Unit of Inquiry:
As a culmination into our learning for our 'How We Express Ourselves' unit with the central idea of 'Dance, Mime and Acrobatics', it was time for us to perform. We first planned what we wanted to show, then practised and finally presented it in front of K1's.
End of term party:
Unit Of Inquiry:
This week we looked at the different acrobatic skills.
The highlight of this week was, learning about the Flamenco Dance from Gabriella's mother.
She said, the Flamenco Dance had originated more than 500 years ago from India and travelled across the Arab countries before it reached Spain. She showed us the special shoes and dress, girls wear when dancing. She then performed for us and helped us learn some steps. This is what we discovered we were doing when dancing.
Stomping (tapping) the feet,
Using the hands to shake our skirts/shorts
Shaking our bodies
Moving our hands up and down.
She also shared that people in Spain, do the Flamenco at social gatherings and during special events. It was a dance to show happiness and excitement!
We created our own grids and programmed the Bee-bots to move from one destination to another!
On another day we went through an obstacle course where we had to go on, under, around through and beside many obstacles.
Unit Of Inquiry
We have been looking at different forms of dance to express ourselves. This week we looked at Haka dance from New Zealand, Tap dance and Gumboot dance. We showed anger by stomping and putting our tongue out during the Haka dance. It was fun to express happiness by moving to Tap and Gumboot dances. Here we stamped our feet, stomped around, jumped, twirled and clapped.
Unit Of Inquiry
Going further into using the language of position and giving directions we played several games. We played the blindfold game where we had to give direction of moving forward, backward, left and right. We also played with the Bee-Bots giving it direction to move on a grid. And then we went out in the playground where we gave directions to our friends to move on the grid! Movement has been so much fun!
Unit Of Inquiry: How We Express Ourselves
Focus: Dance- to express our emotions.
Emotion? What are they? How do we express them? Some of them are: happy, sad, excited, scary, lonely, loved, proud, worried, jealous, upset, disgusted and included.
We then looked at dances from around the world. We watched how people moved their bodies in different ways to express their feelings.
Japanese Dance: We looked at how people from Japan dressed in Kimonos and moved their bodies gently to soft music. It showed that they were calm and happy.
We made our own fans and danced to the Japanese music.
Lion and Dragon Dance from China: We first watched these dances and saw that the people jumped, skipped, moved their hands up and down. Some of us were scared while most of us thought that it was fun and exciting!
Strand: Shape and Space
Focus: Describing and locating one object to another using the language of position and direction.
In literacy we learnt that it is important to sound the words when reading and writing. We looked at the beginning at the ending sounds in words. This helps us become better readers and writers.
How We Express Ourselves
Central Idea: We use our bodies to express ourselves
Lines Of Inquiry: Dance; Mime; Acrobatics
We have started our inquiry into our new unit. We used lots of dress up clothes, masks, streamers, musical instruments and different types of music to explore into our lines of inquiry. After which we reflected on our feelings.
Keshav said: "I was really excited when I dressed up as a transformer."
Nathan said: "Ringing the loud bell was so much fun."
Gabriella added: "I dressed up as a scary girl. It made me feel scared."
Isabel said: "I dressed up as an Owl and felt happy."
Mikhail said: "I liked to play music on the musical instruments."
Charlie added: "I enjoyed playing the music on the bell."
Sofia said: "I pretended to be a dog and I felt cute."
Omer dressed up as a clown and said it make me "happy."
Eiji said: "I dressed up as transformer and Jurrasic park bear. It was so much fun."
Esther: "I dressed up as a clown and it made me feel happy."
Amanda: "I dressed up as a pirate, then became a juggler and a Panda in the zoo. It was all so exciting."
Amy added: "And I dressed up as a Batman. It made me feel happy."
Ella said: "I did not like dressing up."
Olivia said: "I put on the red horns. I looked nice an it made me happy."
Akari: I pretended to be a puppy and that made me happy."
We played Charades. We were given lots of action words like jumping, skipping, dancing etc. We had to use our body to express the action word and the audience had to guess.
We were introduced to Read to Someone:
During Read to Someone, we sit right next to each other, almost close enough to touch elbows and knees. This close proximity allows us to read quietly and still be heard by our partners but not loud enough for the rest of the class to hear. This sitting arrangement allows partners to look on and read the same book if they choose. This is called EEKK!
Fun with letters and words
Unit Of Inquiry:
Going further and taking action into our unit on 'Cooperation is essential to achieve team goals' we played several team games and planned and built things with recycled materials. Later we reflected on why it was important to cooperate and what roles did we play in a team?
Loads of fun in the castle from our performance 'A Hungry Dog'!
How We Organize Ourselves
Central Idea: Cooperation is essential to achieve team goals
Lines of Inquiry:
The importance of cooperation
How to successfully achieve team goals
The role that people play in teams
We are back into our year long unit: cooperation is important to achieve team goals.
We revisited and answered the questions,
Why is cooperation important?
What is a team?
When do we work in teams?
Ms Smita read the book Camille's team by Stuart J. Murphy. Just like Camille's team, we had to build our sand castle. We first made a plan and decided what role each of us would play. We then head off to make our sand castles!
Patterns and Functions
Central Idea: Patterns can be represented using numbers and other symbols
Lines Of Inquiry:
What a pattern is.
Extend and create patterns.
Identify and describe patterns in various ways
Pattern hunt around school
Highlight of the week
K2 Performance: 'The Hungry Dog.'
Unit of Inquiry:
This was our last week into our unit 'Who We Are'. We revisited our routine cards to conclude. We added more routines followed at home and school which help us take care of our body, mind and learning.
The highlight of this weeks Unit was our visit to the Heath Zone. We first attended a session on the 'Healthy Plate Family'. Here we learnt about the quantity of foods we should consume. Fruits and vegetables (or the protection food) should be half the plate, grains (growing food) a quarter and proteins and milk the other quarter of our plate. We also learnt that as children we need to consume 5 glasses of water everyday to stay healthy.
Going further we estimated and measured objects using non standard units of measurement.
Unit of Inquiry:
Our school nurse (Nurse Jit) talked to us about the importance of washing hands, washing our body, brushing our teeth, wearing clean clothes to stay healthy.
Going further into ways to take care of our body, mind and learning we decided to make a healthy snack. We were to work in three groups. We decided to make Orange Juice, Strawberry Milkshake and Sushi!
We played a game of Bingo to familiarize ourselves further with the language of capacity.
Later we had to estimate and find 'how much' (many) beads, pegs or cubes were in our containers.
We got to make our own LEMONADE! We had to measure and mix together 1 small spoon FULL of lemon juice, 1 big spoon FULL of sugar syrup and HALF cup of water! The lemonade was so good! We enjoyed making it and learning about capacity!
Literacy: Daily 5
We have been learning to sort words phonetically.
Our thought when we were asked, 'How are you responsible for taking care of your body?'