Tuning in to How the World Works
"Jello!"
"I think it's ice jelly!"
"I think it's frozen jelly."
"Inside looks like a lemon!"
On 20th September, Grade 2 began the unit How the World Works with the
central idea: Changes in matter affect our environment.
They all started the unit with a mystery item placed in their hands, they had to describe how it felt without shouting out what it was. Following that, they were given another item to explore.
There was a lot of excitement and anticipation in guessing what was frozen within an ice block they were presented with!
"I think it's ice jelly!"
"I think it's frozen jelly."
"Inside looks like a lemon!"
On 20th September, Grade 2 began the unit How the World Works with the
central idea: Changes in matter affect our environment.
They all started the unit with a mystery item placed in their hands, they had to describe how it felt without shouting out what it was. Following that, they were given another item to explore.
There was a lot of excitement and anticipation in guessing what was frozen within an ice block they were presented with!
Introduction to the Scientific Method
The class then listened to the lyrics and danced to a song about the Scientific Method and wrote down words that were new to them.
They then started with the process of following through the first steps in the scientific method - to make a hypothesis of what was in the ice block as well as to take careful observations of the state that it was in and how it felt like.
Science Safety Posters
Making a plan and testing it out
As a class, we had to agree on a safe plan to retrieve the mystery item that was hidden within the ice.
The next day, we talked about the importance of safety whenever we conducted experiments together, so we may all explore with our curious minds within a safe space.
Under close supervision of the teachers, we went outside to try out some of the ideas we had.
The next day, we talked about the importance of safety whenever we conducted experiments together, so we may all explore with our curious minds within a safe space.
Under close supervision of the teachers, we went outside to try out some of the ideas we had.
We picked a spot and decided to leave the partially melted ice block in the Quad, using help from the sun to melt the ice for us.
Making comparisons and drawing conclusions
None of us guessed Mr. Mouse correctly, but that is ok.
We recorded our observations of how it felt throughout the process and how the ice melted and changed from solid to liquid.
We recorded our observations of how it felt throughout the process and how the ice melted and changed from solid to liquid.
Maths: Money, Division, Patterns
We had stacks of 'money' in different denominations.
When we started, we had to think about how we could divide those resources equally amongst us so that everyone had the same amount of money to start with.
We then worked with adding up how much each of us had and even made our own patterns using the different denominations we had.
When we started, we had to think about how we could divide those resources equally amongst us so that everyone had the same amount of money to start with.
We then worked with adding up how much each of us had and even made our own patterns using the different denominations we had.
Literacy Connection (HBL)
We did Read to Someone during our Literacy sessions online, on passages that were related to this unit as well as in connection to our Ice Escape Experiment - Ice melts faster when placed in a warmer environment.
We read a newspaper article and learned how the increase in temperatures are effecting the world we live in, with icebergs melting into water at a much faster rate.
Making connections of Text to World, we made attempts to connect it in our writing.
We read a newspaper article and learned how the increase in temperatures are effecting the world we live in, with icebergs melting into water at a much faster rate.
Making connections of Text to World, we made attempts to connect it in our writing.
Signing off for Term 1 - Thank you for all your support!
Home-based learning would not have been so successful without your keen participation and strong pillar of support, thank you for partnering with us, it makes a big difference in the students' learning and experience.
Week 5
6th Sept 2021, Monday
In Math, we started the week by carefully observing the coins (Third Series) we have in Singapore, we were able to identify some of the landmarks we see around Singapore on the coins. We thought about the ways we could make up $1 using the different denominations and also learned new vocabulary like 'landmarks', 'code of arms' and the name of places like The Esplanade.
We even held different coins in our hands and made estimates on how much each coin weighed.
Take a look at our investigation outcomes.
Take a look at our investigation outcomes.
Money, UOI and Team Work
We played a money game that required good communication and teamwork.
We were given different coins and as a class, we had to problem solve using the coins we have to make up for the amount that's given.
Some of us put into action what we learnt during UOI about Conflict and Compromise.
We made good choices, and were good team players, by compromising. We took back the coins that we did not want to keep and also relied on other team mates to make up for the amount by using the coins they have.
We were given different coins and as a class, we had to problem solve using the coins we have to make up for the amount that's given.
Some of us put into action what we learnt during UOI about Conflict and Compromise.
We made good choices, and were good team players, by compromising. We took back the coins that we did not want to keep and also relied on other team mates to make up for the amount by using the coins they have.
Spelling Game
'Landmark, coat of arms, frustrated, noisy, argue, although, sorry, dollar, again', are the words some of us had trouble spelling this week, we revised it during Literacy and even used the dictionary to look up some words e.g. nosy, that we misspelt.
This week during our break time..
What's happening in Grade 2 since school started
Yay! We got our Grade 2 blog set up and running!
One of the things that the class were really excited to share was of their Place Value Tower they've created out from the base ten blocks.
First, they were given a number and they had to use the blocks to represent the figure that was given.
Eventually, one of the students came up with the idea, why not combine all of them and make it into a tower?
The rest of the class were also open and excited to contribute their individual blocks.
They wrote their estimate on yellow paper and then counted the base ten blocks that formed the tower.
A few of them wrote numbers that were very close to the number that made the tower!
We also talked about how teamwork looks like and how this can be possible when everyone has an open-mind, bringing their part to contribute to the whole tower.
One of the things that the class were really excited to share was of their Place Value Tower they've created out from the base ten blocks.
First, they were given a number and they had to use the blocks to represent the figure that was given.
Eventually, one of the students came up with the idea, why not combine all of them and make it into a tower?
The rest of the class were also open and excited to contribute their individual blocks.
They wrote their estimate on yellow paper and then counted the base ten blocks that formed the tower.
A few of them wrote numbers that were very close to the number that made the tower!
We also talked about how teamwork looks like and how this can be possible when everyone has an open-mind, bringing their part to contribute to the whole tower.
Unit of Inquiry - Who We Are |
Relationships and communication
What are the different ways that we use to communicate?
The children had different ideas of what communication looks like when the children were introduced to miming.
They then took turns having a go in using their body language to express the ideas they wanted to convey.
The children had different ideas of what communication looks like when the children were introduced to miming.
They then took turns having a go in using their body language to express the ideas they wanted to convey.
Grade 2 had so much fun going around the primary village looking for pictures on posters that communicated something to them. They copied the picture in their exercise books, came back to the classroom and had their friends guess what they think their drawings communicated.