To kick start this new topic, the students went on a Treasure hunt adventure around the school in their teams. They found clues along the way that led them little by little to the treasure!
|2018-2019 Charter International School|
We continued Researching and Recording our findings about learning during week 2. The children learnt that a subject/topic/theme can be looked at through the lens of different subject areas.
In order to fully understand this, the class was given the task of researching the Grand Palace through the lens of Geography, History, Technology or Art.
Each group thought of questions they would like answered about The Grand Palace through the lens of their subject.
Each group then recorded their findings in different way. The Geography group made a map for tourists, the History group created a timeline, The technology group built a model and the art group made a presentation about the art found within the Palace.
Finally, week spent quite a lot of time last week learning about Growth Mindset. The power of the word Yet is incredible and must always be remembered.
As a class we talked about times in school when perhaps we haven't felt ready to learn, when we were sad, or frustrated, worried about getting it wrong or people laughing at us.
Everyone then drew a picture of a specific time that came to mind when they did not feel ready to learn. Each child then went around to their friends and wrote words of encouragement. See them all below:
Welcome back to a new school year!
In the first two weeks of term, Primary students at Charter embark on a topic of meta cognition. This means learning about learning.
In these weeks, students in 4R have explored how we learn best, different types of learning, different subjects areas and how to keep our brains healthy.
Each Integrated studies unit follows the same pattern.
Entry Point - Knowledge Harvest - Researching - Recording - Exit Point
The entry point is an activity for children that begins each unit of work and provides
an exciting introduction to the work that is to follow. Entry points can last from one
hour to a week, depending on the age of the children and the appropriateness of the
For this topic, the class became learning detectives and observed what learning was happening during a short lesson on how to do a push up or sit up. They looked for indicators of learning such as; following instructions, asking questions, focusing on the teacher, practicing and ultimately improving at the skill.
The knowledge harvest takes place in the early stages of each unit and provides an
opportunity for children to reveal what they already know about the themes they
are studying. This bank of knowledge can then be added to, developed and even
challenged by the teacher, throughout the course of the unit.
For this topic, we reviewed last years learning and asked questions for further study.
Each topic has a research activity and a recording activity. Research activities
always precede the recording activities. During research activities, children use a
variety of methods and work in different group sizes to find out a range of information.
During the recording activities, children interpret the learning they have researched
and have the opportunity to demonstrate, share and explain their learning in different
Below is a gallery of some of the tasks we have completed so far. Come back on Friday to see the rest of the learning this week.
The exit point has two main purposes. First, to help children pull together their
learning from the unit and second, to celebrate the learning that has taken place.
We have not yet finished this topic so no exit point as yet.
Next week is the start of term! I am looking forward to all the students learning that is to come.
Our final topic of Year 4 is called 'Active Planet'. It is a Science and Geography Topic which looks at the natural processes and disasters that occur on Earth. Specifically Volcanoes, Earthquakes and Tsunami's.
To kick start this trip, Year 4 took a trip to The National Science Museum to experience what is feels like in a Earthquake and to learn about the different layers of the Earth. We also watched a show called 'The Bump Show' that taught us all about the transfer of energy.
Last week we started our new topic On Tap. This topic is all about the water system; both natural and man made. Our entry point was to create our own waterworks on the field.
Back in the classroom, the children discussed where they think the water in their taps came from and where it goes after. They created a flow chart in groups to show their understanding.
The Water Cycle
Our first few lessons have all been about the Natural Water Cycle. In Science and Geography the children looked at the process of Evaporation, Condensation, Precipitation and Accumulation.
In Science, we created our own mini water cycle using a two bowls and some clingfilm.
In Geography, the children explained the process by creating water cycle wheels. The challenge was using the correct terms and being able to explain what they meant.
Next week is all about the man-made water systems.
March 14th (3.14 if you're American) is known around the world as Pi Day. In honor of this constant number, Year 4 investigated circles. How to draw them, how to calculate the circumference and what concentric circles are. Each year as they move through the school they will learn more about this mathematical concept.
Abby won the challenge for remembering the most digits in the class. She remember Pi to 107 decimal places! Good Job!
Today the children had the chance to test out a 1959 children's fitness test to see if (on average) children of today are fitter that 60 years ago.
Our predictions were mixed, some children thought they wouldn't be fitter because we have access to more stationary games like Ipads and televisions. However others thought they would be because the teachers today encourage play and sport and we have a better understanding of the importance of fitness.
The tests included:
Three blocks shuttle run – two parallel lines, thirty feet apart. A child starts on one line and must run and pick up a bean bag and return it to the starting line. They must repeat this for the second and third bean bag. When they cross the starting line with the ﬁnal bean bag, their time is recorded.
Sit-ups in one minute – one child lays on their back with hands clasped behind their head, while another child holds onto their ankles. The child must sit up and touch their elbows to their knees, returning to the start position each time to score a point.
Press-ups – the child begins with their chest touching the ground and hands placed either side of the shoulders. They then push upwards until their arms are straight and their weight is being supported by the hands and toes. Each time their chest touches the ground they score a point. The test continues until exhaustion halts the movement (no resting is allowed).
Skipping for one minute – the child starts with the rope resting behind their ankles. Each time the rope is passed underneath their feet they score a point.
Standing broad jump – with toes behind a take-off line, a child takes a double-footed jump. The distance is measured, from the take-off line to the nearest part of the child’s body to touch the ground. Knee-bending and arm-swinging are permitted to aid take off.
Take a look at them in action!
The results are in!
Interestingly, on average the 2019 children were faster at running and quicker at sit-ups than their 1959 counter-parts. Today's girls were better at push-ups than in the 1950's too. However, everything else though was a lot slower for both boys and girls. More work needed to keep up it seems!
How to look after a baby
Ms Juda kindly talked the class through how to look after a baby. They wrote wrote questions on a post-it and then had a go at dressing and holding a baby. Some children also brought in their old baby clothes to show the class.
What happens to our bodies as we age?
The class investigated what it would be like to lose mobility in their joints, for the bones to become frail and for their eye-sight to deteriorate. In groups, the children created tests in flexibility, eye-sight, strength and agility and then tested children and 'old people'.
To create a 'old person', the children wrapped cardboard around their joints (ensuring that if it ripped it would be a broken bone) and covered their eyes.