Dear Parents of 5.2,
International Day is on the 6th of October and it is quickly approaching! We are excited to share our cultures and celebrate together on that day. We would love to have as much parent involvement as possible and besides sharing the day with your children, here are some ways you can participate:
Country Display: We will be making the Elementary School hallway's display boards available to parents to decorate. Each board will be assigned a country and you are welcome to come by and decorate during the week of 2nd October - 5th October. If you are interested, please let me know by email which country you are representing and I can try to connect you to other parents from that country.
Food: One of the highlights of International Day is the food! Please feel free to share your national dish with us that day. You can bring it in the morning for it to be kept in a safe place while you participate in the fun. Later, each country will have a table where you can place your food and we can celebrate the wonderful cuisines of the world together.
We are all looking forward to International Day, and hope you can join us for a morning of fun!
After tuning into migration stories worldwide, we each chose a current migration that interested us. Our inquiries ranged from the current refugee crisis in Europe, migrations from Mexico and Central America to the United States, and brain drain in New Zealand. We gathered information about the causes of migration and the changes the migrants have gone through from reputable sources and sorted out the information to make conclusions. Then, as good communicators, we presented our information on Google Slides to our class. As good global citizens we have empathy towards the men, women, and children who have been forced to migrate.
For our summative assessment in our Where We Are In Place in Time, we are inquiring into current migration stories. We hope to further our understanding of the Central Idea that "The Story of Humanity is a Story of Migration" through finding out data from several resources and sorting it out for recording. We will then take our information and go further with in in presentation form, adding our conclusions of the inquiry. We will be mapping, inquiring into causation and change, pushes and pulls, and using empathy to relate to the stories of people around the world. We will use our communication skills, building on our skills from the formative, to present our inquiry next week.
We are inquiring into the reasons people migrate and mapping stories of migration in 5.2. To help us understand these lines of inquiry we are investigating into our own migration stories. Firstly, we developed a variety of open and closed questions that we could use to interviewing our family members. We are using the information we have learned to create presentations that focus on the causation and change behind our migration stories. What are the reasons our family had for migration? How have we changed as a result of migration? Are the changes positive or negative? We are looking forward to assessing our peer presentations on Monday and learning all about our global migrations.
To find out more about the impact of migration on Singapore, we visited the Chinatown Heritage centre. It was a very eye-opening experience for many of us. To see how the early Chinese migrants lived made us appreciate the luxuries we have today. We learned about some of the pushes and pulls that drove the Chinese to come to Singapore and some of the changes they experienced as a result.
Today as a grade 5 group we got together to watch part of the Discovery Channel's: The History of Singapore. We took notes as we watched and created open-ended questions about the history of Singapore. Ms. Anji and I were impressed with the depth of the questions the students came up with. We will try to answer them during our trip to the Chinese Heritage Museum, in our library sessions, and in the classroom.
At first we were a little daunted by our first unit of maths, as the Central Idea seemed so difficult! However, when broke down the Central Idea, that "using our knowledge of the base 10 value system, patterns can be generalised" we saw that we had a great deal of pre-existing knowledge about our unit. Firstly we looked at place values up to the millions and investigated how much each number was actually worth! We partitioned the values and reflected on how they related to base 10 values. We created our own representations of numbers using our knowledge of operations, base 10 value, place value, and visual representations. We reflected on the process and the challenges we faced. Next we will apply our knowledge to patterns. Fantastic work 5.2!
Welcome to Grade 5!
If you have just made the move from Grade 4, I hope you enjoy your new class and I extend a special welcome from ISS to all our new students.
After meeting the students of 5.2 today I'm very excited for the upcoming year. Our first unit of inquiry is Where We Are in Place and Time, and I'm so interested to learn how our unique backgrounds shape our stories and learning experiences. It is exciting to be the guide for 5.2's final year in the PYP.
Mrs. Michelle Jasinska
I'm very excited to be the classroom teacher for 5.2! I hope you enjoy the window into our world as we complete our PYP journey in grade 5.