This Term has seen 2C busy investigating survival and how humans can help animals survive.
After investigating habitats of different animals, we considered what we were noticing at school. Students have explored our local environment and noticed that rubbish from the school yard is ending up in the frog bog and they have noticed that some children are throwing rocks into the frog bog and running through it.
2C researched frogs and pond habitats and discovered that frogs need clean water to survive. After discussing as a whole class, 2C decided a sign might encourage others to keep the frog pog clear of rubbish.
Here are just a few signs created by some students.
Students are currently collaborating as a whole class to design 1 sign that we can all contribute to and place at the frog bog to remind everyone to keep the frog bog clean and not disturb its habitat.
Students were asked to write down how they could do things differently this week, so that they could be a stronger student, and more supportive classmate and friend.
Zoey posted “help people in the classroom”.
Shambo posted “I will do more writing and be the first person to sit on the floor”.
Anvita posted “I will be responsible to the teacher and my classmates”.
Tali posted “come to school to learn and get strong”.
We have also been busy exploring place value during mathematics.
Place value is the position of a number that tells what value it is assigned. For instance, it helped some students see the difference between the $20 they received for their birthday and the $500 price tag for a new iPad.
Here is students use Base 10 blocks (also called MAB) to represent the 3 digit number nominated by the class:
As a class, we created an Anchor Chart for us to refer to when continuing our exploration on place value.
Here a student uses the Base 10 blocks to create his own MAB Monster:
When he finished – he then wrote down how many blocks were used to make this monster in standard form, expanded form and word form.
2C has been very busying collecting information about various cultures and have been able to share a wealth of information based on their own culture.
Thank you to all the families who helped their child complete the My Culture information sheet which students shared with one another and these are a great addition to our CBL wall on Identity.
We have been making use of a flat map to help our class realize how big the world is and the countries that we or our parents were born in. This has helped to get students curious about exploring the world and its many cultures. From here, students were able to research and draw the flag to match the country they linked to. This was one of the things they were curious about at the beginning of our inquiry.
Students in 2C have enjoyed sharing their cultural traditions and many have shared how they participate in cultural activities and/or celebrations.
Harshaan and Simrat shared information about Diwali and told us that it is a very important holiday to India providing – “It is like festival or a festival of lights because of the lights lit during the celebration”. They also said ” Holi is the festival of colors”.
Amna created her own information sheet and shared her research with the class so we could see about artifacts from Pakistan.
Sethumlee collated images on her iPad and air-played these in class for us to view.
2C began week 5 with discussions based on the following questions:
What does growth mean to you? What does effort mean to you?
Some actions and behaviours that students say demonstrate effort include:
“trying our best” – Hashaarn
“asking for help” – Alana
“choosing a good spot to work so you won’t be distracted by your friends” – Diamond
“staying focused on your work” – Anvita
Actions that students often say show a low level of effort include:
“letting yourself be distracted” – Noah
“not trying” – Ikraan
“rushing to finish when Miss Rudd says it’s time to pack up” – Simrat
Based on the discussions we created an Effort Chart as a class which is displayed in the classroom for students so they can refer back to it.
I also use the Effort Chart to praise students who are making a ‘super star’ effort as it is important for students to realise that the amount of effort they put in is more important than intelligence and the amount of effort will impact on their achievements greatly.
During week 4 in 2C we started exploring skip counting.
We began our exploration by thinking how skip counting helps us everyday.
Amna said skip counting helps us tell time.
Bara said it would help him count his money.
Whilst we all agreed that skip counting is an important skill for 2nd grade because it will help us multiplication.
Skip counting is important not only because these mathematical activities and skills are developed and used in the classroom, but they are also a basic skill students can apply in life outside school. Activities such as shopping and shopping are made easier by acquiring the ability to skip count. Some students, particularly those who play sport, may not even realize they are skip counting when scoring for games such as basketball and football.
During our exploration we created a Counting by 5s classroom poster. Each student traced their hand (indicating 5 fingers) so we could practice skip counting by 5s:
We also had the opportunity to count by 10s and worked on puzzles involving skip counting patterns:
2C especially enjoyed doing paper chains to create a skip counting pattern of their choice. We explored skip counting by 2s, 5s and 10s whilst some students explored skip counting by 3s and 4s.
During Week 3 we started to explore our CBL topic on Identity. By tuning in and finding out about life in Australia, students develop understandings about how symbols, rituals and places reflect the identities of different groups in Australia.
In 2C we brainstormed what we already knew and what we wanted to learn more about.
2C are very keen to explore more about their own identities, what flags look like from around the world, how people celebrate around the world and how many ways we can all say hello in different languages.
Student voice helps pave the direction for our learning.
We have been busy learning about our school values.
Demonstrating their awareness of the school value of responsibility, students created responsibi”trees”.
Students then utilised Y charts to think about spaces and activities from three perspectives.
Looks like… Sounds like …. Feels like….
This is a great way to get students thinking of not just the what’s but the whys.
Exploring school values is something we will continue to do during the year. Grade 2C students have incorporated the school values into the Classroom Agreement which was signed by all students as a promise to each other: