Heritage Fair
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ISNS hosts a Heritage Fair in February to celebrate the diverse backgrounds within the school. K-1 chose to student Russia because one of the students was born there, this provided that particular student with the occasion to emerge as a leader within the classroom.
The students learned about Russia in a variety of ways. They did art projects to replicate Russian toys and popular Russian meals. They had a hands experience with Russian clothing by trying on various traditional scarves and hats. I had a grade four student come in and explain Russian traditions to the class. The student from Russia in K-1 taught her classmates how to count and say simple phrases.
The Heritage Fair was a huge success in K-1, the students and myself both learned so much.
The students learned about Russia in a variety of ways. They did art projects to replicate Russian toys and popular Russian meals. They had a hands experience with Russian clothing by trying on various traditional scarves and hats. I had a grade four student come in and explain Russian traditions to the class. The student from Russia in K-1 taught her classmates how to count and say simple phrases.
The Heritage Fair was a huge success in K-1, the students and myself both learned so much.
Habitat Projects
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As a form of summative assessment, the students were grouped in dyads to recreate a habitat that they had learned about during our habitat unit. The only rule for their project was that their habitat painting had to take up the whole paper.
Once the students finished their habitat, they drew animals or cut them out of magazines to place on their creation.
I was able to assess whether or not the groups of students had grasped the concept of habitats and that different plants and animals lived in each one.
Once the students finished their habitat, they drew animals or cut them out of magazines to place on their creation.
I was able to assess whether or not the groups of students had grasped the concept of habitats and that different plants and animals lived in each one.
Celery Experiment
![Picture](/uploads/1/3/6/6/13663349/1390045.jpg)
During our living things unit, we did an experiment using celery to see how water travels up the stem of the plant.
The students recorded their hypothesis and observations the first day of the experiment and answered various questions. The second day of the experiment the students recorded their observations again and determined whether or not their hypothesis was correct and why.
This experiment was used to assess the students understanding of the parts of the plant and how plants eat.
The students recorded their hypothesis and observations the first day of the experiment and answered various questions. The second day of the experiment the students recorded their observations again and determined whether or not their hypothesis was correct and why.
This experiment was used to assess the students understanding of the parts of the plant and how plants eat.