Learners saw videos on opposites and practiced the same by giving many examples orally.
Enduring understanding- Learners were clear with the concept of opposites and also came up with the word ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œAntonymsÃƒÂ¢Ã¢â€šÂ¬Ã‚Â.Ãƒâ€šÃ‚Â
Learners listened to a read aloud “The Famous Smile”Ãƒâ€šÃ‚Â by Geeta Dharamarjan.
Enduring understanding – Learners enjoyed the read aloud and the concepts of punctuation, adjectives and nouns were revised.
[Unit Of Inquiry]
Learners did a hands on activity on interaction with water. Each and every learner was given a glass filled with water. They were given a pencil to stir the water. Then one by one they were given different solid and liquid materials and they identified their attributes, that whether it is soluble or insoluble, miscible or immiscible by stirring it. (Eg. Sugar when interacted with water dissolves, and hence it is soluble) similarly they explored Ãƒâ€šÃ‚Â different materials such as salt, oil, sand, sawdust, etc. After this they filled up the reflection worksheet on ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œSolubleÃƒÂ¢Ã¢â€šÂ¬Ã‚Â and ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œInsolubleÃƒÂ¢Ã¢â€šÂ¬Ã‚Â objects where they demonstrated their understanding by writing its definition along with examples. Later they also wrote the definitions of ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œmiscibleÃƒÂ¢Ã¢â€šÂ¬Ã‚Â, ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œimmiscibleÃƒÂ¢Ã¢â€šÂ¬Ã‚Â, ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œinteractionÃƒÂ¢Ã¢â€šÂ¬Ã‚Â and ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œdissolveÃƒÂ¢Ã¢â€šÂ¬Ã‚Â in their U.O.I notebook.
Enduring understandingÃƒâ€šÃ‚Â : –Ãƒâ€šÃ‚Â Learners got clear with the attributes of different states of matter.
Learners listened to a read aloudÃƒâ€šÃ‚Â “Why does it float”Ãƒâ€šÃ‚Â by Chris Arvetis and Carole Palmer.
Enduring understandingÃƒâ€šÃ‚Â : – Learners are clear with the reason behind floating and sinking of an object.
Mixed bags worksheet.
Grade 6, Progress, Highlights and homework for 23rd October, ’13
UOI: Tuning in for PYP Exhibition started with a discussion with students on Ãƒâ€šÃ‚Â What Ãƒâ€šÃ‚Â they know about exhibition and What they want to know about it. We also discussed the essential elements of the exhibition through a presentation.
Language: Students worked in groups to sequence the steps of a story followed by discussion.
ICT:Ãƒâ€šÃ‚Â Upload your portfolio pieces for Unit 3. Include a reflection for each piece of work.
Language: Practice sequencing on the websites given below:
Learners revised the concept of contractions, common and proper nouns, adjectives, homophones and homonyms through the class library books. They were divided in the groups of 3 and 1 book was given to each group from which they had to list down the contractions from the book and frame sentence on the same, common and proper noun were supposed to be found around the class by them, they were asked to describe the character from the book using the adjectives. They wrote homophones and homonyms randomly. The purpose behind doing this activity was to make them follow Habit no.6 “Synergize” and to revise the concepts as well.
[Unit Of Inquiry]
The learners did the sink and float activity. They were given different objects like a sponge, wooden block, tiles, nail, etc and asked to fill up two things- ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œName of the objectÃƒÂ¢Ã¢â€šÂ¬Ã‚Â and ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œWhat will happen if I will put this in waterÃƒÂ¢Ã¢â€šÂ¬Ã‚Â prediction sheet in the following way.
Name of the object
What will happen if I will put this in water.
After filling up this sheet they were divided into groups of 4. They were asked to put different things in the tub of water and check the outcome of the object ÃƒÂ¢Ã¢â€šÂ¬Ã¢â‚¬Å“ Ãƒâ€šÃ‚Â it floats or sinks. After this the learners wrote the definition of ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œFloatÃƒÂ¢Ã¢â€šÂ¬Ã‚Â and ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œSinkÃƒÂ¢Ã¢â€šÂ¬Ã‚Â in their U.O.I book.
Enduring understanding- Learners are clear with the concept of ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œFloatÃƒÂ¢Ã¢â€šÂ¬Ã‚Â and ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œSinkÃƒÂ¢Ã¢â€šÂ¬Ã‚Â.
Learners did ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œThinking skills enhancementÃƒÂ¢Ã¢â€šÂ¬Ã‚Â worksheet where on one side they had to draw a ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œclean up the gardenÃƒÂ¢Ã¢â€šÂ¬Ã‚Â machine and write explanation ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œhow does it work?ÃƒÂ¢Ã¢â€šÂ¬Ã‚Â. On the other side of the worksheet they had to draw their favourite character and write adjectives for it describing its character.
Enduring understanding- Their thinking skills are enhanced and also through this revision of adjectives was done.
Symmetry worksheet given.
Grade 1-Joy: Highlights of the day (23rd October, 2013)
Learners saw the video ÃƒÂ¢Ã¢â€šÂ¬Ã¢â‚¬Å“Ãƒâ€šÃ‚Â ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œThe flying elephantÃƒÂ¢Ã¢â€šÂ¬Ã‚Â.
UOI: Sharing the Planet-Learners continued with ÃƒÂ¢Ã¢â€šÂ¬Ã‹Å“Best out of wasteÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢ learning engagement.
Language:Ãƒâ€šÃ‚Â Oral:Ãƒâ€šÃ‚Â Learners made sentences using sight words.
Math:Ãƒâ€šÃ‚Â Learners continued with regrouping addition using Monteiro cubes.
Revision of days of the week was done.
Language homeworkÃƒâ€šÃ‚Â Ãƒâ€šÃ‚Â is given in the notebook. ÃƒÂ¢Ã¢â€šÂ¬Ã‚Â Frame a sentence from the words given below ÃƒÂ¢Ã¢â€šÂ¬Ã¢â‚¬Å“ kind , for , use , dear and too.ÃƒÂ¢Ã¢â€šÂ¬Ã‚Â
Grade 1 Joy and Peace students will be performing a dance on ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œDiwali ThemeÃƒÂ¢Ã¢â€šÂ¬Ã‚ÂÃƒâ€šÃ‚Â in the assembly on Saturday, 26th October. Costumes for assembly performance willÃƒâ€šÃ‚Â be as under: