Children are back to school – since May 11th, except Middle School students, who are back on track with school as usual, but from home, thanks to the excellent teachers and support staff.
On the first few days, children made the most of the beautiful weather and spent time outdoors, doing many activities outside when possible.
Teachers were not only able to continue the curriculum with students, but also bring in a fun factor to keep them engaged.
The COVID-19 pandemic allowed FISP teachers to be even more creative in many ways. Students were (still are at the time of writing) following school classes from home via an online application and classes carefully prepared and tailored by all teachers.
Here’s Vlad with one of his videos for the Elm Middle School class.
The Parent Association us still playing a pivotal role in communicating news and updates to parents and liaising with the teacher and school admin.
The Parents Association have ordered reading books for all the children, gifts in lieu of various events missed due to Covid-19, as a ‘welcome back’ gift.
Read articles, watched videos, and learned about different types of robots currently in existence.
Presented in front of the class about a robot they had independently researched.
Learned about how robots have been represented in science fiction, such as Stanley Kubrick’s HAL 9000 character from 2001: A Space Odyssey (1968).
Were introduced to classical science fiction literature. Pupils either read The Hitchhiker’s Guide to the Galaxy by Douglas Adams (1979) or The Iron Man by Ted Hughes (1968).
Wrote a story about a picnic using literary techniques such as imagery or similes.
Wrote a news article written in a factual style.
Wrote a book review highlighting major themes of the book without revealing pertinent information.
Created a song related to their book.
One Elm read and analysed the novel Fever: 1793 by Laurie Halse Anderson and compared it to the Coronavirus pandemic.
Practised identifying and properly conjugating the three different conditional tenses.
Practised direct speech and reported speech.
Student work sample:
Y elps off pain from the sickness, E nding life is a horrible business. L ife was shredding L ots of poor lives begging O ff to the grave, spirits will fly W e sure hope this will soon go by!
F irst from the bloodstream, to the liver, E veryone desperately trying to be clean. V ictoriously conquering the plague, E veryone could relate, R isking the horrible fate.
ICT – Computer Programming and Robots
In ICT, pupils built programmable robots and learned basic programming (movement, speech) through the program Scratch.
Additionally, pupils made games and icons using BBC Microbits.
History (in English and French)
Robotics – Communication Technology – Cosmetics – COVID-19
Pupils learned about the following topics in history class in either French or English:
Different methods of communication (technological development and body language interpretation).
Advances in artificial intelligence as seen in the triumph of an IBM computer Deep Blue against the Chess Grandmaster Garry Kasparov in 1997.
The Coronavirus, how it works, its place in history and its vast impact on human society.
The history of cosmetics and its meaning in Ancient Egypt, Ancient Greece, Ancient Rome and today.
Why do women wear makeup?
Pupil response: Many cultures use makeup to look more attractive and to change or preserve their appearance. It can make them feel more confident. Women also put it on to express who they are.
Why did ancient peoples wear make-up?
To protect their face from the sun or their eyes from infections and insects.
Also, rich people wanted to show how powerful they were because poor people didn’t use make-up (or it was at least of a lower quality).
Why is advertising and marketing important for cosmetics?
Pupil response: People advertise makeup to gain a profit. Charles Revson showed people lipstick and nail polishes that were the same color as other makeup people had. This made him a lot of money, as it became popular. People also go for things that are more expensive because they tend to be in higher quality. For example, say there were 2 eye shadows: one for $8, and one for $3. If a person sees both, they go for the $8 eye shadow.
Pour découvrir les activités en français, téléchargez le PDF ici !
Started in our classroom in the Forest and then jumped on the “Seesaw,”- virtual learning platform. An experience that made us more independent and mature. We all feel stronger and most importantly more loving and caring.
KEEP CALM WE WASHED OUR HANDS!!!
It will make us stronger…
We started this term at school,
And then were asked to go home.
But we were with our friends and teachers,
On the Seesaw and zoom calls, nobody left us alone.
We were keen to come out to see our friends,
Buy they said, “Stay home a bit longer”.
“No problem”, Oaks and Elms replied,
This experience will make us stronger.
Teachers made some videos,
They also made some raps.
And from time to time we gave them,
Those well deserved small claps.
They sent us some work,
and they said, “Do your best”.
“We are here if you need us,
We will worry about the rest.”
They tried to keep us together,
They tried to entertain us so much.
And we know that our education and friends are important,
that’s why we will stay in touch.
So stay safe, Oaks and Elms, help your parents,
Enjoy your holiday.
Read a book, wash your hands,
and most importantly, be good and obey!!
I missed my Oaks and Elms
I beg your pardon, Mr President??
Did you say that we cannot come to school.
But I’ve missed my Oaks and Elms,
They are really, really cool.
Let’s take Elms…
Maël can draw,
And he is very precise.
Have you seen his hydraulic hand,
Or Mona Lisa smile?
Josh can think outside the box,
And he is good with a glue gun.
He knows tons of interesting facts,
And he can tell them just for fun.
Juana is inquisitive,
And she often asks questions like “Why???”
If you ever stuck with those equations,
Just give them to her, she will simplify.
Robin can draw,
And she is good at football.
Just simply ask her,
She will do it, no problem at all.
Fatima disliked algebra,
But now she is a PRO.
One day she will visit many places,
Most likely Tokyo and Bordeaux.
Lila is good at football,
But she doesn’t play that much.
But if you need that extra player,
Just simply get in touch.
Frederique will stay at home this week,
But will work on her iPad.
Of course she will miss her friends,
But it will not be all that bad!!!
Karley loves to draw,
And have achieved so much in Maths.
She is our times table champion,
In Elm and Oak class.
Mattes loves Maths,
And learnt how to play chess when he was four,
If you have a lemon, just hide it…
because he will ask for more.
We worked on calculating percentages of numbers, percentage increase and decrease and then solved various multistep word problems. We translated and rotated 2D shapes and then practiced reflecting shapes ( horizontal, vertical and diagonal). We solved various ratio problems and then experimented with making our own virtual and real smoothies and fruit cocktails.
Young Elms perfumers went back in time to discover and identify the important mileposts in history and evolution of perfume . We tried to use and apply terminology and methods used to extract natural raw materials. As we were already engaged in our perfumery projects whilst still in class, “covid-19” confinement wasn’t going to prevent us from achieving our goal. In our “virtual classroom” we managed to extract avocado oil, aloe vera gel, lemon essential oil and made two different soap projects.
Design and technology
Designing our playhouse for Willows, Chestnuts, Maples, Birches and Walnuts
Introduction to the Pythagoras’ Theorem. The children understand the relationship between the three sides of the right angled triangle and know how to find the unknown side when two sides are provided. We identified Positive and Negative numbers and then followed the BIDMAS rule to find the order of operation. We worked on finding and remembering Prime and Square Numbers and then used them while solving various problems based on the Pythagoras’ theorem.
We worked on simplifying expressions and then used provided values of x to find our answers. We investigated with some linear and quadratic equations, built their functions and and tried to find their real life application (launching a rocket/ taking off and landing of a plane, trajectory of a basketball, curves on bridges/ Eiffel Tower, calculated our pocket money allowance, depending on our behaviour and hard work etc). The children could evidently link the real life problems/application with their complex functions and now can spot them around much more readily.
Mathematics/Art – Pythagorean tree
Art – “They made a difference” Robin and her Elms and Oaks (portraits)
We discussed the importance of balanced diet and how much physical exercise we need in order to stay healthy. We experimented and discussed the effects of physical activities on our heart rate and then recorded and compared our findings. We built a model of our digestive system in order to understand what really happens to the food that we eat . It didn’t look that delicious…
Pop-pop steam boat and Hydraulic hand (Leonardo da Vinci’s robot) – important inventions and they made a difference. (Based on our previous science topic: – we solved various problems to find out how FORCE, ENERGY and WORK are related, -investigated with pushes and pulls, – implemented hydraulic system, used cogs and gears). We carried out our investigations and made accurate measurements to gather data and test the hypothesis. We identified patterns in the results and drew conclusions based on the evidence. On various occasions we had to retest our findings and suggest ways in which our investigations and desired models could be improved.
Science -“FOOD REVOLUTION”
The main purpose of this « FOOD REVOLUTION » (We can cook our own lunch for the whole week) was to practice team building skills, plan and prepare a healthy meal and most importantly gain or practice basic culinary skills. During this project, the children also worked on demonstrating and improving their table manners. It was pleasing to observe the young chefs, waiters and guests participating and communicating extremely well with each other. Master chefs stayed determined while preparing their three course meals even though it was tough to accomplish the challenge in a short period of time. We learnt that it was important to stay focused and organised until the last moment and realised that last push could make the difference for the team. Thank you and well done to all Oak and Elm class students for their dedication, determination and hard work during our «Food revolution» project linked to IMYC topic « It made a difference. They made a difference »
We’ve peeled some veg,
Then cooked our lunch.
Then baked a cake,
What a charming bunch.
We’ve tried something new,
And it was quite delicious.
It was all organic,
So don’t be suspicious.
We’ve learnt a new skill,
And now can cook for our parents.
We will do it with love,
No need to buy presents.
Not scared of broccoli, parsnips
Will eat them with pleasure,
And not for the merits.
Did stuff some tomatoes,
And made some pancakes.
Now feeling quite strong,
And can fly over great lakes.
We’ve made some delicious soup,
And spicy fajitas.
I am ready to run,
Where are my Adidas?
and banana bread,
I am so full,
And not ready for bed.
Was happy to give up my break,
And tidy the kitchen.
It is good to eat healthy,
And what’s your position?
Art Workshop (The discovery of perspective) with Mariana Gonzalez (Local artist, Saint-Germain-en-Laye)
The children learnt :
how to observe and spot small mistakes
how to use one point perspective and vanishing point
how to draw different lines
about the mentality and art evolution from the Middle ages to the Renaissance
ART/DT project Vertical pulley-ball game
‘Estimate and Measure …Try and try again!!!Am I correct???Do I need to check again???’‘It does not fit!!!What did I do wrong?How do I correct my mistake???’ ‘I can do this!!!’
Linked to our learning in IMYC, we measured, estimated and solved real life problems, where we worked out different materials that we could use for our own Vertical pulley-ball game. By using gained knowledge of the 2D and 3D shapes, the children experimented, designed and built their very own fully functional game. It was evident for the children to spot their mistakes and realise where they went wrong. The children planned and designed their own lay out of the game, then brainstormed and shared their ideas and only then picked the best ones to create an exciting object for others to play and enjoy. This game was built out of recycled materials and some that we could find around the school. The main learning point of this project was not just to build the ‘Vertical pulley-ball game’ but also to put our planning and mathematical skills in practice. We persevered when something did not work out straight away and we were determined to do it again. The children also learnt how to use different carpentry tools and gained knowledge and skills will be appreciated when you will embark on a DIY project in your house.
Mona Lisa smile,
And tic-tock clock.
And pop-pop boat.
And key-padlock game,
Times table challenge,
And scientific board of fame.
and my heart rate.
Have been so busy,
And I did it all with my best mate.
And gigantic vertical game.
I’ve learnt so much this term,
I am not the same.
Did draw in perspective,
And vanishing point.
If you see any mistakes,
Please don’t be shy, just simply pinpoint.
Made my own soup,
And will make my own bar of soap.
I will make you proud,
There is always hope.
Mona Lisa – Optical illusion – Maël and his Mona
Birch, Maple and Chestnuts classes visiting our museum
In Literacy class, Elms were busy learning about all kinds of famous historical figures throughout the ages.
First they were exposed to a great number of different biographies.
Then they were challenged to write their own summaries on these biographical figures.
Finally they needed to make a poster on the computer to present their biographical figures.
In the meantime, COMMA, there was a large focus on the grammar of cohesion. Rather than listing out facts, pupils were learning about fronted adverbials and connecting words to better connect a story and create a narrative about somebody’s life.
Consequently, not every sentence started with ‘he’ or ‘she’, and the writing flowed better.
There was a definitive structure which was followed when analysing biographies. Whether it be Martin Luther King Jr. or Leonardo da Vinci, they all had an origin story (early life), a job of some sort (career), something great that they achieved (accomplishments) and a reason they’re remembered still today (legacy).
Big thanks to Ducksters.com for providing most of the biographies. Here is a list of people we analysed thanks to them.
Abraham Lincoln, Albert Einstein, Alexander the Great, Archimedes, Aristotle, Charlie Chaplain, Cleopatra, Frères Lumière, Galileo, Gandhi, Isaac Newton, Karl Marx, Leonardo da Vinci, Louis Pasteur, Martin Luther King Jr., Mother Teresa, Napoleon, Orville/Wilbur Wright, Pierre/Marie Curry, Plato, Socrates, Thomas Edison, Walt Disney
Literacy Objectives Covered:
To learn time connectives in order to better order a biography in chronological order.
To understand that biographies give an account of a person’s life and achievements.
To structure biographies so as to include early life, career, achievements, legacy.
To comprehend and organise the facts from research to create a larger narrative about the person.
To learn about cohesion and how paragraphs connect to construct a narrative.
To present one’s work in a way that is easily comprehensible and interactive with the audience.
Pupils practised reading books which challenged their level with an adult monitoring their reading and comprehension questions or activities to follow.
The books are the following:
Tales of a Fourth Grade Nothing by Judy Blume
Shiloh by Phyllis Reynolds Naylor
Fever 1793 by Laurie Halse Anderson
In both history and the French bilingual section, much of the term was spent on the following topics:
Scientists and Inventors
Democracy vs. Dictatorship
History Objectives Covered:
To speak of history in both English and French.
To see how ancient people solved big questions such as figuring out the circumference of the Earth or the categorisation of animals.
To recreate science experiments and practise the scientific method.
To learn about the importance of humanity and what can happen when humanity is not properly valued.
To see that dictatorship can come from within a democracy and that one must recognize the signs of dictatorship in order to avoid it.
To learn about democracy and its different forms and origins.
To learn about dictatorship and its focus on unity and creating differences with ‘others’.
To appreciate the gravity and negative significance of segregation.
Pour découvrir les activités en français, téléchargez le PDF ici !
and learning about the renewal of ideas in the Renaissance!
What did we do in Literacy?
We learned about science and the scientific revolution in history, so working with that theme, we read through multiple scientific texts and answered comprehension questions related to each theme. The scientific method changed the way people viewed the world, and has led to much information and discovery in the form of science. Scientific articles included topics such as the iterative process in inventing a mouthpiece music controller or the the problem of space junk.
Wrote summaries about the books they were reading and about space junk.
Practised songs for the school play, including learning how to sing a song in Dutch.
Practised lines for the school play, with a focus on tone, fluency and articulation.
Read the class book How to Train Your Dragon.
Researched different characteristics of animals, categorised information in their research notes, and wrote a report based off of their researched animal.
Practised identifying parts of speech, especially nouns and verbs.
What did we do in ICT?
Elms were busy making brochures for the show!
Pupils made brochures and posters to inform and advertise parents about the Christmas show. Brochures included practising adding and adjusting photos, changing fonts, adding sections into a word program, changing the orientation of the paper on the computer, and most of all, engaging with the show in a more detailed manner.
The following was in pupil-made brochures:
A title page using a picture of the child-made poster
A list of characters with actors’ names
A list of songs with credit to the dancers
A summary of the plot
Images of the production of the show
Logistical details of when and where it is
History of the Renaissance – Renewed thinking
The main purpose and takeaway from our Renaissance unit was how a few people thought differently than before and created something much bigger than themselves. We learned the following about science in the Renaissance:
The scientific revolution and the scientific method. People, instead of relying solely on religious or mythical explanations to explain the world around them, distilled causes and effects through one change (one dependent variable) at a time.
How scientists and other thinkers challenged the old order, especially the Catholic Church. Pupils learned that it was not easy at all to challenge authority.
Geocentrism vs heliocentrism. We learned that Nicholas Copernicus was the first to successfully publish the theory of heliocentrism without being totally discredited (he was not the first to create the theory, just the most well-known one). Copernicus’ ideas were later reinforced by Galileo Galilei.
That Galileo recorded precise exact coordinates and trajectories of stars/planets though daily observation and invented a telescope to do so, proving the Earth revolved around the sun, not the other way around.
That the sun is the centre of our solar system. Furthermore, the Earth is not the centre of the universe.
That Leonardo da Vinci made some very interesting machine designs far before they were invented, such as the helicopter, tank and machine gun.
Elms learned that ideas spread faster than ever due to the printing press invented by Johannes Gutenberg.
We spent time learning and appreciating the invention of the printing press, which made the spread of ideas exponentially faster and the creation of books exponentially easier. To demonstrate this point, pupils learned that there were an estimated 30,000 books around the invention of the printing press. 50 years after the invention of the printing press, there were between 8 to 20 million books, a couple orders of magnitude greater than before. Scientific ideas spread like wildfire, the Catholic church lost influence, and people started to read. Pupils appreciated their books a little bit more.
The arts, developments, and daily life in the Renaissance.
There was a lot of development during the Renaissance in art, architecture, military and science, but pupils learned that much stayed the same. They compared life for peasants and nobles between the Medieval era and Renaissance era and came to the conclusion that life was mostly the same for peasants and somewhat different for nobles. They did learn some major differences, which follows as such:
Art developed, with greater focus on human anatomical accuracy and perspective.
Architecture developed, such as castles becoming more decorative and less protective.
New weapons came into existence, making armour more and more obsolete as time passed and muskets developed.
Science began making advances in our understanding of the world, paving the way for change.
Renaissance History en Français
In the French part of history classes, pupils learned about French architecture and art, such as about the Château de Chambord. They compared Medieval and Renaissance times in French, consolidating what they had learned in the English section of history. One activity, as pictured below, was to categorise images which were either Medieval or Renaissance.
As part of the printing press unit, Oaks and Elms made their own paper from scratch.
They then created feather pens…
to write a message on their paper.
For more information about what Elms did in French and the French section of history, download the link below.
Pour découvrir les activités en français, téléchargez le PDF ici !
In Statistics we worked on reading, interpreting and analysing different sets of data and found Min, Max, Mode, Mean, Median and Range. We worked on finding and remembering Prime Numbers and Square Numbers. We identified Multiples and Factors and then found LCM-Least Common Multiple / GCF-Greatest Common Factor.
We also worked on analysing and constructing our own pie charts and solving various problems involving percentages.
During this unit, we worked on finding percentages of amounts and fractions of numbers. The children practiced finding the equivalent fractions by multiplying/dividing the numerator and denominator by the same number and then converted mixed numbers and improper fractions. The children can confidently carry out four basic operations with fractions and know how to find the LCD or when they need to simplify their fraction.
Algebra: Expressions and substitutions
We worked on simplifying expressions, using simple formulae, writing formulae and identified how they could be applied in real life problems.
Geometry and measures
Experimenting and Calculating :
-Volume of a cone and a cylinder.
-Volume of a pyramid and a cube.
‘Renaissance and Reformation’- Leonardo da Vinci Project
Nespresso Capsules- Mona Lisa Project
Using recycled materials to express our artistic ideas
Forest exploration – hunting for delicious mushrooms
Physics / Mathematics
Elm students investigated and built their own simple machines ( fixed pulley, movable pulley and a system of pulleys) that gave them a mechanical advantage, essentially making them stronger than they are in real life. We created a Newton meter to measure the force exerted on an object. We also solved various problems to find out how FORCE, ENERGY and WORK are related. The children formulated some hypotheses, practiced planning their investigations and made predictions. After carrying out their investigations they made accurate measurements to gather data to test their hypotheses. They identified patterns in the results and drew conclusions based on the evidence. On few occasions they had to retest their findings and suggest ways in which their investigations and working methods could be improved.
The children had the fantastic opportunity to demonstrate their creative side while making costumes, dancing, singing, creating props and performing on the stage during our Christmas Show.
Thank you and well done to all the Elm class students for their outstanding dedication and hard work during our
« Lights, Camel, Action 2 ! The Sequin !» performance.
Merry Christmas and Happy New Year!Enjoy your holiday !!! Best wishes,
The theme this term was centered around responsibility and how we must shoulder certain burdens to keep society going. We looked at topics such as protecting the global environment, how Medieval people worked to maintain society, and how to respect one another. It’s been a busy term, here’s a look at some of what Elms have done in their different core subjects.
Two students working on their narrative tales.
Introductory letters – Each student wrote a letter to introduce themselves to the class.
Apple pie recipes – Students made apple pies following a recipe, sold them, and then made a class poster about organic farming. We later used the business experience for ICT.
Narrative tales – Students compared the narrative tales of William Tell and Snow White, learning about the different stages of a basic story (introduction, rising action, climax, falling action, resolution).
Writing their own Medieval narrative tale – Students wrote their own narrative tale centered around a Medieval conflict of a noble banning apple consumption for peasants. Used knowledge from history to make the stories feel realistic.
Class play – Students then took the story they wrote and used it to write a Medieval style play.
Class book – The Jungle Book. Students were introduced to the law of the jungle and the responsibilities Mowgli must carry with him while challenging their vocabulary.
Through these different forms of text, students practised grammar such as simple past tense and connectives. They also practised structures commonly found in texts listed above and challenged to expand their vocabulary. We will continue to work on these fundamentals throughout the academic year.
Bilingual History and Geography
Pupils learned about the Medieval way of life.
To start with, students planted grains, winnowed them, and then milled them by hand.
They then took their hand-milled flour and made bread.
We baked the bread while learning about Medieval food.
Additionally, we learned about Medieval clothing and made our own.
We made a Medieval dance as well!
The objectives of this term were to learn about the characteristics of Medieval society and its people. We focused heavily on social status and how it worked with the system of Feudalism as a whole. For example, through winnowing and milling grains ourselves, we learned concretely how much work went into making a single loaf of bread, which gave students a basis for understanding why white bread would be for the richer nobles while brown, coarse bread was for the peasants. We also looked at Medieval clothing, housing and other aspects of general life to build an idea of how people lived in the past and how that compares to today.
Pour découvrir les activités en français, téléchargez le PDF ici !
La découverte de la période médiévale à travers différentes activités culturelles, artistiques et culinaires.
ICT / Computer Class
Students busily creating their Excel-style spreadsheets.
Students were introduced to touch typing and Excel spreadsheets. First we practised how to type with our fingers in the right place, particularly focused on typing with two hands. We will continue to work on this skill throughout the academic year. Later we took our apple pie business and itemised the expenses and income of the business on a spreadsheet. The spreadsheet proved to be an excellent introduction into the world of accounting, business, and programming. Students itemised the inventory needed to make apple pie (e.g. apples, flour, butter, sugar), but then used the computer to multiply the price and quantity of the ingredients and add them together for a final expense. We did the same for income and subtracted the final income and expense to calculate the profit. The spreadsheet worked so that any change of inventory would automatically change the values of expenses and show a new profit. Overall, we bridged mathematics, business and programming from the simple creation of an apple pie.
Building Environmental Awareness
We learned about the impact of global climate change throughout the weeks of Global Climate strikes. Considering the term was about nature and responsibility, it was perfect timing, and there’s no time better to start learning about the environment than today. Caro came in as a guest speaker to educate us on how we can live a zero-waste life in order to stop wasting plastic. We learned a lot from her talk and challenged ourselves to waste less and help our planet now.
End of Term Play – The Delirious Duchess
Elms took their narrative stories and used them to create their own playscript, which we then acted out in front of an audience. The plot and characters were created by the students from scratch. They used their knowledge from Medieval history and how to create a story to create this play.
unit, we solved two-step and three-step problems involving whole numbers,
decimals and all four operations. The children worked on choosing and using
appropriate calculation strategies and followed important steps: READ/UNDERSTAND/UNDERLINE/DRAW
PICTURE TO ILLUSTRATE/CHOOSE OPERATION/CARRY OUT OPERATION while solving word
problems. The children
also practiced converting standard metric units mm-cm-m, ml-l and g-kg and then
worked on solving one-step and two-step problems involving numbers, money and
measures including fractions, percentages and decimals. The children learnt how to distinguish and draw acute, obtuse and reflex angles and then
identified them in different triangles and 2D shapes. We practiced using a
protractor to measure different angles to the nearest degree. We also
worked on drawing simple 2D shapes and then visualized how to convert them into
compound shapes. We then used simple formulae for calculating the Area and
Perimeter of a square, rectangle, parallelogram, triangle and trapezoid.
on calculating the Interior and
how to use a compass and the skills we gained were used to draw triangles where
measurements were provided. The children solved different geometrical
challenges and practiced drawing triangles when 3 sides or 1 side and 2 angles
Drawing circles and calculating a radius, diameter, circumference and area.
The process of felting is very hands-on! The children have to tease the wool, layer it, apply hot water and soap, manipulate and mesh it together with their hands and feet as well as rolling pins. Inspired by the Impressionist painter Claude Monet, Elm and Oak Classes decided to make the Japanese bridge in Monet’s garden in Giverny. The felting piece was made from fine merino wool, additional felt pieces to make the lily pads and coarser rare breed wool to make the hanging willow and added texture.
Science/Design and Technology
We discussed very important environmental issues and tried to do our part to make our world a better place. The children where shocked to find out that 55600 trees being destroyed every minute. We shared our ideas on why and how people use and waste plastic and don’t even think that they harm our environment. The children then rolled up their sleeves, used recycled materials and created their own ‘water installation’.
‘Water installation’. Not content to leave our Maths skills in the realm of theory, we applied our knowledge to our science theme WATER! Elm class worked miracles and pumped out a series of practical demonstrations showing how water can be used and manipulated. We recreated
a variety of pumps and learnt about how and why each was used. The construction
was done in teams, starting with the design. We calculated, measured and constructed
an Archimedis’ screw, Spiral Water Wheel, Sludge Pump and a Bucket Pump!
‘It does not fit!!!
What did I do wrong?
How do I correct my
‘Estimate and Measure
Try and try again!!!
Am I correct???
Do I need to check again?’
‘Can we draw it?
Can we make it?
Can we roll it?
Can we turn it ?
Can we stuck it?
Can we bend it ?
Can we crack it?’
FISP Science museum/OAK-ELM
Elms and Oaks had the amazing opportunity to present their constructions to their younger friends. They tried to explain and demonstrate how they work and where various pumps could be used in a real life setting. Oaks and Elms also encouraged our young Maples, Chestnuts and Birches to try to explore and experiment with some beautiful and very important inventions.