Henry was particularly interested in looking at a map of the MRT system before, during and after our trip. He looked at locating where we moved to and from on the MRT red line.
Henry's favourite part of our 'How we organize ourselves' unit of inquiry was our field trip to the Somerset MRT. He chose to include this piece in his portfolio because: "It was so fast."
Henry was particularly interested in looking at a map of the MRT system before, during and after our trip. He looked at locating where we moved to and from on the MRT red line.
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As our 'How we organize ourselves' unit of inquiry is coming to an end, we are reflecting on all of our experiences and learning and working on "showing what we know". This week, Ms. Alison, Mr. Nathan and Ms. Karla set up a playscape in the playground full of extra equipment and materials to move with. Students participated in free play or movement with the equipment and then sat down with a teacher to explain how and why they move in certain ways. Here is Henry's conference using the 'Explain Everything' iPad app: As emergent writers, we are always taking risks in writing. We are experimenting with sounds and letter formations, as well as pencil grip and different writing tools. As the year continues we are learning to make more and more letter and sound connections to express our ideas through writing. In our journals we do our best to add labels, descriptions, or short stories to our drawings. We also participate in free writing sessions where we write whatever we want for one to two minutes and use the writing centre and class mailbox to communicate through writing during free play.
Here is some of Henry's journal and free writing work. Henry knows that print conveys a message and has started adding writing to his drawings to explain them and communicate ideas. Keep it up Henry! Henry made this pattern. He decided to include this work in his portfolio because it goes "yellow, blue, yellow, blue, yellow, blue. I like it." This work shows Henry's ability to create and extend simple patterns.
In our second unit of inquiry, Henry demonstrated his curiosity and inquired into the phenomenons of light and shadow that interested him. He took a particular interest in the overhead projector, light table, and flashlights. Ms. Alison thinks these explorations are examples of Henry's best work, because they show his ability to think and solve problems that peak his curiosity. Here is Henry is playing with a flashlight and his friends in the Dark Tent, as well as exploring the projector: Henry also showed his commitment to learning by exploring the concepts he was exposed to at school at home with his mum and brother. Here's what his mum said about Henry & Frankie's work:
"The boys showed great interest in the concept of 'How is it changing?' They noticed some interesting phenomenon such as when light goes in different directions, the shadow changes its position accordingly. And when light comes from different distances, the shadow may get bigger or smaller. Also, when you put a flashlight in front of your tummy you can't see a shadow because the light is blocked. They also have lots of theories about lightbulbs. They believe that electricity is powerful and important. It gives us light and makes machines run. Most importantly, we can watch TV!" This semester, Henry has shown his creativity with construction activities and visual art. He is an imaginative thinker who takes risks when creating pieces. He enjoys sharing his work with his classmates and has inspired others to create similar work.
Here is Henry throwing the bean bag into the hoop! Look how he has his eyes on the target. Henry has done a great job of following the rules of the games and he is having a lot of fun in PhysEd. Here's Henry and his twin brother Frankie painting their Light & Shadow journal covers on their first day of school. What a great day!
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