Deciding on our Exhibition ‘issue’ in 5W

Tuning into our Exhibition

We explored a big global issue and discussed why it matters to us here locally in Japan, in YIS, in our communities. Here is a great example, Joe Smith’s on paper towel use.

We have used a five-stage process to help us make our big and important decision.

We used a lotus diagram to explore big global issues and smaller issues that could be tackled.
We then went on to explore big ideas of interest and how we might reduce the possibilities to just a few relevant and meaningful ideas. Here is an example by Mari

Next, we looked at our top three ideas. Through the use of a Google Doc, others collaborated with us to share their thinking and add ideas to our own. We asked our friends in class and our parents for their point of view.

With our two top choices, we used the sphere of influence thinking strategy to check that we could look through local to global lenses on our issue of choice.

And finally, we selected just ONE IDEA from our 2 pitches. Mr Weekes helped us make our final choice from these 2. Below you can see what we have all chosen.

HERE

5W and 5H visit to the Cup Noodle Museum

On Friday 20th January 5W and 5H visited the Cup Noodle Museum in Minato Mirai to learn about how much energy we would spend to walk there and how much energy there is in a portion of Nissin Chicken Ramen. It was fascinating to learn about how the cup noodles were made and we spent an hour and a half in small groups making noodles. After we were finished, we had the chance to eat a noodle lunch in the restaurant upstairs. Below are some photos of our day.

Science Technology Engineering and Maths

A Special Guest – Thank you to Ms Hutton from 5W for sharing the following information with all of Grade 5

As part of her Personal Project, Lisa Ito, a year 10 student and sister of Mari in 5W, visited grade 5 this morning to run a science-based workshop with all the girls. The purpose of her visit was to encourage more young girls into STEM field studies.

We began the session be drawing a scientist. Interestingly, most of us drew male scientists! There were a few ‘ahas’ around the room as we realised what we’d done! POINT MADE!

Lisa introduced us to STEM research.

What is STEM? – Science, Technology, Engineering and Mathematics

She also presented:

Notable female figures in the STEM fields!
What problems might women in STEM face?
Why is it important to have more female scientists?
Lisa provided many interesting facts from her research…

Girls tend to lose interest in math and science at age 8.
Less than 25% of engineering degrees are awarded to women
(In the US) 45% of science related degrees are awarded to women, only 22% of these are engineers
(In the US) 24% of CEOs are women
Scientifically, girls are bad at science – FALSE
From 1990 to 2011 female engineers have decreased FALSE
Girls perform just as well as boys in school TRUE
We also looked at a collection of toys and identified which were more advertised for boys or girls?

We discussed –

How we think the different values of these toys, set an expectation for boys and girls?
How we think this affects the interests of boys and girls?

“The toys that are most likely to be educational and to develop children’s physical, cognitive, artistic, and other skills were typically categorised as neutral or moderately masculine.”

We viewed and had many discussions after viewing related videos:

What were the videos talking about? How particular videos made us feel. Any personal experiences, on being steered away from math and science?

Inspire Her Mind – Verizon Commercial
The Effects of Gender Roles on Women in STEM (0:44 – 1:58)
A Mighty Girl
Olivia Hallisey and Ann Makosinski
Well done and thank you to Lisa for a successful and informative session. I’m sure the grade 5 girls would appreciate the opportunity to share their thought on this session with you.

Sharing our invention article with our editing buddy

5W students finished their explanation (expository) essay on one of the top 50 inventions since the wheel last week. As part of the process, we read our essay to our editing buddy and reflected on:

was there any content that needed to be added (or deleted)?
was there any content that needed to be made clearer?
were there any spelling mistakes?
were there any grammar/punctuation mistakes?

After listening to our buddy’s advice and reflecting on it, the students made the changes s/he felt were necessary and then turned the article in. It is available in your child’s Google account as well as our new online portfolio service called Seesaw that will be available to parents soon.

Here are 5W students with their buddies.

So important to say thank you!

We talked in class today about thanking the counsellors, big boss and kitchen staff at camp for the wonderful experiences that they helped us all to have. We will write a letter this week.

Step 1: Big chat
Step 2: Categorising brain frame (4 paragraphs planning)
Step 3: Modelling an example letter in class with Mr. Weekes – example HERE
Step 4: Write paragraph 1 + 2 (check and edit as necessary)
Step 5: Write paragraph 3 + 4 (check and edit as necessary)
Step 6: Write conclusion – check everything and change/add/delete as necessary.
Step 7: Print, write address on envelope and post via school office on Friday

Bitly links to your child’s letter will be available by the end of the week in the comment boxes below.