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.
For the past several weeks the year 6 students have been engaged in personal inquiries in connection to our Where We Are in Place and Time unit about migration. They have chosen category of migration to explore (early migration, modern migration, refugee migration) and have developed questions to help gain understanding of our lines of inquiry and related concepts.
Some of the guiding questions that students have been using to explore their migration category have been:
- What is early/modern/refugee migration?
- What are the reasons people migrate?
- What are the impacts of migration on the individual, relationships and/or communities?
- What challenges, risks and opportunities are connected to that category of migration?
While exploring the resources on our Where We Are in Place and Time padlet students have been independently using thinking routines to frame their thinking and help them dig deeper. These thinking routines include:
- See, Think, Wonder
- Think,Puzzle, Explore
- Connect, Extend, Challenge
After each research session students have also reflected on what they achieved during that learning block and what ATLs (skills) they developed as a result.
We would like to encourage you to have a conversation with your child regarding the process they undertook when conducting a personal inquiries as they are a major learning engagement in preparation for our PYP Exhibition. Below are some questions to facilitate that discussion:
- What did you find out regarding migration so far?
- How are the related concepts of risk, challenge and opportunity connected to migration?
- Can you show me how you use a thinking routine in class (see thinking routine names above)
- What ATL do you think you developed the most during your personal inquiry? Why do you think that?
Please use this link to access the framework & learning outcomes for our current Where we are in place and time unit about migration.