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!

Grade 2 Student-Led Conferences!

For the past few weeks of school, the Grade 2s have been preparing for their Student-Led Conferences. As a class, the children brainstormed a variety of learning experiences that they wanted to share with their parents during their conference time. They came up with a big list of ideas for Unit of Inquiry, Mathematics, and Language and then narrowed it down.

Above is our new student, Karen, who is teaching her parents about estimating and measuring water using milliliters. She has only been here for two weeks!

Here are some of their ideas:

The children who attend Japanese class presented their Japanese book reviews or how they are building their directional language. In addition, all the children chose one of their single subjects learning experiences to present. Students in Grade 2 chose one of the following activities: Art Sculpting with Clay, the Drama Hot Seat Interview, the Physical Education Activity Log, and Playing the Xylophone for Music.



All the learning experiences were activities that the children had done in class. The children spent a lot of time preparing for their conference and organizing their materials for the big day. During the conferences the children taught their parents what they learned and let the parents have a go. They explained their current understandings, answered questions and led them through the conference, even completing a reflection and Seesaw post for their Learning Journals.  They spoke in English as well as their mother tongue to explain to the best of their ability. The children did a wonderful job leading their parents through their conference with confidence and independence.




An Taste of Different Types of Communication

This week, the students began their new Unit of Inquiry, How We Organize Ourselves.

Our central idea is: Communication connects communities and individuals.

It is an inquiry into:
-Forms of communication
-Tools used for communication
-How individuals access information and connect to each other
-How current technology changes the way people communicate

The Grade 2s began with a provocation to help them understand how important it is to communicate respectfully as well as how difficult it can be to communicate when you can’t speak or don’t know the language. The children played a card game in four small groups – without speaking or using written words. The leaders of the group were responsible for reading the rules of the game ahead of time and then teaching the game to their group.

Prior to playing we made a list of what makes a good leader, but also talked about how we should act when working in collaborative groups. The children had some practice time to ensure they understood how to play the game, and then we played the game without talking and without the printed directions. You can imagine what a great learning experience this was for the children.

After playing a round, the student with the most cards moved to the next group clockwise and the student with the least cards moved to the next group counter-clockwise. Then they began playing again. What the children didn’t know was that each group had a slightly different set of rules. You can imagine what happened next.

Click on the photo below to see a slideshow in Flickr.

G2 Jarnga

After playing 3-4 more rounds, we stopped and talked about our experiences, problems and how we felt while playing the game.
-I liked that it is easy to remember the rules.
-I didn’t know that I was so lucky because I kept on winning. I won two times.
-A lot of people said that eight was the wild card but the five was the wild card.
-I felt confused because whenever I got the five I thought the five was the winner, but the ace was the winner.
-We were doing rock paper scissors, and I got mad and my head went back and I hit the calculator box.
-They just fight and they just pulled the cards from each others’ hands.
-I was at that table. I really got angry because a student didn’t agree with me. -Inside I was really frustrated and angry, and outside I really didn’t want to have a fight, so I just made a face.
-I didn’t know why everyone was saying different things. Eight are biggest (wild). Twos are biggest (wild).
-I felt mostly confused and a little bit devastated, and then once I realized that there was one (ace) and two and then I got even more devastated and confused.
-When I was on that table we didn’t have the same amount of cards, and then they were all mad and were making mad faces. All our turn we didn’t do anything.
-If you have a problem and you want to yell or scream, it makes it worse.
-If 2 countries have a disagreement, and they get really mad, they might have a war.

Later in the week, the children attended special communication workshops to learn about and try out different forms of communication that people use everyday for different purposes. Miss Czubak shared her knowledge about secret codes and ciphers as well as symbols. Ms. McCreath prepared workshops on sign language and reading maps, and Mr. Laing taught the children about Braille. During these workshops, the Grade 2s learned about a variety of tools that are used to communicate, how different kinds of communication are organized, how current technology changes the way we communicate, and how to use different types of communication.


Here is some of things that the children  want to do next:

-I want to try to read a real map.
-I want to learn more about compass rose.
-I want to learn about all Japan and learn other countries too.
-I want to find out if there are any type of ancient maps.
-I want to learn about the map scale.
-I want to find out if there are codes on maps.
-I want to create a code and learn tricky codes and crack Miss Czubak’s code.
-I’d like to learn about very ancient codes.
-I want to learn about the Every Second code.
-I want to write all five codes that we learned and create a code too!
-I want to learn a lot about the cipher wheel and write secret messages to my friends.
-I want to learn more about the Pigpen code.

-I want to learn more about symbols around the world.
-I want to learn about more hand symbols or sign language…like my name is …
-I wanna learn about hand signals not just names…words.
-I really want to learn about ancient, ancient ancient symbols because I really want to -know how they used to communicate with symbols that are not very similar to the symbols we use right now.
-I wanna learn about symbols all over the world because I want to know what they mean and what they represent.
-I want to learn more about Egyptian symbols.
-I want to learn more about sign language because I want to learn it and then after that speak with my friends with it people will not know what I am saying Its going to be a secret thing.
-I want to learn more into ancient stuff
-I want to learn about more symbols that are cool like technology symbols.

Click on the photo below to see a slideshow in Flickr.
G2 Workshop

Here are some of our very interesting wonderings…

I wonder that the things I learned today are they gonna help our life.

Why in war time they use cipher wheel?

I wonder if in the future we are going to invent more symbols and alphabets and more words.

I wonder if when we grow up there will be thousands of symbols.

If in the whole wide world are their some people who don’t know how to use symbol in their whole life.

Links for Symbol Games

2C Reviews Chick-O-Saurus Rex

To inquire into Book Reviews, 2C investigated a site called Spaghetti Book Club. On this site, the children were able to read book reviews written by other children. After the students had a chance to read many reviews, we created a list of things we find in a book review.


-book title
-author’s name
-illustrator’s name
-a short summaryor teaser (but not too much)
-book genre (mystery, humor, fantasy, etc.)
-what we like about the book
-what age it is good for
-descriptive words
-reviewer’s name

We read the book called Chick-O-Saurus Rex and began writing a review as a class, being sure to include all the features of a good book review. Each and every student helped to write the review by adding their ideas and listening to other’s suggestions, so they could build upon each other’s ideas.

If we had to review our review, we would say, “It is a must read!” because we were sure to include all the features.

We recommend reading Chick-o-saurus Rex by Lenore and Daniel Jennewein because it is a REALLY funny story. It is a FUNtastic book for kids and grown ups! This story begins with a chicken who wanted to play in a tree house, but there were bullies guarding the tree house. They wouldn’t let him play until he could show how mighty his family was. The illustrations are also exciting and humorous! Read to find out how the chicken solves the problem with advice from his dad. WARNING: This book is so hilarious and silly you might cry or hurt your tummy from laughing too hard. When you read this book have fun, trying to use different voices for each character.

Here is a recording of our review!

The children are in the process of working with a partner to write their own book review for one of the Sakura Medal Books in the Library. They are using the model that we wrote together as a guide. When they finish, they will share their reviews, reflect on their learning and choose the three best ones to be published for the Library.

Haru Ga Kita

On Friday afternoon, 2C will be visiting the senior home. We have decided to sing “Haru Ga Kita”, which is a very simple Japanese song about spring. To learn the song, listen to the video below to practice the melody. The song is written in Kanji and Hirigana on the video, and the Romaji lyrics are below the video. I think the seniors will love to hear you sing the song!

Haru Ga Kita

Haru ga kita
Haru ga kita
Doko ni kita

Yama ni kita
Sato ni kita
Noni mo kita

Hana ga saku
Hana ga saku
Doko ni saku

Yama ni saku
Sato ni saku
No ni mo saku

Tori ga naku
Tori ga naku
Doko de naku

Yama de naku
Sato de naku
No de mo naku

Haru ga kita
Haru ga kita
Doko ni kita

Yama ni kita
Sato ni kita
No ni mo kita