Children were given different capacities in millilitres and litres and they had to pour the water into a measuring jug according to their measurements. Pupils also explored the scale reading of their containers and they had to be accurate while observing at eye-level. It was one of the most enjoyable hands-on activities for children. This was followed by the initiative to water the plants to save water in order to be an eco-friendly school.
The children in my class were asked to bring a small plant pot and a cutting each. I covered a table with magazine papers and in groups of 2 each child put peat in the pot and planted the cutting. When they all had their turn we put the plant pots on the window sills of the corridor near our class. We water them and the children can see which ones are growing. We talked about how much water we pour in the pots and when we have to water them. It was a hands on activity which we all enjoyed.
During the week starting 20th October, children are going to be exposed to various activities, lessons, talks and Special Assemblies about the importance of saving water. This is one of the targets of the EcoSkola action plan which is part of our School Development Plan. The aim is to promote water saving measures among the school community. Teachers are encouraged to use the subject integration approach and promote this theme through Art and Craft, Science, ICT, Maltese, English and Mathematics. You can find many resources on this subject if you follow this link.
We collected all the dried up felt pens and gem markers. We took out the colour inserts and cut them in pieces. Small containers were filled with water and then we put different coloured inserts in each one e.g. blue, red, orange and so on. The children watched the colour seep out of them and merge with the water. This was done before the Easter Holidays. When we came back from the holidays we looked at the containers and saw that the colour was more intense. Each child used the watercolour to paint cauliflowers (green) and carrots (orange). The colour that came out was like the watercolour used by artists. The more you leave it to stand the more intense the colour comes. The children were fascinated by how we managed to recycle and use the felt pens and gem markers and also by the colour and paint that came out. We also tried it out on a Watercolour paper.
We explained that milk has surface tension, just like water, but unlike water, it is high in fat and is solid coloured. As the dye is less dense, it does not mix into the milk unless stirred. It remains separate. Dish soap breaks down the fat of the milk and decreases the surface tension in milk.
What we did in the experiment: We put our dyes onto a clear container, and then added milk. We then watched what happened when we added the soap.
We asked the children what they thought would happen at each step. They came up with interesting answers. They were fascinated when a bubble formed when we added the dish washing liquid and then how it disappeared. We left the container standing a while and then we looked again and saw that the milk was separating from the other liquids.
We wanted the children to see how we can transfer water from one container to another using paper towels.
We used 4 containers and placed them in a line on the table. We filled the first and third container with water and added red and blue watercolour paint alternately. We left the second and fourth one empty. Then we took some paper towels and draped them from one container to another.
The watercolour paint was used to see how the paper towel absorbed the water and transferred from one container to another.
About an hour later the children could see that there was some water in the second and fourth container. We explained that the water was there because the paper towel had transferred the water there.
We left the containers on the table till the next morning. The children found out that the water in the second and fourth container had risen up to about nearly an inch. The water in the second container had turned brown. The first paper towel turned red, the second turned half red half blue, the third one blue and the fourth one turned light blue.
The experiment was very interesting and the children watched the process eagerly.
Year 1 pupils had the opportunity to go to St.James Cavalier and listen to the interesting story of ‘The Richest Crocodile in the World’, which was animated through the use of puppets. Once again the children were exposed to use the English language. After the story telling, the children were involved in some interesting creative activities, including drawing and also making masks of animals mentioned in the story.
As part of the Oracy activities planned in order to expose children in Year 1 to the English Language, an outing was organised with Hip Hip Hurray. The children had the opportunity to interact with two characters from the story ‘Alice in Wonderland’. The children were encouraged to talk in English to the characters and also ask them questions. They also sang nursery rhymes and played some games with the two characters.
We were asked to collaborate with Lija Local Council for the Citrus Day event by preparing some charts and crafts. As a class, we painted some paper plates to represent the citrus fruits segments. We also designed slogans to promote the intake of citrus fruits. This was clearly highlighted in our morning assembly where the children shared their useful information about citrus fruits that they found on the internet and wrote sentences about.
Ms. Beverly Ann Buttigieg
L-għalliema tal-Ħames Sena organizzaw ġurnata speċjali għall-istudenti tagħhom li fiha għaqqdu attivita’ tat-tisjir mal-Matematika u mal-Malti. L-idea bdiet minn silta li t-tfal qraw matul il-ġimgħa li kienet tinkludi riċetta kif isir il-ħobż. L-għalliema ħasbu li jippruvaw ir-riċetta fil-klassi mal-istudenti tagħhom u minnha joħorġu attivitajiet marbuta ma’ ħiliet matematiċi kif ukoll aspetti tal-lingwa u kitba bil-Malti.
L-attivita’ bdiet billi ż-żewġ klassijiet ingħaqdu flimkien u l-għalliema bil-għajnuna tal-LSAs qassmu l-istudenti f’erba’ gruppi. Kull grupp kellu l-ingredjenti meħtieġa u l-għodda li kellu bżonn. L-istudenti wiżnu u ħejjew l-ingredjenti waqt li l-għalliema u l-LSAs staqsewhom domandi biex jgħinuhom jaħsbu b’mod matematiku waqt li qegħdin ikejlu. Sakemm l-għaġina kienet qed togħla l-istudenti ingħataw karta b’numru ta’ mistoqsijiet matematiċi ibbażati fuq ir-riċetta tal-ħobż.
Meta l-għaġina għoliet l-għalliema u l-istudenti ffurmaw ħbejżiet żgħar li ssajru f’żewġ fran tal-elettriku fil-klassi stess mill-għalliema. Ir-riħa tfuħ ta’ ħobż malajr infirxet mal-kurituri tal-iskola u qasmet qalb kulħadd. Sakemm sar il-ħobż, l-istudenti ingħataw karta oħra b’taħriġ tal-lingwa fil-Malti kif ukoll kitba qasira li fiha kellhom jiddeskrivu ħobża tal-Malti u jiktbu riċetta kif jagħmlu ħobż biż-żejt.
Ma jistax jonqos li l-istudenti kienu fuq ix-xwiek biex iduqu l-ħobż li għamlu huma stess, u xejn inqas l-għalliema u l-LSAs. Il-qofol tal-ġurnata ntlaħaq meta sa fl-aħħar l-istudenti ngħataw ħbejża kull wieħed sħuna u tqarmeċ midluka bil-butir. Tassew niżlitilhom għasel!!!!!
Mr. Paul Rapa