New - 'Where We Are in Place and Time' unit
The class have been very busy unpacking and exploring our new excting unit of inquiry. The children have been learning about the 'Where We Are in Place and Time' descriptor, the unit's central idea and the transdisciplinary skills that we will be exploring over the next few weeks.
It is really important that each component of the unit (such as the skills) are introduced in a fun and interesting ways so that the children make a real connection with them. This is why our unit of inquiry board starts off empty and only gets added to as we learn or discover new information together as a class. So, our unit board starts to tell the journey of our unit and, more importantly, our understanding.
A provocation is designed to engage children at (usually) the start of a unit. It should be, as the name suggests, provoking and really make children think about how they feel about a subject area. The provocations are often fictious, but we always ask parents not to reveal that as it would change how the children respond to the unit.
For our 'Where We Are in Place and Time' provocation we found a video interview involving Ms Jan (below) and a local TV channel. The TV interview was about an artifact found under the new gym site. The TV channel suggested that the artifact may be linked to Uzbek astronomer and mathematician, Ulugbek.
The children's response then dictates how the unit proceeds. What questions will the video create? What direction will the unit go in? The aim is that the students take the lead and decide how to move the inquiry forwards.
Our class padlet (below) was a way we could put all our data and research about Ulugbek in one place. We could then use our analysis skills to try and look for ways to connect Ulugbek to the Tashkent area and to see if there was any logical reason why a time device would turn up in our school and why it would be taken away by the government. The inquiry continues... Perhaps next week's trip to the State Museum of History might reveal more information...
Inquiring into Artifacts
Our first unit of inquiry looks at 'how atifacts document human progress'. The conceptual understanding that goes with this is connection and our related concept that will drive the inquiry is evidence.
So, with that in mind, the children have been looking through a variety of different artifacts from across history. They have been trying to sort, organise, age and value the various artifacts. They have also been looking for evidence that would support their ideas and looking to see how early artifacts connect to more modern human inventions. Also, the children have been learning what a hypothesis is. They have been practicing making hypotheses based upon their research and analysis.
Grade 3 have been learning about 3D shapes this week, and specifically looking at identifying how many edges, faces and vertices we can find on different shapes. Once we had a good basic knowledge about identifying these features, we then attempted to apply these skills in a futuristic robotic game. www.bbc.co.uk/bitesize/ks2/maths/shape_space/3d_shapes/play/
Warning - the last level can get a little scary if you can't find a good hiding place!
3C have finally finished our fabulous non chronological reports about our favourite animals. The end results were so impressive, that we decided to create a huge book with all the reports to be put into our class library.
The reports showed that all the class understood the features of this type of report writing and also showed how their research skills were developing and becoming more focused. It was also excellent to see all the class sourcing their work and providing links to the website and books where they found their information.
Indian Dancing at TIS
Earlier this week we had a wonderful cultural treat when a dance group from India performed at the school. The children really enjoyed seeing the colour, the energy and the passion from the dancers as they told many exciting narratives through dance.
Growth Mindset Video
3C watched this video a few days ago. It is primarily a beautifully made video. What makes this extra interesting though is that it is based on the children's game 'Rock, Paper, Scissors'.
The first time we watched this nobody immediately made this connection (I didn't let them see the title). After reflecting and thinking of the characters, the theme of the story was slowly discovered. Then, when we watched it again we had a completely different experience and saw it from a very different perspective.
If you have time, I recommend watching this as a family.
A belated Happy Thanksgiving to all who celebrate this holiday!
Have a great weekend,
Grade 3 have spent lots of time inquiring into how humans have measured time. Looking at what resources they have used to do so and what mechanisms are in place to ensure that time is measured precisely.
So, with this information in mind, we set out to build our own time devices. Our aim was to create a time device that could consistently and accurately measure a 20 second period of time. This was a very complicated task and, although we created very detailed plans, it was only when we actively started to test our ideas that we started to understand the nature of the task and the difficulties involved with it.
Please see below some photos and a video from the planning and creating stages of our machines. Then there is a video of our finished efforts.
Museum of Astronomy
Last week we were very lucky to visit the Astronomy Institute in Tashkent. This was an excellent chance for us to witness some amazing old time devices that date back many hundreds of years. We looked at how they functioned and how they evolved as new technologies and ideas came about.
We were also able to each have a look out of one of the largest working telescopes in Central Asia. As it was daytime there was not a lot to see, but it was fun to touch the telescope and imagine how amazing it would be at night-time with a sky full of stars and planets.
For our 'How We Organise Ourselves' summative assessment the children were given a very tough time challenge. They had to, in their small teams, complete a series of tasks within a set period of time. This was designed to test their organisational and time management skills, as well as to give them the chance to show how they prioritise and create a plan.
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