Trip to the Playground

On Tuesday we visited Wat Botum Playground to explore how simple machines are used in everyday life. As a reflection, students drew posters and are working on a visual 'green-screen'  presentation which demonstrates their understanding.

Sharing The Planet

Our current Unit of Inquiry is 'Sharing The Planet'. We are looking at urban environments and how we can adapt and modify them in order to bring about sustainable change. During the past few weeks we have been exploring the central idea, looking at unit vocabulary, and deciding on elements that urban environments have in common. In IT we have explored urban environments through Google Earth - taking a scavenger hunt through cities around the world to find examples of infrastructure, recreational areas, services etc.

Artist Statement - Sounavann

“I was thinking of winter and I really like winter, so I decided to make paper out of snowflakes. I wasn’t thinking of paint but I used paint because I thought about how cold it is and how I needed white and blue in the background. I have called it Snowflake art. I like it because it reminds me of Winter and Christmas, and how get what I want”.

Ooblek - Dr Suess

Oobleck is very fascinating stuff! The other week Mrs Karyn brought some into class to show us! We used our imaginations and wrote a narrative using the 'what if' scenario of 'what if the ooblek came to life? The children's ideas were fantastic! Ooblek is a non-newtonian fluid. That is, it acts like a liquid when being poured, but like a solid when a force is acting on it. You can grab it and then it will ooze out of your hands. Make enough Oobleck and you can even walk on it!

Oobleck gets its name from the Dr. Seuss book Bartholomew and the Oobleck where a gooey green substance, Oobleck, fell from the sky and caused chaos in the town. We watched the story online, and then made Ooblek ourselves.

Goldilocks and the Three Bears

"I chose this story because it is about a girl who doesn't know it's not OK to use things that don't belong to you, but then she learned a lesson. I think the author is trying to tell us to not use things without permission. The artist helped show the story through pictures by using their imagination to draw what they think the story would look like."

By Sounavann

Puppetry

Today the form of art we looked at was Puppetry.

Puppetry is... the making and manipulation of puppets for use in some kind of theatrical show. A puppet is a figure—human, animal, or abstract in form—that is moved by human, and not mechanical, aid.



We had visiting performers come from the Sovanna Phum Art Association. They presented a one and a half hour show in the Black Box Theatre. It was a combination of small puppetry, storytelling, dance and traditional music. Wow! What a show! The children were really engaged by this traditional Khymer art form.

I have uploaded 3 short clips from todays performance. As part of your homework choose which is your favourite and explain why. What story do you think was being told? What art forms were being used?
                                                                           Example 1:

Example 2:

Example 3:

Not a Box

On Friday we had the early years team visit us to look at our 'not a box' creations. It was wonderful to see the younger children interact with us, asking questions and studying our own creations. What innovative learners we have in grade two! The related concept to out unit of inquiry was 'imagination'.

How We Express Ourselves

Today we began a class rotation designed to unpack the central idea of our unit of inquiry. The central idea for this UOI is :

'How personal perspective influences how we create art'

Children engaged in several tasks. Some looked at the central idea, discussing what the vocabulary actually meant. Then they wrote their own central idea - putting what they thought it meant into their own words. Here are some of their attempts:

'All of us have different personalities and perspectives and that changes how we make art '- Lucas

'We all feel different when we see different things' -Sounavann

'The way that we think affects the way that we make and view art' - Samir

'How we make art makes us feel different ways' - Boramey

'Some people view things in different ways and how we feel isn't always the same so how we make art is different' - Hana

'We all have different ideas, and people are different, so our art will be different' - Sothearath

'How you make art shows how you feel about something' - Ngy Meng

'People are different, so their art is different' - Erika

In other rotations, learners engaged in art activities designed to spark their creativity and imagination. Here are children working on their 'Not a Box' creations motivated by the book by Antoinette Portis. They had drawn up plans as part of a home learning activity, and today some of them began bringing their drawings to life.

We also had a group looking at creating their own piece of original art using nothing but strips of paper and glue. Children were encouraged to reflect on their work through our key concepts.

What is it like? (Form)

Why is it like it is? (Causation)

What are the points of view (Perspective)

The imagination of children never ceases to amaze me. They wove, curled, folded, and cut the paper into unique and original pieces. They are learning to explain why they chose to create it how they did.

This stunning example by Sophia M, became the topic of hot conversation! Children all viewed it with completely different perspectives - linking us directly back to our central idea!

Sophia explained that her design represented 'friendship'. When others looked at it...these are the thoughts it evoked:

'It reminds me of a trampoline'

'I think it is a bunch of flowers'

'I think she was making a rocket ship'

'I think it's like a volcano'

'Maybe the artist was making it look like a jellyfish'

'I don't know what it is...but when I look at it, it reminds me of my grandmother as she loved sculpture'

Wow! Perhaps 'personal perspective influences the way we create art' after all. It clearly influences the way we view it!

Scratch Jnr

Today Mr Matt came and worked with us on an app called 'Scratch Junior'. This is a very early introduction to computer programming. It will be a useful tool when we come to present our narrative writing, as it allows us to present our information in a new and imaginative way. Today we experimented with the tools on this app and then worked collaboratively with a partner to programme our own imaginative scene. This week we may use it to further explain our thinking of one of our unit vocabulary words 'perspective'.

What's the 'BIG IDEA?'

This week we have really been tuning into our new UOI. On Friday, we took the time to engage in another learning provocation. The rotations were designed to get children understanding the concept of 'a big idea' and to help them understand how one common theme can be expressed through various artistic forms. We took the idea 'cafeteria' as all children are familiar with it. Then children moved around five rotations where the teacher and the students created artworks, dramatisations, music, sculptures and dances all based on this common idea.

Shape Numeracy

This week we have been reviewing our understanding of shape. We looked at common 2d and 3d shapes and their attributes, and played some 'guess my shape' games.

Healthy Snack

To conclude our unit of inquiry, we had our shared 'healthy snack morning' on Friday. Children had planned and prepared their snack and confidently explained to the class why it was a healthy choice. Even the 'not so healthy' snacks, were presented by the children as 'occasional' foods. They explained how you need to be eaten in moderation along with a balanced diet.

Then we got a chance to tuck in!

The classroom still smells like sweetcorn!

Children throughout this unit have been 'taking action' to lead to healthier life choices. During Friday's team time, children shared some of the small steps they have taken. These included:

• Going to bed earlier to ensure they have enough sleep and are well rested for the following day.
• Choosing a more 'colourful' plate at the cafeteria each lunchtime.
• Trying to drink more water, in order for feel less sluggish and improve concentration.
• Washing their hands more regularly (and more thoroughly). 
• Practicing ways to calm down when they are upset or frustrated (listening to the Mind Master - Not the head Hassler).

I see / I think / I wonder

Today we introduced a visible thinking routine called See / Think / Wonder. This tool will be used throughout our next unit of inquiry  'How We Express Ourselves'. It will be particularly powerful as we launch into this arts based unit, as it encourages students to think carefully about why something looks the way it does, or is the way it is.

The Purpose: What kind of thinking does this routine encourage?



This routine encourages students to make careful observations and thoughtful interpretations.
It helps stimulate curiosity and sets the stage for inquiry.

Today we used it by focusing on a collection of interesting images related to our current unit. This helped encourage students to further apply their new knowledge and ideas.

They were asked:
• What do you see?
• What do you think about that?
• What does it make you wonder?

On a personal note...I have just got home and have found this massive spider outside my apartment!

My photo is a bit blurry, but it looked just like the one on the right!

I see: A large spider with freaky eyes staring at me from the wall.

It has slight stripes, long legs, and isn't particularly hairy.

I think: It might be native to Cambodia.

It probably isn't dangerous...but it could be!

This may prevent me from sleeping well tonight!

If there is one spider here...then there are probably more.

I wonder: What kind of spider it is.

Which of the children in my class will be clever enough to find out for me.

How I can get rid of it without killing it...(or having to go near it!)

Guided Reading Rotation

In reading, we participate in a variety of tasks to build our reading fluency and comprehension. Tasks vary depending on our needs, our current unit of inquiry, and the specific skills we need to acquire.
These pictures were taken during today's reading session.


Collage 1: Guided reading sessions with a focus on building comprehension and being able to make meaning form the story.

Collage 2: Using online tools (in this case Raz kids) to listen to, read, and engage in questions about the story.

 Collage 3: Building vocabulary. Here children are using the magnetic letters to create word lists related to our unit of inquiry.

Collage 4: In these pictures, learners are investigating their own unit of inquiry questions...seeking answers using unit books, and online websites and videos.

Guest Speakers

We were fortunate today to have two parents passionate about health come and share their expertise with us. Jeannie helped us understand just what is in our processed foods, and how to make balanced choices based on identifying ingredients and quantities from food labels. Jon is an experienced triathlete, who talked with us about how the body converts food to energy. He helped us understand that we need to be conscious of the best 'fuel' to fill our tanks with.

Thank you to both of our fabulous speakers! We really appreciated you taking the time to come in and educate us!

Practising 'Calm'

Part of our UOI has focussed on ways to keep our body healthy, but we have also been looking at factors that contribute to our mental wellbeing. Children are identifying ways in which they relax, and activities that lead to their own positive feelings. This week we spent time talking about ways that we relax, and listened to some meditative music to wind down after a busy day. Luckily nobody fell asleep!

Read Read Read

We love reading! It is fantastic to see the children self selecting high interest books. Many have been investigating the unit books, to help them find the answers to their own inquiry questions.

Why Do You Come to School?

Friday Photos

It was wonderful to see the children out and about at break times, enjoying the playground and facilities. 

We finished our name tags to label our cubby holes. 

 We enjoyed our free lunch by Epicure at the cafeteria. These free sample lunches will also be available on Monday and Tuesday. From Wednesday, children who have not signed up for the epicure lunches will need to bring their lunch from home, or have it delivered to the baskets at school by 11.30. Children still need a healthy snack for recess.