Grade 4 Teachers are reaching out to you because we are hoping you or someone from your organization might support the learning of the Grade 4 students during this current unit of inquiry –into children’s rights with a particular focus on access to opportunities, the responsibility of the community and circumstances that impact children’s rights. It would be fantastic if we could also highlight SDG work in connection with children’s rights.
If you or someone you know would be able to support us by presenting and working with our students, please email me and/or fill out this form as soon as possible.
Sharing the Planet Provocation
Responses from our Sharing the Planet activity on Tuesday
Sharing the Planet Provocation
On Tuesday the students in Grade 4 were involved in a provocation for our new Unit of inquiry.
The Central Idea is “Access to opportunities affects equity for all children.”
I was in the red Group. My group went down to the field. When we got there Ms Christy and Mr David made us make four lines for each class. After that Mr David made us walk to the front of the cafeteria and after that Mr David and Ms Christy made all the boys and girls pick rocks up one by one and make a line with them down a path. We were not allowed to talk. If we did we would have to run across the field. After a few more minutes the girls were separated while we keep’t on moving the rocks. The girls had to make a line with leaves on another path. After the boys had to move the rocks to the other side of the path and after that we had to carry chairs and put them in a line on the other side of path we put the rocks on. After we had placed all the chairs in a line we got about a 40 second break then the girls started putting the leaves back while the boys were putting the chairs back were the tables are near the cafeteria and then the girls started putting the rocks back and then the boys joined the girls. Remember we had to do everything one by one. When Iheard we were going down the field i got exited cause i thought we were going to play soccer. When we were half way in to the activity i was getting bored and annoyed. After we did everything and i got back to class i felt really mad tired thirsty and annoyed.
On Tuesday the students in grade 4 were involved in a provocation for our new Unit of Inquiry. The Central idea is “Access to opportunities affects equity for all children. I was in the Blue group, we went to the creativity room with Mr. Josh we could do almost every thing we wanted for example play on I pads or computers we were with air-con. Then we did a i Movie about the afternoon that we were having. At the end someone from the red group came and saw what we doing and he got jealous because he was just picking up rocks and putting them in a line. After the provocation finished Mr. David told us what the other groups were doing I felt bad for the other groups.
Sharing The Planet Provocation
On Tuesday the students in Grade 4 were involved in a provocation for our new Unit of Inquiry. The central idea is “Access to opportunity affects equity for all children.”
I was in the red group for our new Unit of Inquiry.
My group went down to the soccer field.
When we got there, Mr David and Ms Christy, made us go into four lines with our class.
Next we got rocks from the outside of the cafeteria, and taking one rock at a time we put the rocks in a straight line around the soccer field.
After that Mr David made the girls do the same thing but with leaves in a different spot around the soccer field, and made the boys put the straight line of rocks on the other side of where the rocks were with once again one rock at a time.
Finally we had to clean all the lines we had made up.
At the start I felt excited.
During the activity I felt bored, thirsty and annoyed.
Towards the end I was really annoyed with Mr David and Ms Christy.
BIBLIONASIUM- WHAT’S IT ABOUT?
BIBLIONASIUM is a 4B closed social network that allows students to log books, review them, and share or recommend them to fellow 4B student readers. I have registered and granted access to all students in 4B. Users get to choose an animated avatar and then can start to add books to their \”My Books\” section.
Students can log their progress, create reading challenges for themselves, and review and recommend books to their BiblioNasium 4B friends. In return, they’ll get to see what other students are reading in a safe, private environment.
Please ask your child to demonstrate how this program works.
TIP: make sure your child logs in through Destiny.
There is a Grade 4 expectation that all students will use BiblioNasium to log their home reading as well as school reading.
Maths in 4B
What is a 3 Act Task?
A Three-Act Task is a whole-group mathematics task consisting of three distinct parts:
- an engaging and perplexing Act One,
- an information and solution seeking Act Two, and
- a solution discussion and solution revealing Act Three.
Why we use this strategy at UNIS?
- To provide an engaging context for the use of mathematics and the development of mathematical understanding.
- To reduce the literacy demand.
- To add engagement. Students wonder what will happen next.
- To create low barriers to entry, allowing the teacher to scaffold as necessary.
- To provide an opportunity for estimation and reasonableness.
- To provide opportunities to talk about mathematics.
- To provide opportunities for reflective thought.
- To build new knowledge from prior knowledge.
- To encourage multiple approaches.
- To honor diversity.
- To create situations which require students to engage in mathematical modeling.
- To build relational understandings among mathematics concepts.
- To shift student ideas about justification of thinking and answers.
How it Works?
ACT 1: Engage and Perplex
- In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.
- Students discuss what they notice and wonder. They generate question to ask about the situation.
- Students decide on a question to answer and make estimates about the likely solution.
ACT 2: Seek Information and Solutions
- In Act 2, students work on finding solutions to their problems.
- They use information they have and ask for more information as needed.
- The teacher supplies more information as requested by students.
- They may adjust their question as they work.
ACT 3: Reveal, Discuss, Extend!
- In Act 3, students share their work, their thinking, and their solutions.
- There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:
- Students might compare their solutions to each others and to the reveal.
- Students might compare their solutions to their estimates and discuss the comparison.
- Students might discuss the assumptions that were made in the work.
- Students might think of other questions they could pursue next
- The teacher helps students connect their work to the core math of the task.
WHAT IS A NUMBER TALK?
Number Talks are short exercises aimed at building number sense. Number sense is the ability to play with numbers meaning students can visualize problem solving, perform calculations quickly, and are flexible in their mathematical strategy. Students who have strong number sense solve problems in more than one way and check that their answers make sense. During a number talk, students are thinking, asking their peers questions, and explaining their own thinking all while the teacher records the thinking.
- Present the class with a problem. Students are seated in a common area with no math tools. Number Talks are mental exercises.
- Give think time. (When a student raises their hand, it tells other students they were not fast or good enough in their thinking. To account for this, students give me a sly thumbs-up on their chest to signal that they have thinking they want to share. Then, they put up multiple fingers (on the same hand) to indicate they have multiple ways to answer/solve the problem.
- Call on a student– “_______, what are you thinking?” Have the student explain their thinking and then give their answer. My focus is always on the process not the answer.
- Offer the strategy to the class. Student will elaborate (if correct) or ask questions (if misguided). If students aren’t sure they understand a friend, they will say “I’m a little confused. Could you tell me in a different way?” If students agree with the student sharing they will do sign-language for ‘me too’ (thumb near chest and pinky pointing at friend). This builds the student’s confidence and offers the student sharing positive affirmations.
- Invite other students to share their strategies