## Highlights of the day 23rd July 2015

**LEAP integration with UOI:**

Day: July 23, 2015

**LEAP integration with UOI:**

During the session ,a recap of yesterdayÃ¢â‚¬â„¢s visit to school pantry was done.Learners recalled their observations.The discussion was summed up Ã‚Â with identifying few main problem in proper functioning of school pantry.

The main problems as per the discussion were:

1.Number of didis is just 2 to 3 and number of students is too many.

2.Didis have to make sandwiches and serve at the same time.

3.Didis have to return coupon of remaining amount.

4.Student do not form proper queues.

5.WIth so many students shouting at the same time,didis are confused.

6.It is very noisy.

Once the problems were identified student were asked to brainstorm ideas to solve the problem individually. They have to think of creative solutions that can be applied in our school pantry.

**Highlights:**

**Math**

Discussion of yesterday’s homework was done. Teacher modelled the bar graph on the board.

Learners learnt the conceptÃ‚Â of rounding the number to nearest ten and hundred through role play, their understanding on the same was checked through real life examples.

Example: 79 rounded to the nearest ten is 80.

598 rounded to the nearest hundred is 600

**Language**

Teacher discussed exercise ofÃ‚Â the chapter Ã¢â‚¬Å“The Monster Fancy DressÃ¢â‚¬Â from EmpoweringÃ‚Â English reference book, given at the end of the chapter and discussed the answers on the board.

Students shared newsletter article brought by them.

**Homework**

**Math:** Write 8 and 9 table in Math homework notebook.

Regards,

Dhruma D. Mehta

**PYP Teacher**

**Fountainhead School**

Opp. Ambetha Water Tank | Rander-Dandi Road

Kunkni | Surat India 395 005.

**UOI :** Learners discussed Ã‚Â the I-Wall questions for the well-being mela and wrote their reflection on the I-wall displayed in the class.

**Language : **Reading and comprehending Ã‚Â the Poem, “Paper boats” from Empowering English (pg no. 38).Ã‚Â The enthusiastic learners created a web based on the paper boats they had created Ã‚Â & developed the understanding that we all are connected in spite of being unique.Ã‚Â Here is the glimpse of the same:

**Homework :** Answer the I-wall questions based on how poetry is connected to well-being.

**Language** – Poem- Paper boats from Empowering English was done. We also had a web activity where the enthusiastic learners created a web of their likings & developed the understanding that we all are connected inspite of being unique.

**UOI** – Feedback on the well-being mela to each group was given and issues were sorted out.

**Math** Ã‚Â – Students were given tasks of observation and they also made bar graph of the data collected through observation.

**Homework** – UOI – Fill the reflection of the unit in the graphic organiser sheet given to you. Submit it tomorrow.

**Get your chromebook tomorrow.Ã‚Â **

**Math** -Ã‚Â Observe any of the place mentioned below and collect the data using tally marking for your criterias and make a bar graph for the data collected.

1)How many people are taking lift and how many are taking stairs?

2)How many people walk and how many use vehicles?

3)How many buy junk food and how many buy healthy food items from grocery store or hypermarkets?

4)How many go to the restaurants or malls with grand parents?

**Note:** Parents kindly escort your child to the venue they select. Observation shall be for 20 minutes only.

Submit on Monday.

**Day-4**

**U O I Ã¢â‚¬â€œÃ‚Â **

Students watched a video on **Child Aid International **as a recap of yesterdayÃ¢â‚¬â„¢s session. Then a detailed discussion about the video was done in the class about the organization as well as questions like-

-What is the purpose of this organization? What are their goals?

Ã¢â‚¬â€œ What issues do they solve?

Ã¢â‚¬â€œ How do they organize themselves? How do they organize their projects?

Ã¢â‚¬â€œ What are the challenges of organizations and how do they overcome them?

**LEAP integration with UOI:**

During the session ,a recap of yesterday’s visit to school pantry was done.Learners recalled their observations.The discussion was summed up Ã‚Â with identifying few main problem in proper functioning of school pantry.

The main problems as per the discussion were:

1.Number of didis is just 2 to 3 and number of students is too many.

2.Didis have to make sandwiches and serve at the same time.

3.Didis have to return coupon of remaining amount.

4.Student do not form proper queues.

5.WIth so many students shouting at the same time,didis are confused.

6.It is very noisy.

Once the problems were identified student were asked to brainstorm ideas to solve the problem individually.They have to think of creative solutions that can be applied in our school pantry.

**UOI-**

Draw a Y-chart and answer the following:

1. Purpose of the organisation.

2.Why Ã‚Â people join this organisation?

3. What problems they faced and how they solved it?

**LEAP integration with UOI:**

Student have to come up with better ideas to solve the pantry issue .ie. they need to do more brainstorming and refine their ideas.They need to imagine the impact of their solution.They also need to select their best idea.

Students will be sharing their ideas with the class in next session.

**Settling Task**: Arranged the class resources.

Learners were asked to reflect their overall understanding in terms of “organization”. They were given a graphic organizer named “Frayer’s Model” where they were asked to write the definition of an organization, characteristics of an organizer, example of organizations which has only endeavor and example of organizations which is only Ã‚Â enterprise.

Language

Learners practiced narrative writing, keeping beginning, middle 1, middle 2 and end in the mind.

**Language Development:** Learners revised grammar concepts done so far through Language with Ease reference book.

**Read aloud:Ã‚Â **The Barenstain Bear at the super duper market by Stan and Jan Berenstain.

Math

Learners learnt the conceptÃ‚Â of rounding the number nearest to ten through Ganit Mala, Real life examples and board work, their understanding of the same was checked through quiz using real life examples.

**Example:**79 rounded to the nearest ten is 80.

Homework

**Math:** Make Ã‚Â a bar graph on students in Ã‚Â the different houses. Data sent in the notebook.

**Day 4**

*Highlights of the day :*

**MATHS –** Learners were assessed on both the place value systems by giving a worksheet on which 4 blank cheques were there. Learners filled in the number given in the amount box in Indian and International place value system with proper commas andÃ‚Â wrote number name of the same in words.

**UOI** – The formative assessment task was Ã‚Â explained to the learners in which the learners were divided into groups of five and were given hand outs of different explorers Ã‚Â which they read,discussed in their respective groups and filled in the reflection worksheet.

*Homework :*

**LANGUAGE** – Choose the correct option and write the given sentences in your Language notebook;

1. This building _________ been built recently.

(1) has (2) haveÃ‚Â (3) ham

2. I ______a great solution to this problem.

(1) have (2) hasÃ‚Â (3) had

3. The class _______ started when we reached.

(1) has not (2) have notÃ‚Â (3)had not

4. It _______ not matter.

(1) do (2) does (3) is

5. RobinÃ¢â‚¬â„¢s car _______ stolen yesterday.

(1) was (2) were (3) has

6. Radha _______ participate in the competitionÃ‚Â tomorrow.

(1) will not (2) is notÃ‚Â (3) was not

7. ______ you carry your mobile phone to school?

(1) Do (2) DidÃ‚Â (3) Does

8. _______ you been out of town?

(1) HavenÃ¢â‚¬â„¢t (2) HasnÃ¢â‚¬â„¢tÃ‚Â Ã‚Â (3) WasnÃ¢â‚¬â„¢t

9. Where ______ you from?

(1) is (2) areÃ‚Â (3) am

10. ______ they happy to see you?

(1) Were (2) WasÃ‚Â (3) Had

(source: www.englishleap.com)

**Day 4 Thursday**

**U O I –**Ã‚Â Students reflected their thoughts about all the organizations in a worksheet (Frayer’s model ) where they wrote definition,characteristics,endeavor ,enterprise of the organization.

**Math – **Teacher explained and discussed the bar graph and also told them the common mistakes they are making in drawing the same.Each step was demonstrated and explained on the board then the students cleared their doubts and did the same in their notebooks.Math cw has been sent for a clear understanding of bar graph.

**Read aloud –** Teacher did a read aloud for students of the book named “On time” which students connected to their learning of clock and time. Another read aloud was done on the book “Ayu and the full moon” .

**Session on bullying** – Recap of the session was done .Then students did a worksheet based on bullying.

Fire drill was conducted in the school, to help children understand the procedure to be followed in such a case.

**Homework:**

**Math:**

Make a bar graph on number of girls and boys in Grade 3 Imbue class in your math homework notebook.

No.of boys- 16

No.of girls- 4

**U O I –** Complete the work given to you in U O I notebook.

**Math**– Students learned about area and perimeter through geo-boards. They derived the formula for square and rectangle and also learned about composite shapes.

**UOI:**

Discussion on 6 Fundamental rights recognized by Indian constitution was taken up in the class. Students also watched a documentary on the protection of Human rights that helped them understand that UNICEF is an organization that works for a more equitable world by fighting for the rights of its future: children.

**Language:** The focus of the session was to encourage students:

~to write independently and with confidence, showing the development of their own voice and style.

~select vocabulary and supporting details to achieve desired effects.

~organize ideas in a logical sequence.

~check punctuation, variety of sentence starters, spelling, presentation.

Exemplary works for few questions from the Online Journal of the book Ã¢â‚¬ËœThe GiverÃ¢â‚¬â„¢ were shared and discussed.

**Homework:Ã‚Â **

Math: Complete ex.18.1 (all remaining sums) in Geometry notebook.

Lang Read chapter 21

Complete and make corrections in your journal.

Language

Teacher did a Read aloud of the book Ã‚Â Ã¢â‚¬Å“Bully TroubleÃ¢â‚¬Â.

Teacher had a session Ã‚Â with Learners where they Ã‚Â discussed Ã‚Â Ã¢â‚¬Å“bullyingÃ¢â‚¬Â. They discussed what is bullying, why do children bully? How can you help your friends who get bullied?.Ã‚Â They were asked to write their understanding in a Ã‚Â worksheet.

Students wrote Writing Prompt :You are playing in your backyard and you heard a voice coming from the behind the bushes. What happened next? Teacher informed them to keep Monster’s party in mind also told them to use connecting phrases and words in their writing (Phrases – in addition to, on the other hand, in the end) (Words- Next, finally, suddenly)

Math

Teacher discussed the word problem given in homework in the class, also asked to make correction if required.

Homework

Language

Write 9 or more homophones in language notebook and make sentences using at least 3 homophones.

Example of Homophones:-Bye/Buy (sound is same but meaning & spelling different)