This week has been a short week, but he have spent time going further into are inquiries about patterns and symmetry. We've explored different patterns to extend our knowledge of 'AB' patterns. We did this using ink stamps. For symmetry we used the pattern blocks to create symmetrical patterns and used mirrors to check if our patterns were symmetrical. Some of us also started to explore shapes and patterns with 4 lines of symmetry.
On Thursday we visited the Science Centre to explore more about how we use our senses. There were optical illusions, moving items on a giant zoetrope, instruments to experiment with, a mirror maze and so much more! One of the highlights was crawling up into a bowl of spaghetti for a photograph as well as making smoke rings with a large rubber ring which required team work to operate. Below are a selection of the photos to show our explorations.
To find out answers to this question we used the science inquiry cycle. First we formed a hypothesis in groups and gave a reason for our thinking. Then we noted our method for the experiment which was to taste different colours of drinks and guess their flavour. After tasting them we found out some of the drinks had food colouring added to them. Many of us thought the red drink was strawberry or watermelon flavour, but it was actually lime. The purple one could have been blueberry or grape, but it was just plain water! We concluded that our eyes give us an idea of what tastes are because they send a message to our brain.
To inquire more into the question do sight and taste work together we did another experiment which involved tasting jelly beans while wearing a blindfold. It was hard to guess some of the flavours, although the orange and lemon ones were easier. We thought this was because they are tastes that we know, where as tutti fruiti and island punch are not tastes that we know.
Ella brought in a traditional Korean drum called a Sogo. She said it feels rough and makes sounds. She showed how it is played. Siu also showed us how to play it as he had played one before. We were interested to find out more about the drum so we watched a video of the Sogo being used in a group dance.
Swini showed us her wooden flute and explained that she uses her mouth to blow, her hands to move over the holes, her eyes to watch her fingers and her ears to listen to the sound. Keshav asked how it makes a sound and Swini showed how to blow into it and move her fingers on the holes to change the sound. Sophia asked how touching the holes changes the sound. We discussed the high and low sounds and how they are different depending on the length of the instrument so by covering different holes the length of the instrument is changed. Amanda asked why there was a hole at the bottom so Swini tried blowing by covering the hole and then with it uncovered. We found out it made the sound quieter when the hole at the bottom was covered.
Sophia played the harmonica for us. She showed how she can blow and suck air to change the sound as well as move her mouth up and down the instrument to make higher and lower sounds. Then she showed us how she could change the way she played to make it sound angry, sad and excited. Amanda asked why there are so many holes and Sophia replied that if there are no holes there would be no sound. Then Sophia showed us that the sound only works if you use one side of the harmonica. If you try to blow it on the back no sound comes out. Swini asked how the holes make music. Sophia said the air goes in and it makes music.
Siu brought in different percussion instruments which he could play. He said the Korean name for them and Jiwoo helped to translate for him. He had a triangle, cymbals, a castanet and tambourine. Swini asked why the triangle didn't make much sound if you hit it with your finger, but it was loud when you hit it with the metal stick. He said because the metal is hard so it makes a louder sound. Amanda asked what the small metal dot on the castanet was for, he said it was to make the sound.
Omer showed us two pictures he had made using stickers. He explained the first one had fish and the second one had leaves. He said he used his hands to touch the stickers and his eyes to see the picture.
Guangyuan showed us a detailed picture of a zoo that he drew. He had learned all the names for the animals in English and said them clearly for us. He had an elephant, 2 turtles (a big one and small one), a bear, monkey, cat, giraffe, lion and fish. When asked in Mandarin what senses he used, he replied he used his eyes and hands. Keshav asked why there was a man on the lion's back as he thought the lion would eat the person. Guangyuan said the man was the person who worked at the zoo so the lion wouldn't eat him.
Sota showed a step by step guide to drawing a dinosaur. He used shapes to begin with and then filled in the outline. He said he learned it from watching a video.
Keshav brought his sister's ukulele and played it for us. Then he talked about the strings making different sounds, high and low. He said it is made from wood and the strings are made from plastic. Amanda asked why there is a hole? Keshav said it makes the sound. Sophia asked what the small black twist parts are at the top. Keshav explained they are for tuning.
To investigate this question students talked to a partner through different materials including a balloon, mini whiteboard, fabric and paper. Each group had varying results in how well they heard their partner through the materials. Everyone found the fabric cushion made it harder to hear and listening through a balloon changed the sound of people's voices.
When posed with the question 'Does sight affect touch?' there were varying answers in the class. Some thought yes, some thought no. Keshav commented you need sight so you don't touch what you are not supposed to. Swini said you can still touch even if you can't see. After forming our hypotheses we did some investigating by doing a blindfold walk across different textured materials. Afterwards during our time of reflection we discussed that we could all feel even though we couldn't see. We used interesting words to describe the textures of the leaves, stones, shaving foam, cotton wool and water. Some of us were nervous about feeling different things as we couldn't see them, but we were all risk takers and did the walk.
While we were waiting our turn to do the blindfold walk we did a listening activity in the garden. As we sat quietly we heard many different sounds all around us and drew/wrote about what we could hear. We also did some quiet reading from our Daily 5 folders in the shade of the trees. We enjoyed being outside and learning in the outdoor environment.
Zahin showed us some drawings he had done in a book at home. He said he used pens and coloured pencils. Amanda asked how the drawing was about the senses. Sota helped to answer saying you have to look at the drawing with your eyes. Sophia said you touch the pens to write. Then Zahin said he had to hold the paper with his hands.
Amanda brought in a detailed drawing of a body with labels explaining each part and how each sense was connected to the body part. She said she had to use her hands to draw it and her brain to think about it. Amanda also showed us a book she likes to draw in which she got at Jiwoo's party.
Gaku showed us some origami birds, fish and a boat he had made and then glued onto a backing paper to make a picture. Origami is a cultural tradition in Japan. We wanted to know how he had made them so Mrs. Hayward gave us some origami paper to have a go. Sophia said she knew the steps for making a boat so we followed her instructions. When we got stuck Ms. Shradha helped us to finish the boat at the end.
Jiwoo showed us a finger painting book and demonstrated how to touch the paint with the tip of her finger and then stamp the colours on the picture. She also added some extra details with a pencil. Then Jiwoo passed the book around so everyone could have a turn at trying to finger paint one dot.
This week we began our next unit of inquiry under the transdiciplinary theme 'How We Express Ourselves' with the central idea 'We experience art using our senses'. For our pre assessment we scanned QR codes which linked to videos of singing, puppet shows and people playing instruments. We identified which senses we were using to experience these art forms and wrote down our wonder questions about each piece. We did the same task with a lilly flower display and a wooden sculpture.
The next day we took time to unpack the central idea using the compass point visible thinking routine. N - What do you NEED to know? E - What are you EXCITED about? S - What SUGGESTIONS do you have? W - What WORRIES you?
To begin tuning in to our senses Mrs. Hayward left a drawing of a blank face and arms with no hands on the chart paper. We started commenting that it had no eyes, ears, mouth, nose and hands. We drew these on and briefly discussed the function of each body part and added a matching label.
To continue tuning in to our senses we had the opportunity to focus on and use each sense in a set of rotational activities. With Ms. Hima we felt different textures of items in a feely bag so we could not see what we were touching. With Mr. Tony we explored the sound of different musical instruments by wearing a blindfold and guessing which instrument was being played. With Mrs. Vaughan we tasted different flavours, salty, sweet and sour. With Ms. Leah we explored optical illusions and with Mrs. Hayward we guessed what smells were in hidden inside cups. We had a lot of fun using all our different senses.
With the focus of our field trip on teamwork we began with a group effort sandcastle building competition. The children had previously planned their design in class and listed resources they would contribute to the team. It was great to see the children excited and working together to create their sandcastles in many creative ways. Some built the tower structures while others dug a moat and added walls.
During the Forest Adventure trip we saw many children as risk takers taking on the challenge of climbing and ziplining. The children encouraged each other through the course using positive praise to cheer on their friends. Many children were able to complete the course because they had a friend's encouragement. Some children were initially nervous but overcame their scared feelings and took on the challenge, even asking to go again!