What is Healthy?

This week, we began our new Unit of Inquiry by asking the students: What is Healthy? Please see the photos in the album below of the students sharing their ideas about “What is Healthy?”

2M what is healthy?

Some of their ideas included:


  • Healthy is the good things for your body.
  • Eating Fruit and vegetables, doing sports.
  • We can’t always eat chocolate.
  • You have to exercise, too. You have to move your body.
  • Reading helps me be healthy (because I feel relaxed).
  • We brush our teeth and laugh and sweat.
  • We wear warm clothes and wash our hands.


Some ideas in particular lead us onto an interesting inquiry into germs and where they come from:

“I think that outside there are lots of germs so when we come in from outside we have to wash our hands”.

“I wonder if we can see germs?”

“Are there any good germs?”

“Does all dirt have germs”?

“Can there be germs if we don’t see any dirt?”

Some of the students then began to wonder about where germs come from and where they can be found. We decided to find out more about germs and where they are in our school.  To further our inquiry we asked the High School science lab for help.  They prepared petri dishes for us so that we could collect samples of gems from around the school, allow them to grow, and hopefully we will get to see them under a microscope in a few weeks!  Please click on the album below for photos of the students at work collecting germ samples from around the school….


2M Collecting GermsOther questions and thinking related to our new Unit of Inquiry came up this week, too:

“I didn’t know that inside blood there is water, red blood cells, white blood cells and platelets.”

“What are all those things in our blood?”

“I made a connection because I have heard of good bacteria and so, are some germs good?”

“What protects us from germs? What body parts save us from germs?”

“Do white blood cells protect us from germs”?

“I think there is good bacteria in the dirt because I know that plants need dirt to live.”

“I am knowledgeable because I know that there really are good bacteria.”

We are looking forward to finding out more about germs and how the choices we make help our body to fight them!

Please click on the albums below to see other photo highlights from our week…

Unit of Inquiry Vocabulary Building

2M expert groups


Showing What We Already Know About Our Unit of Inquiry (Pre-Assessment)

2M pre-assessment who we are


Working With Our Learning Buddies to Create Surveys About the Choices We Make that Help Us Stay Healthy

2M creating  survey with our learning buddies


What Grade 2 is Thinking about Inquiry…

This week, an expert inquiry teacher, Kathy Murdoch, visited YIS to work with the teachers to help build our culture of inquiry. In preparation for her visit, we collected data to determine what the students think about learning through inquiry.  We asked the student the following questions:

What does “learn through inquiry” mean?

Do you learn through inquiry? Why or why not?

When do you inquire?

Where do you inquire?

What do GOOD inquirers do?

How do you inquire?


Here are some of the students’ ideas….

What does “learn through inquiry” mean?

  • We learn by asking questions.
  • They read books to find out information. They research things.
  • When you learn how to inquire and then use that to find things out.
  • We listen to each other.
  • We ask questions. We can learn from fiction, too.
  • We learn new things.
  • We make stuff. We think.
  • We are honest.  We have to say “I don’t know what the answer is…”  if we don’t know something.
  • We help each other to learn. Like when we give each other hints to help find things out.
  • You improve.
  • We find out things.
  • We read non-fiction.

Do you learn through inquiry? Why or why not?

  • Yes, because I improve.
  • Yes, because when you ask a question, you will always get an answer.
  • Yes, because you learn something new.
  • Yes, because I ask questions.
  • Yes, because there are many things we don’t know!
  • Yes, because by asking questions you can become more knowledgeable.

When do you inquire?

  • At recess, free inquiry, when we write, when we read, in math, during team time, and EAL and Math and Art and PE and Drama and music.
  • ….and  at home too!

Where do you inquire?

  • At recess, free inquiry, playing, math, in a science office.
  • When we read and play music.
  • At free Inquiry and every class.

What do GOOD inquirers do?

  • Think, learn, play, write, draw, math.
  • I think all the time.
  • I make things.
  • Research, look find out.
  • Test things, think and see.
  • Ask questions and learn new thinking.
  • They learn a lot of things and find out things.
  • You ask a lot of questions, learn a lot of things and listen to each other.
  • They concentrate on their learning and try to know about a lot of things.
  • Read fiction and nonfiction

After sharing our results and thinking about the children’s’ ideas, we realized that our students know what it means to inquire and they identify themselves as inquirers, as well as the ways that they learn through inquiry. Well done, Grade 2!

Other photos highlights from our week…..

Working on our Stories for our Summative Assessment

Working on summative assessment

This Week’s Community Reading

community reading


Grade 2 Creates!

As the students continue to add descriptions to their settings and characters, their narratives are developing nicely! We began by adding adjectives to describe where the story begins. Next, the students created characters and description to talk about their likes and dislikes, their appearance, their feelings and their roles in the story.


character and settingNext, we began to plan the events that would lead up to the conflict/problem/mystery in our stories.

sharing stories

Mr. Liang joined us to work on transition words. Together we developed a great list of transitions we can use to make our stories more interesting to the reader!


Some of our ideas for what we can write for “And then”:

  • Suddenly…
  • Before he realized it….
  • The next day…
  • That night…
  • Later that day….
  • After breakfast…
  • The next moment…
  • Later that afternoon…
  • One hour later…
  • When the moon was in the sky…
  • When the sun came up…

We are putting all that we are learning about writing narratives into practice as we plan to share stories for our summative assessment. The students chose one idea from the list below and are preparing to share a story for their summative assessment next week.

Possible ways to show our learning:

  • Choose a story and retell it based on the original story.
  • Write my own, original narrative tale.
  • Tell an already existing story from a different point of view.
  • Create a script of story.
  • Reconstruct a tale by changing characters, events, setting, etc.
  • Create a sequel or prequel to an existing story.
  • Present in a chosen form: written, oral, acting, Kamishibai, song

We are really looking forward to sharing these stories next week!

stories for our summative assessment