Sound
“Tell me and I forget. Teach me and I remember. Involve me and I learn”. – Benjamin Franklin.
Our budding scientists in Year 5 have been learning all about how sound is created. As stated in the quote above by Benjamin Franklin, the best learning takes place when students are actively involved in the learning process. Hence, it was time for our students to put on their scientist hats and participate in some thrilling scientific experiments in class!
As seen in the pictures below, each student had to stretch a piece of plastic film tightly over the open end of a plastic bottle. They had to then light a small candle, causing endless excitement amongst the students! It was then that the fun started. The aim of the experiment was to test if sound vibrations travel through the air, as we cannot see them with our own eyes. If this theory was indeed correct, the flame would flicker when they tapped the bottom of their bottle!
And…EUREKA!
The experiment was a success and as any accomplished scientist would do…the experiment was done repeatedly and with much amazement by each student! After all the excitement, the lesson was concluded with some serious reflection, thinking, debating and discussion about our findings.
The best way to learn science is by doing science and to never stop questioning!
Jennifer Rose
Year 5 Teacher
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Bright Science Sparks
“The Shadow Proves the Sunshine” – Switchfoot
The year 4’s have just completed a week of shadow investigation. On Monday morning we set out with a mission to discover how shadows move and change throughout the day. We started our lesson in groups by answering questions about shadows and light, discussing what we already know and what we still need to learn. It was key for every group to cooperate with one another by being polite and kind to the other members of the group. Sharing and taking turns was also a key factor in working towards a group agreement on their answers.
Our research starting point was making predictions about how the shadow would move or change. A simple upright pencil on cardboard was all we needed to set this test in motion. Our first observation was that light always travels in straight lines. Anything in the way would cause a shadow. Throughout the day, in fact every hour, we witnessed that our shadow moved to the east. Our pencil shadow was long in the morning. As the day progressed the shadow became shorter, being the shortest at noon. After midday the shadow of the pencil slowly grew in length again.
Our testing was not yet complete! Working in groups again, we investigated which objects were transparent, translucent and opaque. We also discovered that we could change the size of our shadow by moving closer or further away from our light source. After collecting and recording our observations over the course of the week, all our findings were crafted into games.
Looking back over this week it is clear that every Year 4 student has taken ownership in this investigation. In return, this will create a sure scaffolding for future light exploration.
Carol Blake
Year 4 Teacher
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The Human Body!
Our Year 3’s kick started Term 2 with an introduction from Pinky, the skeleton, to our next Science unit – The Human Body! After much giggles and squeals, students were told that by the end of the unit they would need to be able to ‘dress’ Pinky with his organs all in the right places.
But first…. do the students know where each organ in our body is? Well….no…. not quite…. not at first. In groups, students had to choose one classmate and using yellow stickies, placed them on to the student in the right spot. Needless to say, we had some very strange locations for our small and large intestines!
Throughout the unit, the class enjoyed very student-centred lessons, which included making their own stethoscope out of plastic bottles, tape and toilet paper holders. They then used their stethoscopes to listen to one another’s heart beats.
Another lesson involved students making a working lung model using cardboard, straws and balloons. In pairs, students designed and cut out their lungs. Next, they attached the straws and balloons. Then, they drew in their faces and for the grand finale…they blew out into their straws to simulate their working lungs.
The students had a fabulous time designing their models and thoroughly enjoyed the hands-on activities. Well done, Year 3! I think we are ready to ‘dress’ Pinky!
Mandy Goch
Year 3 Teacher
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Investigative Thinking In Key Stage 2
“Children must be taught how to think, not what to think.” – Margaret Mead
Being both a student and teacher of the Cambridge Secondary Education system, I have had the privilege of watching it develop into the beautifully elaborate system we see before us today. If anything, the one thing I appreciate the most about growing up following one of the world’s leading education programmes, is the expansive opportunity I had for inquiry based, independent learning.
One of my favourite tools in the Cambridge Primary Science syllabus, today, would undoubtedly have to be the scientific inquiry thread, incorporated into our teaching and learning objectives. Not only do we work towards content specific outcomes under each topic, but Cambridge guides us through skill based, investigative thought processes as well.
Each term, our students are given the chance to explore the workings of our world themselves by following these probing steps:
- Asking a question
- Making a prediction
- Planning a fair test
- Carrying out the investigation
- Recording the results
- Drawing a conclusion
This process promotes a beautifully curious approach to learning, where our students are granted the responsibility of their own learning journey.
Lastly, I have to acknowledge the multitude of fun this approach leads to, both in and out of our science classrooms! When having fun and building relationships run parallel to your learning, you know incredible things are bound to happen.
Robyn Pieters
Year 6 and 7 Teacher
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A Recipe For A Good Friendship
Recently we have been discussing what it means to be a good friend or the ‘recipe’ for a good friendship. As a class, we shared many comforting stories about when others showed care for us. In further discussion, we highlighted the importance of our ‘Blue Badge’ system at school, which focuses on three simple foundations.
As a BIS student we aim to be KIND, CARING & ENCOURAGING.
Year 4NM came up with their own Recipe for a good friend, modelling the 3 simple foundations of kind, caring and encouraging.
How can you be kind…
- Say nice things to others.
- Smile, because it is the best and easiest exercise for the body.
- Be happy for others because when it is our turn we would want others to be happy for us.
- Offer to help whenever we can because giving is always more rewarding.
- Use good manners like saying:
- Good morning!
- Please.
- Thank you.
How can you be caring…
- Let your friends know that you are always there to listen.
- Ask, “How are you?” and remind them that you are a good friend even when they are not feeling good.
- Be patient and respectful to others.
What does it mean to be encouraging?
- It means we must support each other to do good or to be the best we can.
“Everyone needs encouragement like a plant needs water”
- Not everyone is having a good day all day, remember to show some support. It might brighten up their day.
- Be the reason someone feels good today!
Nadia Mahomed
Year 4 Teacher
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Year 5 Haikus
In English, the Year 5s have spent some time looking at poetry. We explored Haikus in particular, looking at their famous line and syllable structure, as well as delving a bit deeper into their usual subject matter. We also experimented with the balance between descriptive and figurative language often found in these Japanese poems.
Our favourite part of the lesson, of course, was writing our own!
Robins
Robins in a tree
Sitting high above the lake
Kings and queens they are.
- By Okuhle Williams
Saturn
Saturn spinning dream
Milky vision blurs your way
Falling into space
- By Christina Donald
Encanto
Magical People
Rhythm of its own design
Perfect Family
- By Dicla Tona
Buzz
Busy buzzing bee
Collecting honey for me
Oh so delightful
- By Emily Röhlandt
Rabbits
Rabbits, white or black
They’re adorable and cute
Hopping there and back.
- By Nivad Manouchehri
Hannah Kirkaldy
Year 5 Teacher
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Leadership
Now that the Year 6’s are the heads of the Primary School, they have had to learn about leadership and what it is to be a leader. They took part in different activities during the Skills Programme we held. The end goal was for the students to apply to become Year 6 Prefects. They went through the process of discussing what a leader was, what a leader looks and sounds like and why they would want to be leaders for BIS.
Here are a few things the Year 6’s decided make a good leader:
“A leader is someone that has responsibility and is helpful and is respectful towards others. They always try their best and they think about others first.” – Emily Fouché
“A leader is someone who can help you with things you are struggling with and will guide you to do the right thing” – Maalik Daniels
“A leader is a person who is helpful, respectful, kind and caring. They help people when they need help.” – Nicolas East
The process the Year 6’s had to follow to apply to be prefects was as follows:
- Fill in an application form.
- Get 3 references from teachers of their choosing.
- Present in front of the other Year 6’s as to why they would make a good prefect.
- Vote for who they thought would make good prefects.
We know that the elected leaders will do a wonderful job this year!
“As we look ahead into the next century, leaders will be those who empower others.” – Bill Gates
Brittney Hakime
Year 6 Teacher
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Year 11 Leadership Camp
Written by: Katherine Lott (Year 11)
The year 11 class recently went on their leadership camp at the Big Oak adventures, camp Karmel, in Franschhoek, from the 18th to the 20th of November.
Over the 3-day camp, the class embarked on various team building and adventurous activities, including water activities, cliff diving, blindfolded activities, an extensive obstacle course, and many others.
Through these activities, learners were challenged to get out of their comfort zones, learn new skills, practice teamwork, as well as, of course, have lots of fun! Activities tested the class’s ability to work together, learn more about each other and allowed for self-development and growth.
Accompanied by Mr. Harrison and Mrs. de Villiers, the class also received guidance and skills from their teachers, and needless to say, it wouldn’t have been the same without them.
Being an adventure/leadership camp, the students were able to prepare and practice skills for their matric year 2020 ahead.