Submitted by Ms Louise Cutajar, Class Teacher
The teachers commented about the fact that it is evident that in this school there is great teamwork and a very positive vibe.
The guests were treated with some local food to close the event. This was a very enriching experience for all the participants. Special thanks goes to all the teachers, kindergarten educators, learning support assistants, clerk, caretakers and senior management team for ensuring the success of this event. Special thanks to the college principal, Ms Mifsud, who joined us during this venture.
Children enjoyed themselves planting their own plants in an old mug they got from home. Students placed some soil in the mug and planted a plant which comes from the cactus family. They further discussed these type of plants and where they come from, what they need to grow and which other plants form part of this family.
Submitted by Ms Janice Vella Muscat, Yr 2.1 Class Teacher
To begin the lesson the teacher asked: What is science? What do scientists do? A discussion ensued and then a video was shown to the pupils. To learn more about the scientific process they took part in an investigation. The teacher showed the students two eggs and posed the following questions: Will the eggs float or sink? Why do you think so? Students stuck a sticky note under the headings: Will float/ Will sink. Some students were undecided as they thought that one egg could sink while the other could float. Therefore, they stuck their sticky note in the middle. I poured some water in the glasses. After, students explained why they thought the egg would sink or float.
Some students observed the eggs and explained that since one egg looked larger than the other it would sink while the other would float. Others pointed out that the egg shell of one egg could be thicker than the other and therefore one may sink and the other may float. Both eggs sank, but one sank to the bottom and sat on its side while the other sank but floated at an angle. The teacher asked the question: Which egg is fresher? Students observed ad discussed. The egg that sank to the bottom was fresher. We also discussed that if the egg was not fresh it would float because when an egg ages, the shell becomes more porous allowing air to flow through. The more air entering through the shell, the larger the air cell becomes. The air sac, when large enough, makes the egg float. Students were eager to tell their parents/guardians about this investigation and their findings.
Submitted by Ms Miranda Cauchi, Yr 3.2 Teacher
The Year 3.2 students have been learning about numbers . Students were engaged in various hands-on activities so that they were able to read, write and order numbers up to 100 in figures and words. They also sang along to a video song and played various online games.
Activity 1: Ordering Numbers – In pairs, students had to choose the correct peg/s to continue the number sequence found on the lollipop stick.
Activity 2: Matching numbers – figures with words
Students used their number cards (numbers in figures) from their Maths Toolbox to play Bingo. The teacher drew out a number card from a bag and called out random numbers from 1 to 100. Students had to check and see if they had the called out number written on their Bingo sheet. If students had the number, they placed the correct number card on the corresponding number name found on their Bingo sheet.
Submittted by Ms Miranda Cauchi, Class Teacher
The Concrete, Pictorial, Abstract (CPA) approach of teaching in Math is being used in class so that students develop a deep and sustainable understanding of this subject. Students participated in several hands -on activities using diverse manipulatives, such as interlocking cubes.
They also used 10c and 1c coins as well as straws from their Maths Toolbox to understand better the concept of tens and units. They were shown videos and PPTS and played online games and other activities on the interactive whiteboard. Then students were able to represent the place value of any given number in a pictorial way and later work out the related tasks using only numbers.
At the end of the topic students were given the chance to practise what they had learned during these sessions as they participated in various learning stations. In one of the activities involved students had to programme the Bee-Bot to stop on the correct flashcard answer. In doing so, our class also participated in the European Code Week.By using the CPA all students were able to understand and recognise the place value of any digit in a whole number up to 100 (Learning Outcome 5.1.3).
In the photos, the students can be seen using resources from their Maths Toolbox to help them understand Tens and Units better. They watched videos, songs and PowerPoints about the topic and they played online games too. They also participated in several hands on activities involving manipulatives, that included base ten blocks, 10c and 1c coins as well as straws, in order to learn about tens and units in a concrete way. Then, the students moved on to representing 2-digit numbers in a pictorial way and finally, they worked out related tasks involving the writing of numbers, thus adopting the concrete, pictorial and abstract (CPA) mode of teaching in our lessons.
The year 3.1 students were learning about scientists and what they do. They learned about the Scientific process and took part in an investigation. We posed a question and designed an experiment to find out the answer. The question posed was: How can we tell if an egg we need to cook is fresh or not? The students predicted the outcome of the experiment and then, we tested our hypotheses. We got a container and filled it with water. We placed two eggs in the container and checked whether they floated or sank. If the egg floated, it was past its prime but if the egg sank, it was still fresh! Our eggs sank 🙂