This week: UOI - writing -reading

The read aloud for the unit this week had two books:

Miss Rumphius is a story about a girl growing up and fulfilling two of her dreams - to go to faraway places and to live by the sea. All the time she keeps in her mind her grandfather's advice, "You must do something to make the world beautiful." She will make this happen also.

The Wartville Wizard is a story about an old man who works hard to keep his village clean. When he sees that people make more trash than he can clean, he gets tired and is gifted a magical power. Can you imagine what happens when he sends the trash back and sticks it to the person who created it?

The writing for this week reached the publishing phase of the writing process. The students had a choice on how to publish their texts - either on paper (a picture book, a comic book, a pop-up book, a flap-book, a shape book) or digitally (using Scribble Press, Cute Cut or Book creator.) Majority of the class decided to Book Creator.

In addition to the book creating we spent time discussing the reasons for having this unit, and identifying what our class and school community is doing already to support sustainability and what are some issues we notice. The best part of these discussions is to see the students actively thinking what is something we could actually do, not just talk about, to make change happen.

UOI: Sustainability

Two weeks ago we started our new UOI about sustainability:

From a previous blog post:

We had our initial lesson of our new unit about sustainability.

After watching short videoclips, the students drew what the clips made them think about. One clip was about our beautiful nature. Another about plastic polluting water.

They already used many words and images that will be part of our unit: 

waste, production, pollution, reduce, reuse, recycle.

I am looking forward to our new inquiry together.

Since then the students have inquired into:

• what does sustainability mean 

• how human actions affect the sustainability of Earth's nature and resources

• sustainable practices in every day life

Here are some resources they have viewed:  

Generation Awake

Sustainability Kids Videos

Imagine water

The largest pile of trash

Where do recycled items go?

Water Wiz

Carbon Footprint

 Sea of Plastic Ted talk

 

Defining sustainability:

The term "Sustainability" is not easy to define even when you have a feeling of what it means.

We read some definitions but the language in them was not child friendly.

The term ‘sustainable development’ is defined as ‘development fulfilling the needs of current generations, without decreasing the possibilities for future generations to fulfil their needs’

http://sustainablefootprint.org/about-this-project/sustainable-footprint

"Sustainability is an economic state where the demands placed upon the environment by people and commerce can be met without reducing the capacity of the environment to provide for future generations. It can also be expressed in the simple terms of an economic golden rule for the restorative economy: leave the world better than you found it, take no more than you need, try not to harm life of the environment, make amends if you do."

From Wikipedia :  Sustainability is a characteristic of a process or state that can be maintained at a certain level indefinitely. The term, in its environmental usage, refers to the potential longevity of vital human ecological support systems, such as the planet's climatic system, systems of agriculture, industry, forestry, and fisheries, and human communities in general and the various systems on which they depend in balance with the impacts of our unsustainable or sustainable design.

Sustainable development is development that meets the needs of the present without compromising the needs of future generations to meet their own needs. —Brundtland (1987)

Sustainability is the "long-term, cultural, economic and environmental health and vitality" with emphasis on long-term, "together with the importance of linking our social, financial, and environmental well-being"

http://sustainableseattle.org/   

"Sustainability encompasses the simple principle of taking from the earth only what it can provide indefinitely, thus leaving future generations no less than we have access to ourselves."
http://www.foe-scotland.org.uk/  

Thomas Jefferson Sustainability Council

"Sustainability may be described as our responsibility to proceed in a way that will sustain life that will allow our children, grandchildren and great-grandchildren to live comfortably in a friendly, clean, and healthy world .

http://www.tjpdc.org/

We proceeded to come up with our own definition

First the student gave individual explanations:

Sustainability it can be good things like recycling, no pollution, no carbon dioxide, healthy earth and healthy people and healthy nature.

Sustainability means that we protect environment, use reusable thing, Give your old clothes to small cousin so you don't have to throw it away, people throw trash in trash not leaving it around.

Sustainability is saving the world

Sustainability is ability to do what someone is supposed to do, if we cut down all the trees, make clothes, it will be wasting.

What we produce is ruining nature.

Sustainability means how long you can have or keep something without ruining or breaking it.

Sustainability means good side, not cutting trees but only a branch. The best is to cut only a few trees.

Perfect balance is sutainable, cut down few, plant new, we make paper but still get fresh yair

Sustainability means trying to keep the earth clean

We have done enough harm that nature can't digest.

The they worked in a groups:

Sustainability is trying to keep the nature and human community even. It is about keeping the earth clean.

The world can be a better place

Stop making plastic, throwing trash int eh ocean. Cut down less trees. Stop polluting

Lead the world to better hands, keep the world in better balance, recycle, lead your children to good lives

Here is our  current whole class working explanation:

Sustainability is about saving the planet to lead people, animals and nature to a good life. People can help by reducing how much thrash they make, by recycling and reusing, and looking for ways to make the planet cleaner, and by using materials and resources that don't harm Earth.

This week the students spent time creating texts to show what they have learned during the past two weeks. They had to choose a topic and narrow its focus. They had to figure out what they want their readers to know and feel after reading their texts. Using what they have learned about writing process and craft they had to write texts that are informing and interesting. The expectation was that their texts included some description, explanations and examples.

They had a free choice of the genre and point of view.

Next week they will choose a publishing format.

A guest teacher

Big thank you to Mr. John B, ISE middle school science teacher, who came to teach about simple machines. Together with students he tested out one of the earliest clever inventions - an inclined plane.

I was happy to see how the students were thinking along and working cooperatively.

UOI presentation

Before the holidays the students chose one invention they wanted to learn more about. We learned how to read a paragraph, find the key words, and in our own words say what was the main message. After collecting information form various resources, they started to think how to best share the information with others. As a class they decided to use Keynote as a presentation tool.

For some it is the first time to use Keynote. The possibilities of transitions and special effects has dazzled them and maybe even distracted from thinking of the content. For those who have used it before the focus has been on creating simple memorable slides and adding detailed and engaging notes for each slide. This feature of keynote makes presenting easy. The audience sees the slides and the presenter has notes available in case he/she forgets what he/she wanted to say. 

Today we gave preliminary presentations to gain feedback and suggestions from each other.

This week: in the words of the students

In the world of math, area has taken over our math unit. Since Monday our carpet has been covered in squares. Everyone has been enthusiastic in this unit. We have all understood and learned a lot.

Poetry has been ruling  over our writing/reading unit. After reading tons of poetry books we have tons of poetry knowledge. Jack Prelutsky, Shel Silverstein and Judith Viorst are poets. Poets use interesting words. They think and carefully use words to make fantabulastic poems. Whenever we read them, some of us feel like writing them when we grow up, and it gives us inner happiness.

In the wonderful world of UOI we have learned, about inventions. Since our topic is Technology and Inventions. We have learned that inventing is a process. You might fail a few times but it wil maybe turn into a invention.

Technology and inventions

What do we know already?

How we organize ourselves

Central idea

Technology and inventions impact on the world of work and leisure

Lines of inquiry

·    Technology and inventions of the home, workplace and leisure activities

·    Circumstances that led to the development of important inventions

·    How technology supports/impacts sustainability

 

Almost ready to share and assess

When I see the pile of unfinished posters on top of the cupboard, I get a bit nervous. We have discussed what our Energy project posters should look like, we created criteria, the students have been working on their projects for two weeks, yet I worry. Have they challenged themselves with inquiry? Is their growth in their learning and understanding? Are they pushing themselves to create quality presentations?
Then I pause and take a deep breath. I remind myself that I am working with third graders, that inquiry and independent work can be challenging at all ages, and mistakes and failure are also part of learning.
I hope for the best and promise to look for the positive in what they will share with me on Monday.

Here is the criteria (based on student input) for the projects:

Name:

Date:

Project:

Grade
1	The work does not meet the basic requirements
2	The work product achieves some of the requirements set for the task
3	The work product achieves many of the requirements set for the task
4	The work product achieves all of the requirements set for the task
5	The work goes beyond the requirements

Criteria

The project:

1.   Is interesting – has a hook

·       Makes people react

·       Gives information

·       Has many details

·       Is strong

2.    Has accurate facts/information

·       You can show where you got your information

·       You are able to explain when somebody asks you to elaborate

3.   Is clear and understandable:

·       The work makes sense

·       The work is in order

·       Child friendly text

·       Spelling is correct

·       Important info (title etc) is more noticeable

·       Sentences and pictures are related to the topic

4.    Is neat and clean (if on paper)

·       Proper handwriting or typed text

·       Colouring within the lines

·       All edges glued down

·       No stains or smears

5.   Is completed on time

6. Shows effort

This week: in the words of the students

 This is what the students say about learning this week:


Assessment:

This week we had our three MAP tests. First we had reading, then we had math, then language. When we have our MAP tests we have to sit quietly and take our time. When we are done, we raise our hand and the teacher takes our score, then we take our books and read until everyone has finished. The MAP tests make your brain ache. The challenge on a MAP test is that it asks you questions you haven't learned because the test doesn't know you. The test helps teachers to know how good you are, and how easy or hard things to give you.

We write reflections for the portfolio. Writing reflections is challenging because some things you have to write about are difficult like: who are you as a reader and why do you like to read...

There is not only one answer. Writing reflections makes you think harder. It is good because it helps you tell parents what you are good about. It's good for us, so we can see what we are capable of.

UOI:

Inside UOI we are making projects. Some people have partners and some people don't. Since our topic is energy, we picked a form of energy, so now we are working on the texts When we are done, we will share it with the lower school.

Reading:

This week  Ms.Terje  is reading The Tale of Despereaux for  snack/read aloud and we do work, like for example we tell the feelings of the main character. We learn how to write about reading. We think along when the teacher reads. You get to listen to a story.  This story is about bravery, about being different, and it tells you how some might feel when you treat them badly because they are different.

In independent reading people choose what they want to read, and read.

Independent reading

In Literature Circles we discuss about a book. The main idea is to be cooperative, work with a team. You need notes to make a good discussion, so you remember your ideas.

Math:

In math we learn to multiply. We practice on paper or apps on iPad. The important thing with practicing times table is that when you practice a lot, it will be in your head. Learning is about practicing and being enthusiastic.

Energy

What do these things have in common?

What do you know about energy already?

What is energy? What are the forms/types of energy?

We started our new Unit of Inquiry:

An inquiry into

How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Energy

Central Idea:

Energy can be converted, transformed and used to support human progress

 Lines of inquiry:

·      Forms of energy

·      The storage and transformation of energy

·      How energy is used

·      Investigating and scientific process

Hurray! We danced. We shared. We reflected on the learning.

The cleaning lady will laeve soon

The mannequins have become alive

They become more energetic with each move

They are having a party

Here are just few clips from the music video "A Night in a Shop" that we presented on Wednesday.I know that both the students and you would have liked to see a live performance, but with one dancer missing it was fair to show the video.

From the reactions of the audience we could tell that they enjoyed it as much as we enjoyed creating it.

On Thursday and Friday the students wrote their reflections for the unit "Let's Dance." These will be in their portfolios.

Today is the day...

..when we share our dance video with our lower school community during the PYP assembly.

The students have come up with a short introduction to share what we learned during this unit.

I have allowed them to decide what to say or do. 

Dance, dance, dance, and some more dance

How much do we dance? 

Every day

Sometimes twice a day

Sometimes with music

Sometimes without

The picture above shows Ms. Karolina giving feedback to students after a practice on Monday.

The I-Pads on the table are open because each student had chosen a piece of music and Ms Karolina was marking the segments we need for the final piece.

On Tuesday we practiced just the steps and the sequence. We took a break and then danced some more. I secretly hope that the students practiced the steps at home on Wednesday when the school was closed. Today we had one practice without the music. During the last lesson Ms. Karolina brought the mixed togehter music and the students danced the whole thing through. Since we have been practicing quite a bit, the first time through was better than we anticipated. Tomorrow we plan to videotape the dance. 

More dancing

Everyone in the class came up wit some steps for our class dance. Now we need to put all the pieces together and practice, practice, practice.

We will perform on the 5th of February during the PYP assembly.

Dancing with Doc. Shepherd

What other school has a Chemistry teacher who is also a Drama and Dance teacher? We are so lucky to have Doc. Shepherd in our school. On Wednesday afternoon, after finishing her lessons with IB students, she came to assembly area and taught us some tap and ballet. 

Honestly, it's not as easy as it looks. Even a bit of dancing to the right music got us tired. 

Dance, dance, dance

Music, beat, steps, sequence, practice, practice, practice has filled our UOI and Music lessons. We have a stroy. We have a plan. Now we need to put together the pieces of music and coreography that individual students have created. A bit of dancing every day, or a lot of dancing on some days, is good for our body and mind.

Math/Dance/Music

When I was gathering ideas and resources for our UOI "Dance" I found a very interesting website called Math in Your Feet. On the very first page I viewed two videos of workshops where dance and math are combined. Oh, how I wished to invite Malke Rosenfeld, the workshop leader, to my class. Unfortunately she was too far from Estonia. Using her videos as inspiration, we still decided to try out the idea of combining dance and math.

First we looked at the vocabulary.

The first assignment was to create 4 beat pattern and to dance it in unison with a partner.

congruent (danced in unison)

Not in unison/ not congruent

The second assignment was to create a four beat pattern and dance it in reflection.

The third assignment was to create a 8 beat pattern with reflection and perform it to others.

first part of one 8 beat pattern

Ms. Rosenfeld has created a list of criteria to determine success.

Students thought of steps, created a pattern, practiced it, analyzed it, changed if necessary, and practiced some more.
On the fourth day we showed our patterns to our music teacher Ms. Karolina.

You can try these assignments. I was a partner to one student. Coming up with the steps was probably the easiest part, to get to the dance into unison and then reflect it. That took practice. Try. You can let your child teach you.

Today the students used some of the patterns in thinking about the dance we plan to create as a class performance.
 

Project: Let's Dance

Goal:

·      With a group create a dance.

Role:

·      Find some inspiration for your dance eg. a piece of music, a rhythm, a picture, a story etc.

·      The dance must be accompanied by something eg. music, narrative, poem, rhythm, percussion instrument etc.

·      Choreograph the dance

·      Perform the dance for assessment

Audience:

·      Perform your dance for your peers and parents.

Situation:

·      Use the things you have seen, heard and thought about during the unit about dance to help you to choreograph your dance.

Product:

·      The dance should be at least 1.5 minutes long if you are working alone or 2 minutes long if you working in a group.

·      The dance should not be longer than 5 minutes .

·      You need to think about what you will wear for your dance.  Your costume does not need to be fancy or made especially for the performance but think about what you might wear in order to illustrate your/the groups thinking during the creating process.