- Grade 4
As students in Grade 4 concluded their unit of inquiry focusing on "Exploration can lead to discoveries, opportunities and new understandings." they were encouraged to take their learning further by choosing an explorer to do further research on and create a ‘live museum’ as a way of presenting their knowledge.
Students prepared (using cue cards as highlighted in the photo below) a short speech in response to questions and also considered how they they might answer random questions from the audience by responding in an impromptu manner in the role of the explorer they were representing.
During the rehearsal period, students offered peer feedback to each other. They made suggestions and offered advice to support each other to succeed in their performance.
Students rehearsed using the platform Seesaw and were given feedback from their peers and also their parents to enhance their performance.
Students presented their 'Live Museum' to our Grade 1, 2 & 3 classes.
During their art lessons, they designed a scene to show the place of exploration and used this as their backdrop for the live museum.
They presented in a dramatic style performance as the Explorer and placed careful thought into the costume for their chosen explorer.
Students reflected by sharing what they had learnt through the unit, the learner profile and approaches to learning they had developed, new questions they had about exploration and suggestions for the improvement of this unit of inquiry for next year.
We also listened to a presentation given by our Global Mindedness and Intercultural Competencies Coordinator James Hatch. Students had many questions regarding the history of Japan which were discussed, including:
When did Japan get discovered?
Who was the first person to notice Japan?
How did the first explorers get to Japan?
Are there any famous Japanese explorers?
Why is the sea between Korea and Japan called the Sea of Japan?
LAUNCHING: Sharing the Planet; Habitats
As we move into our new unit of inquiry, students in Grade 4 will be exploring the central idea: 'People’s actions can protect or deplete the Earth’s resources and may lead to conflict.'
They will be inquiring into:
Earth’s Resources (renewable & non-renewable)
How the use and retrieval of Earth’s resources may lead to conflict
The impact of people’s choices on the sustainability of Earth’s resources (including energy)
What can you do at home to connect with learning about Earth's Resources?
This parent version of the SOLO taxonomy may support you to have discussions with your child by asking some of the guiding questions. The questions develop across the SOLO from a shallow understanding where factual knowledge is developed to a more deeper understanding where conceptual understandings are formulate. 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 see your child taking action as a result of their learning at school, we would LOVE to hear about it! As action is often taken outside of the learning environment, we often don't know about these opportunities that you as parents are witness to, even a short email telling us about something your child did or said at home as a result of their learning helps us know how the PYP is supporting the development of life long learners that take action!
Please contact our PYP Coordinator (email@example.com) or your child's homeroom teacher.