agreements.
Please ask your child about the purpose of an Essential Agreement and why they are so important.
Unit of Inquiry
We have commenced our first unit of inquiry for the 2017- 2018 academic year. We are inquiring under the Transdisciplinary Theme of Sharing the Planet. The unit framework details and overview can be found here.
As our initial provocation, designed to prompt thinking, emotions and wondering, the Year 6 classes combined to play ‘a game’ on the field… with an unexpected twist… no direction, expectations or rules were provided.
Following the game we invested some time to reflecting on actions, reactions, responses, and emotions. After much thought and discussion, we identified a series of concepts and key words that could be used to describe the conditions associated with the game. We will be using these student generated concepts and key words to frame future learning engagements as we tune-in to the unit over the coming week.
Please ask your child about their role during the game on the field, how they felt and why.