We Are Great Learners !!!!! 

Theme

How we organize ourselves

   

Central Idea 
Signs and Symbols are a part of human made systems that facilitate local and global communication.

Lines of inquiry

Iconography

How visual language facilitates communication

Specialized system of communication.

Concepts
Form, Function, Connection

Related Concepts
Culture, Media, Pattern, System, Communication.

A lot of what humans “communicate” about themselves to other humans is through non-verbal communication. Examples of non verbal communication include a smile, wink, or wave. All of these communicate something without the use of oral or written language. Even if you do not say a word, your silence can communicate in a non-verbal way. Humans use various means to communicate with one another be it verbal or non-verbal. The manner a person dresses or the car they drive can be their status symbol. Simply by observing small signs and symbols around us, we can know what is going on without actually using any words. This tells us that non-verbal communication also plays a very important role in our day to day lives. Hence studying it becomes essential to live in society.

The students of Grade 2 took the opportunity to tap into their analytical skills and learned to interpret the meaning and the purpose of Signs, Symbols, Icons and Logos that exists around them and guide them to organize themselves as active and responsible members of society.

Students tuned into the unit by deciphering the term “organization” while playing with their cars without any rules or guidelines. They soon realized that chaos had been unleashed and understood the need for rules, organization, system, and patterns. They saw the difference it made to their play when they played the same game once again in an organized manner. Students noted down their reflections after the activity stating how their experience was different with and without proper organization. They also learned that we humans set up systems to make our daily activities more organized. They themselves created their own road transport system to play the game.

Students further demonstrated their prior knowledge through the interpretation of three different types of painting. They observed and identified the similarities and common occurring elements among the three paintings. They also attempted to interpret the stories behind each of the paintings. After their initial interpretation, the teacher deepened their knowledge about the meaning behind the “signs and symbols” in the paintings and what the same try to signify. She also shared stories that the paintings depicted to help students understand how art is used as a way to record stories and communicate ideas. Students thus discovered that pictures are more than pretty colors and representations of things we recognize, they are also a way of communicating beliefs and ideas. 

Moving on students applied Tony Ryan’s thinker keys to play Alphabetegories. They worked in pairs to list a number of words related to “Signs and Symbols” beginning with specific alphabets

provided to them (c, d, e,i,l,m,p,s) and created their own alphabet key on Signs and Symbols. They were encouraged to think creatively by providing one word for each of the letters provided. Accordingly students demonstrated their creativity in their thinking and approach to the task. They were able to write an increasing number of frequently used words/ ideas independently.

Through this activity, students came up with the word logo or icon and tuned into the first line of inquiry Iconography. Once they come up with the term icon or logo, they were explained about how icons are a type of symbol that is used to communicate something.

In the Finding out stage students demonstrated their understanding of the key concepts form and function as they viewed different emoticons and brainstormed about their usage and what they represent. Following this, the students picked out an emoticon for themselves from a variety provided and addressed questions about them on a “Y” Chart.

Following this, students implemented their research skills to find a variety of logos by using I pads . They reflected on what brand does the logo belong to and what could be the meaning of the different elements used in the logo. They noted down their thoughts based on the meaning of the logo.

To explore the second line of inquiry “How visual language facilitates communication”, The teacher then decoded the significance of the various elements in the school logo for the students. The students learned the importance of each of these elements in giving the logo its meaning which stands for the values the school upholds. Based on this, the students tried to design a logo for the school using their creativity and imagination.

Taking this idea further, during the P.E. class, the facilitator decoded the various elements put together in the Olympic Logo and the students realized how these are implemented to facilitate communication of its ideas and purpose. This provoked them further to implement their research skills and research about the Olympic history, representation of India in the event, countries that have played host and the significance of the torch as a symbol. Students further presented the data collected through visual form- charts.

Moving on to the third line of inquiry “Specialized systems of communication” students visited the National Association of the Blind and interacted with children who are visually challenged. They also learned about the specialized system of communication created for the blind to read and write. They came back to school and reflected on how the creation of a specialized system of communication was essential for the blind.

Students extended this inquiry in class, by participating in the shared reading of the book A Girl Named Helen Keller and learned more about another form of non- verbal communication that was created to aid the visually challenged to read and write.

Through the various lines of inquiry students gathered abundant information .They inquired into the different signs and symbols used widely, their meaning and their elements. Students also learnt about the specialized system of communication. Thus in order to sort and analyze all the knowledge that the students gathered, we provided them with an opportunity to indulge in a role play. During the drama class students were involved to dramatize, various scenarios based on different themes assigned to them in groups. Thus the students gave a thoughtful consideration to their learning and experience and were able to understand their strengths in order to support their learning and development.

Following an in depth inquiry into the uses of various signs and symbols in our environment and understanding the special systems of communication used by the blind, the deaf and the dumb, students conducted a survey on the various means of communication used by people in their environment. They interviewed people of different age groups to know what are the most commonly used means or ways they use to communicate with others. Students then analysed the same with their peers and made connections with what they have learned and what they have established.

Subsequent to gathering all the data about the different means of communication used by people through surveys and interviews, students enhanced their learning about why people choose a particular communication or why they preferred the same and finally communicated their understanding about the most popular mode of communication giving reasons for the same.

They then pondered upon the question of what is it that they still want to inquire into or enhance their knowledge about and how will they do so? The teacher facilitated this through further inquiry and the students listed the same. To sum up students decided as to how they wish to communicate their newly acquired knowledge and presented the same .


Going further, the students tried to make local and global connections using signs and symbols. They were facilitated to understand the significance of the colors and symbols in the Indian national flag. They understood that flags are symbols of countries and represent values and principles that the country upholds. Students were given I pads to research about the significance of the flags of any three countries of their choice and shared it with their peers

For the summative assessment students after visiting Madeira and Mime restaurant students participate in a brainstorming session to understand how people with communication disorder use sign language to interact with people. Once students observed how diners place their orders by mimicking hand-gestures associated with a particular food item. They further used their creativity and imagination to design a menu card and a logo for running a restaurant. Students created a theme, designed a logo and a menu card for the selected audience. Students were creative and imaginative in their thinking and in their approach to problems and dilemmas. They gave thoughtful consideration to their learning from throughout the unit to create a theme, design a logo and menu card for the selected audience and demonstrate their understanding of the central idea.

Math = Love

We created Math = love because we wanted both teachers and students to know that learning math skills can be fun.


Shapes inside my Pockets

Students were challenged with sorting of 2-D and 3-D shapes. They also studied 3-D shapes using wooden manipulative. Further students were provided with shape pockets. They had to first identify the attributes/properties of the those shapes and further they write it on the strip of paper and later they will slide it in the pocket.

Hundreds Chart

Students were challenged to skip count up to hundred, for which they were provided with Hundred's Chart. They skip counted by 2's and 5's. Further they also identified  patterns while they were skip counting.

Bingo Challenge

To pump up the challenge for addition word problems, students were provided with Bingo sheet and addition word problems. Students read and solved the math word problems. Further they checked if their answer is written on the Bingo Sheet. If the answer/sum is correct students stroked it off. A fun way to solve word problems.

Madeira and Mime Addition Challenge

Students made connection with the UOI theme How We Organize Ourselves wherein they inquired how deaf and mute people communicate. To carry out the  inquiry  further they visited Restaurant Madeira and Mime and used the menu card to order food using various sign language to communicate with deaf and mute waiters. To take this inquiry forward students were further challenged to use Madeira and Mime menu card and find total of the food items they purchased. They also solved word problems based on the restaurant's menu card.

                                         

Language with a twist 

Letter of Encouragement

After viewing and discussing the impact of flooding and aftermath on the families and communities in the greater Houston area who lived through the storm grade 2 students were inspired to write a letter of encouragement to the students of North Carolina School. They also made letter more personalized with pictures and artwork. This helped us to develop the attitude of empathy among our  young  aspiring writers.

Drafting Mail 

After visiting the restaurant Madeira and Mime students of grade 2 took initiative to draft a reflection mail to their parents. In which they described about their learning experience to their parents and also gained a new experience of sending mail and learning typing skills.

Language Challenge - Spider word web 

Students were provided with a spider word web. The web consist of words. Students used those words and framed two telling, exclamatory, question and command sentences. Further they created their own word web and framed sentences using the words they recorded in their word web.

What Happened Next? 

To transfer the concept and grammatical knowledge of nouns from oral to written language students wrote an ending of the 'Little Red Riding Hood'.  Students wrote a different ending to the story and made sure to use common and proper nouns. Further they identified and sorted the nouns.

Show and Tell Time - Taking Action

Students of grade 2 made remarkable connections to the new knowledge they have acquired and applied their skills in everyday life. This showed that students had a deep and lasting understanding. These students learned that inquiry can lead to action and that even the smallest of us can make a difference.