During this unit of inquiry Sharing the Planet we are going to be exploring modelling using a variety of materials. We will be exploring how we control tools, materials and use different processes. Today we explored the form of clay as the students had a great time experimenting with air dry clay. Each student was given a piece of clay, a selection of clay tools and a board to work on. They then each created a piece of artwork or rolled it up and created another one instead! We begun to look at how to join two pieces of clay together. We'll see if the joins survive the night. Some students helped each other create pinch pots. Others already began modelling their favourite animals. We'll reflect on the techniques we used and collect vocabulary connected to this.
We have started viewing the BBC series Life narrated by David Attenborough in parts. I shared with the students how I had first watched one of David Attenborough's series when I was their age and how it had really influenced me. I even had the book to show them from that time! It was a pleasure to watch the first part of the more recent Challenges of Life with them today. As we watched we were listening out for vocabulary connected to animals e.g. predator, prey, behaviour, advantage, survival, strategy, challenge, specialise, defence, calculation, reproduction, camouflage, weapon, shelter, shelter, defense, food and behaviour. Afterwards we used the Connect-Extend-Challenge routine to reflect our thinking as we viewed the film:
How do the ideas and information you’ve just heard connect to ideas you already thought about or knew?
How has your thinking been extended in some way, taking it in new or further or deeper directions?
What challenges or puzzles have come up in your mind about this topic now that you’ve been presented with new ideas and information?
I also introduced the students to 'The Rock' which used to live close by to Miss Kathy's home in the mountains.
I had been worried it was unhappy after I had removed it from it's natural environment, but the students indulged me and assured me it wasn't living so it didn't have feelings! I asked why was it not a 'living thing'? A really interesting discussion emerged spontaneously about the idea of change. A student pointed out that living things change over time, but that rocks change too. The students explained about erosion and friction, but that this was different from biological change. The 'growth' of crystals also came up in discussion. At this point we begun sharing our criteria lists for living things and together we are formulating a definitive list.
Tomorrow promises to be an equally busy day with our focus being classification. The Personal Connections task will be coming home tomorrow as a follow up to the day.