Concept to Construction

After the brainstorm.  Kees' initial idea was a desk with a massive sliding insert.  Much more convenient than a flip-top desk 

An automatic pet feeder = inspired.  Kensington will love it!

The make-up gun.  Women are the 'target' market.

Cam Ed ensures kids stay 'in bounds' when at school

The kids are hard at work.  Most are now in the process of turning their initial drawings into detailed digital versions.   Construction will begin shortly! 

Necessity is the Mother of Invention

It has been a busy couple of weeks in Room 2 as we have focused on the art of innovation and design. 

             Last week we came up with designs to meet two briefs.  In the first task, the kids had to design a butterfly trap.  In order for it to be deemed successful, it had to meet certain criteria.  First and foremost it had to trap the butterfly safely - not damaging its fragile wings in any way.  There needed to be some kind of storage facility in the contraption, it need to pay homage to the old style butterfly net by incorporating some form of netting, and it had to be user-friendly for single operator use.  

            The kids, who were working in collaborative groups, had to pitch their designs to their classmates.  They had only one minute to 'sell' their idea.  Following the presentation, they accepted five questions from the floor.  The questioners were looking to find weaknesses in the design. Designers had the right of reply.  It was very intense but also fun.

              In the second task, the kids had to design systems to get people quickly and efficiently around a busy airport.  Their design had to include buttons, safety had to be prioritised through thoughtfully applied safety features, their design had to be based on current technologies (no more than fifty years in the future), and any 'vehicles' had to fit an average sized kiwi family (four or five people).  Some of the thinking was out of this world!  The ability of the kids to think divergently in order to solve a very complex and real world problem was truly impressive.  

                 This week we have discussed the reason for inventions and inventing (and also scientific exploration and discovery).  Inventions are about addressing human need; about identifying and resolving problems that hinder us from moving forward.

                 Today we considered problems that we see currently exist in our homes and in our school.  Again we worked in collaborative groupings to brainstorm all the problems, and by extension all the possibilities.  An automatic pooper scooper was a fantastic idea, and what about our school lunch orders being delivered via zip-line to Mrs Coombes?  Kids loved the idea of an automatic bed maker... and why wouldn't they?  Isn't walking the dog a total pain?  Why hasn't anyone ever designed a robotic dog walker?  These are the big questions...... Forget what is the meaning of life?!

                We will start with concept drawings soon and will begin researching the possibilities to see whether our ideas have popular appeal or are even 'do-able'.  

                Gee whizz, it's all go, go, go in Room 2 as we race towards the future.

    

Snakes for snake's sake

Kids happy 'cause they've got snakes

Key Competencies - Participating and Contributing, Managing Self, Relating to Others, Having Fun
(Okay, I just added the last one!)

Wacky Mufti - Dressing weird for Kidscan

Underwear as outerwear - all the rage on the catwalks in Paris (said nobody ever)

Rocking it in Room 2.  Nothing new there then

Twinsies - the long and the short of it

She'll be 'right mate!

What does kiwi culture look like?  

Today the kids had to brainstorm what kiwi culture looks like.  They formed into groups of four, where the rules dictated no discussion was allowed.  Each person had to contribute to the list their ideas on what our culture looks like. Piece of cake, right?  Yeah, nah bro.    

          A voting system was then used to decide on the five most important items on the list. (The photos attached were taken prior to the voting process.)  The kids did not know it then, but from tomorrow they will begin shaping a marketing campaign that will promote New Zealand culture and identity to an international audience. Reckon it'll be sweet as, but they'll have to go hard out, eh?

        The kids will have to decide on a marketing strategy and then present their ideas to a panel that will consist of the teacher (me!) and three of their peers (whose names will be pulled from a hat).  Reckon that they'll be mint,eh?  It'll be choice cuz!

              As part of their campaign, they will have to sell the idea of New Zealand's unique culture, and so in keeping with this, we will also be looking at Kiwi colloquialisms/slang and iconic New Zealand attractions (specifically the kiwi obsession with sculptures of big fruit, veges and animals).   

          Selling our natural beauty would be too easy.  Here's hoping they'll be all good. 

Chur!

Is the Big Orange Splot the best book ever written?

Prolly.

I was lucky, my dad loved books and I was raised in a home rich with reading material. Dad selected books carefully because he thought content mattered, and that books should provoke deeper thinking; I think he was right.  My dad bought me The Big Orange Splot.  Yesterday as part of our exploration of Narrative writing, I introduced Room 2 to The Big Orange Splot.

So here's a basic synopsis:

Mr Plumbean lives in a house where all the houses are the same.  Mr Plumbean lives in a neat street. After a stroke of bad luck, Mr Plumbean seizes the opportunity to reinvent his home and ends up with a house that he explains 'looks like all my dreams'.   The house is painted brightly, there's a clock tower on the roof and a crocodile in the yard.  Naturally, the neighbours go into an uproar, and send one of the strongest opponents over to Plumbean's house with the expectation that he'll talk some sense into him.  The next day this neighbour's house is transformed into a ship styled home...

Get the picture?

The author, Daniel Manus Pinkwater never tells us what is said during the conversation.  As readers we are only told that they stay up all night talking and drinking lemonade.  

SO AWESOME!!!!

The mystery of this conversation is a gift to budding writers. What was said that night?  How did Mr Plumbean convince his neighbour to change his house to look like his dreams?  This was clearly a watershed moment for the neighbour; what caused his enlightenment?

I just love this kind of learning opportunity.   It presents a chance for children to participate in deeper philosophical discussions, and is also an opportunity to explore the importance of dialogue in character development.

In terms of teaching moments, it also provides a moment to explore symbolism.  We talked about how young children might read the book as being about changing houses, but the kids in Room 2 (an insightful bunch) recognised immediately that the house is a really a symbol (or metaphor) for the people who live in the houses.  In terms of mental well-being, we talked about the true message in the book - being true to yourself and celebrating uniqueness.

The kids have now paired up, and are writing scripts that we will act out next week.  What I like about this activity is how broad the appeal is.  It is fantastic for my creative kids but also fabulous for those kids who enjoy experimenting with the intellectual art of argument. .  You know you're on to a good thing when the kids moan when you ask them to put their devices away. ;-)

Follow the link directly below to watch a reading of The Big Orange Splot

The Big Orange Splot

Kids transfixed

Kids are working together on shared documents

Daring to be different

Reflecting on the learning behind our ANZAC investigations

The availability of the internet has changed the style of research for 21st century learners. 

         Once upon a time, a long time ago, content was king.  As a child my mother would take my to the library and I would hunt out information in books. This was a drawn out process, and the collection of facts I wrote down, generally copied straight from the book (or close to), would secure me an A (especially if accompanied by photos cut from National Geographic). I was particularly strong at regurgitating information, but as I got older, I saw the short comings of this system - it wasn't bringing out my brain.  It never challenged me to think for myself. Thankfully, things have changed.

             We live in a society where the internet has become ubiquitous and 'Googling' is the preferred method for finding out about any number of things.  The availability of Google (and other search engines) has meant that skills designed to develop a strength in research have now assumed dominance.   Because of the sheer amount of information that is available at the click of a finger, students are challenged to spend time thinking about the value of the information they find. Whereas I might have been able to find two or three books on a topic, the children now need to sort the mountain of good information from the bad.   The children are developing skills that allow them to sort through huge amounts of information efficiently, make judgments on its value and to question how it can be used to enrich the learning experience. These skills take many years to develop, but an Inquiry Based Approach to learning at the primary school level fosters this practice.  The ultimate goal is that children will be able to use knowledge, and think critically, to devise novel solutions to problems they encounter.  (This was the intention in undertaking our Eco-friendly Islands learning experience where I challenged them to see themselves as problem solvers and island guardians.)

           The students' online connection (through personal and shared devices) means that they are able to work cooperatively on Google Slideshows even when they are not in the same room - in this instance, there were team members working effectively from our learning hub in the library and communicating findings, delegating responsibilities and expectations without face to face interaction.
           Learning environments have certainly changed, and kids are no longer always contained within the four walls of the classroom. Learning happens when the structure, and scaffolding, allows learning to happen.  Learning is no longer characterised by a teacher lecturing at the front of the room. At Sunnyhill School the children identify themselves as learners capable of leading their own learning journeys.

           The success the children had in unlocking the sad story of Fritz Honore reflects their ability to research effectively, to manage themselves and to work collaboratively.  Well done everyone.  So stoked.  You guys rock!  

Island Progression

Nessa, Ishika and Caitlin are using windmills to power their resort.  They will be growing their own food.  This means that they will not need to bring in supplies from off shore. 

Nicholas is using solar panels.  The energy will be converted into electricity

Ruby is providing a natural salt water pool.  Water will be replenished when there's a high tide.
Joseph and Samuel are collecting rainwater runoff from the roofs of their units.  This will be used as drinking water at their resort

Nadia has decided it is more responsible to have her guests stay in tents.
"I don't want people to stay in something that used stuff (resources) from the natural environment."

Remembering the fallen

A more sombre mood prevails today in Room 2.  I have brought in a family taonga.  The children are now deep in an inquiry on what this treasure can possibly be.  They have touched it, but absolutely no information has been provided.  Not a word.  Nothing. Not even that it relates to events in World War I.

The children are having to use effective key-wording and research to unlock its secrets. I am looking forward to their presentations (later on today) as they educate me on my own history.

Update - we have been busy making pom poms (as part of our enviro-week)  with Room 22, so the kids will present their slide shows on Monday or Tuesday.  Can't wait!

Recognising Awesomeness

In light of the fact that we do not have as many assemblies where I can hand out certificates, I thought I would start the Room 2 Awesomeness Award.

This week's recipient is sunny (disposition) Sophie

Thank you, Sophie, for all you do for me.  You look after the technology cupboard, open and lock the classroom door, and always let me know the important stuff that is going on.  You are responsible and can be relied upon to show initiative at all times.  You're awesome. I'm so lucky to have you in my class - like, seriously.

It was a game of two halves but, at the end of the day, research was the winner

What a day!

As the kids dug up the soil in the name of science, no-one could have anticipated that the estuary beach would bite back, but it did!

Marine Metre2 is a longitudinal survey of the health of our foreshore.  The kids had to take core samples and record the animal life they found.  Ruby, Samuel, Brayden and Nicholas found mud crabs, turret shells, large horn snails, clams and even a polychaete worm.  This information will be put into a database that will be used by the University of Otago.

Most of us felt the weather was the main threat (as we recorded our observations), but we were wrong.  No one was prepared for the battle (and hilarity) that ensued when the Sunnyhills Kids and Parents ended up versing the Gloopy Mud in the match up of the decade.

Nicholas did the hard yards when he took on the mud. Sadly the mud won.  Poor Ruby came up short when she tried to tackle a seemingly innocuous seawater puddle.  Tandia had to go to plan B when she ended up sitting in the mud. BaiLin backed himself but also came up short against the mighty power of the mud bath.  Mrs Foster really put her body of the line, but, alas, also ended up with a wet bottom. Man of the match went to Mr Raman, who, in his attempt to do the heroic thing and save a mud swamped group member, very nearly ended up needing some saving himself.

A big shout out to all the parents who helped today; I am very grateful.
It was a game of two halves but, at the end of the day, research was the winner.
Mrs Nicole Wallace

Just Sayin'

You guys rock!

Always Look on the Bright Side of Life

In Room 2 we look to positive role models to inspire us. Romero Britto is an artist who has a story that is worth exploring.

"I believe that every human being should try to do good for someone else.  There are so many different ways to do it.  My art can be an instrument for helping people... What a good feeling - that I can do that with my art ..."  Romero Britto

Romero Britto was born in Brazil.  He did not have a privileged upbringing but what he did have was an amazing imagination.  When life was tough he escaped into the world of his imagination where everything was bright and cheerful. Having an optimistic outlook led him to move to Miami where he established himself as artist (in spite of the fact he had no formal training).

His artworks bring happiness to many, and that's one of the reasons Mrs Wallace chose him to inspire our self-portraits.

Romero Britto has a very distinctive style. His work is child-like, with a bold bright colour palette that communicates joy and hope.  He often incorporates ‘happy’ words like ‘smile’, ‘dream’ and ‘laugh’ into his works.

Our aim was to channel our ‘inner Britto’ and imbue our portraits with a positive spirit.

Nadia

Success Criteria

Our portrait incorporates some of the symbols commonly found in Britto’s work

We use colour boldy

Our work has a childlike, almost cartoonish feel

We have taken pride in our work

Tandia and Joseph

Asaro Mudmen?

No, the Year 6 kids are not learning about the culture of the 'mudmen' of Papua New Guinea's eastern highlands, but they are trying new things, facing fears, and learning about their limitations

        Survivor (Lakewood Lodge style) might not provide quite the challenge of the TV show, but the kids learned the hard way that there's nothing quite as unpalatable as a cold sausage, and there's nothing quite as frustrating as trying to get mud out of your nostrils, ears and hair post the mud run.

Thanks to all the parents who supported the kids during their fun-filled camp week.  We honestly couldn't do these things without your help.

Thinking Skills - The Hat Challenge

What would you wear if you met someone really important?

Our milliners (Year 5 students) were commissioned to design a hat (or fascinator) that would be suitable for an audience with the Queen.  It had to look good and fit well.

Well, that should've been easy, right?
Think again.

The only materials our milliners had access to were sheets of newspaper and Cellotape.
The biggest problem?
They had LESS THAN AN HOUR to design and construct their creations for this most auspicious event. They had to co-operate, be innovative, and adapt their designs as they encountered technical and design-based obstacles.


Well, so how did they go?

Naturally, they smashed it.  Check out Jasmine, Nessa  (with Nadia) and Samuel.
You guys are too too awesome!

Developing Relationships and the Art of Giving

Once,
when we were small,
we looked up to our big buddies.  We thought they were as tall as skyscrapers and they held us captive with the extent of their knowledge and their abilities.   We loved our buddies (up there in the senior school), but we never believed that we would get to that stage or develop those skills.  It all seemed so far away...

We are now in the position of being the big kids.  We notice that when our buddies look at us their eyes filled with wonder.  And we remember that in giving them our time we are creating special memories; it's a privilege.

Our buddy class is Room 22.  Year 2s from Room 22.  Nice

We have been developing rhythm by playing games. Here is a photo Mrs Wallace took.

In the ongoing saga of Life in Room 2...

Episode 2

While our heroine, Mrs Wallace, continues to amaze with her slick teaching techniques....

Sophie shows the cricket ball who's boss and bowls out three members of Room 3 (in a row!) when playing inter- class cricket.  You're amazing, Sophie!  Hip hip hooray!  Teacher nearly passes out with all the excitement and has to remind herself to breathe.

Jared astounds his teacher with his ability to single-handedly sort the class into order (during the cricket game) and then ensures morale remains high by whooping, leaping and praising his classmates continually.  Such high empathy and energy, Jared.  Rock on!

The humble BaiLin provides swimming tips to those who require technique adjustment.  Mrs Wallace watches on in awe and takes notes, celebrating the benefits of peer to peer teaching.  So proud of you, mate.  I suspect you might be the next Mark Bone.

Tune in for our next episode of ...

Life in Room 2

Instructions for Life in Room 2

.... that moment when you know you have an awesome class and it's going to be a great year!

Yes, I know some people hate incomplete sentences, but still .....

We have been working on our alternative to the conventional class treaty; we took a quick look at 'instructions' written by the Dalai Lama for living well.
           The Room 2 kids are so insightful; far more mature and reflective than I ever was at ten or eleven.  Have a look at some of their top tips for getting along in life.  This is just a sampler.  Enjoy!

Have fun!

Be awesome!

Think positively

Mistakes prove you are trying

Don’t let something small ruin your day!

Make sure you’re happy

Be yourself

Manage yourself

Believe in who you are!

Show responsibility for your actions

Don’t lose your temper when someone provokes you

Creativity is da key (like the creative spelling here! ;-) Mrs Wallace)

Everyone is good in their own way

Be yourself, everyone else is taken

Be happy

You’re beautiful just the way you are

Anything can be done with confidence

Stand up for yourself

Honour, respect, loyalty

You’re not bad, you’re just learning

Things aren’t perfect - expect that!

Have fun with friends

Learn from your mistakes

Laugh and live

Care and Share

Don’t be rude

Be grateful for the stuff you’re given

Never swear

Don’t get mad over silly things

Eat healthily

Never have too much sugar

Practise makes perfect

Good things come to those who go out and earn them

Light can be found in the darkest of places, if one remembers to turn on the light (Albus Dumbledore)

Determination

Co-operate with classmates

Laugh often and learn well

Be kind to other people