Storyline with Man and Machine

Using the Storyline method for a second time this year, students investigated lives of early humans and have compared them with modern lives using technology and gadgets in almost every area of our lives. Students will weave a story around provocations based on the concept of CHANGE. These stories will be written digitally using student friendly software - my ebooks learned in ICT class.

To understand the differences in lives, students utilised DE BONO's thinking hats - Information, benefits, judgement, creativity, drawbacks, and Metacognitive hats, to look at each aspect in a focussed manner and then put them together to create the whole picture.

Simple Machines Rap songs

Students used their skills to create unique and extremely catchy Rap Songs about Simple Machines, displaying their language prowess. This is an example of language beingtaught through units of inquiry

Solving Problems

Students were given scenarios and were asked to brainstorm and solve the problems in each case. Students worked in groups and applied their knowledge of sinple machines to present solutions.

Tuning into Man and Machine

A machine is a device that makes human life easier and does work.

Students went on a observational walk through the school kitchen and laundry area to spot the different machines being used to perform various functions, and 'do work'. They wrote down their observations in a recording sheet. Our school utilises many interesting machines such as steam rice cookers, electric mixing tools, large clothes dryers, etc.

Machines on campus

Peer reviewing and Evaluating

In their Formative task, students built models of homes showcasing their knowledge of construction structures such as beams and columns, etc.. They noted whether they had used locally availablematerials or not.

In their Summative task, students reviewed a peer's model and judged whether the elements used were aligned with the climate and properties of materials. Students displayed their crititquing skills in assessing and evaluating their peers, and wrote a report on the same.

Constructing houses

Peer reviewing and Evaluating

DEBATES

Students debated the topic "Should construction be stopped?"

Pros and cons of this topic were individually thought out by students and then they took sides in the debate. Many relevenat and interesting points emerged in the debate showing that students could look at complex issues in a multifacted way. (E.g, Why not have large families in one house, or in high rise buildings)

The rules of debating were strictly followed, allowing each student to present their veiwpoint and then each group could present their rebuttals.

Sharing with RECEPTION

Students of Grade 4 interacted with Reception students and in simple language, attempted to explain the models they had made showing different types of homes in different environments. The little students asked some questions and were attentive listeners. Both these grades were learning about homes in their Grade level units of Inquiry. It was a perfect opportunity to enhance learning. Grade 4 students also reinforced their undesrstanding through their thoughtful explanations.

Reception

Construction Dynamix - Visit to Brick Kiln

Properties of Matter

As Grade 4 delved into the states of matter, the changes of state, the different properties of materials, our students learned first hand at the local brick kiln, the process of converting mud into a durable and strong brick. They saw the mould used to cast the brick and the process of baking these at a high temperature for approximately 3 months. Student questions were translated and answered by the workers at the kiln. Students also tested the strength of the raw brick vs a baked brick and saw the change in properties. They also observed the chemical change in burning wood to get charcoal.

Trip to brick kiln