Week of May 5th

Unit of Inquiry

Sharing The Planet

Central Idea:

In an ecosystem living things interact with each other and the nonliving things in their environment.

Lines of Inquiry:

  • Living and nonliving things in different environments

  • Features of ecosystems

  • Reasons for interaction and dependence in ecosystems

Teacher Questions:

  • What is a living thing?

  • What is a nonliving thing?

  • What is a habitat?

  • What is an ecosystem?

  • What is the human part in keeping the balance of life on earth?

  1. PYP Attitudes

  • Appreciation, Cooperation, Empathy

Learner Profile:

  • Knowledgeable: We engage with issues and ideas that have local and global significance

  • Communicator: Understand and express ideas and information confidently. They work effectively and willingly in collaboration with others

Transdisciplinary Skills:

  • Thinking , Research and Communication Skills

Unit for this week

This week students were introduced to our new unit this week. We began with a tuning in activity. Students were separated into two groups and were given various math manipulative to sort. They had to work together to come up with different ways of sorting and this information was recorded. After these activities, students were given images of living and nonliving things and without any guidance, they were asked to sort these pictures into 2 groups. Students were able to eventually come up with a living and nonliving group. These pictures were glues onto a poster. Following this activity, we had a whole class discussion as to why they sorted the pictures like they did. Their feedback was recorded one of the posters. The next tuning in activity involved students looking at a plant, a branch and a stuffed animal. We had a discussion as to which one was alive and which ones were not. This led to things that were alive but were no longer. Students generated a list of what made something alive. Which one use to be alive? Which one was never alive? The next activity involved students pairing up with a partner. Each group had 2 bags labelled: Was once alive, Was never alive. Students walked around the school collecting objects and sorting them into the separate bags. Class discussion followed. 

Math for this week

This week, we continued with our exploration of arrays and the connection between addition and multiplication. Students practiced creating their own arrays and writing the number sentence for both addition and multiplication. They were also introduced to some simple multiplication picture word problems. 

Writing for this week

This week we began our final writing unit: Writing to Describe. We began by reviewing the important elements of descriptive writing: nouns, adjectives and present tense verbs. Students were introduced to many vocabulary words for each and they had to find the matching pictures that were scattered throughout the classroom. As a class we will work through a 5 senses activity in order to help students gain an understanding that we use our senses to help us describe things. Students will work on a Monster Writing Activity using adjectives to describe their monster. 

Language Arts for this week

This week students were introduced to new literacy centres. The focus this week is to independent writing, persuasive writing, finishing up an activity book and being introduced to a new reading comprehension booklet. In reading, we continued with our guided reading groups. 

Pictures: Students review sorting using math manipulatives. After they felt comfortable with this activity, they were given picture cards of various things and told to sort them into 2 groups. After about 10 minutes, each group sorted all the pictures into living and nonliving. 

   2017-05-03 09.11.59   2017-05-03 08.52.50

   2017-05-03 08.52.29   2017-05-03 09.21.06

Week of April 21

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

This week we had a wonderful time on our field trip to Amazing Art World. Lots of fun was had by everyone.

Unit for this week

This week students continued collecting research for their paper on the Aboriginal culture. They were shown some videos on the types of food eaten not only in the past but in the present. We also had a discussion comparing the Inuit culture with the Aboriginal Culture and the hardships the Aboriginals had to face both past and present compared to the Inuit culture. Students were introduced to Aboriginal art and we looked at the meanings of various symbols used in their art. Afterwards, students were given a boomerang as the template for their own aboriginal art using symbols. Afterwards, each student dictated the story they had created. 

Math for this week

This week students were introduced to the quarter hour – quarter two and quarter after. After various activities using clocks in the classroom, students worked independently on worksheets.  

Writing for this week

This week the focus of persuasive writing was on what they did not want. Students chose their own topic, planned their draft and wrote letters to the person/s of their choice. 

Language Arts for this week

Students continued to work through various learning centres that focused on sentences, phonics, reading comprehension and free writing. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Amazing Art World

IMG_9476   IMG_9341  IMG_9381

Week of April 14

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

It was a wonderful week for the students as they were able to show their learning during the student led conferences. We spend a few days getting ready and students were able to chose certain activities they wanted to show their parents. It was wonderful to hear their confidence as they showed different areas of their learning. 

Unit for this week

Students were given their research paper for the new culture – Aboriginals and with a partner, researched information using books and the computer. They began to collect information as to how the Aboriginals lived in the past. 

Math for this week

This week in math, students finished up the centres from last week. They also were introduced to the concept of seconds, minutes and hours and how long certain activities take and am/pm. Students learned how to read schedule. They were introduced to the new math centres this week. 

Writing for this week

Students continued with persuasive writing. After our field trip this week, students were given the task of writing a recount of what they did on the trip. Prior to this, we reviewed and practiced the features of writing to recount so that they would be confident to write a recount of the trip independently.  

Language Arts for this week

In literacy, students worked through various learning centres that focused on sentences, phonics and reading comprehension. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Week of April 7th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

This week, students were introduced to a new culture and landform. Students were first shown images of the Australian desert. We looked at the unique features of this landform and students were encouraged to think about the type of living things that made their home here. They were than given a document to fill out in regards to what they thought the people who lived in the Australian desert in the past wore, ate, used for transportation and what their homes looked like. Students shared their ideas. The students were than show images of the aboriginals in the past. Students shared their thoughts about the images they were seeing. They were than given a “I see, I think, I wonder ” paper to fill out. This was shared with everyone. 

 

 

Math for this week

Throughout this week, students continued practicing telling time, both hour and half hour. They worked through various math centres and activities. 

 

Writing for this week

Throughout the week, students planned, created a draft and wrote persuasive letters on the topics they had chosen. Lots of practice was given so that students felt comfortable following the format for persuasive writing. The focus this week was writing to persuade for things that they wanted. 

Language Arts for this week

In literacy, students worked through various learning centres that focused on sentences, phonics and reading comprehension. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Week of March 24th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

Students were introduced to the first culture, location and time period they were going to research – The Inuit living in the Arctic circle in the 1940’s and 1950’s. Students were shown images of the arctic. We talked about the features of this particular location. They were asked to imagine that they lived in a place like this. They worked with a partner to draw pictures of what they thought the people who lived in the Arctic in the past ate, wore and used as transportation. 

We shared the images that students had collected in regards to their culture. Students than shared their drawings relating to the activity above. 

Images were put on the desks of the Inuit from the past. It was wondering to see how engaged the students were as they explored this unique culture. Afterwards, students shared their impressions of what they had seen. 

Students were given their research book that they would use to collect information of the Inuit. The first task was to record the vocabulary that they would be hearing throughout this first culture. The topics they would be collecting information for were: transportation, food, clothing, shelter, weapons and location. 

Throughout the week, students watched videos from the Canadian Film Board that were made in the 1940’s for schools. Whenever we got to some information that they could use we stopped the video and students recorded their findings on their research paper. Students also looked through unit books to gather information. 

We also looked at particular Inuit art  and students had the opportunity to create their own Inuksuit using play dough and a Inuit carving called a Scrimshaw using soap. They were completely engaged and excited to create these art pieces. 

When students had finished collecting all the necessary data for their research project, the information was transferred onto a Lap Book which they created. 

Math for this week

We began this week by reviewing everything that they learned about a calendar. Students who had not completed their calendar booklet were given time to complete this. 

Students were introduced to time. As a class, they brainstormed everything they knew about time. This was recorded on a class poster. The vocabulary that was added/introduced to this was: hour, minutes, second, day time/night time/ morning, afternoon, evening, midnight.

Students  created a ‘All about time’ poster that has all the relevant information that will be covered. This will be used as a reference. 

Students were introduced to the first concept: hour. We did activities together as a class using the Smartboard as well as playing various games relating to the hour. 

Writing for this week

This week, students continued exploring what persuasion means through various stories. The story Click Clack Moo was used to introduce parts of a letter. They were also introduced to the various steps of persuasive writing – stating an opinion, reasons and restating an opinion. Students chose something that they wanted to ask their parents for and we began working through the various steps. Once this draft is completed, students will transfer this information onto a persuasive letter. 

Language Arts for this week

In reading, students worked independently on their new reading comprehension booklet. We also continued with guided reading lessons and students practiced the various techniques that were covered in the past few weeks that would help them become better readers. We also used the literacy period to work on various centres focusing on phonics and writing. 

Week of March 17th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

Students were introduced to the concept of time by exploring a time line. They visited classrooms in order to collect data regarding the year that students were born. This information was recorded on the classroom time line.

Students were engaged in a discussion relating to their concept of time. What does it mean to get older in relation to time?

In preparation for introducing the concept of ‘culture’ students went to the computer lab and collected images related to their culture. The topics were food, clothing and housing.

Whole class activity: students shared their beliefs about how certain things were in the ‘past ‘. How did people move from one place to another?  What did they wear?  What types of houses did they live in? The responses were recorded in one colour.

Students than spent time exploring the unit books. Afterwards we added the things they had seen to the poster above using another colour.

I See, I think, I wonder: Students were shown images of things in the past – transportation, housings, people, clothing. We filled out a  I See, I Think, I Wonder template. Students were asked to think about any questions or comments they would wanted to add that they might be interested in exploring.

Math for this week

This week students were introduced to new math strands relating to Measurement, specially looking at time. As a whole class, students reviewed all the types of measuring that we have covered so far – length, width, weight and volume. They were asked if time can be measured and if so, how – answered were recorded. Students were asked to turn their backs on the classroom calendar and name all the things that are found on this calendar. After recording their responses, students were each given a day of the week and they had to organise themselves and put the days in order. We repeated this activity using the months of the year.

Students were introduced to a calendar. They were given their own calendar for the month of March and had to answer questions relating to this month. For example, how many days in March?  What day is the 1st of March? What is the date of the second Saturday in March? This was followed by some math games related to calendars. Students spend the remainder of the week working independently in their calendar workbook.

Writing for this week

This week, students began their Persuasive Writing unit. We reviewed all the different types of writing we have covered so far. Students were introduced to Persuasive Writing by the short stories  ‘Don’t let the pigeon drive the bus’ and ‘I wanna Iguana’ We explored what the stories were about and what the main characters did or said in order to get what they want. Students were given the opportunity to respond to the pigeon character by drawing a picture of what they would say to the pigeon if they were asked the same thing. They were than given the activity of drawing a picture of what they would love to drive and what they would say or do to try and get what they want. This was shared with the whole class. 

Language Arts for this week

In reading, students worked independently on their new reading comprehension booklet. We also continued with guided reading lessons and students practiced the various techniques that were covered in the past few weeks that would help them become better readers. We also used the literacy period to work on various centres focusing on phonics and writing. 

Week of February 17th

Unit of Inquiry: How We Express Ourselves

Central Idea: Stories include characters and a plot that develops and takes place in a setting

Lines of Inquiry: 1. Characters and plots in different types of stories  2. Different settings for stories  3. How elements work together in stories

Unit of Inquiry: This week we continue to explore the first element of story telling – characters. We watched Pumpkin Soup, Monster’s Monster and Little Red Riding Hood. The students filled out their own character trait sheet, looking at external and internal characteristics of the main character in each video. 

ReadingIn reading, we are now looking at how to choose Just Right Books. Students learned about the 5 finger rule when choosing a book – They spend their reading time applying their knowledge of this rule. 

Literacy For literacy, students chose between their Writing Story book or Writing challenge. They are learning to make their stories interesting by adding more detail when describing their character. 

Writing: This week we finished looking at the language features of Writing to Entertain in our exploration of Fables. We finished the week with the students planning and writing the first draft of their own fable. In the planning stage, students chose 2-3 animals that will be in their fable, the setting and the lesson or moral of their story. 

Math: Students were introduced to word problems. They were introduced to the steps to take when solving a word problem. Read the problem carefully, circle the numbers you are given, draw a picture, make an equation, solve the problem. 

Week of February 10th

Unit of Inquiry: How We Express Ourselves

Central Idea: Stories include characters and a plot that develops and takes place in a setting

Lines of Inquiry1. Characters and plots in different types of stories  2. Different settings for stories  3. How elements work together in stories

Unit of Inquiry: This week we began our new unit. This will be a wonderful unit for the students to really express their creativity and imagination through stories. We will be learning all about the elements of stories and how they all connect. We began the week by looking at characters in a story. After watching a video each day, we filled out a character trait sheet which looks at external and internal features of a particular character. So far we have watched ‘A bad case of stripes’ and ‘The Little Old Lady who was not afraid of anything’ Students explored the different between a story that has no adjectives or nouns to stories that have lots of ‘juicy’ words to make the story exciting. 

ReadingWe continued with our guided reading centers where the focus was on Raz kids, reading comprehension, buddy and independent reading and one-on-one reading with Ms. Christine and Ms. Vici.

Literacy For literacy, students were introduced to their new writing challenge book. Every day students will challenge themselves to write more than they did the day before. They will be using a writing book that already has illustrations so they need to write a story that matches it. Once they complete this story, they begin another story in their story telling book. After choosing a topic using some Story Starters, they illustrate their story and complete it the next day but writing a story to match their illustration. So far, they have loved the freedom to be creative and write something that is funny, sad and scary. 

Writing: For this unit, the students will be Writing To Entertain. We will begin by focusing on Fables. Each day we will read a fable together as a class and highlight the language feature that is the focus. On Monday we read The Raven and The Swan. Students highlighted all the nouns in the story and chose 4 that they recorded on their recording sheet. Tuesday we looked at Verbs as we read The Dog in the Manger. We also looked at past tense when reading The Bull and The Goat. Students also listened to stories from around the world each day and learned about predictions. 

Math: In Math, we began the unit by looking at fractions. Students were introduced to fraction vocabulary: whole, equal and unequal. They played an activity where they were given play dough and cut their play dough into equal pieces. After this after we played a sharing game where students used fraction vocabulary. They were introduced to numerator and denominator and what each meant. Students learned about 1/2 and 1/4 but were also able to read any fraction once they understand how to say it and what it meant such 2/4, 4/10 etc. 

Week of January 27th

Unit of Inquiry: How The World Works

Central Idea: Scientists use their understanding of the properties of air and sound in practical applications

Unit of Inquiry: This week we began winding down our unit. Many discussions to review/share everything we learned regarding air and sound. Students demonstrated their understanding of all the properties of air. To show their understanding of sound, students created posters and a sound machine. After sharing with the class, students sat with the teacher for a one on one discussion which was recorded. During this discussion, students spoke about their sound machine, how sound was made and how this sound was heard by others. 

ReadingWe continued with our guided reading centers where the focus was on Raz kids, reading comprehension, buddy and independent reading and one-on-one reading with Ms. Christine and Ms. Vici.

Literacy:  Students continued with reading centers. They began working independently, moving through each center of their choice and with a partner of their choice. After each center, they had to reflect on how well they worked. 

Writing: Students planned and created their board game. After writing the game instructions, they gave their game to another team to play. They really enjoyed this activity.  

Math: Students were introduced to independent math centers. The focus of the 6 new math tubs were activities using standard units of measurement. One tub was used as review of place value and vertical addition with no regrouping. 

Week of December 16th, 2016

Unit of Inquiry: How The World Works

Central IdeaScientists use their understanding of the properties of air and sound in practical applications

Unit of InquiryThis week was spend reviewing what they had learned so far in regards to using the scientific method to perform experiments. We also did a few more experiments to see if air took up space. One was trying to displace objects that were put on different bags by blowing air into them using a straw. The other experiment involved stuffing a glass with napkins, turning the glass upside down and lowering it into water. 

Reading: We continued with reading centres. Students are being introduced to the various steps involved in becoming a better reader.

Literacy:  New centers this week focusing on writing, word work, sentence work and reading. 

WritingStudents planned and created their board game. After writing the game instructions, they gave their game to another team to play. They really enjoyed this activity.  

Math: Due to the short week, students reviewed what they had learned about capacity and they were introduced to mass/weight through various activities.