Feeling Hot, Hot, Hot!

Happy Wellness Week!  This past week we celebrated our UNIS community through a daily wellness workout via Zoom. We connected with our friends around the world and our school campus by doing yoga, aerobics, and fitness challenges all led by our PE Department. Celebrating Wellness Week was unique as we danced, stretched, and practiced mindfulness all the while in a mask and remaining physically distant from each other- challenging times! Please help your child to remember to bring their water bottle daily! This next week will be Arts Week so we are looking forward to celebrating Arts in some unique ways.

Remember way back when we had our Market Service Day in Grade 4? We raised 26,587,000 for the various local organizations that UNIS supports! We finally got the chance to donate our money during the International Day of Giving. Here is a photo of our donations making their way to the Advancement Office. 

Grade 4 Donations

Swimming will start this next week- check out these important reminders! The swimming unit will run from May 25th to June 9th for Grades 1-5. 

Any student that is not swimming will be participating in a physical fitness program during the PE lesson. 

There will not be any borrowing of swimming costumes, goggles, caps, or towels during this time.

If you have any questions, please contact the Aquatics Manager.

 

Last week, our narratives were based on Distance Learning, sharing our thoughts and experiences through the application of Adobe Sketch.  This week, students will tell the story of when we came back to school, using the application Adobe Spark Video.  Students will sift through various video clips of the first week back at school and compile them into a cohesive narrative.  Additionally, students will have access to stock footage and copyright free music to complete their videos.  Once published onto Seesaw, students will be given the opportunity to send their videos to our Advancement office to share with other schools around the world, schools that might be considering reopening their campuses.  

Math

This week we have continued to look at ways to model, compare, and represent fractions through different materials. We have investigated what happens when the size of the whole has changed and have applied our learning to a real-life problem of a soup seller filling orders of pho. Here is a taste of the problem solving we have done this week.

These are Cuisenaire rods. They are a fantastic tool to use to compare fractions and develop and model the conceptual understanding of the relationship between the numerator and denominator. Ask your student questions like “If the light green rod is one half. Which rod is the whole?” or “If the orange rod is a whole, what fraction are the other rods?” Here is a link for online Cuisenaire rods. This site will give free online access through the end of June when you press “REDEEM”  and use the code CLOSURES2020SCHOOL.

Writing

We have been exploring a range of poetry, reading poems together, and performing spoken word examples in class. We have dissected a selection of poems and song lyrics to discover key parts included by authors young and old. We have identified some different forms of poetry and have begun to write our own, finding out along the way that we are great poets! We plan to express ourselves by performing our works next week, using the green screen in the Maker space.

Reading:

This week we worked on perfecting our fluency and phrasing as we recorded our Readers Theater. We challenged ourselves by working with our friends and remaining focused. We offered each other constructive feedback on our performances and took risks to add characterization to our oral presentations. We also mapped out our stories to see the connection between our narrative writing and Readers Theatre.

 

 

Yeah! Welcome Back!

Wow, it is so good to be back in the classroom with our students. Their ability to just get back into the swing of things but with a new sense of independence and resilience is inspiring. As you’re well aware we’re trialing something new in grade four for the remainder of the year- we have 4 subject areas and the teachers rotate. So far this new schedule has worked out beautifully, students are getting exposure to four different teachers throughout the day. I cannot tell you how good it feels to be back in the classroom with 4D, my heart is full. We have laughed so hard during recess playing jump rope, we have had some good reflections of the year, and we are just so happy to look around the room or the playground and see each other.

In Math, we have been flexing our problem-solving muscles by investigating the secret of a card trick (https://www.youtube.com/watch?v=HX2mTA_6EJE&feature=emb_logo), finding twelve different pentominoes (https://www.youtube.com/watch?v=wZ1E_CM7MqA), and showing our understanding of fraction concepts that were explored during Distance Learning. How would you answer:

 In Writing, 

We have been using Book Week activities as a platform to launch some great story writing across grade 4. We read ‘Where The Wild Things Are’ together and had fun creating monsters at the start of the week. We built our stories around this and worked on describing the habitat and the characters. We played some word association games and continued to work on the plot of our stories. Look out for Seesaw updates for the ending to this tale…….

In Reading, we have been spending our time getting reacquainted and reflecting upon our distance learning experience. The purpose of reflecting was to connect to our Where We Are In Place and Time unit of inquiry. As the ‘reading’ teacher it has been fun and enlightening reflecting with each of the classes as I have been along with them on this Distance Learning journey. Today, we got the reaction of, “please don’t let me see that website again!” from some of our students, while others wanted to check out what was happening in week 13. We have also begun checking in with students reading progress with the Developmental Reading Assessment. We definitely want to keep up with our reading nightly, what a great way to decompress from a long hot day of learning. Please be sure to ask students what they are reading and where are their books. Everyone should be reading for at least 30 minutes a night.

In Unit of Inquiry

Where We Are In Place and Time is the theme of this week’s Unit of Inquiry, and what a historic time to be in!!  We have also been incorporating How We Express Ourselves into our Unit of Inquiry time, a unit that has been ongoing throughout the year.  Everyone has a story to tell over the last 14 weeks of COVID-19 and distance learning.  Being one of the first schools to implement distance learning, and one of the first schools to return back to campus, that story is both compelling and historic.  Using the application Adobe Sketch, students in grade 4 have been constructing their stories using a variety of multimedia.

Posted in 4D

Market Service Day and Maths Update

Welcome back after the Winter break-it was wonderful to see all the students and hear about their holiday adventures.

Market Service Day

The students are very excited about Market Service Day, Tuesday-14 January.  Some children arrived home Thursday with an envelope of money. This is the money that they have allocated to buy things for their stall. We have asked them to provide a receipt for any money spent (if they can’t get a receipt just write one out on a piece of paper).

Please Note:

Their pricing was completed using the online L’s Website-I’m sure many of the ingredients can be sourced cheaper elsewhere which would assist greatly in reducing their costs. The lower they can make their costs, the greater their profit will be on Market Service Day.

Please check with your child about their plans for the day-some are planning of getting together to make things before Market Service Day.

Within the Transdisciplinary Theme of “How We Organise Ourselves” Grade 4 students investigated just how market forces can affect the value of goods or services. They have discovered that determining the price of a product is a complicated matter. To make this as realistic an experience as possible the Grade 4 students have become Social Enterprise entrepreneurs.

All the money they raise will go towards taking action towards an SDG of their choice!

O​n ​Tuesday 14 January ​they will attempt to sell their products or services to an excited band of consumers, namely the students of Grade K2, 1, 2, 3 and 5.

Here is a copy of the email that was sent out earlier in the week

” Dear Parents,  

Happy New Year! 2020 is off and running with Market Service Day just around the corner. Market Service Day is on Tuesday, January 14th from 10:45-12:00. Students have been working incredibly hard on creating a small service or business for Market Service Day and we greatly appreciate your support. 

On Friday, groups will be coming home with their business loan money. Parents should be expecting students to ask to get together with their business partners over the weekend to shop and make their product so that it is ready for Tuesday. Students are aware that they need to keep any and all receipts for the business office, but your help to remind them would be appreciated.  Also, please be prepared to offer up some supervision if required in the kitchen (heat, knives…..). “

Maths

We are about to begin a Multiplication and Division unit of work.

Here are the Standards that we will be working towards over the coming weeks

Multiplication and Division

Outcome: MA2-6NA uses mental and informal written strategies for multiplication and division

Students:

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

  • count by fours, sixes, sevens, eights and nines using skip counting
  • use the term ‘product’ to describe the result of multiplying two or more numbers, eg ‘The product of 5 and 6 is 30’
  • use mental strategies to build multiplication facts to at least 10 × 10, including:
  • using the commutative property of multiplication, eg 7 × 9 = 9 × 7
  • using known facts to work out unknown facts, eg 5 × 7 is 35, so 6 × 7 is 7 more, which is 42
  • using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 × 8 is double 7, double again and then double again
  • using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3
  • factorising one number, eg 5 × 8 is the same as 5 × 2 × 4, which becomes 10 × 4
  • recall multiplication facts up to 10 × 10, including zero facts, with automaticity
  • find ‘multiples’ for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, …
  • relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
  • determine ‘factors’ for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
  • use the equals sign to record equivalent number relationships involving multiplication, and to mean ‘is the same as’, rather than to mean to perform an operation, eg 4 × 3 = 6 × 2
  • connect number relationships involving multiplication to factors of a number, eg ‘Since 4 × 3 = 6 × 2, then 4, 3, 2 and 6 are factors of 12’ (Communicating, Reasoning)
  • check number sentences to determine if they are true or false and explain why, eg ‘Is 7 × 5 = 8 × 4 true? Why or why not?’ (Communicating, Reasoning)

Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder (ACMNA076)

  • multiply three or more single-digit numbers, eg 5 × 3 × 6
  • model and apply the associative property of multiplication to aid mental computation, eg 2 × 3 × 5 = 2 × 5 × 3 = 10 × 3 = 30
  • make generalizations about numbers and number relationships, eg ‘It doesn’t matter what order you multiply two numbers in because the answer is always the same’ (Communicating, Reasoning)
  • use mental and informal written strategies to multiply a two-digit number by a one-digit number, including:
  • using known facts, eg 10 × 9 = 90, so 13 × 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117
  • multiplying the tens and then the units, eg 7 × 19: 7 tens + 7 nines is 70 + 63, which is 133
  • using an area model, eg 27 × 8
  • using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 × 4 is double 23 and then double again
  • using the relationship between multiplication facts, eg 41 × 6 is 41 × 3, which is 123, and then double to obtain 246
  • factorising the larger number, eg 18 × 5 = 9 × 2 × 5 = 9 × 10 = 90
  • create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating)
  • use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including:
  • using the inverse relationship of multiplication and division, eg 63 ÷ 9 = 7 because 7 × 9 = 63
  • recalling known division facts
  • using halving and repeated halving to divide by 2, 4 and 8, eg 36 ÷ 4: halve 36 and then halve again
  • using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2
  • apply the inverse relationship of multiplication and division to justify answers, eg 56 ÷ 8 = 7 because 7 × 8 = 56 (Problem Solving, Reasoning)
  • record mental strategies used for multiplication and division
  • select and use a variety of mental and informal written strategies to solve multiplication and division problems
  • check the answer to a word problem using digital technologies (Reasoning)

Use mental strategies and informal recording methods for division with remainders

  • model division, including where the answer involves a remainder, using concrete materials
  • explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)
  • use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3
  • record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1
  • interpret the remainder in the context of a word problem, eg ‘If a car can safely hold 5 people, how many cars are needed to carry 41 people?’; the answer of 8 remainder 1 means that 9 cars will be needed

Language

Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit.

Posted in 4D

We Made It!

Wow, the holidays are finally upon us. Relax. I am hopeful that wherever you and your family are headed that you get to breathe in some fresh air and not think about AQI. Our students have been rockstars these last few days with the high AQI and being inside all-day long- absolute rockstars! Rest up this holiday because once we get back, lots are happening.

Once we get back from the holidays on January 6, 2020 (what?!), we will be in full Market Day swing. Students will be presenting their advertisements to the ES community, and the weekend of the 11/12 will be students creating their goods (ideally with your supervision). Market Day is Tuesday, the 14th of January, so a week after we get back!

In Math, we will dive deep into multiplication and division, so you might want to start practicing over the holidays.

The following week after Market Day is parent/student/teacher conferences on Wednesday, January 22. Followed by the Tet assembly, and then another holiday! Before you know it, we are in February.

Take care, and thank you for all of your support. Happy New Year!

Posted in 4D

Wrapping our Heads around a Mission Statement

This week we cemented our Market Service Day product after doing some market research. Students worked together to create google forms and then gave up some recess time to go an interview with students G1-5 about what goods or services they would be willing to buy. Companies then got together, analyzed their market research and decided upon the goods they would sell on Market Service Day. We then looked at mission statements from some different companies to create our own. Currently, students are working on their business plans and early next week they will be costing their materials. It has been a fun process thus far and students are enjoying talking about the unique selling points of their company- for instance three of the four groups are female-owned and operated companies that support local women’s organizations- so the idea of women building up women is strong.

y

Posted in 4D

How We Organize Ourselves Market Service 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 organization 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 finalized with teacher approval.
January 6-10 is finalizing 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

Posted in 4D

Reminder about Open Classrooms

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

 4D Schedule

 The designated lessons for 4D are:

 Class 04                                                                    

Homeroom Teacher – Ms. Christy

Posted in 4D

Sharing the Planet- Children’s Rights and Responsibilities

Here are some photos to check out from our week: 4D A Week of Photos

This week we had an amazing provocation that got students thinking about fairness- please ask them to tell you all about it. We also inquired into one of our key concepts of perspective by reading: Voices in the Park

Our new unit is full of important vocabulary and ideas:

We continue to build our understanding of place value with addition and subtraction, working flexibly with different strategies. We are working with numbers in the tens of thousands with a lot of success.

Posted in 4D

Upcoming Sharing the Planet and Reflections on How the World Works

Dear Parents,

Wow, can you believe we just got back from holiday two weeks ago? The beach in Phuket seems a distant memory as we plow forward in our learning. Throughout SDG and leading into UN Day we focused our learning towards how humans are changing the environment and what can we do to stop those changes. We have been reading a book together about Greta Thunberg and how she has taken action on Climate Action, Global Goal #13. We also looked at how when we plant more trees we are preventing runoff that pollutes our oceans and hurts the fish. This week we are wrapping up our unit on How the World Works and moving into Sharing the Planet with a focus on Equity and Children’s Rights.

In the coming days, we’ll be launching our upcoming Unit of Inquiry, Sharing the Planet. We’ll be exploring the central idea that access to opportunities affects equity for all children. We’ll be inquiring into the rights of children, the circumstances that determine a child’s opportunity, and our responsibility towards equity.

Tuesday, we’ll be putting students into random groups where they’ll experience strikingly different perspectives of equity depending on the ‘luck of the draw’. We anticipate kids will raise compelling questions and might come home disappointed (or delighted) at the lot they’ve drawn. We encourage you to reflect together over dinner that evening.

Grateful, as ever, for your support!

Posted in 4D