Wednesday, 22 November 2017

Patterns in the sky

We went on to inquire into our next line of inquiry. We began by a simple provocation. We put 3 different sized balls -  One was the earth, one was the sun, and one was the moon.

We were posed with 3 different questions
# Here we have 3 different sized balls.  One is the earth, one is the sun, and one is the moon.  Turn-and-talk with a friend.  Which ball should be which?  Why do you think that?

# If this ball is the moon and this ball is the earth, does either of them move?  How do they move together?  Turn-and-talk with a friend

#If this ball is the earth and this ball is the sun, does either of them move?  How do they move together?  Turn-and-talk with a friend.

We moved on to do a science based KWL chart which is called the KLEWS chart.

We started by tapping into what we already knew about patterns and what were the different objects we see in the sky.

We also wrote our wondering about patterns and solar system.

We took our wondering outside to observe the sun 3 times.

Each time we went outside,
  • we measured the sun’s distance from the horizon
  • we saw how the position of the sun affects our shadow length

To further understand why the sun sets and rises we worked on different centers.

Center 1 - Torch, globe will be placed and instructions. The students will read those instructions and follow what they say. They will explore the same and see what they understand from the experiment.

Center 2 -  The students will enact the words of a song to understand the concept better.

Center  3  -  The book - What makes day and night will be kept. The students read the book to understand the concept of day and night.

Post understanding the patterns of the sun we moved on to understanding the pattern of the moon. We started by observing the moon over a period of days. Post that we worked in centers again to discover the pattern of the moon.

We then looked into physically experiencing the movement of the Moon and Earth.

We also learnt about a few constellations found 

Our completed KLEWS chart

Off we went to the Nehru Planetarium to learn more about the planets.

Weighing ourselves on different planets was very interesting. The planet show in the dome was so enticing and made us aware of the changes the solar system has gone through to reach the way it is now.

We were now ready to set out on our summative assessment. 

Task 1
We had to make a travel brochure to advertise a trip  throughout the solar system. We used the google slides to make our brochures.

We put out our brochures in the corridor to have a unanimous voting to find out who had made the most inviting brochure.

Task 2

We reflected using a Venn diagram to compare the Earth and any one other planet

Task 3
We were asked to create a working model to explain the cycles associated with the Earth's place in space.

We had to explain our models to lower grades to see if they understood he patterns we were trying to show.

Reflection time
We went back to our matching charts we had done at the beginning of the unit to see if we had matched correctly.

End of Unit celebration 
We invited our parents to share about our learning of the unit.



Learning about directions 

Creating  3D shapes form 2 D nets

Understanding co - ordinates on a grid

Exploring the three types of triangles

Saturday, 21 October 2017

Our second unit - How the World Works

Tuning In

Day 1
We started our new unit by taking our understanding of the previous unit further. We made the connection by watching the video on changes we experience on the Earth. Our knowledge of the previous unit became our prior knowledge for the second unit.

Watching the video we realized that change is connected to many other factors. This made us connect to our theme - How the World Works.

Post this we then delved into our prior knowledge. We looked at a mystery picture to think back on what it made us connect to.

We wrote our thoughts on sticky notes.

Day 2
Visible thinking 
Students posted their thinking on 3 walls. They could read each others post and re - post their ideas if they changed their minds.

 Wall 1 -They were asked to make a list of all the planets in the solar system.
 Wall 2  - They were asked to pictorially represent what they thought the solar system was according to them.

Wall 3 - We used the padlet to write down our thought on the essential question - “Of all the planets in the Solar system why is the Earth the best place to live?”

Day 3

Think Puzzle Explore

The students were given sets of cards. They had to read the word and match it to the corresponding picture or definition. This gave us a clear picture of the prior knowledge of the students.

We have placed these cards on charts. As we go along the unit the students will be encouraged to keep an eye out and change the cards matched as they learnt more about the mysteries of the Solar system.

Day 4

Unfolding the Central idea

The students worked in pars and wrote down what they understand by the central idea.
We brainstormed and discussed what concepts/attitudes and learner profile we could work on in this unit of inquiry.

Finding Out

Moving further into the inquiry we started with a scavenger hunt. We  went around the class hunting for information to fill our question sheets. 

We shared our findings with each other. 

Solar system quest
Once the students were a little familiar with the planets they were set off on a solar system quest.  On this quest the students will have to complete four steps to reach their final task. 

Step 1 of the quest
Just exploring the Solar system

We did a little quick silent assessment to know if the students knew the order of the planets.

Step 2 of the quest
The students set out to find out the basics of the different planets. 

While the students were busy finding out how far the planets are from the sun we also set out to explore the concept of distance in Math. We learnt about the different units of measuring distance.
We went around school to explore measuring using different tools.

Sorting Out

Using our understanding of measurement we measured out how far the planets are from the sun to show the same through a model.

We also made a model to show what are all the elements that make up the solar system.

Step 3 of the Quest
As the next step the students were each assigned a planet that they had to research about and become an expert on.

Creating our models of the assigned planet

 Presenting our home assignments
Stay tuned to see whats next in our quest......

In literacy, we have been learning about how to write a non chronological report.
We looked at different reports to understand the features of a non chronological report. 

We as a class brainstormed all the things we are curious to know about planets. Our reports on planets will include all the points we discussed. 

We have also been learning about the features of a non fiction book. We took all our research work and compiled our own non fiction book, complete with a glossary and bibliography. 

In Math, we have been exploring angles and polygons.

Scoot time

 Exploring with shapes and angles

B.U.I.L.D. time
We worked on  reinforcing our addition and subtraction skills, through our BUILD stations.

Portfolio time

Grade 3 has also been busy reflecting on their work and selecting what they would like to add in their E portfolio.

The goal of portfolios at EIS is - 
  • To show evidence of accomplished unit of inquiry
  • To give students the sense of ownership over their education
  • To show student progress in their knowledge and skills

Celebration time

PYP celebrated the festival of Dashera. We saw a short video to understand why we celebrate Dashera. Post that we had a garba session and let our hair down and danced to our hearts content.

Diwali at EIS

We started with making floral rangoli under the guidance of our Art teacher Ms. Delnaz.

Students of Grade 5 taught us the importance of celebrating  green Diwali. 

Wishing everyone a safe Happy Diwali !!