@mypypclassroom

STUDENTS ACTIVITIES AND WORK

 

Students are making mind map in sciences log book on habitat

Students are making mind map in science log book on habitat

Multiplication: using concept - packet of candy (there are three packet of candies and each packet has 2 candies so how many are there in total?)

Multiplication: using concept – packet of candy (there are three packet of candies and each packet has 2 candies so how many are there in total?)

Unit of Inquiry: natural r sources that was integrated to recycling. Students made their mind map on 3R from what they see and understand.

Unit of Inquiry: natural r sources that was integrated to recycling. Students made their mind map on 3R from what they see and understand.

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Sciences: students presenting one of the habitat using the graphic organiser by listing the type of animals that live in land, ocean, polar, desert

Science: students presenting one of the habitat using graphic organiser by listing the type of animals that live in land, ocean, polar, desert

Unit of Inquiry: natural r sources that was integrated to recycling. Students made their mind map on 3R from what they see and understand.

Unit of Inquiry: natural r sources that was integrated to recycling. Students made their mind map on 3R from what they see and understand.

Students made a multiplication song

Students presenting their own multiplication song

UI: students are finding out the finite and infinite resources on earth. Pictures are printed from home by students

UI: students are finding out the finite and infinite resources on earth. Pictures are printed from home by students

Reflection of a student What did I learned from UI today?

Reflection of a student
What did I learned from UI today?

After discussion students paste the pictures according the correct column. Their answers isn't wrong as they have thei own explanation on why they think certain resources will run out or will not run out at all.

After discussion students paste the pictures according the correct column. Their answers isn’t wrong as they have their own explanation on why they think certain resources will run out or will not run out at all.

Students are forming sentences using th key words: verbs, adjectives,nouns, what , when, where, how, who

Students are forming sentences using th key words: verbs, adjectives,nouns, what , when, where, how, who

Checking the answers

Checking the answers

Students presenting to show their understanding

Students presenting to show their understanding

UI Activity 3 : Students were given key words that related to Central I sea to brainstorm their ideas or understanding using mind map

UI Activity 3 : Students were given key words that related to Central I sea to brainstorm their ideas or understanding using mind map

Students present their understanding from the activity about natural resources and its importance to human

Students present their understanding from the activity about natural resources and its importance to human

UI Activity: Students to draw the image of another student and list down the things that we need to use to survive from natural resources

UI Activity: Students to draw the image of another student and list down the things that we need to use to survive from natural resources

What I need to survive and where do I get it from?

What I need to survive and where do I get it from?

UOI 3 Blue board

UOI 3 Blue board

What have they learnt from the book that they were reading that can be related to the UI topic. Suggest would be best to use for unpacking Central Idea

What have they learnt from the book that they were reading that can be related to the UI topic. Suggest would be best to use for unpacking Central Idea

Students posting their notes on what they've learnt

Students posting their notes on what they’ve learnt

Each students gets different books that is related to the natural resources. Students will then write something they learn from it : e.g.: I learn that we can water from the ocean

Each students gets different books that is related to the natural resources. Students will then write something they learn from it : e.g.: I learn that we can water from the ocean

about water

about water

about sea animals

about sea animals

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SS writing one thing that is important to them "one thing that I learn from this book which is important to me is ... "

SS writing one thing that is important to them
“one thing that I learn from this book which is important to me is … “

Unit 3 Library books on UOI: Natural resources

Unit 3 Library books on UOI: Natural resources

Students work

Students work

Difference and examples on flowering and non flowering plants

Five things I learn today

Five things I learn today

Students work

Students work

ss making mind maps on Habitat in Science log book

ss making mind maps on Habitat in Science log book

students paste their work on board to do comparison and checking answers between other groups

students paste their work on board to do comparison and checking answers between other groups

SS using ruler to measure the length of pictures given

SS using ruler to measure the length of pictures given

Using poster to find key words on measurement

Using poster to find key words on measurement

making actions and sentences simultaneously

making actions and sentences simultaneously

 

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SS update on their Summative assessment progress weekly

SS update on their Summative assessment progress weekly

In the process of making

In the process of making

SS practising their presentation in groups

SS practising their presentation in groups

Summative assessment UI2: Diorama on food process

Summative assessment UI2: Diorama on food process

UI 2: products and process  Students choose their favourite food and find out what is that particular food made up of?

UI 2: products and process
Students choose their favourite food and find out what is that particular food made up of?

Celebration of learning

Celebration of learning

Students presenting their posters based on the UI books that they have read.

Students presenting their posters based on the UI books that they have read.

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Kids on their field trip in a national art museum. Observing different kinds of images.

Kids on their field trip in a national art museum. Observing different kinds of images.

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Celebration of Learning. Students presenting the evidence of the learning that takes place in school.

Celebration of Learning. Students presenting the evidence of the learning that takes place in school.

Students are making brochure for the summative assessment.  Brochure includes information about the images based on the different topics they choose.

Students are making brochure for the summative assessment.
Brochure includes information about the images based on the different topics they choose.

Students cutting pictures from newspaper to make an advert.

Students cutting pictures from newspaper to make an advert.

Students are enjoying the talk from guest speaker.

Students are enjoying the talk from guest speaker.

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Students presenting their group work after putting in information on the images.

Students presenting their group work after putting in information on the images.

 

Students writing information on the images they see. ( sign and symbols)

Students writing information on the images they see. ( sign and symbols)

Students present the experiment to others

Students present the experiment to others

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Presenting what is noun and the list of nouns that they have found

Presenting what is noun and the list of nouns that they have found

Grouping the nouns

Grouping the nouns

A spiral image where they write on something they know. Eg: images- signs and symbols

A spiral image where they write on something they know. Eg: images- signs and symbols

Myself stick

Myself stick

Making an image of a noun.  Relating it to the UI: images

Making an image of a noun.
Relating it to the UI: images

About me activity for ice breaking

About me activity for ice breaking

Myself stick. With the image of themselves and compliments from their friend. Ice breaking games

Myself stick. With the image of themselves and compliments from their friend. Ice breaking games

Introducing myself to others. They will only be able to talk if they get the soft toy

Introducing myself to others. They will only be able to talk if they get the soft toy

addition: cut two different colour papers into strips  4(PINK)+3(GREEN)=7

addition: cut two different colour papers into strips
4(PINK)+3(GREEN)=7

Planner/Tag checklist

Planner/Tag checklist

Addition (number bond) using coloured papers

Addition (number bond) using coloured papers

Yellow ribbon campaign

Yellow ribbon campaign

Scrapbook for home summative assessment

Students writing wishes to the South Korea ferry victims

Students writing wishes to the South Korea ferry victims

Living room

Living room

The lucky seed role play

Role Play : UI summative assessment

First weeks of school

Students write their essential agreement

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PYP Learner Profile

PYP Key Concepts

classroom management – smileys

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Essential agreement

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mini whiteboard – group question & answer session after lesson

Learning different emotions using songs /picture

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Counting using pasta – number bond

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PYP Attitudes

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Play area

classroom manipulative for math

classroom use

Summative assessment: making mobile emotions

Six Thinking hat

Students write questions based on the central idea using wonder wall

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