Inquiry Into Perspectives

2G students were asked to share what they “seethink and wonder” about the images below. You might recognise some of the photos as they are famous for showing two perspectives. Students used evidence from the picture to help support their perspective. For example, “You can see the man’s nose here. . . and this musical instrument is coming out of his mount, here. . “ It is important for students to remember to that everyone is entitled to their own perspective, but it if they want to others to have the same prospective. . then they have to use good evidence to persuade others. You can ask your child to explain his/her perspective before or after school, in the classroom.

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How does perspective connect with our new UOI?

Over time people’s curiosity has led them to think beyond our planet
Screen Shot 2015-05-04 at 5.54.19 PMStudents put on their thinking caps as they tried to imagine why people once believed the Earth was flat. Below 2G students looked at pictures to see what evidence/knowledge people might of gathered to think the Earth was flat. We wrote sentence to show what people in the past might have thought:

Desert picture: “The world is full of sand, because all I can see is hot sand.”

Coastline picture: The world has water and rocks, because there are rocks next to the water.”

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After we looked at each perspective, we pretended that all of those people got together and shared their perspectives. We brainstormed a list of ideas that they might of all agreed on:

1. The Earth has sky

2. Every part is different

3. The world is flat, because we cannot see beyond the line (horizon line)

What to inquire into perspective, at home? Check out the questions below to see if you/your child want to try to answer them or you can think of your own questions to some different perspectives.

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Sharing the Planet: Invertebrates and Humans

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2G started our new unit a little differently as the students choose what they wanted to learn about.

1) During our tuning in and finding out activities, student shared connections about invertebrates. Ms. Gorse took notes about what interested each student.

Spiders vs Insects

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Guided Reading

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2) Then, Ms. Gorse grouped student according to what interested them. Below are the groups that 2G formed. Students meet as a group to extend their knowledge about invertebrates by focusing on what interested each student. After a bit of research, groups decided on how they would present their findings.

  • Tiny invertebrates – present a poster
  • How animals protect themselves (camouflage) – present a diorama and play
  • Prey/The food chain – present a play
  • How different invertebrates move – present a play
  • How invertebrates connect to humans – present a comic life poster

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3) After presenting, our class shared what we learned from each group and any wonderings  we still have. When we return from holiday, we will look deeper into the relationship between humans and invertebrates. Please take pictures, notes and/or email if your child has extended his/her learning and/or taken action outside of school.

Mission: Area and Perimeter Robot Needed

2G has been working on understanding length, area and perimeter of objects. Today, we received a letter from NASA to create a robot using exact area and perimeter.  We had a lot of fun problem solving to create our robots and worked on understanding the difference between area and perimeter.

Our Mission:

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At first we used blocks to help us to try different ways of showing the area of the head.

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Some students tried drawing squares and then redrawing when it was not the exact area or perimeter.

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But, we all put our robot drawings parts together to show how we designed our robots for the mission. IMG_4783 IMG_4791

activity found on http://ashleigh-educationjourney.blogspot.com/

Adverbs and Adjectives

2G has been working on Word Choice. It is important to use strong “wow” words to help the reader make a mental picture of the author’s ideas. . . adverbs (quickly, now, etc) and adjectives (nice, red, tall, etc) do just that!

To help us get used to using adverbs and adjectives we played a variety of games. Your child will be sharing one of these activities with you during student led conferences.

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They we created our own stories about a character and used our adverbs and adjectives to describe them. We had fun creating and sharing our characters. You can read some of our characters in the classroom. 
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Simple Machine Experiments

           We have been following the scientific method to help us answer some questions about simple machines. Below are some questions and pictures from our explorations.

Pulley: Can a puller move the broom handles together even though your helpers are trying to keep them apart?

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Pulley: How many blocks will you need to put in cup B to raise cup A?IMG_4117IMG_4131

Wedge: Which side of the pencil enters the cardboard easier?

Ramp:Which way takes less effort to lift: Lifting items straight up or pulling them up a ramp?

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Lever: Can you lift a stack of books with two pencils?

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Lever: Where is the best spot to put the lever’s fulcrum?

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Wheel and Axel: Can you

stack more books on a wheel and axel in the middle or end of the dowel?

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