Friday, April 21, 2017

Yokoso Japan

Our Next Unit of Inquiry... 

Transdisciplinary Theme -- Where We Are in Place and Time

Central Idea: People's lives are influenced by the time and place in which they live.

Lines of Inquiry:
1. Physical and human features of the places we live
2. Lifestyles in different places (homes, schooling, entertainment, food, sport)
3. Ways in which our host country has changed over time

2A students at music class a long, long time ago

Hello Grade Two Parents! 
Are you interested in sharing your passions, interests, knowledge, or childhood stories with us? We are learning all about our host country, Japan, but we would like to learn about life in other countries as well.

Please let us know if you are interested.
Thank you!

And thank you very much to those of you who were able to attend our learning celebration last week! Also, thank you to the families that supported our class Easter parties. (-:

Inquiring into Oceans, Seas, and Rivers

Students in 2A have been learning how to use dichotomous and branching keys to identify marine animals. Using a dichotomous key as a tool and making their own, the students are developing the necessary skills for organizing data.

Success Criteria for Dichotomous Keys:

I can...
  • Use a branching key to identify objects.
  • Sort objects into two groups (this, not that).
  • Create a branching chart that is neat and organized so that others can use it.
  • Write directions how to use your branching chart.
First, the girls were introduced to the concept with "Monster Classification" with a dichotomous key.

"Some friendly monsters from a nearby planet have recently been discovered. A team of scientists were assigned the task of classifying and identifying them."


Following this activity, the students were introduced to a second kind of dichotomous keys called branching keys. Provided with pictures of warm-blooded and cold-blooded vertebrates, the students looked carefully at the animals' physical features to classify them according the to branching key.

Next was the fun part. Students were able to practice using dichotomous keys to classify and identify Jelly Belly jellybeans. Here is the dichotomous key we used.

After practice using dichotomous and branching keys, student made their own keys to help others identify marine animals. First the students cut out these fish and other marine animals and sorted them into two categories.

All these marine animals are served at sushi restaurants in Japan? At home, your daughter can use a key to identify them.

Wednesday, April 12, 2017

Learning Celebration: Sharing Opinion Pieces

2B students have created Google Slides presentations that address this Central Idea: 

Maintaining clean and healthy rivers, seas and oceans can help sustain life

We all have different opinions about how we can best keep our rivers, seas and oceans healthy. Students thought of a variety of different ways that can help protect sea life. They are moving on to their third line of inquiry - People's efforts to conserve seas and oceans.  Students are learning more each day about the direct impact that unhealthy oceans have on not only marine life, but human life as well.

With confidence and enthusiasm, 2B performed an opinion writing song and invited their parents to our classroom to share their writing. These students have persuaded their parents and friends to take action in saving our rivers, seas and oceans! Please enjoy these pictures and slides of a few of 2B's opinion pieces.

Thursday, April 6, 2017

Something Fishy About This Blog Post

This week grade two students observed different kinds of fish and squid as part of our unit of inquiry.

Curiously checking out the inside
Learning Intention: I am learning to identify and classify marine animals.

Success Criteria:
Draw marine animals with detail.
Use an identification key to name different marine animals.
Label the different parts of ocean animals.
Compare marine animals according to what they look like (observable features)

Skill Focus: Observation 

Caring: Students learned about treating animals with respect. 

Not afraid to handle a squid! Students could touch the marine animals gently

2B girls using their observation skills and drawing sketches

2A scientists cooperating

Looking eye to eye with a squid

She was ready to turn the fish over to observe the other side

Observing the pectoral fin

Interesting way to draw a detailed sketch

We were surprised how wide the mouth could open. Also the girls noticed how the mouth was connected to the gills.

2A and 2B students asked lots and lots of questions during this activity. Your daughter could extend her learning by identifying these fish using an identification key or a trip to the local supermarket. Then she can start researching on the internet or using non-fiction books to answer her questions and find out more.