The guided inquiry concept we have been focusing on this term is SUSTAINABILITY and how we can all help to look after and improve the environment we live in.
We have begun by exploring what the word sustainability means to us…
What does it mean to sustain something?
If you want more of it- Antonio
You want to keep doing something- Maureen
To make something keep on going- Ione
What does sustainability mean?
You do stuff that’s good and help the world- Ava C
Keep the community clean- Tanaya
We have started thinking about the kinds of choices we can make to help our environment.
Why do we have ‘Wrap Free’ Wednesday?
Because we can’t always have wrappers- Ethan H
We need less wrappers so there’s not much rubbish and there’s enough places for the animals to run- Billy
The dump might get full and then it will get stinky- Jessica
So there won’t be too much rubbish- Caitlin
So bins don’t overflow with rubbish and fly away- Jack
There will be too much rubbish for the rubbish man to collect- Amy
So what happens to all of the rubbish that is left at the tip?
We are conducting our own experiment to find out what happens to different kinds of rubbish. We have collected a few food scraps and wrappers and have buried them in a hole in our playground.
We have made some predictions about what we think they will look and smell like when we dig them up at the end of the term! Will they have changed at all?
Our experiment has got us thinking about decomposition…
What does the word decompose mean?
It turns into dirt- Justin
It dissolves into the soil- Ione
But do all materials decompose and how long does it take? We made a ‘Decomposition Timeline’ to compare different kinds of rubbish and discovered some very interesting facts!
A glass bottle takes 1,000,000 years to decompose-William
A foam cup will never decompose- Antonio
So how will our new knowledge change the way we think?
How will it impact on the kinds of choices we make in the future?
We can’t wait to learn more and start putting some of our ideas into practise!
Today Mr Greg Mitchell spent the day at St Emilie’s in our specialist classrooms and then after school with staff to share some valuable professional development.
One of the many interesting ideas we explored was the importance of supporting children (and ourselves as adults) to develop a GROWTH mindset.
Research shows that a student’s belief about their intelligence plays an important role in their school achievement, and that parents and teachers can positively influence the development of these beliefs.
Students who believe their intelligence is simply a fixed trait fare more poorly, especially as school becomes more challenging, than students who believe their intellectual abilities can grow. When students are taught the growth-oriented view—they show an increase in their enjoyment of learning and in their grades.
What can parents do?
Praise the process – children’s effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance.
Next time you are tempted to tell your child that he or she is the next Einstein or future Picasso, stop yourself. Instead, take the time to appreciate the effort they put into their work, not what the work means about their innate brains or talent.
Ask them how they went about something and show them how you appreciate their choices, their thinking process, or their persistence.
Ask them about strategies that didn’t work and what they learned from them.
When they make mistakes, use these mistakes as an opportunity for teaching them to come up with new strategies.
When they do something quickly, easily, and perfectly, do not tell them how great they are. Tell them, “I’m sorry I wasted your time on something too easy for you. Let’s do something more challenging that you can learn from.”
Look for ways to convey your valuing of effort, perseverance, and learning—rather than some empty display of ability. Instead of false confidence in fixed ability, these methods will foster a deeper appreciation for the true ingredients of achievement.
It is now abundantly clear that brains and talent alone don’t bring success. The work of Benjamin Bloom and of Anders Ericsson shows clearly that people of outstanding accomplishment—be it in science, the arts, or athletics–are often no more talented than many of their peers. In fact, their peers who seemed most brilliant at the start often turned out to achieve very little. This is most likely because, believing too much in the power of their brains and talent, they did not put in the effort that all great accomplishment requires.
In short, believing in brains or talent as something fixed and all-powerful works against long-term success in school, careers, and life in general.
Let’s all become more mindful about HOW and WHAT we say to our children so that we can develop a GROWTH MINDSET in school and in life!
In our Religious Education unit “Jesus Forgives” we have been reading stories from the Bible to learn about the ways Jesus worked to show his love for God.
Some of these stories include Jesus as a carpenter (Mark 6:3) and Jesus as a teacher (Matthew 6:7-13).
We then used play dough to “illustrate the ways Jesus loved God by working” (Outcome B1.1).
Have a look at some of our beautiful creations!
“Jesus healing someone who is sick”
“Jesus is a carpenter and he is chopping wood, building a table and building a house”
In construction: Jesus forgiving people’s sins and Jesus teaching others about prayer.
We are looking forward to learning about Jesus’ Two Great Commandments next…
Please click on the link below to find the next fortnight’s Purposeful Practise Grid. A copy has been sent home with your child today.
Please return the completed grids to school on Friday 22 May.
The Vines of St Emilie’s were treated to a sneak preview of the upcoming Year 2 assembly today. They were very impressed and full of praise for the outstanding talent on display!
After the performance the children gave each of the ladies (and the lucky gentlemen who were there) a beautiful long stem carnation and a card filled with love and blessings from everyone in our school community.
Everyone had a great time and the children felt so fortunate to be able to perform for such a special and appreciative audience. We look forward to visiting The Vines again soon and maybe joining in with the Bingo!
One of our aims for this term is to learn about the structure and features of writing a procedure.
Thank you to all of the families who sent in a ‘Healthy Recipe’ last term. We have made a start on publishing these recipes to create a ‘Year Two Healthy Recipe Book’!
We decided that the important things to remember when writing a recipe are…
* Begin with a title (using capital letters)
* List the ingredients (what you need)
* Clearly describe the method (what you do)
* We number the steps so the person reading the recipe knows what order to do them in
We can’t wait to share all of the fabulous recipes we have gathered.
We hope you have lots of fun experimenting in the kitchen!
Please click on the link below to access a copy of the Purposeful Practise Grid for Weeks 2 and 3. A hardcopy has been sent home with the children today. As mentioned in the PP Grid, the children will also have their ‘Sustainability Question’ sheet for researching at home. Thank you!
Please find below our Welcome Back Year 2 Newsletter which outlines some of what is happening this term in Year 2!
Parent rosters are now up in both Year 2 classrooms so please consider popping your name down if you can commit to a session time. Your help is greatly appreciated and it is a terrific opportunity for you to make a difference and offer really valuable support to our class program!