Week 15 in 4B

New Unit of Inquiry

Central Idea: Organisations consider purpose and market forces when creating goods and services.
Lines of Inquiry

  • How organisations consider purpose and needs and wants
  • Market forces influence decision making
  • The role of social enterprises in the community
Concepts: Causation, Connection, Function
Related Concepts: Systems, Economics,  Social responsibility

Market Day

Dear Parents and Families, 

You may have heard the buzz from your child that Market Service Day is approaching. Market Service Day is one of the highlights of grade 4 and for our ES community. Through Market Service Day, students raise money to donate to an organisation that links closely with the Children’s Rights they feel most passionate about.

January 14, 2020, is the day!

We will need your support with this project over the next couple of weeks. Here is a rough outline of the happenings:

December 2-7 is a focus on business, looking at profit, market forces, supply and demand, and unique selling points. Students will be looking at the Child Rights they are passionate about and groups will be formed during this time.

December 9-14 is a focus on writing up their business plan, looking at costs, and applying for their loan. Before we head out on the winter holiday students must have their plans finalised with teacher approval.

January 6-10 is finalising their product or service for Market Service Day, creating a slide/poster for the advertising campaigns and checking equipment needs. There is a very high chance that the weekend of January 11 and 12 groups will want to get together and work on their plans/product/shopping.

Please check the blog each week for any important updates from the homeroom. 

Thank you in advance for all of your support, 

Grade 4 Team

 

Guest Speakers 

We had guest speakers this week   from KOTO and Cousins Restaurant. It was great to hear from these two organisations as they provided  valuable insights into our current Unit of Inquiry.  IMG_9853     IMG_0157     from KOTO and Cousins Restaurant.

Week 14 in 4B

Thank you to all the parents who attended Open Classrooms on Tuesday. I hope you gained an insight to the learning which occurs in 4B on a daily basis.

 

Maths

Link to Standards that we are working on in class-click on Addition and Subtraction  2 (Grade 4)

In Maths this week we have learnt to play a game called Leap Frog to help us develop the mental addition Jump Strategy. The students also created a video explaining how the game works which they have shared on See Saw

 

 

Week 13 in 4B

Dear 4B Families,

We warmly invite you to our Elementary School Open Classrooms –  Tuesday 19th November.

What are Open Classrooms?

On the day, at selected times, our classrooms are open for you to observe lessons that put the philosophy and pedagogy of the Primary Years Programme into practice.

Purpose of Open Classrooms

Open Classrooms is for parents to get an insider’s view of what life is like inside the classrooms at UNIS.  By opening up our classroom doors we would like to give parents a glimpse of student-centered, constructivist teaching and learning in action. We aim to demonstrate our inquiry based teaching philosophy which is central to our identity as an IB school.

How does it work?

  • Classrooms across all subject areas in the ES will be designated as ‘open house’ events for certain lessons – 19th November, 2019.
  • A minimum of two lessons will be designated as ‘open’ in your child’s homeroom class
  • All specialist lessons will be designated as ‘open’
  • Parents may attend any of their child’s open lessons – both homeroom classes and specialist lessons.
  • Parents may only visit open lessons in classes that their child attends.
  • Please be aware that not all lessons are designated as ‘open’.  Be sure to check the schedule below

4B Schedule

The designated lessons for 4B are:

Guest Speakers

On Wednesday we had a guest speaker to discuss Child Rights with us. Her name was Ms Sharon and she works for Plan International here in Hanoi to help implement the United Nations Convention of Child Rights. Ms. Sharon mentioned that children’s rights could be put into 4 big idea groups.

1. Development rights 2. Protection rights 3. Survival rights 4. Participation rights

Here are some Reflections by the students.

I think Protection Rights are really important ones for us at UNIS. I think they are really important because at school you need to be protected and if a stranger goes into the school then the teachers and staff of the school will protect us. I also think this because if the students are searching on the internet for information and then a dangerous or inappropriate ad comes on, then the privacy from the schools technology will not allow it to happen EVER again.

Heidi

I think SURVIVAL RIGHTS are really important ones for us in UNIS. I think they are really important because you need to live. People will die if they don’t have clean water and fresh food you will surely die.

Jaehyeon

I think protection rights are very important for us in UNIS. I think there are really important because if you don’t have protection you can be harmed and be in danger. Sometimes if you get harmed seriously it can cause bigger problems. You can even die!! That is why I think protection rights are really important in UNIS and other places.

Jay

I think PROTECTION RIGHTS are really important ones at UNIS. I think they are really important because no one deserves to be bullied no matter where they are from what they look like or what gender they are and it can affect them in different ways that aren’t healthy

River

Guest Speaker from UNICEF

 

Week 12 in 4B

Week 12  in 4B

This week we have been looking at the circumstances that affect access to opportunities as a part of our current Unit of Inquiry-see details below

Our next Unit of Inquiry-Sharing the Planet

An inquiry into:

  • Access to equal opportunities
  • Peace and conflict resolution

Central Idea:

Access to opportunities affects equity for all children

Lines of Inquiry

  • Children’s rights and equity
  • Circumstances that determine a child’s access to opportunities
  • Our responsibility and action towards equality

Here is a  slide show of an activity that we completed. The children also created a See Saw post explaining this task.

Vocabulary associated with this Unit

Maths

In Maths we have been working on using Number Lines to record our mental strategies. We have been looking at using the Jump Strategy to record our thinking.

  • select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to and including five digits, eg 159 + 23: ‘I added 20 to 159 to get 179, then I added 3 more to get 182’, or use an empty number line:

 

 

 

Week 11 in 4B

Dear Families,

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.

Finn

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.

Felix

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.

https://www.biblionasium.com/#tab/content-back-to-school

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.

Reference http://www.sfusdmath.org/3-act-tasks.html

 

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.

  1. Present the class with a problem. Students are seated in a common area with no math tools. Number Talks are mental exercises.
  2. 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.
  3. 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.
  4. 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.
  5. Invite other students to share their strategies