Volume 1 | Issue 3
December 2016
Grade 1
Class Newsletter
ISSH
Unit of Inquiry Reflection: How the World Works
Central Idea: Simple machines can help make people’s lives easier.
This Unit of Inquiry was incredibly engaging for our class. The students thoroughly enjoyed participating in
hands on projects such as making their own machines, creating pulleys out of rolling pins and string, as well
as participating in a See/Think/Wonder activity in which they drew a can opener and what it would look like
if it had a tail, wings, a face, hair, arms and legs. This unit leant itself to heightened observation skills as
students became aware of the simple machines they use on a daily basis. A series of questions were used to
frame the inquiry.
“What are the types of simple machines?” “How do simple machines work?” The class became familiar
with the six main simple machines: screws, levers, pulleys, wheels/axles, cogs/gears, and ramps. We
watched videos that gave us an indepth look at how these six machines work. Additionally, the students
explored the inner workings of watches and other small appliances to see which simple machines helped
these things function, too.
“How do simple machines make people’s lives easier?” Students were shown an example of each of the six
simple machines and asked to explain how they made our lives easier. For example, a ramp was brought into
the room and the class had a chance to explore how it made life easier if you had a heavy load that you
could wheel up it.
We had four highlights from this unit: the first included a tour around the school taking pictures of the
simple machines we see every day; the second was our field trip to IWC where the class was able to help
construct a watch; next was the students’ assignment to make their own machines to share with the class;
and the last highlight for the students was disassembling a laptop and seeing what it looked like on the
inside.
After several weeks of in-depth exploration into how the world works, the class is looking forward to
continuing their inquiry of simple machines and how they make our lives easier as we transition into our next
unit.
2
Language and Maths Reflections
Language: The students inquired about the importance of following instructions. We practiced writing
directions for others to follow and discovered if the order is not correct, then the end product will not be
right. We also noticed that directions can be given orally, through sentences, or even pictures (like IKEA
furniture). :)
Maths: Students continued developing their understanding of place value (hundreds and thousands) and
gained further understanding of the relationship between two numbers that we add together. The class
began a new inquiry into shapes and lines of symmetry. They used mirrors to see reflections of shapes and
practiced drawing lines of symmetry using a ruler.
Upcoming Unit of Inquiry: Sharing the Planet
Central Idea: People have a responsibility to take care of the natural
environment.
This unit will broaden the mindset of our students as we explore how we can help our natural environment.
Our lines of inquiry are:
● The natural environment (Form)
● The limited nature of the Earth’s resources (Causation)
● The different ways in which people can take care of the Earth’s resources (Responsibility)
● Action we can take at home, school and in the local community. (Responsibility)
During this unit we will be exploring how we affect the world around us; and how choices we make on a daily
basis can have an impact on the environment. The children will be looking to gain a new understanding and
appreciation for the resources the Earth provides us with and how important they are.
We will take this opportunity to begin visiting the outdoor classroom on Monday afternoons and get in touch
with the outdoors (please make sure your child has the appropriate attire to be out in all weather). The
summative assessment task will require the students to create a personal action and document it. They will
use this to write about how their action is helping to maintain/sustain the Earth’s resources.
How You Can Help at Home
*Talk about why the environment is so important to us.
*Tell your child any simple things you do already to help protect the Earth’s resources.
*Encourage your child to think of ways in which he/she can have a positive impact on our environment.
3
Upcoming Language and Maths
Language:
Conceptual Understanding- People write to communicate.
Central Idea: We can write to inform people about their responsibility to look after the natural
environment.
In our next unit the class will work on their persuasive and informational writing skills. Students will work
together to discover what makes a piece of writing persuasive and how they can use this particular form of
writing to attempt to influence people to look after the environment.
Reading & Writing: We will be reading several different stories that give examples of ways we are hurting
the environment and the children will be asked to write letters to the characters to persuade them to act
differently. Additionally, students will read brochures made by a friend and see whether it persuades them
to change any of their habits to help conserve Earth’s resources.
How to Help at Home
●
Continue to read stories and/or poems to your child for 15 minutes every day, either in English or in
your mother tongue.
●
Talk about what you have read. If you find a story about the environment, please ask your child to
bring it to school to share with the class.
●
Give your child examples of persuasion you come across when reading the news, looking at
commercials, etc.
Maths:
Conceptual Understanding- We can use numbers, shapes and symbols to explore patterns.
We will continue our work with addition, subtraction, and shapes through the natural resources around us.
The students will look for patterns and shapes in nature. The class will also explore what symbols relate to
recycling and can help us identify where we can throw away (or recycle) the appropriate materials.
How to Help at Home
●
Use everyday objects (buttons, coins, toys) to add and subtract different quantities to 10 or 100.
●
Use vocabulary like: triangle, square, rectangle, circle, add, plus, subtract, take away, and equals.
Record (using mathematical notation) the number sentences your child creates.
●
Ask your child to find things around your house that represent different shapes.
●
Have your child identify ways you are already helping the environment at home and see if you can
create a symbol for this action.
Until next time,
Mrs. Butler
[email protected]