AThis week, students finished up exploring capacity and volume. They compared how much different containers could hold in the sand pit, and recorded their findings. We also moved into our unit about Shape and Space. Students participated in a Hexagonal Thinking activity. In small groups, students were given hexagons with 2D and 3D shape vocabulary on each one. Working together, discussing ideas and explaining their thoughts, they needed to make connections amongst the hexagons. If hexagons were touching from any side, that meant there was a connection. Students recognised some of the vocabulary, but some of it was new to them. We will do this activity again at the end of the unit to see how our thinking has changed. With partners, students also began to explore 2D shapes. They drew a particular shape from a container, and then used key concept questions to help guide their inquiry. They looked at form (the properties of the shape), connection (where had they seen this shape before), and change (how we can change the shape in different ways). Exploration of 2D shapes brought up great discussions, questions and many ideas. We will continue to investigate these ideas, as we move into 3D shapes where we will make comparisons. Students will also explore tessellations and symmetry. Before the end of the year, we will also revisit pattern.
In literacy, we have been exploring cause & effect (key concept: causation) during our unit of inquiry. We have just started looking at how to "read between the lines", by practicing our inferring skills. Students decided it's like being an investigator. You need to use the clues in the text and pictures and what we already to know to make a guess. Many students also connected inferring to a hypothesis (Unit of Inquiry) and an estimate (math)! We will continue to work on these reading strategies next week. Students have used the pictures they emailed in, or have drawn pictures, to write a final 'how to' piece. Many students are applying what we've been working on - sequencing, using time order and transition words, starting sentences in different ways and adding enough detail that someone could follow your steps. They are taking this piece through the whole writing process - brainstorming, drafting, revising/editing, and publishing. We practiced editing our own writing, paying close attention to word choice and conventions.
Along with instructional writing, students wrote up their first lab report, with guidance, after observing the Grade 6 students' experiment with water. We conducted another experiment in class and with a little less guidance, students wrote up another lab report, following the steps of the scientific method. Ask your child about the water cycle experiment.
Some students had asked "Does air have weight?" when we first started looking at solids, liquids and gases. We used a meter stick and hung it from the ceiling as a balance scale, for our third experiment. Students made their own hypothesis and wrote up the experiment with very little help. Ask your child what they learned and what they now know about air! We will conduct one more experiment next week and students will have the chance to write up the experiment on their own. Next week is our last week of this unit of inquiry, How the world works. Students will work in class to on something to show how a change in matter connects (affects) their life.
We are 7 and 8 year old students who live in Singapore. Our teacher, Ms. Luttrell, will be helping us write blog posts throughout the year!
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