People express their ideas, feelings and culture through the arts.
Lines of Inquiry
The different ways artists interpret what they see, think and believe
How artists use technique to convey a message
How audience members appreciate art and perceive messages
If you had a bowl of fruit, what would it look like? Would it hold just one kind of fruit or many different kinds? Would the fruit be whole or chopped? What would the bowl and basket look like? How would you choose the fruits to add in your bowl?
To introduce our new unit of inquiry, How we express ourselves, Grade 3 created their own piece of art with the title, Fruit Bowl. After following a short video tutorial on how to draw a fruit bowl, the students were encouraged to create their own artwork. This was an opportunity for them to be creative and explore different materials in their environments.
We saw so many interpretations of a fruit bowl which led to fantastic discussions about what is art and how does different art make us feel.
Here are some of the great fruit bowls that were created by Grade 3. We hope you enjoy them!
In grade 4, during our second unit of inquiry ‘Who we are’, students investigated the relationship between mechanical and chemical digestion. They conducted an experiment using biscuits or crackers to understand the difference between the two types of digestions that take place in the mouth. We kept all COVID protocols in place while conducting our experiment, to keep our students safe and healthy.
Grade 4 students were engaged, motivated, and excited for this experiment are looking forward to the upcoming ones!
Our grade 3 students inquired into the central idea ‘Balance ensures organism survival within an ecosystem’. They worked collaboratively to learn more about different ecosystems around the world, using posters and PowerPoint presentations to share their work.
Students shared their understanding of food webs and food chains knowledge was shared through posters and an art activity.
Class discussions and concept based strategies such as 4 corner debate and cross comparison charts allowed students to build and share their conceptual understandings that were then refined by further case studies.
To end the unit of inquiry, students created a report about an ecosystem of their choice. They researched information, shared their findings in their own words, edited and published their work. They also created a model of their ecosystem by creating a diorama or a Minecraft world. They then presented their work to their peers by creating a video on Flipgrid.
During the unit of inquiry, students developed a good understanding of the actions they could take at home that could make a difference. These included cutting mask strings to prevent animals being trapped, turning lights, recycling papers and abstaining from eating meat. They developed their understanding that through their choices, they can make a difference to ecosystems around the world. We are so proud of their actions and we look forward to seeing how they progress over time.
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