Humans and Nature

In the photos below, you will see human-made things and nature. There are examples all around us. Think about what you see outside your window or on your way home from school.

How can humans affect nature?

Screen Shot 2016-05-02 at 2.29.21 PM
photo from Barcelona Zoo

Screen Shot 2016-05-02 at 2.35.34 PM
photo from India Tours and Travels

Screen Shot 2016-05-02 at 2.38.41 PM
photo from Wikipedia

Screen Shot 2016-05-02 at 2.46.26 PM
photo from the Telegraph

Creating a Recipe…Angel Wing Pasta

Toward the end of our unit relating to health, 2C decided to create our own healthy recipe. We talked about recipes and how they are organized or written. Between all of us, we thought they have the following features: name, ingredients, amount and directions. The children decided that they wanted to make some sort of vegetable pasta, and we made a list of ingredients that they thought might be good for their recipe.

Then we looked at some vegetable pasta recipes as examples and discovered that we were correct. Recipes have a name, a list of ingredients and the amount of each ingredient as well as step-by-step instructions on how to make the dish. Looking at the recipes helped us to see how they are generally organized with the list of ingredients and the amount just below the name and the instructions on the bottom written in a paragraph or numbered sentences.

As part of our learning experience the children worked in small groups to weigh most of the ingredients, so they could get an idea of how much different vegetables weighed before being cut up.

Later, the children collaborated with their iPad partners to decide on a specific amount for each particular ingredient. They came up with a lot of interesting measurements. To help them get a better idea of how much to include, we decided to see what some of their recommendations looked like.

Our Original Guestimates

Olive oil 7 ml
Garlic crushed 130 grams
Roasted onion diced large 4 grams
Dried Crushed Red Chile 20 grams
Zucchini sliced in discs 200 grams
Spinach chopped large 8 grams
Fresh cherry tomatoes cut in half 7 grams
Basil chopped large 140 grams
Fresh Red roasted peppers chopped medium 160 grams

Once the children did some real-life measuring, many realized that the amount was not quite right. For example, Caren and Haziq felt that 8 grams of spinach would be a good amount to add to the recipe, but when they saw that 8 grams was one leaf, they decided to change it. “Now, we think 90 grams because if it is 8 grams not everybody can eat it.”

Vivi and Rene recommended adding 7 grams of tomatoes. When they saw that this was less than one cherry tomato, they decided to change the quantity to 20 cherry tomatoes (200 grams). They said that 7 grams was a little bit, but “with 200 grams, each student in the class will get a piece of tomato.”

Teo and Kei originally recommended adding 130 grams of garlic. After seeing how much this was they decided to change it “to 26 grams which is about 8 cloves of garlic because at first we thought 130, but then we realized it was way, way, way too spicy.”
Teo stated, “I tried it raw the other day, and it was really hot.”

Once we settled on our new measurements, we looked at examples of instructions for recipes. We talked about writing the instructions and realized that they are written in the command form. In other words, they tell you what to do, but don’t use the word “you”.

We collaborated together as a class to write the directions in sequential order and remembered to add words such as: first, next, then, after that, and finally.

We all made suggestions for names. Someone came up with the name Angel Pasta. Since there is a pasta noodle called bowtie pasta that looks like angel wings, we decided that this would be the perfect name.

We finally cooked our recipes. Each student worked with their iPad partner to prepare their ingredient. We learned to chop and how to use the knife safely. Unfortunately, it took longer than expected, so we only got one bite and then the kitchen warmed it up for us the next day for break. It was delicious, although, some students felt it was a bit spicy. Next, we are going to reflect and possibly change the recipe.

2C cooking pasta

Miss Pender tried it and said that it was delicious and had just he right amount of everything! We hope that you will try this recipe at home. Enjoy…and tell us what you think!

A Visit to Oi Bird Park

This week, the Grade 2s visited Oi Bird Park. We are learning to observe and understand the connections between living things in their environment as well as how humans, both challenge and help species to survive.


Click on the photo below to see a slide show in Flickr.
IMG_1604

In preparation for the field trip we asked the children the following questions to get them thinking about the purpose of our trip as well as how we can achieve that purpose.

What is our purpose?
(Why are we going to the Oi Bird Park?)
What skills will we need in order to be successful?
How will we act to help us in our learning?

While at the park, we used the Draw, Name, Connect, Explain thinking routine as a tool to investigate the park’s living things in their natural environment.

First, they drew the living things and nonliving things that they saw at that location. Then, they named the things they drew. Next, they drew a line to show connections between all of the living and non-livings things in that environment. Last, they explained how these things are connected.

Next, we will ask the students to Think ( I think I know that…), Puzzle (I wonder if…), Explore (To find out more, I would like to try to…) about their learning at the bird park. We look forward to hearing more about their thinking!

A Visit to the ICJC to Learn about the Importance of Nonverbal Communication

The students visited with a communications expert, Marie Asaoka, to inquire into non-verbal communication as well as culture and communication. Our communication expert works with customer service for Japan Airlines. She coaches employees on how to use their non-verbal communication to show respect and welcome others.

The students made connections to their interactions with others and reflected on how they can use eye contact to show others that they are listening and care about what they are saying.

Marie-san taught us about about bowing. We learned that their are three different types of bowing and had a chance to practice them. She also taught us how to hold our hands, when we bow.

We also made the connection that we can use what we learned about bowing and eye contact when we meet with the seniors to show that even though speaking is often difficult, we can show respect and show that we care by bowing appropriately and by “speaking with our eyes”. We decided to practice this before we visited the seniors. When we first arrived at the senior home and saw some of the seniors, we made sure that we greeted them first and then bowed.

I thought it was interesting how to say, “Hello” with our eyes.
I wonder…does eye contact connect to something else?

During our visit with Marie-san, the children were asked to use their non-verbal communication skills to organize themselves by their birthdates. Some children automatically took the lead by using hand signals and facial gestures to communicate the the month and day of their birthday. The others followed. During the experience, the children modelled good eye contact, cooperation, respect and perseverance. In the end, the they recognized how important it is to use and understand a variety of non-verbal skills.

We decided to reflect on our learning and how we might use nonverbal communication to help us communicate with others.

To reflect we thought about the following questions and used the I USED TO THINK/NOW I THINK Making Thinking Visible routine. What did you used to think about nonverbal communication such as: eye contact and bowing, and hand signals before we went to the ICJC? What do you think about these now that we learned more about nonverbal communication?