In the past two weeks, we ‘took a tour’ in Australia. We had ‘visited’ some famous landscapes and architectures such as the Ayers Rock, the Great Barrier Reef, the Sydney Opera House and the Sydney Harbor Bridge. We touched a bit on the Aboriginal Art— dot painting, as well as typical animals in Australia. We learn through songs, music and movement, reading stories, relative videos, and making art crafts.
Since we are traveling around different continents, we each will need a suitcase! Then we made our own name tag for the suitcase, which helped recognize our names and letters.
We picked up some new vocabularies through matching games. We listened to the uttered word, looked for the word, and matched it with its initial letter.
Australian Aboriginal people have no written language of their own, and so the important stories central to the people’s culture are based on the aboriginal symbols and information in the artwork. To extend our understanding of Aboriginal Art, we got to know about some basic Aboriginal symbols.
We collaborated with the KG students to design our boomerang with the Aboriginal symbols we chose. Meanwhile, we watched a video about how to play boomerang. And we were excited to try out!
We read a story <Big Pumpkin>, in which we learned some Halloween characters, tried to utter some repetitive simple sentence, and had a better understanding of the power of collaboration.
Inspired by the story <Big Pumpkin>, we made the pumpkin-colored play dough. We had a bit taste of the ingredients: flour, salt, oil, tartar cream (without tasting tartar), water, and the orange food coloring. We counted how many cups or teaspoons to put into the pan. “Hot,” when finishing making it, we touched and felt it.
We chanted the rhyming song ‘5 little Pumpkins’, made paper pumpkins, and counted how many loops we put together!
We shared another Halloween character’s story ’Skeleton Hiccups’. We were amused when hiccuping like the skeleton, « hic, hic, hic…..”
We danced like a skeleton.
We put our pieces of works together to create a Halloween scene.
Are you ready for some Halloween fun?
The Aboriginal Art—Dot Painting
We recognized our own name by dot painting.
We decorated the typical animals with dots. With a cool APP for teaching, learning and creativity—Quiver, the animals came to life: they can turn around, jump, roll in a maze, etc..
Especially we learned about Kangaroo by watching a short clip and asking questions to promote our thinking, listening and English speaking skills.
Where do kangaroos live? (Australia)
What do kangaroos eat? (Bushes, grass)
How do we call a baby kangaroo? (Little joey)
Where does a little joey stay? (Pouch, pocket)
Why does a kangaroo have a long tail? (To balance)
What do little joeys should watch out for? (Eagle, dingo)
How far can a kangaroo leap? (Leap over three cars!)
We danced to the music and acted like the animals.
With the Translanguage Pedagogy, we read a story about Wombat in English after Ms. Anne read it in French. From the story, we learned that most of the time, wombats sleep and eat!
We got to know about colors and shapes by making comparisons of flags of Australia, Aborigines, France, Belgium and China.
In the first four weeks, our learning has been focused on the transdisciplinary theme—Who We Are. For PreK 1&2 students, it is important that a caring and secure environment is created to ensure their connections to their community, and then they will start their learning journey! To have a better understanding of Who We Are, students recognized and shared their feelings and emotions, built their connections with the teacher, learned about their body parts and what they can do with their own body in different ways. Meanwhile, they have started to learn about their identities by getting to know where they are from.
We shared our feelings of our first day of school. Even being scared, we were brave to share our feelings with our new friends!
We showed our feelings visually with colors, by making our own feeling mask.
We built our connections by showing our own way of greeting to each other!
We learned about our body parts by making self portraits and music and movement.
We talked about who were in the family.
In collaboration with Anne about the whole year project—continents, we had a brief introduction to Australia, making connections with their identities—where they were from.