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.
Qatar National Day goes back to 1978, when on 18th of December Sheikh Jassim bin Mohammed bin Thani succeeded his father, Mohammed bin Thani as ruler of the Qatari Peninsula. Jassim bin Mohammed Al Thani is considered to have united all the local tribes by combating external powers and earned independence for the tribes of the region.
To mark this significant milestone in Qatar’s history, on 18th of December, nationals and residents celebrate with fireworks, a parade and show acts across the country.
Today, as part of this celebration, SEK-Qatar students of all grades performed songs, speeches and performances remembering and honoring Qatar’s independence.
Every year we are incredibly proud and impressed with how much detail and passion students rehearse, dress up and decorate for Qatar National Day. It is truly wonderful to see that any student, whether national or resident, relates to their country of living.
As in the previous year, due to COVID-19 regulations and protocols, we cannot host parents and all students at the same time in our school premises. Hence, for those who were unable to join the live event can soon watch the recordings online.
This term, Grade 2 students have been exploring patterns in music through rhythmic, melodic as well as harmonic sequencing. Utilizing the digital platform of Chrome Music Lab: Song Maker, they have composed some uniquely sounding music which, in turn, displays as a production of colorful sequences.
In Unit two we have been exploring Planet Earth and all the living and non-living things we share it with. For the provocation of the unit we got their minds thinking by observing the planet and analyzing and talking about all its unique characteristics and features. We talked about what colors we saw on the planet and what they meant, i.e. “Blue is water where fish live.” We later created our own planet earth in a non-messy painting sensory motor activity.
The Pre 3 classes have been working on the Sharing the planet Unit of Inquiry. As part of their integrated art inquiry, the students have been exploring drawing from observation to recognize lines, curves, colors, and shapes of the nature forms. Direct observation lessons are vital for building hand-eye coordination skills and improve their artistic skills. Through learning observational drawing skills, students have been practicing to make compositional choices as well as accurately depict form of the plants and the flowers around the school. We have been also learning how to art critic our artworks.
In Grade 4, we explored conflict resolution as part of our unit Sharing the Planet! As a grade level, we discussed bullying in depth and its consequences on the bully, the victim, and the bystander. We also learned about our emotions and how we can self-regulate in order to maintain personal peaceful relations.
Students then chose and researched about a peace maker that has contributed to peace in his/her community and/or the world. The process of the inquiry started with brainstorming different peace makers, then choosing one that has resonated with each student, and finally creating a detailed PowerPoint showcasing the information learned. Students researched about the peace representative’s life history, quotes, and peaceful contributions. Below are pictures from our presentation day!
During our unit of inquiry Who we are, the students learned about ways to stay physically and emotionally healthy. We invited a guest speaker Dr. Manasik to join us online and share with the students the importance of staying healthy and living a balanced lifestyle.
Students in class and at home listened to the doctor and engaged in appropriate discussions about their health. They also had some questions to ask the doctor. We had a great session that helped students reflect on their daily habits. After that, each student created their own healthy recipe to add to their menu that they will make and share with the rest of the class.
Today, at SEK-Qatar we had the pleasure of welcoming Marc Garnett, Commercial Director at LLS, a sports academy specialised in inspiring and training the next generation of multi-sports industry professionals, and ambassador of the Steven Garrard Academy.
Marc took our Grade 10 and Grade 11 students on a journey through his personal life, from playing sports at school, to becoming a sport coach and now working on the business side. He interactively showed that if you want to persuade your dream, it is essential to stand out and offer something different to your peers. Key elements to help this practice, Marc called it “Winning Formula”, are Qualification, Experience and Networking.
Whether your dream is to travel the world, performing sciences projects, play sports, work in media, write, calculate, learn, teach etc. as a student of the 21st century look beyond and push further.
This links fantastically with the SEK-Qatar Mission and Vision as well as the IB curriculum, as we encourage our students daily to volunteer, think outside the box and nurture agency.
The grade 2 students have been inquiring into patterns under the transdisciplinary theme ‘How we express ourselves’. During this unit of inquiry, students have learned what a pattern is and how patterns work.
Students have investigated patterns in fruits and vegetables using magnifying glasses. They observed how patterns manifest within tomatoes, kiwis, lemons and apples and they recorded their findings through detailed observational drawings.
Students also had the opportunity to express their knowledge about different forms of patterns. They created bracelets and necklaces from beads using repeating, increasing and decreasing patterns.
Visual Art Class
In art class, students have been exploring how art can be created using patterns. As a part of their inquiry, students looked at the work of Canadian artist Sandra Silberzweig and created an artwork inspired by her style. Students learned about the role of color, line, shape and symmetry in artistic patterns.
In our Grade 5 Unit of Inquiry, ‘Where we are in place and time’, students continued to work together within their Minecraft world to tell a story of movement.
Using the knowledge and research collected within our Unit of Inquiry, students took action developing detailed storylines that included push and pull factors related to movement of people and animals. Students collaborated with other groups and made connections through writing persuasive letters to different characters in our world. We learned that we are all connected, and that movement is important to how we thrive on this planet.
In preschool 4, we are learning about our bodies as part of our Who We Are unit of inquiry! The students learned to name and describe different parts of their bodies and their functions, “my knees bend so I can run fast”. Each student had their body traced and then they chose the color they would use to paint their traced bodies. After the painting process, the students individually looked at their craft and named their familiar body parts. The students and teachers then had the opportunity to name the body parts in their home languages.
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