This morning, we began discussing time. We started by talking about all of the things we know that take about an hour. Some answers included: swimming lessons, watching a movie, grocery shopping, etc.
After this, children were told that today we will be learning about telling time to the hour. The students attention was drawn to the classroom analogue clock. We talked about what we noticed about the clock, mentioning the numbers around the clock face, the differences between the hands on the clock and what we know about telling time. We addressed that an analog clock shows the time by the positions of the hands. We discussed how digital cocks have no hands. We identified the hour hand and the minute hand, discussing the everyday meaning of hand, as well as its meaning in this context. We noticed that the hour hand is shorter and the minute hand is longer. The hour hand also moves more slowly than the minute hand. Today we focused on the hour hand. Looking at the analog clock, we compared the hours on a clock to chapters in a familiar book. When reading Chapter 1, you are still in Chapter 1 even as you get closer to Chapter 2. The last page of Chapter 1 is still in Chapter 1, even though you are only one page from Chapter 2. Similarly, even when the hour hand is close to 2 o'clock, it is still moving through the 1 o'clock hour until it reaches 2 o'clock. Using our demonstration clock, we moved the hour hand around several more times, stopping at various on-the-hour positions, letting children call out the times. After this, students used a colored pencil or marker to color the section of the clock that is part of that hour, changing colors for each number, then working with a partner, asking them what the hour was at different intervals.
Today, we began our research for our end of unit project. Students are working in three groups; blizzards, tornadoes, and hurricanes. They will be working together to find information about how their extreme weather is formed, how to stay safe in it, what it is, and other facts.
They will use their research to write weather reports. We will be filming these weather reports next week against our green screen. This is one of my favourite educational technology projects we will be doing in first grade. I will be asking you to send some weather related clothing in with your child next week, in order to make this more believable. I am hoping that I can invite parents in on Friday afternoon to view a screening of our finished weather reports. I will keep you posted on the process.
You may have noticed some words appearing on the wall outside of Mrs. Amanda's classroom. These words are our IB learner profile attributes.
At the heart of the IB is the “learner profile”, a long- term, holistic vision of education that underpins all three programmes and puts the student at the centre of everything we do. The learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international-mindedness”. The learner profile unites us all with a common focus: on the whole person, as a lifelong learner. It applies to us all – student, teacher, parent or administrator – for we are all continually learning. I will be addressing these learner profile attributes more thoroughly over the next month as we lead up to our IB visit. The PYP students are also working on painting a mural. I am a firm believer in the importance of these attributes and character education for every child. Please let me know if you have any questions about the IB PYP programme. I have also posted some info below for you to familiarize yourself with.
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March 2017
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