Grade 1 students have spent the last few weeks online engaging with different learning experiences to develop their understanding of how "Light and sound can be produced by different sources and can be changed."
As a way of concluding this unit of inquiry, students showed their understandings through a choice board light & sound science experiment.
They selected an experiment to explore in further depth and shared their hypothesis, observations and conclusions.
Students have uploaded videos, photos and explanations of their experiments on Seesaw...
As this unit draws to an end, students will begin to tune into their next inquiry...
How We Organize Ourselves - Transportation Systems
They will be exploring the central idea Communities develop transportation systems to help meet their needs. This involves investigating and exploring;
Types and features of transportation systems
Decisions involved in using transportation systems
The different ways transportation systems develop
Students will begin the unit this week through different learning experiences to assess their prior knowledge and provoke their thinking about the inquiry, such as:
- An object share: what do you have around your house that connects to transport or travel - Why did you pick this item? what do you know about it? What can you tell us about how it works or is used?
- An image sort: students will view different pictures and decide whether they think the images relate to transport systems or not. They will answer the question: 'What makes you say that' in order to share their thinking behind their decisions.
- Books and defining key words: Students will read a book about 'Systems' and create a class definition for the word 'transport', 'systems' and 'transportation systems'.
The students' responses and answers will support teachers to develop learning engagements of where the inquiry will lead to next.
Below you will find links to the updated SOLO Taxonomy and Vocabulary Lists for Grades 1. It is important to note that in alignment with the Enhanced PYP, students may develop the SOLO taxonomy by co-constructing this with their teachers. This is to provide students with agency - choice, voice and ownership throughout the process of their learning. Therefore the SOLO co-constructed by students may look slightly different this one. This learning progression and vocabulary list is developed so you can support your daughter's learning at home.
How can I use the SOLO at home?
You will see a row underneath the possible assessment criteria titled 'Possible questions to discuss'. These are teacher guided questions that help to direct the unit of inquiry. You may wish to use these questions to begin a conversation with your chid about their unit of inquiry at home.
How can I use the Vocabulary Lists at home?
The Vocabulary Lists are a guide for the possible vocabulary that may be explored throughout the unit of inquiry. It is encouraged that you explain and explore the words within this list with your child in their mother tongue. Perhaps you may talk about the concept of some of the words in English and also in your home language in order to deepen their understanding of them.
If you have any experience or expertise with the content of these units of inquiry, we would love to hear from you! Please contact our PYP Coordinator (firstname.lastname@example.org) or your daughter's homeroom teacher.