My classroom !

My classroom !

Students’ day starts at 8:30 a.m. (3rd to 5th grade) or 8:40 a.m. (1st and 2nd grades).

Students arrive fifteen to ten minutes before class begins and take the time to settle in, take out their things, study, read or simply sit down to be ready to work.

This routine allows students to appropriate the classroom as a space in their life in which they feel good. On their own initiative, some decide to do yoga in order to better prepare for the day ahead.

Geometry in 1st Grade

The first grade students worked hard on geometric shapes. They discovered that the school had a lot of them and took pictures of them. They then worked with plasticine and constructed shapes in order to understand the different properties of polygons.

Coding, Robotic and Technology

After a year of hiatus and the obligation to teach coding online, all the students of the school are once again able to work in the Innovation Lab, a room dedicated to technology.

Students reinforce concepts seen in class with their main teacher, apply concepts studied and develop new skills according to the project carried out.

The collaboration between the teachers and Alice Kong, Coordinator of the STEAM program, is essential to give meaning to the learning.

3rd Grade Field Trip

The 3rd graders went on our first field trip to the San Diego Natural History Museum located in Balboa Park yesterday. We had a wonderful time exploring the museum and receiving a private class with an instructor. The students learned about animal adaptations, as well as how to make observations and inferences about various animals.

2nd and 3rd Grade – Special Spanish and English Robotics Lessons

Second and third grade students experienced their first Robotics class in Spanish & English this week! In the very special Spanish + English Robotics lessons with Profesora Yuriko and Ms. Alice, students worked in pairs to practice Spanish vocabulary and sentences to solve a number of mathematical problems through programming Bee-Bots! Muchos gracias, Profesora Yuriko!

Building Bridges in 5th grade

The ” Building Bridges” program allows 5th-graders to interact with Middle School classes. This week, our 5th-graders met their fellow students from 8th-grade.
This allowed them the opportunity to ask the 8th-graders questions about their time in Middle School. The 5th-graders also took advantage of the meeting to participate in an activity that groups students into “Houses”.
Here is what one of the 5th-graders found of the experience:
“In the beginning, we sat down in the field outside our class. We were waiting to be sorted into Houses. The 8th-graders told us about the Houses. Then, one by one we were called up to join a House. After everyone got their ticket and had been allocated a House, they were happy to answer our questions about how the Houses work.”

Graphs in 3rd grade

Graphs are visual displays of information.  It is important for students to learn how to collect, organize, and interpret information.  To make graphing more relevant and relatable, we surveyed friends and family members in and outside of the classroom.  Afterwards, we had a Graphing Museum Walk in order to share what we’ve learned.
Carrie Vo

Protect our oceans – by the 4th graders

Je suis allée à la plage avec mes amis parce que j’ ai beaucoup appris en classe sur la protection de nos océans alors je voulais faire quelque chose pour aider. À la plage on a vu des animaux qui étaient morts à cause du plastique. On a ramassé beaucoup de plastique et on veut le refaire pour que nos océans soient en meilleure santé.

I went to the beach with my friends because I learned a lot in class about how to protect our oceans so I wanted to do something to help. At the beach we saw a lot of sea life that was destroyed because of plastic/pollution. We picked up a lot of plastic and we want to do it again to help our ocean be healthy again.

Notre maîtresse, madame Aka, a lancé ce projet pour nous sensibiliser à ce qui se passe dans la nature. La pollution affecte énormément l’océan et il faut que ça s’arrête. Le plastique prend 500 à 1000 ans pour se décomposer et vient dans notre assiette quand on mange du poisson qui a lui-même mangé du microplastique. On a aussi fait des expériences sur le pétrole et les liquides qui se mélangent avec l’eau et on a fait un field trip virtuel avec l’association shore buddies.

The teacher, Mrs. Aka started this project for us to sense what is happening in nature. Pollution is affecting the ocean enormously and it has to stop. Plastic takes 500 to 1000 years to decompose and comes onto our plate when we eat fish that have itself eaten microplastic. We have also done experiments with petroleum and liquids that mix with water. We went on a virtual field trip with the Shore buddies CEO and he taught us more about ocean pollution.

The group photo of us picking up trash at La Jolla shores. This picture was taken right before we found the most trash in a bomb fire area.

Nous ramassons les déchets à La Jolla Shores. Cette photo a été prise avant de trouver beaucoup de déchets dans la plage.

A sea lion killed by pollution or plastic; it washed up on shore.Then, we performed a funeral for the poor seal that died  by accident caused human nature. We are terrible.

Un phoque est sans doute mort à cause de la pollution ou du plastique.Il a échoué sur la plage. Après, on a fait des funérailles pour lui.

National Arbor Day

National Arbor Day was April 30th. The 3rd grade B planted a tree: a ponderosa pine in our little garden. It will be transplanted in a permanent location in the school landscape. 

It was a very special moment enjoyed by the group. Each student of the class participated in the plantation respecting distanciation of course.

It was followed by a moment of exchange and debate about the importance of trees. “Trees are important !” a student said. “It gives us oxygen.” another one added. “Trees also provide shelter for animals.

Murielle Brimaldi Jensen

 

Science in 4th grade

We have been learning about energy transfers in 4th grade and the students modeled changes in potential and kinetic energy through the real life experience of a roller coaster. They demonstrated the Law of Conservation of Energy and enjoyed engineering their own roller coaster which required friction for the ride to end.

Cathleen Anderson