Comparing Old and New Shenzhen

This week we worked on showcasing our knowledge about the history of Shenzhen. We had to answer these questions for our final project.:

  1. Can you create a visual representation of old vs. new Shenzhen?
  2. How can you compare and contrast the lifestyle of old Shenzhen and now?
  3. Why did your family move to Shenzhen? What caused the move?

After gathering resources about the history of China and specifically, we chose our creative ways to show our learning. Some forms are, Book Creator, posters, informational books, skits using green screen, and a 3D model of Shenzhen. We will finish up this project and present about it next week.


Also, we have been so lucky to receive free Hebrew lesson from Mr. Zohar, our new teacher. We learned some basic words like, 1-10, friend, hello, yes, no, etc. How fun!

Lately, Ms. Cheung has been mentioning PYP Learner Profile words. If you have the time, try having a discussion about how we (students, teachers, parents…everyone) show all 10 attributes.

Lastly, we have learned a new reading strategy, called, making inferences.

Forming our Opinions

This week we didn’t take too many pictures because we were too busy debating! We have been learning how to form an opinion and come up with strong reasons to support it. We read the book, Don’t Let the Pigeon Stay Up Late! and then analyzed how the pigeon tried to persuade the reader. We took that idea and then Ms. Cheung asked this question: Should children be allowed to stay up late? We then had a debate about it. Some of us were persuaded to change our minds while others stood firm. Most of us agree that children shouldn’t be allowed to stay up late. Pretty principled, eh?

Next, many of us just have deepened our love for creative writing time. A new group have formed and they are writing and informational piece about our culture’s food. We had an idea to make a book and ask Ms. Liz from Admissions to share this book to new families of SIS. What a sweet idea!

Mini Inquiry Project about Influential Inventions

This week we had time to choose an inquiry project that reflected our personal styles in our own way. For the project, we had to answer the following focus question about inventions. If you’d like to check out what they have created, log on to Seesaw and find their account. 2B is so creative!

For writing, we are working on persuasive writing, or opinion writing. We talked about the upcoming Panda Awards Book selections and then started to write a persuasive letter to all readers in 2B about our favorite books.

Word choice is very important in this writing unit and this poster helps us visualize the strength of synonyms, or words that have the same meaning. We want to be as persuasive as we can!

Lastly, thank you to all who came to support us for our musical! We did it!

Shenzhen History Museum

We just came back from our field trip to the Shenzhen History Museum. It was so cool learning about how Shenzhen changed over the years. We found out that people used to fish, hunt, and farm, and harvest oysters for a living. Then jobs changed as Shenzhen started to “open up” to the world. Shenzhen creates a lot of electronic goods in the present day.

A HUGE thank you to Eden’s mom for joining us today! We really appreciate the help.


For math, we are learning about graphing. We’ve added some math vocabulary for this topic.


And for reading, we will start to learn more about how authors play with words to make stories more colorful. This leads nicely to poetry.

For Unit of Inquiry, we are having discussions about the changes in inventions and how it is or isn’t influential to today’s life. We have been comparing and contrasting things and building up vocabulary for that as well.


Learning Comes Alive

Thank you so much for coming to our second Learning Comes Alive. It was really fun to read each other’s informational books about ecosystems. I hope you learned a bit more about your child and their reflection on themselves as a writer.


For math, we learned the difference between a real graph, picture graph, and symbolic graph. We will start to analyze bar graphs and then make our own graphs next week.


Lastly, for reading we reviewed some important strategies to help us with reading fluency. Many students are now reading chapter books so it is important to keep up the fluency to increase comprehension. Reading too slow–your brain will forget what you’ve read. Reading too fast–your brain can’t stop and think about what happened. Reading just right maximizes your comprehension!