• Grade 2
HTWW: Materials & Matter Design Challenge and launching our new unit of inquiry
Serrin Smyth

How did students apply their knowledge of Materials and Matter and what is their new unit of inquiry?

As students in Grade 2 concluded their unit of inquiry focusing on "Materials have properties which can be manipulated for different purposes.", they were encouraged to take their learning further by designing something fit for a purpose, and explain the best choice of materials and why they would choose these materials.

As reflective thinkers, students applied thinking skills by considering how they might solve problems in creative ways.




Leading up to the conclusion of this unit, students engaged in a range of different learning experiences to grow their knowledge and test their thinking; such as, defining key vocabulary related to the unit of inquiry, exploring the properties of different materials, science experiments to explore questions such as 'Is Oobleck a solid or a liquid?' and even some internal field trips to the Secondary Science Lab!

Defining key vocabulary:

Investigating different materials:  

Science experiments: 'Is Oobleck a solid or a liquid?' 

Visiting the Secondary Science Lab:  

Incorporating the development of language skills, such as descriptive vocabulary, students created riddles for different materials: 

A HUGE thanks to our Grade 2 teachers for the planning and design of the range of learning experiences, our ICT integrationist coach, Mr Haggerty, for the support in the process and development of the design challenge, Mr Flint Carter for setting up the different experiments in the science lab and the Grade 2 parents for supporting this inquiry with the supply of different materials for the challenge and for reaching out to teachers to inform us of the action you saw at home as a result of your child's learning. 

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!

LAUNCHING: Sharing the Planet; Habitats

As we move into our new unit of inquiry, students in Grade 2 will be exploring the central idea: 'The survival of living things is dependent on the habitat in which they live'.

They will be inquiring into:

  • Features of national and global habitats (function, habitats) 

  • Ways habitats meet the needs of living things (causation, interdependence)

  • Human responsibility towards the sustainability of habitats (responsibility, impact

What can you do at home to connect with learning about habitats? 

SOLO Taxonomy and Word Vocabulary List

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.


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