This week, the students demonstrated their communication skills and their commitment to their Service Learning goals. Weeks ago, they decided that they would like to perform a story for the Seniors.
“We want to entertain the Seniors and make them happy”
The students chose the story of Momotaro because they felt that the Seniors would recognize it and be able to follow the plot even though it was performed in English. They practiced using facial expressions and gestures to communicate the story. The reaction from the Seniors make it clear that the performance was very much enjoyed!
“We used expression and gestures to tell the story”
“This was important so we can make the Seniors enjoy (our story).”
“It was good because we can learn about the play and let the Seniors remember the story and feel like a kid again.”
“I think that they really, really liked it. It made them feel happy.”
“Even though the Seniors are old, they can still remember being a kid.”
“The Seniors know the Momotaro song!”
Please click on the albums below to see other photo highlights from our week….
The Grade 2s have been inquiring into how human activities can challenge plant and animal survival. In particular, we are thinking about the concept of causation and the interconnectedness of living and nonliving things. The students were given the question: Do you think wolves or deer can change the geography of the land?
After much discussion about the meaning of the word geography and landscape, the students shared their answers:
Yes, wolves can change the geography and landscape by eating the plants. Animals will not have food and the wolves will drink a lot of water.
I think wolves can change the earth, but I am not sure how they do it.
They do eat other animals, but they cannot change rivers.
They might eat animals who normally eat trees, so there will be more trees.
Next, we watched the video below, How Wolves Change Rivers.
We stopped the video frequently to summarize and sequence the events described there. The student’s level of comprehension was incredible considering how quickly the video moves along. They were clearly captivated by the subject matter and very keen to understand.
We wanted the students to reflect on their thinking about our original question: Can wolves or deer change the geography of the land? It was interesting to see how that thinking changed.
Now we think….
Yes, they can. When the wolves killed the deer, the deer moved out of the area where they used to eat. Plants grew bigger and other animals came back. Beavers came back and built dams. The dams changed which way the water flows.
And the forest grew back five times bigger because the deer were chased away (they used to eat the leaves on the trees).
The plants hold up the soil so the mountains and hills do not fall into the river. That is also changing geography.
See the albums before for other photo highlights from our week…
Research Using Nonfiction Texts
Rehearsing for our Performance at the Senior’s Center
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.
In preparation for the field trip we asked the children the following questions to get them thinking about our purpose there and how we can achieve that purpose. Here are some of their ideas.
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?
To learn more about animals.
To learn about our unit of inquiry and what people are doing that we should never do.
To learn about how we share the planet.
We will need our listening skills to listen the teacher and to listen to the animals .
And we have to think about what we see and how we can help the animals so we will use our thinking skills.
We will stay with the teacher so that we are safe.
We will be respectful and not too loud to scare the birds.
We will not litter because this is where the birds live.
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.
To do this they:
First, they draw the living things and nonliving things that they see at that location. Then, they name the things they drew. Next, they draw a line to show connections between all of the living and non-livings things in that environment. Next, 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!