What Makes Things Move?

Predicting, observing and explaining were the objectives during our visit to the HS lab this week.  2M is thinking about how the weather moves around the globe.  Mr. Lorimer and the HS students helped us to begin to investigate the relationships between heat, air and water, and how they cause movement.

What makes things move? 2M

Some of our observations…..

We noticed that heat created movement in the water, and that the movement was quick and upwards.

The water turned into a vapour when heated.  The hot vapour rose upwards.

Air is able to lift objects.  Lighter objects lift more easily than heavy objects.

This morning, Mr. Lorimer and a some of the students from the High School demonstrated how a solar bag heats up and rises when the sun shines on it.

On Monday, we will look for connections between what we have observed and our guiding question:

How does weather move around the world?

Wondering about the Weather

Our How the World Works unit of inquiry has the students making predictions, observing, and explaining what they observe. A little while ago, the students practiced making observations using all of their senses – all but taste, that is. We took advantage of the good weather and went outside to record what we saw, felt, heard and smelt outside. As the students continue with the unit, we will continue to put our observation skill into practice.  This week, the students continue to be scientists. They are learning to record their observations so that they can use this information to make good predictions.

Observing the Weather 2M

We are also asking questions to drive our inquiries into weather and how weather systems work.

Collecting Information and Recording our Wonderings 2M

After exploring nonfiction books related to weather, we came up with questions that we would like to find answers to:

How does the weather rotate around the world?  Johnny, Jiu

How does the wind move?  Hamish, Seonyul

How is a rainbow made?  Jiu, Thanina

What are droughts?  Ophelia

Why is it only sunny sometimes (and not all the time)? Mary

Why is the sunshine bright?  Yoshna

Clouds are made from little tiny drops of water.  Where did that water come from? Ryu

How do snowflakes make beautiful patterns? Where do snowflakes come from?  Kane, Jiu

How is rain made from the sky?  Jingyi

What are blizzards?  Vivian

We made a collective decision to begin with the questions:  

What is weather?

What makes weather move?


Here is our first experiment to learn more about the relationship between heat, air and water.

Observing Condensation 2M

Yesterday, we spent time in the High School science lab doing experiments and watching demonstrations all about what makes things move.  We will post our thinking and learning from yesterday, soon!






2M Celebrates

The students had a wonderful time celebrating their learning with their parents and teachers during our Cross-Cultural Luncheon.

2M Cross-Cultural Luncheon


The students reflected on the experience by answering the following questions:

What did we do to celebrate our learning?  How did we feel?

Here are some of our ideas:

I performed dances and sang and tried new food.  I felt shy, brave, excited and happy. (Johnny).

I sang in front of everyone’s mom. I felt so nervous because I was in front of the show. I also felt happy because I ate food from around the world. (Ryu).

I talked into the microphone.  I felt happy (and) nervous because it was the first time I talked with the microphone in front of so many people. (Jingyi).

I danced with my friends.  I felt nervous and proud.  (Yoshna).

I sang and danced and I felt happy, proud, and surprised because I thought I did a good job. (Thanina).

I felt nervous when I danced and played music because I was in front of so many parents. I felt happy because there was so much food.  (Saneyuki).

I sang and felt excited because the parents were there. (Jiu)

I danced and had fun.  I felt excited because I could show that I knew lots of dances. (Ali)

I lead the Hukilau.  I felt proud of myself (Vivian).



Time for Tea

Last week, the children participated in a Traditional Japanese Tea Ceremony.  It was such a special time and a very unique cultural experience – we couldn’t leave it out of our blog!  Afterwards, we reflected on our experience and tried to connect to the idea that our lives are enriched by the cultures we are connected to and by the cultural experiences we have.

Japanese Tea Ceremony 2M

“It made me feel happy because I know it (Japanese Tea Ceremony), but I don’t usually do it”.

” It made me feel special because it is something I used to do when I was young.”

“It made me feel relaxed and quiet.”

“It was interesting because I have never tried this kind of tea.”

2M Welcomes Visitors

What a great week we had with all the visitors to our class who enriched our learning and helped us to think about cultures around the world.  The children were very excited to try and guess who our mystery reader would be.  They were thrilled to have Kane’s mom join us to read two of Kane’s favourite books.  It was lovely to hear the stories read in Japanese.


Next, we had a very special guest visit to share with us a little about what life is like in his village in Peru.  A Peruvian weaver came to talk with us and to showed us how he turns wool into yarn and then weaves the yarn clothing.





We were also very fortunate to have some of the Grade 2 Korean Moms come to our class to teach us more about Korean culture.  In addition to hearing about Korean language, art, geography, money, and clothing, the children had the opportunity to make a traditional Korean toy and enjoy a sweet rice treat and some Korean tea.  What a fun learning experience!

Korean Presentation 2M

Bon Appetit!

Thanina and her mother prepared a presentation for us about French culture.  We made one of Thanina’s favourite French recipes, crepes.  All agreed that it was so much fun to cook together, and the crepes were delicious! Here are some photos of the chefs at work.

2M Making Crepes


More Patterns!

Last week, our Grade 4 Learning Buddies helped use to create some interesting patterns.  Their creativity led us to see that we can also make interesting and complex patterns, like the ones we have being discovering in examples from art around the world.


In math, we are looking for patterns to help us skip count by 2s, 5s, and 3s and higher numbers, as well.

“It’s easier to count by 2s than by using odd numbers.”

“It’s really had to count by 6.  You get all mixed up with the numbers you are counting if you are skip counting to a big number like 30”.

We explored reasons why we skip count.  The students were practicing making groups of numbers, such as 4 groups of 5.  They found out that once they had their groups, it was much faster to find the total by skip counting.  In the picture below, the students counted rows of squares instead of each individual square:

“Four groups of five is 5, 10, 15, 20.  It’s 20″.  Easy!”

Next, we will think about why some numbers are easier to skip count with than others. How do the patterns on the number chart help us when we skip count by 10, 5, 2, etc.?



With our Learning Buddies again this week, we began to create an art piece together. We decided to make our own pattern art.  Watch this space to see the progress we make on our work of art!

2M More patterns!