Grade 4 students participated in a sharing session with their peers on Wednesday to share their final reports on how organisations respond to humanitarian crises. Students took on the role of an aid worker who was reporting on a crisis. Some popular formats were TV news report, Keynote presentation, and informational poster. Topics included famine, tornadoes, hurricanes, earthquakes, war, and rain forest destruction.
It was wonderful to see the students of 4AS enthusiastically share their final reports with peers. It was equally wonderful to hear students give positive feedback and ask questions following presentations.
March 29th is the Grade 1 to 5 sports day, we will begin preparing students for this during PE class over the next 3 weeks – some classes have already started.
The focus of this day is Healthy Competition.
Using the PSPE framework of Identity, Active Living, and Interactions we can explain the day like this –
§ Students will identify within their house group whilst competing in Active athletic events of entailing Running, jumping, and throwing, all the while Interacting and participating within the whole sports day.
One thing we would like to establish with all students is that whilst we can’t all be Usain Bolt we can all improve our speed by focusing on our technique. Attached to this blog post are some very broad tips for running faster – we will be exploring these more in class during the next few weeks.
Regards Kit Murray and Karen Zheng
Humanitarian Aid Organisation Research and Presentations
4AS students have been developing their research skills and understanding of the work done by humanitarian organisations in response to crises. In pairs, students researched six large humanitarian aid organisations: Save the Children, Red Cross/Red Crescent, Amnesty International, Australian Volunteers International, Greenpeace, and Doctors Without Borders. Areas of research focus were form and function, core values, and an action example to highlight an action each humanitarian organisation has taken.
Students utilized skills such as note-taking, paraphrasing, referencing, and summarizing to conduct their research. Each presentation was required to include a slide or page of works cited while gathering information.
Once research was complete, groups chose to present their information to the class in either Book Creator or Keynote. Audience members recorded key points from each presentation to form connections in form, function, and core values between all of the organisations.
The background knowledge that students built during this activity will help to inform their final assessment in the ‘How We Organise Ourselves’ unit of inquiry.
Since returning from the break, the ESL students have been busily researching a natural disaster which links to their current unit of inquiry on ‘How We Organize Ourselves’.
Using resources such as books, articles and online databases, the students have been recording information on their planning sheet. This planning sheet will then be used to write an information report which will be displayed in poster form. The students are also being principled learners by acknowledging their sources of information by using a reference list.
We would also like to welcome a number of new students to grade 4 ESL in the past few weeks. Min Young and Jessica (4JH), Ho Young (4NT), Jun Seo and Seo Jun (4AS) have all shown their enthusiasm and quickly adapted to the routine in our classroom. We are sure they will have a challenging, yet enjoyable semester ahead.
This afternoon all Grade 4 students had opportunity to interview Ellen Hynes, who currently works in logistics with the United Nations and the World Health Organisation. She is currently working on the outbreak of Ebola in the Democratic Republic of Congo, and she also has experience working with two other UN agencies: UNICEF and the World Food Programme. Please see below for a sample of some of the student generated questions and a video clip from the interview.
Students brainstormed some questions prior to to our Skype interview and we narrowed the list down to nine questions with connections to our lines of inquiry.
1. What is the biggest crisis you have responded to? How did you respond to it?
2. How do you respond to different types of crises?
3. What are local responses to crises?
4. Do you accept government donations?
5. Can you respond to to crises at once?
6. How do you respond to a crisis if another organisation is already helping?
Grade 4 artists have been working hard experimenting with a variety of materials to find out what mark making techniques they enjoy working with. Along with these material investigations, the students have been planning for a series of miniature artworks based on a theme, message, or issue of their choice. These miniature artworks are called Artist Trading Cards or ATC’s.
Artist Trading Cards are 2.5 x 3.5 inches and use multiple layers involving a variety of media. ATC’s are also meant to be traded. This year we have an exciting opportunity to trade our cards with a school in the United States!
Here are some of the Grade 4 ATC’s that are completed. Many cards are still a work in progress before we send them off to other Grade 4 artists!
This week has seen us continue with our battery of fitness tests.
We have also introduced the movement and vault assignment for the next 6 weeks – Please see the documents attached.
As we move closer to sports day (March 29th) all students will be looking at Run/Jump/Throw activities also. So please talk to your students about their vault and movement assignments and keep March 29th free!
Regards Kit Murray and Karen Zheng
Ms. Melanie’s Experience During the Riyadh Compound Bombings
Being part of a community of teachers who have traveled the world has provided the Grade 4 students with an opportunity to enrich our ‘How We Organise Ourselves’ unit of inquiry.
This week, Ms. Melanie volunteered to share her experience of surviving a terrorist attack at her apartment compound in Riyadh, Saudi Arabia on May 12, 2003. We greatly appreciate Ms. Melanie sharing what must have been a very traumatic experience. Please see below for the slideshow that she shared as part of her presentation.