This week the Grade 1 students finished publishing their Information Books. After weeks of learning how to write information books, the students finally got to choose their favourite book to make perfect and publish. The students have been working hard to edit their work, checking their spelling, punctuation so that others can read it. They used a checklist similar to the one below to check their writing was easy to read.
To celebrate our newly published books, we invited the Pre-First Graders to be our audience as we shared our books for the very first time. The First Graders were SO excited to share all they know about their topics.
Next week we will start our new OPINION writing unit. Stay tuned for more information about how we are learning to write about our own opinions and reasons.
Below you will find the Semester Two intended learning outcomes for all subject areas. Click on the links to view and download the documents. If you have any questions about these learning outcomes, please contact your child's homeroom teacher, our PYP Coordinator (Michael Hughes), or our Elementary Principal (Sandra Mulligan).
Most of the girls had inquired into repeating patterns when they were in kindergarten. They extended their understanding of repeating patterns in grade 1 in the following ways:
- The learned to identify the part of the pattern that repeats by giving them letters of the alphabet e.g. ABAA.
- Using more than one kind of object in a pattern. Can you spot the patterns below which have different kinds of objects in the same pattern.
- Making a longer rule. Which one below has the longest rule?
To helping them learn to make repeating patterns, we focused on the attributes of open-mindedness and co-operation. The students were open-minded by selecting unusual ways to present the pattern and also choosing unusual objects to put in the pattern. The students developed their co-operation skills by working with a partner to create the pattern and to identify the pattern rule.
Can you see some of the unusual objects that were used to make repeating patterns below?
At the end of the lesson, we asked the students what they had learned about making repeating patterns. Here you can here some of their responses:
Perhaps you can make some repeating patterns at home! We are now moving on to growing patterns and after that will inquire into number patterns!
As a way to finish off our learning in our How We Organise Ourselves unit on Transport, the children participated in a transport race from Futako Tamagawa back to Seisen. Our aim was to see which mode of transport would be the most appropriate for the journey. As a grade level we all travelled to Futako Tamagawa on the school bus and enjoyed playing at the park in the sun.
Next, the challenge began. The children were split into five modes of transport and it was up to them (and they help of the lovely chaperones) to get back to Seisen.
The modes of transport chosen were: by train, by bus, by taxi, by scooter and onfoot (walking). Which mode of transport do you think would get back to Seisen the quickest?
In their small groups the girls were in charge of buying their tickets, helping to navigate and reflect on how comfortable or cost effective their mode of transport was.
The girls had to record information about their journey along the way.
The walking group in good spirits at the beginning of their journey. Would they feel so energetic at the end of the trip?
Erica, Emi P and Maiko recording important information about their journey.
Happy scooter riders about to set off to Seisen.
Waiting for a taxi.
Enjoying the comfort of the taxi ride back to Seisen.
Putting your tickets through the scanner can be lots of fun!
Mr Towse making sure we all make it onto the train safely.
The train group making their way back to Yoga Station. But wait, we now have to walk back to Seisen?
On their return to Seisen the challenge was not over! The girls then had to reflect back over all of their learning from the unit and their recent transport race. This would be their summative task for the end of the Transportation Unit.
Here is an example of our Grade 1 Solo for the Transport Summative Assessment. The students can use this to track their learning and check what they have included in their work so far.
Anastasia has rated her bus journey from FT to Seisen based on the four factors: cost, speed, comfort and distance.
Erika has reflected over her transport journey and has had to decide how she would travel if she had to do it again.
What a great way to end our inquiry into Transportation systems. A huge thanks goes to our parent chaperones who helped make this transport trip such a success.
Ask your daughter which group got back to Seisen first. Is it the mode of transport you expected?
