The students demonstrated their writing, speaking, and viewing and presenting skills in these slideshow presentations of their culture collections. They are all very proud of their efforts. I have also added some additional photos of from our luncheon. Enjoy!
What incredible cultural artefacts have brought in with their culture collections. It is so interesting to share each of them and learne about the cultures the artefacts are connected to, and how they have enriched our lives. The students have been presenting their artefacts to one another and to their Grade 4 Learning Buddies. They have been writing about them as well. Please click on the photo below for more pictures of the students sharing their culture collections.
During our culture walk to Yamate shopping area, the students identified the images in the photos below as cultural artefacts and took pictures using their ipads. Please click on the photo to see more.
2M has been working together to create graphs in order to display information about ourselves. So far, we have created bar graphs to represent our height and our birthdays. We have begun our bar graph to show how many teeth are lost in each month of this school year, as well. It is now time for the students to begin asking questions, collecting data, and organising the data in a way that can be represented in a graph.
We began with questions we had about preferences for colour, types of food and nationalities. The students came up with their own questions and interviewed each other as a means of collecting the data. What we found was that questions such as “What is your favourite colour?” and “What is your favourite food?” did not give us data that was easily graphed. We then thought of questions that would lead to information we could easily organise in a graph.
In preparation for our culture walk, we looked at different ways of shopping around the world. We noticed that there were differences in the places that people’s food and clothing comes from. So we set up two questionnaires: 1. Where does your food come from? a) it is ordered online b) a market b) a supermarket c) a farm or garden
2. Where do your clothes come from? a) ordered online b) handmade c) department store or shopping mall c) small shop.
After interviewing each other, we then worked together to decided how best to display the information.
We loved learning about Ikebana at the ICJC this week. We inquired into how this element of Japanese culture plays an important roles in the lives of those who practice it. To connect to our central idea, we asked the students to explain how they felt when creating their flower arrangements. Here are a few of their ideas as to the effect Ikebana had on them:
“I feel happy.”
“It makes me calm and relaxed.”
Click on the picture below to see more photos of our Ikebana lesson.
We started the year by thinking about what we can do to ensure our classroom is a space for learning where everyone feels safe and cared for. As a starting point to writing our Essential Agreement for the classroom, I asked the students how our classroom ought to sound, look and feel. Here are some of the ideas the class generated:
Our classroom should feel…
“Like people are thinking about other people.”
“Like everyone is included.”
In our classroom, we will see…
“People helping each other solve problems.”
“People taking care of the classroom.”
“People looking at each other when they are talking.”
“(Students) walking and being safe.”
“(Students) doing what you are supposed to do. Like, your job.”
In our classroom you will hear….
“Inside voices when we are playing.”
“(Students and teachers) taking turns speaking.”
From there, we began to compose our Essential Agreement for the classroom. We spent the week revising, and we will continue to add to it over the next few weeks.
We used the thinking routine Compass Points to organise our ideas about the year ahead. I asked the students to share what they are Excited about and what they Wonder about for Grade 2. They had lots to say about what they are looking forward to, as well as questions they have about this new school year. Next week, we’ll continue to share the things we may be Nervous about and some Suggestions they have for Grade 2.
Our classroom library is one area where the students are taking responsibility for setting up. After looking thorough the books, we determined that they should be divided as “real” (non-fiction) or “not real” (fiction). We looked closely at a number of our non-fiction unit of inquiry books to determine their characteristics. Working in small groups, the children looked at dozen of non-fiction books and noted what they found was same in all of the books. We then generated a list to describe the features of a non-fiction book. Next, the students sorted thorough our entire classroom library to separate the books into either fiction or non-fiction. The next step will be to decided on categories inside our fiction and non-fiction sections and continue to organise our books so that the students are able to choose books that interest them the most.
Our unit of inquiry, Where We Are in Place and Time lends itself well to getting to know more about each other as we learn about the different cultures we each have a connection to. We have spent quite a bit of time talking about our own personal interest as well since they are directly related to our own personal sense of culture. We saw an opportunity to write about our experiences and our interests, and decided to create our own non-fiction book all about 2M, using the application Book Creator on the ipads. The students are excited to finish this class book and add it to our classroom library so that we can all enjoy it. Once the book is done, we will add the book to our bog, as well.
This week, we started exploring measurement. The students were interested in measuring each others’ height, hands, feet, and and arms and plan to include this information in our class book, All about 2M. They would like to graph the data throughout the year in order to watch how we grow in Grade 2.
Here are a few photos from our week…