Elm Class, Blog 3, 2022-2023

Literacy

Elm are currently reading The London Eye Mystery by Siobhan Dowd and have enjoyed trying to work out the whereabouts of Salim, the boy who went up on the London Eye and never came down. They have discussed the possibilities and written diary entries for the boy’s worried mother and for Salim himself, based on their theories for his disappearance. The book’s narrator is an autistic teenager called Ted who struggles with social interaction and whose attempts to decode language (he often takes idioms literally) as well as body language are both touching and humorous. The book lends itself to reflection and discussion about autism and a different way of seeing the world. The book has lots of cultural references for the class to explore, from the Tate Modern and Andy Warhol to Shakespeare’s The Tempest and the tower blocks that Ted’s father knocks down in his role as a demolition expert.

French

Beginners group with Joanna

We have been very busy this term in French class. The students have been learning new verbs such as avoir (to have) et étre (to be) au présent as well as learning about ‘les déterminants’ (determiners) those little words that are placed in front of the noun and that determine whether or not the noun is masculin/féminin ou pluriel (ex: le, la, les, un, une, des, mon, ma, mes, ce, cet, cette, ces). They have also learned a poem and presented it very successfully (videos hereunder). Since we are living in France ‘pays de la gastronomie’ we have also had the opportunity to celebrate La Galette des Rois & La Chandeleur by baking galettes and making crêpes with the two other French classes.

Intermediate group with Christine

From January to February we explored the world of collections and passions, with Antoine, one of the eight students featured in our study manual. As a reminder, in December we had spoken about the topic of houses with Manon. Through this new topic, we discovered the collections and passions of Antoine and then gave all the students the opportunity to give a presentation of their own collections or passions. By doing this, we learned that one of the students has a passion for shells, another for turtles, specific books, specific cats, dogs…

As each student gave their presentation, others were able to ask them questions about their passion (why, since when, how many…?)

In order to speak about their passions, they had to use some specific sentences such as « ma passion c’est… », « je suis passionné(e) de… », as well as specific adjectives (ce/cet/cette/ces). Those who asked questions also had to master questions « how many/combien de » etc.

In this lesson, we also had to master numbers up to 100 (orally and in writing) when speaking about prices or pocket money.

Alongside this topic, the class learnt a poem about Winter, and because of Epiphany in January and Pancake Day in February, we spent time reading and preparing two popular recipes « galette des rois » and « crêpes ». Cooking is appreciated by all the class and it was fun for us all to work together.

After the break, we will start a new lesson with Akiko who will speak about food, recipes, and healthy meals.

Advanced group with Marie

Cette troisième période a été bien chargée au niveau des apprentissages. Les élèves ont continué d’intégrer les notions de français.

en grammaire: les différentes propositions, voix active/ voix passive, les compléments de verbe (cod, coi)

en conjugaison: les temps du récit imparfait/passé simple, le passé composé, le participe passé/infinitif

en orthographe: le pluriel des noms et des adjectifs, le féminin des noms et des adjectifs, une dictée préparée

en mémorisation: 2 poésies ont été apprises et récitées

en littérature: choix d’un livre de lecture (Cheval de guerre de Michael Morpugo) puis fiches à rédiger en répondant aux différentes questions, étude du genre poétique et versification

en expression écrite: employer un verbe pour construire une phrase

2 évaluations ont lieu pendant cette 3ème période.

French IMYC with Marie

Durant ce terme, les élèves ont continué à étudier les explorateurs. Ils ont d’abord fait des recherches sur un des célèbres personnages (Zheng Hu, Christoph Colomb, Magellan, Vasco de Gama, Marco Polo, Jacques Cartier, Bartolome Dias), puis ils ont élaboré des affiches par groupe de 2 ou 3 enfants.

Ensuite, ils ont construit un des 3 objets utilisés par ces grands explorateurs

– le groupe des caravelles

– le groupe des globes

– le groupe des boussoles

Ils ont appris et chanté 2 chansons: Les petits souliers de Guy Béart et Aux Champs Elysées de Joe Dassin.

Geography

This term Elm learned to distinguish between physical and human geography. They learned that human geography involves trends and patterns in human population and the impact of human activity on the environment. They then learnt about land use and economic activity and trade links. As part of this, the class looked at the journeys that products, such as bananas and cocoa beans, take from farm to store, a multi-stage process more complex than they had imagined. This led to a discussion about Fairtrade and why this organisation had been set up. Working in pairs, the pupils chose a specific Fairtrade product and investigated the countries in which it is produced and the benefits (or not) to the people involved in the numerous stages of the growing, processing and transporting of these products to our shops.

History

The Elm class explored the changes and the great discoveries related to the Renaissance period. They looked at the amazing improvements that the Renaissance brought to Europe, looking at art, architecture and science. The Elm class analysed the extent of the change that occurred between the Middle Ages and the Renaissance, looking also at how inventions like the printing press stimulated the circulation of new ideas in Europe. They also learnt about the developments in towns and court, getting familiar with figures of Renaissance princes like Francis I and Henry VIII.

Science

Elm students learned about material changes to help them remember information about acids and alkalis and how they work safely in the laboratory. We had the chance to create a universal indicator from red cabbage and test it on different solutions. Students learned about Litmus paper and pH scale to identify the acidity of different materials and planned a full investigation to neutralize alkali or an acid.

ICT

Elm class focused on the creation of websites for a chosen purpose. They identified what makes a good web page and used this information to design and evaluate their own website using Google Sites. Elm class started a simple program to build in and test within the new programming environment, before transferring it to their micro:bit. They used Scratch to create a ping pong game.

Mathematics

In Statistics:

This term, Elms constructed and interpreted various tables, charts, and diagrams, including frequency tables, bar charts, pie charts, stem and leaf diagrams and line graphs. We practised solving comparison, sum and difference problems using information presented in bar charts, pictograms, tables and line graphs. Elm students worked on solving different statistics problems where information had to be analysed in order to calculate the required average: range, mode, mean and median.

In Probability and ratio:

During this unit, we discovered vocabulary related to probability and know that Impossible, Unlikely, Even Chance, Likely and Certain relate to 0, 1/4, 1/2, 3/4 and 1, respectively. We then solved probability problems where we had to find all possible outcomes and calculate the probability of the desirable outcome. We then moved onto solving problems with ratio and now know how to simplify ratios and how to use ratio to compare quantities.

On the 2nd of February Elm and Cedar students participated in Les Concours Archimède. Les JEUX ÉNIGMES SOLIDAIRES pour collégiens francophones depuis 1989.

These puzzle games allowed children to highlight their knowledge, clearly express their mathematical thoughts and use their sense of observation.

37th International Mathematical Games

6 of our Elm and Cedar Mathematicians will participate in the 1/2 final of the 37th International Mathematical Games and on the 18th of March will proudly represent our school. Good luck with crunching those numbers and solving tricky logical problems.

Design and Technology

Elm students will proudly represent our school in the Thomas Edison Pitch Contest where they will present their prototype, explain how it works and what difference it will make. Most importantly, Elms will work in teams and will try their best to achieve their set goals collaboratively.

Helped out with the compost bin,
And wormery contraption.
Participated in “Thomas Edison competition”,
And have acquired the DIY foundation.

Automated food dispenser for dogs
Is under construction creation.
And quite tricky system to create water
Out of thin air is our ambition.

Measuring, thinking,
designing and plotting .
Think outside the box
And nothing is blocking.

Will work hard on our projects,
To make our future brighter.
Do you know what was invented first,
Matches or lighter?

Teamwork approach,
And communication,
We will pull it through even during our holiday,
If we will find dedication.

Art

Over the course of this term, the Elm class explored the work of Pointillist painters, looking at the work of artists like Paul Signac and Georges Seurat. Each student focused on a different subject to portrait, creating different kinds of landscapes and using both their memories and their imagination to create them. By using paint, the students created their own Pointillist piece of art, working on the relationship between light and shades of colours.

Drama Workshops

Over the course of this term, our Elms practised improvisation and learnt how to incorporate body language, face expression and the use of voice in an improvised performance. Students worked in different groups, creating improvised scenes based on different stimuli, like a specific scenario or a group of objects. The Elm class also learnt how to give feedback when watching a performance, highlighting elements of appreciation, and providing suggestions.

Creative Writing Workshops

Global perspectives

The Elm class conducted research on different languages spoken around the world. They investigated the ways in which languages have been developed and linked to different cultures. They looked at very known languages – like German and Dutch – but also at languages spoken in smaller areas, like Maltese and Welsh. The outcome of their research was communicated through the creation of a short booklet that included all the most relevant information about the targeted language, including links to literature, movies and drama pieces produced in that language.

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Cedar Class, Blog 3, 2022-2023

Literacy

Cedar are currently reading The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson, their second Victorian novella following last term’s A Christmas Carol by Dickens. The class are building on their understanding of Victorian England, particularly London, which at the time of this story was the richest city on Earth, yet with some of the world’s poorest slums. Besides reading the book and interpreting the themes of duality in human nature as well as in society, the class are learning about the culture of the era with regard to science, religion, literature and art to gain an understanding of the world that Robert Louis Stevenson lived in and to put into context Victorian literature.

French

Intermediate group with Christine

From January to February we explored the world of collections and passions, with Antoine, one of the eight students featured in our study manual. As a reminder, in December we had spoken about the topic of houses with Manon. Through this new topic, we discovered the collections and passions of Antoine, and then each student had the opportunity to make a presentation of their own collections or passions. By doing this, we learned that one of the class has a passion for shells, another for turtles, specific books, specific cats, dogs…

While the students made their presentations, others were able to ask them questions about their passion (why, since when, how many…?)

In this lesson, we also had to master numbers up to 100 (orally and in writing) when speaking about prices or pocket money.

Advanced group with Marie

Cette troisième période a été bien chargée au niveau des apprentissages. Les élèves ont continué d’intégrer les notions de français.

en grammaire: les différentes propositions, voix active/voix passive, les compléments de verbe (cod, coi).

en conjugaison: les temps du récit imparfait/passé simple, le passé-composé, le participe passé/l’infinitif.

en orthographe: le pluriel des noms et des adjectifs, le féminin des noms et des adjectifs, une dictée préparée

en mémorisation: 2 poésies ont été apprises et récitées

en littérature: étude du genre poétique et versification

en expression écrite: la phrase et sa ponctuation

2 évaluations ont lieu pendant cette 3ème période

French/English IMYC with Joanna

This term Cedar worked on a very important topic: the Student Council. They began the term by introducing the topic to Oak and Elm students showing their skills of public speaking, getting their points across, speaking in a clear & concise way to be understood by all. During these meetings the 0ak & Elm students voted for the person they wanted to represent their classes for the rest of the school year (Arwen for Elm and Chloé for Oak). In further meetings the aim was to brainstorm within each class (Cedar students being the activity leaders) on any suggestions students would want to present to the Head of School (they discussed various things such as the cantine, computers, field trips, equipment, craft workshops, fundraising etc). At the end of this term the Student Representatives held their very first & very successful Student Council meeting with the Head of School where all these subjects were discussed. The 3 classes also voted on a beautiful motto : Learning to Love and Loving to Learn and created a ‘Pass on the Positivity poster’.

Ils ont appris et chanté 2 chansons: Les petits souliers de Guy Béart et Aux Champs Elysées de Joe Dassin.

Geography

The focus this term was Africa and after testing our knowledge of the countries in this vast continent (by trying to identify them on a blank map), each member of the class selected a particular country to research. They looked at its geographichal location, weather and climate, population, physical and human features and, where applicable, tourism and its effects. They also researched historical facts about the country and changes in population, economy and migration over time. The class looked at the effects of climate change, desertification where relevant, rural to urban migration and the particular strengths and challenges facing their selected country.

History

Our Cedars have been engaged with the study of the struggles for civil rights conducted by African Americans in the USA between the 1950s and 1970s. The students looked at the life of famous African Americans, like Jesse Owens and Martin Luther King. They also explored how African Americans fought for their civil rights, looking at the different ways in which they protested over the course of twenty years. Alongside that, our Cedars practised analytical writing, getting more and more familiar with a paragraph structure used to answer GCSE style questions.

Science

Cedar students enjoyed learning about more chemistry concepts around the electron’s arrangement in shells; they learned about chemical and physical properties of group 1 and their reaction with water and metals. Cedar also explored the properties and trends of halogens and noble gases. Cedar students are now capable of naming metal-metal and metal-nonmetal compounds. They explored the different chemical bondings like covalent and ionic bonds.

ICT

In this unit, Elm students explored the concept of variables in programming through games in Scratch. First, learners find out what variables are and relate them to real-world examples of values that can be set and changed. Then they use variables to create a simulation of a scoreboard. They used the Modify-Create model in which learners experiment with variables in an existing project and then modify them before they create their own project.

Mathematics

In Statistics:

Cedar students constructed and interpreted various data tables, charts and diagrams, including frequency tables, bar charts, pie charts, pictograms, line graphs, stem and leaf charts and scatter graphs (correlation). Cedar students can clearly distinguish between positive and negative correlation, identify if it is strong, moderate or weak and understand that all outliers are not taken into consideration while drawing the line of the best fit. We then dived deeper into the construction of pie charts and calculated desirable percentage and number of degrees for the specific group of data. We also solved probability problems where we had to find all possible outcomes and calculated the probability of the desirable outcome. We then moved onto solving problems with ratio and proportion and now know how to simplify ratios and how to use ratio to compare quantities.

On the 2nd of February Elm and Cedar students participated in Les Concours Archimède. Les JEUX ÉNIGMES SOLIDAIRES pour collégiens francophones depuis 1989.

These puzzle games allowed children to highlight their knowledge, clearly express their mathematical thoughts and use their sense of observation.

37th International Mathematical Games

Design and Technology

So they say that I worked hard this term… I had better put my feet up then, I think I deserve it.

Mrs. Harrington would agree…

Art

Our Cedars looked at the life and work of the Russian painter Wassily Kandinsky, looking at the links between art and music suggested by his paintings. Using Kandinsky’s art as inspiration, Cedar students explored the use of lines, shapes and colour to communicate different moods. Over the course of the term, each Cedar student chose an instrumental piece of music to be represented through abstract painting, using both water colours and paint.

Drama Workshops

During this term, the Cedar class began to work on Agatha Christie’s “The Mousetrap”. The Cedar students started to read and perform the first act of the play, also doing significant work on tweaking and adjusting the play to the performance that they wanted to create. Our Cedars also worked on the study of their own characters, using the “hot seat” activity as a way to explore the background and the main characteristics of their own characters. The students designed their own questionnaire for the “hot seat” activity, reflecting on the best questions to explore the complexity of their characters.

Creative Writing Workshops

Over the course of this term, the Cedar class continued their creative writing workshops, looking at how to edit their own fictional texts. The students learnt how to make small or bigger changes to their own writing, making sure that their fictional piece of writing included the main elements of narrative conventions. By doing that, the Cedar students appreciated the complexity of the editing process, learning how to modify their text to convey a specific meaning.

Global perspectives

Over the course of this term, the Cedar class learnt how to create an academic poster to communicate the outcomes of their research. They focused on migrations – choosing case studies appropriate to answer their research questions. Working in two groups, the students designed their own posters, working on all the relevant sections, like the presentation of the research questions, the discussion of the methodology and the conclusions they developed from the results of their research.

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Oak Class, Blog 3, 2022-2023

Literacy

This term’s lessons were built around the book The Firework Maker’s Daughter, which we will continue to read next term. The class have enjoyed meeting the characters in the book and discussing their personalities. The story led us to learn about fireworks, their history and the ingredients used to make modern day firework displays, not so different from when they were invented in China many centuries ago. The class learnt how different chemicals are used to give colour – copper, barium , strontium and sodium – and created their own firework recipes, giving step by step instructions, using the imperative form of verbs and relevant time conjunctions.

The class also learnt poetry this term, two poems by Christina Rossetti, ‘Who has Seen the Wind’ and ‘Hurt No Living Thing’ as well as ‘February’ by E N Bodecker. The class were able to recite these beautiful poems by heart and write them out, too.

French

Beginners group with Joanna

We have been very busy this term in French class. The students have been learning new verbs such as avoir (to have) et étre (to be) au présent as well as learning about ‘les déterminants’ (determiners), those little words that are placed in front of the noun and that determine whether or not the noun is masculin/féminin ou pluriel (ex: le, la, les, un, une, des, mon, ma, mes, ce, cet, cette, ces). They have also learned a poem and presented it very successfully (videos hereunder). Since we are living in France, ‘pays de la gastronomie’, we have also had the opportunity to celebrate La Galette des Rois & La Chandeleur by baking galettes and making crêpes with the two other French classes.

Intermediate group with Christine

These first two months of the year were much the same as the two previous ones in the organisation of lessons. Vega and Sophie take part in the calendar activity, the oral presentations of the older ones, and in the debrief of the weekend each Monday morning. After that, Vega and Sophie each have specific work according to their level. Each of them is developing their French reading and writing skills at their own pace. Two special events took place this term; in January, we prepared the traditional « galette des rois » for the feast of Epiphany, and in February we prepared « crêpes » for Pancake Day. The class really enjoyed this baking time, as well as spending time with the other students from all classes.

Advanced group with Marie

Cette troisième période a été bien chargée au niveau des apprentissages. Les élèves ont continué d’intégrer les notions de français:

en grammaire: phrase simple/phrase complexe, voix active/voix passive, les compléments de verbes (cod, coi)

en conjugaison: le passé simple, le passé composé, le participe passé/l’infinitif

en orthographe: les sons g/j, s/ss/c, k/q/c, le pluriel des noms et des adjectifs

en mémorisation: 2 poésies ont été apprises et récitées

en littérature: choix d’un livre de lecture puis étude de différents passages du livre, le genre poétique et versification, lectures silencieuses

2 évaluations ont eu lieu pendant cette 3ème période.

French IMYC with Marie

Durant ce terme, les élèves ont continué à étudier les explorateurs. Ils ont d’abord fait des recherches sur un des célèbres personnages (Zheng Hu, Christophe Colomb, Magellan, Bartoleme Diaz, Jacques Cartier, Marco Polo, Vasco de Gama ) et puis ils ont élaboré des affiches par groupe de 2 ou 3 enfants.

Ensuite, ils ont construit un des 3 objets utilisés par ces grands explorateurs

– le groupe des caravelles

– le groupe des globes

– le groupe des boussoles

Ils ont appris et chanté 2 chansons: Les petits souliers de Guy Béart et Aux Champs Elysées de Joe Dassin

Geography

This term Oak learnt about the structure of the Earth and about volcanoes and earthquakes. The class learnt that the Earth has four main components: the crust, the mantle, the outer core and the inner core and that each layer has a unique chemical composition and physical state and can have a dramatic effect on life on Earth’s surface. The class learnt about the theories of Continental Drift and plate tectonics as well as the Ring of Fire, a path along the Pacific Ocean characterised by active volcanoes and frequent earthquakes.

History

During this term, our Oaks looked at life in ancient Egypt, exploring many different topics. They looked at the way in which ancient Egyptians settled around the Nile and built temples and pyramids. They also looked at the Egyptian religion, exploring the different gods and goddesses that were worshipped. They also worked on the Egyptian alphabet, learning how to write their own names with hieroglyphs.

Science

Oak class enjoyed learning about metamorphic, igneous and sedimentary rocks and their properties. They had the opportunity to make an experiment about rocks’ permeability and test their hardness. They examined a set of rocks and named the most common, based on traits and criteria. They identified and displayed the rock cycle and classified rocks as natural and human made.

ICT

Oak students explored the concept of variables in programming through games in Scratch. They have to find out what variables are and relate them to real-world examples of values that can be set and changed. Then they use variables to create a simulation of a scoreboard. They created games and storyboards and applied their knowledge of variables and design to improve their games in Scratch.

Mathematics

Calculating, measuring and understanding shapes:

Oak students worked on measuring and drawing simple 2D shapes and then converting them into compound shapes. Students practised identifying the main properties of 3D shapes and looked for various 2D shapes present in them. Young Oaks then drew polygons and classified them by identifying their properties, including their line of symmetry. Students worked on visualising 3-D objects from 2-D drawings, made nets of common solids and measured their volume. To deepen our knowledge of 3D shapes, we experimented with cubes/pyramids and cones/cylinders and solved practical volume problems. We filled them with water and found out that the volume of a cone is 1/3 of the volume of a cylinder where the base and height is the same in both shapes.

In Statistics we solved comparison, sum and difference problems using information presented in bar charts, pictograms, tables and line graphs.

Design and Technology

As part of our collaborative project with Birch and Walnut Classes (and some Cedars came to help), we worked on designing our very own Compost Bin that we will be using next term. Linking our topics in Design & Technology and Mathematics, the children accurately measured the angles, calculated the distance between the planks of wood and used properties of 2D and 3D shapes on their designing journey. Oaks realised the importance of measuring angles and clearly saw that measurements have to be accurate in order for the different parts to fit together correctly.

So there we were,
Cutting and drilling.
Measuring, thinking
Worked well as a team and were quite willing.

We will grow our own veg,
That are very organic.
Will get our hands dirty,
But will wash them, don’t panic.

Compost bin creation,
We have conjured together.
Nothing could stop us,
Even cold weather.

Greenhouse effect
we have discussed in science.
Picked up quite a lot of new things
And self reliance.

Wormery we built,
For our best friends worms.
Amazing things they do,
We hope everyone knows.

Raised beds, greenhouse
And wormery construction.
Enthusiasm was pumping,
Like a volcanic eruption.

Still a long way to go
But we will manage.
Automated watering system, birdfeeders and scarecrow creature.
Hey mum, do you know how to use a drill?
Just look at this, I will teach ya.

Green Garden Project just started,
But we are already delighted.
If you would like to come and help,
Don’t hesitate to come forward, you are invited.

Art

Over the course of this term, the Oak class looked at the Pointillist movement, exploring the work of painters like Georges Seurat and Georges Lemmen. Each Oak student focused on a different type of landscape – real or imaginary – and represented it through the use of Pointillism. Our Oaks mainly used paint and learnt how to create different gradients of colours, focusing on the way light may impact the choice of the colouring effects that they want to create.

Drama Workshops

During this term, our Oaks worked enthusiastically on improvisation, learning how to create short scenes based on different given scenarios. The Oak class learnt how to make use of different elements – voice, face expressions and body language – when improvising a short performance. Oak students continued to work in small groups, learning how to work with everyone in the class and creating a supportive and positive environment for performances.

Creative Writing Workshops

Over the course of this term, the Oak class looked at the editing process, learning how to modify the drafts of their stories and to develop the final version of their texts. The Oak students learnt how to modify their own texts, adding details or changing the way they have expressed a certain idea. The students enjoyed the writing and editing process and understood the importance of going back to their drafts before finalising them. By the end of the term, our Oaks had created their own book of fairy tales!

Global perspectives

Our Oaks researched about the prevention of food waste. The students have been very engaged, using personal and local perspectives when exploring the cause and consequences of food waste. While researching, the students made meaningful reflections, looking at the way food waste may happen and drawing interesting conclusions. The result of their research – that grouped very practical ways to prevent food waste at personal and local level – has been creatively presented in a very colourful poster.

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Chestnut Class Term 3 – 2023

We had a lot of fun this Term with our topic ‘Stories people tell’. We read many classic stories but we mainly focused on “The Hare and the Tortoise”, “Goldilocks and the three bears,” and “The gigantic turnip.” For Chinese New Year’s we explored Chinese stories that explain the festivities and the Chinese Zodiac and during Valentine’s day we read “Pete the Cat: Valentine’s day is cool.”

During this term we emphasized topics regarding environmentally friendly practices such as using our food and paper waste to make compost and we also discussed the process of planting and growing food, which we will continue through the remainder of the school year.

Making a compost bucket with the Maple, Birch and Walnut classes

We got together to introduce an important topic that will be a part of a big school project regarding composting and planting food. We made a compost bin using different materials that are leftover from our daily activities and snacks (e.g., paper, orange peels). We also made distinction between nitrogen and carbon and discussed how they go well together to make compost. We talked about what compost does for the earth and about being grateful for everything the planet gives us.

We identified the different materials that we dispose of on a daily basis and we discussed how they can be used to help the earth.

Nitrogen: We explored the different smells and textures of used materials like green tea leaves, coffee grains, orange peels, egg shells and , strawberry leftovers.

Carbon: We cut up our paper scraps and egg cartons into small pieces and mixed it with sawdust to help the nitrogen materials to decompose and to also help with the strong odours that come with rotting food scraps.

The Gigantic Turnip

During circle time we discussed more in depth about how the foods we have for snack will rot over time and we looked at some of our leftovers.

We complemented the composting lessons with this lovely story that is all about planting and farming vegetables.

We used different images and materials to learn about how we can plant seeds and roots to get food. We also use this as an opportunity to practice our math skills buy adding seeds then taking them away when we harvested them.

The Hare and the Tortoise

We had a lot of fun exploring this classic fable and understanding its message: “Slow and steady wins the race”. We also used the characters to learn more about biology and understanding the similarities and differences between a hare vs. rabbit and turtle vs. tortoise.

We also made hare and tortoise puppets, which gave us many opportunities to be creative when acting out the race and storyline.