KP

This is a perfect example of how different areas of the curriculum come together in authentic ways to support student learning. Ms Yuri invited the children to learn about Children’s Day from her book about Japanese cultural events.  The children remembered there was a huge Koinobori in ELC. We wondered whether the children would like to visit the ELC. They quickly said yes and made the suggestion of taking clipboards and paper to  sketch the Koinobori.

Koinobori inquiry by Yuri Airs

The children applied their sketching skills from art, carefully recording details of Koinobori for their own design. The children noted the Koinobori fluttering in the wind and pondered the question, What material is this made of? This was a direct link to our Unit of Inquiry about how we manipulate materials to suit our purposes.

Drawing our Koinobori on PhotoPeach

The children came back to class and wanted to share ideas of  how to make their own Koinobori. The children had lengthy discussions about the appropriate materials for their Koinobori. They pondered which adhesives would be needed to connect pieces.They estimated lengths of fabric, paper and plastic.  Some children used rulers to measure the length of their fish. They used words such as, longer, shorter, fatter and small to describe their designs. This shows the practical application of our measurement unit in maths.

Making Koinobori on PhotoPeach

The children made their Koinobori on a particularly gusty day and were able to test and modify their designs.

We asked the children whether they would like to have a sleepover at school. This would be a celebration of  the children’s learning journey this year.I showed the children a video of the sleepover from last year. This started a lively debate amongst the children and we decided to make a T.Chart,  documenting  all the good and bad things about a sleepover.

Good things

1. We can bring nerf guns and our toys.
2. We can use torches at night and play outside.
3. We can read books.
4. It will be a good time for us.
5. We can play any games we want.
6. We can sleep late until 5 o’clock
7. We will have happy dreams.

Bad things

1. I won’t be able to see my mum and dad.
2. I sleep-walk, I will bump my head.
3. There might be scary birds, bats, dreams and ghosts.
4. I won’t be able to sleep with my mum and dad.

Questions that arose from this discussion.

1. Can I have my special shawl from India?
2. Can I have my Mario and iPad?
3. How many books and toys can I bring?
4. Do we need a sleeping bag?
5. What food will we have?
6. What about allergies?

We made a table  to show whether people wanted to have a sleepover at school.

YES

ZP   RJ   NB   FC   SP   AA   AM   EK   OD     SI   AT

MAYBE

SR

NO

HG   JH

As we discussed the sleepover some children changed their minds about attending. They talked with parents and  other children offered support. Cindy had been away for our initial discussion and the other children came around her and smiled warmly saying,”OK, right? You do the sleepover.” Allen had a sleepover at Oskar’s. It was the first time to has slept away from his mum and dad. He told us about his experiences and gave advice to children who have never done this before.

Updated chart

YES

ZP   RJ   NB   FC   SP   AA   AM   EK   OD     SI   AT  SR

MAYBE

HG   Ci

NO

JH

The children’s major concern was not having access to their electronic toys. They are debating whether they should have them for the sleepover. The children will be planning this event and problem-solving any issues. The first thing they wanted to resolve was what food they would eat. I am curious to learn what food they will choose and they they propose to buy and cook it.

Here is the instructional video for our K-2 team spirit dance for sports day. Thanks once again to Kirra, Ryuta, and Kayleigh  for choreographing this for us. Our first practice went very well thanks to these three great coaches.

Ok everyone let’s get moving!

Blog post by 2Q

Kirra and Ryuta in 2Q decided to  show how dance is a form of communication, this was part of their current unit of inquiry. They picked a video by Beyonce.  Ms Quinn wondered if  the children may like to make this the song for sports day. Everyone agreed it was a great song to raise enthusiasm and K to Grade 2 unity.

The Grade 2′s will learn the dance and will then teach it to the Grade 1′s and KG.  This is another example of how our taught curriculum combines with children’s passions and interests, creating authentic learning and sharing experiences across the school.

SO GET DANCING AT HOME, YOU CAN JOIN IN ON SPORTS DAY!

Further Information

This song was adapted by Beyonce to support Michelle Obama’s campaign to stop childhood obesity. Here is a link about the campaign CLICK HERE

The children realized  that Grade 10 children only come out to recess for a short time. We talked about how they have to do lots of writing. “Yes they don’t get own time,” the children noted mournfully. They felt very sorry for the Grade 10′s and wanted them to enjoy this buddy session. The children wanted to create an environment where the Grade 10′s could have their own time.

The kindergarten children prepared the room, Ruby told her mum she needed to come early to get the room ready. Aiden, Hana and Aiden  helped set up the room. They decided we needed lots of boxes and space for the glue guns.

Grade 10 visit April on PhotoPeach

Note the the quiet hum of conversation and the high level of engagement.

Our unit of inquiry entitled, “People use a variety of languages to communicate their ideas and feelings”, has been enriched by the creative forces within our school.

Last week we were able to watch the ELC assembly. The children had written and produced their own play. This was a joyful celebration of ELC as storytellers. The children broke into spontaneous applause and sighed when the production ended. We heard the children say, “Again… again, do it again. It was so good.” “Why is it finished? It’s too short.” The kindergarten children, who were in ELC, revisited their experiences of producing a play and shared their memories.

Naoimh: I was a princess, good.

Ray: I was the bead dragon and I slipped with my bag to get the Easter eggs. I became a good dragon with Jacob. After the play there was a line to have picnic and danced.

Aiden: I was the wizard and I turned Ray into the good dragon.

Julie: The play we watched was short.

Han: It was a long way to get there.

We returned to the same space, the auditorium, to view the Grade 12 IB diploma students art exhibition. This gave the children an opportunity to compare two exhibitions, as they had been to the elementary art exhibition in the tea house. The children immediatly noted the difference in the space from the ELC. They also noted differences in the style of art at the IB exhibition, “Wooo… so much, look… come and look at this,” were phrases we heard.

Visiting the IB art exhibition. on PhotoPeach

Hana: There were a lot of art. The drawing were big.

Jiwon: Is pretty, it looks like a treasure.

Naoimh: I like the flower where the light was shining on it.

Feng: The sakura black and white because the lights are in the box and it’s cool.

Julie: I liked the little squares outside they were white and inside they were crystals.

Aiden: I liked cat with two tails, it was cool.

Cindy: Purple flower.

Eren: Painting (translated by Shoma)

Alex: I liked the lamp where like they draw on it, because the lamp lighted up it looked like a real thing.

Zach: Because I like it

Sofie: I like the black crystals on the white, cause it has black crystals.

Shoma: Blue, because beautiful.

Ray: I liked the bones of the bull because they were not real.

Oskar: You couldn’t do anything there.

Allen: It was not fun because I can not play and shout.

Suwon: Heart, the pink because that pink heart is so funny.

I needed to find a way for the children to discuss fairness issues that arose in class. I wondered whether we could use one of the visible thinking  routines from my course, “Making thinking visible” . I adapted a routine called “Making it fair: now then and later.”

The issue. Sofie wanted to be the first in the line. She said she never got a turn. I asked her how she could make this happen, she said she wasn’t sure. I  invited her to write her name on the agenda so we could discuss it as a class.

Brainstorm. How could we make lining up fair for everyone?

Julie: Take turns. Every day change the person.

Feng: I choose [who goes at the front of the line].

Hana: You need a chart.

Alex: You can call the names out Zoe

Feng: Rock, paper, scissors.

Hana: It can be a reward for bringing recycling.

How we sorted the children ideas

Evaluating all the ideas, picking one and building on the idea.

Sorting the lists in actions that would n=make it fair in the past, now and the future.

Our feeling about the issue in the past.

Sofie: I want to be at the front. I never be the front.

Eren: I want to be first (Hana translated).

Ray: There is nothing special about it. I want to.

Allen: I don’t care if I go in front.

Oskar: I don’t care

Cindy: Shakes head indicating she doesn’t care.

Aiden: Feng always goes in the front.

Naoimh: Only Feng gets to be the first in the line.

Present ideas

Ruby: Feng’s head needs to change. He always wants to be first.

Ray: You have to be fast.

Ruby: People shout, who should line up 1st. People fight [argue].

Jiwon: Be quiet.

Ruby: You can’t do it every day Sofie.

Evaluating possible actions and building on one the children felt had most merit.

We would make a list, in fact we could use the list we already have for the daily power-saver. The person who is the power-saver also gets to go at the front of the line.

Ray, Allen and Oskar made magic flutes before they went to the production. They wanted to share them with the class.

The children’s responses to the performance.

Naoimh: It looked good, the dancing was nice when they jumped.

Ruby: I liked how the prince was white, white pants and top. I wanted to dance in the show. The bird-catcher was trying to make everyone laugh, but they shouldn’t laugh. The queen was different.

Suwon: Me to.

Julie: I liked when the bird-catcher did this [taps with hands onto thighs], it was too funny.

Hana: It was funny when the bird-catcher was being funny, when he put his head down, he was so lonely.

Ray: It was very dark in the show.

Oskar: The queen was so scarey.

Allen:  I like the bird-catcher, it was so, so funny and silly.

Shoma: Bird is funny.

Aiden: I like the bird, it was funny. It did this [temper tantrum on the floor].

Suwon: Bird is so silly and funny.

Alex: I liked the queen because she likes to trap people.

Jiwon: That was bird be quiet.

Eren: She likes the bird-catcher (Hana translated).

Sofie: I like the princess because she was doing good ballet.

The children have been exposed to different interpretations of  The Magic Flute including:

• Watching extracts of the opera from 2 stage productions.
• Seeing an animated version
• Attending a ballet performance (tomorrow)

Being invited to watch this ballet performance has provided a connection to our unit of inquiry, “How we express ourselves”.  We encouraged the children to voice their differing  opinions and perspectives about each version, noting reaction to the music, story and production.

Tasha found the BBC animated version of the opera. Thank you once again for all the research Tasha.

Part One

Part Two

Part Three

Thank you to Tasha for these posts about The Magic Flute.

As part of our unit of inquiry into How We Express Ourselves, we have been exploring different ways of telling stories. On Friday we shall go to a watch a short performance of Mozart’s The Magic Flute. In preparation, we have been looking in the library and on YouTube to find out more about the story.

The children enjoyed watching the videos, they kept asking for more details about the plot.The serpent and the wicked queen proved popular subjects. I am sure the children will want to revisit their favourite parts.

The Magic Flute Act 1

The Magic Flute Act 2