Our Feelings in Motion

 Our class continued Finding Out about the year-long unit on How we ecpress ourselves. Through art and writing, we learned that everyone has ideas, feelings, and stories to share, and that there are many creative ways to do that. 

Through painting and poetry, we discovered new ways to express ourselves.

In art, we explored different painting styles. 

One style we learned was called impasto. 

This is when paint is put on very thick,  see and feel the brushstrokes. 

Some artists use palette knives, and others used brushes. We learned that texture can make art more exciting and expressive.

Another style we tried was watercolor painting. 

Watercolors were different because the paint moves with water. Sometimes the colors blended in ways we did not expect. Instead of fixing mistakes, we learned to enjoy them.  

Students might think that it was a mistake, but if you trust the process, something beautiful will come out.

Watercolor helped us understand that art does not always need control to be meaningful.

 

We also learned about pointillism.

The type of art that uses lots of tiny dots instead of lines. At first, it was hard because making small dots takes patience. But you will be surprised to see pictures forming.

 This will help students understand that small details can work together to make something big.

 

We also expressed ourselves through poetry. 

We wrote poems with rhyming words, which made our poems fun and musical. We enjoyed finding words that matched and sounded good together. We also used onomatopoeia, which are words that sound like noises, such as bang, splash, and buzz.

In this unit, we will continue to explore that that there is no single right way to express yourself. Whether we used thick paint, tiny dots, soft watercolors, or powerful words, we found our own creative voices. We are proud of our learning and excited to keep expressing ourselves in new ways.

 

What sparks your curiosity?

We continued our Finding Out by discovering different ways to make use of the available materials around us. The Grade 2 students were over the moon when they were presented with a variety of supplies to choose from. 

This excitement sparked their curiosity and creativity as they explored how each material could be used in different ways to solve problems and bring their ideas to life.

Stones, screws, crystals, papers, boards, bolts, cups, paints, scissors, flash lights, to name a few. 

CONDITION: 

Choose ONLY 2 materials at a time. 

Interesting materials or something that you are curious about

QUESTIONS:

What characteristics do these materials have? 

What is special about this? 

Where can I find similar or exactly these things around me?

CREATE:

How can I use these for a purpose or to create something new - something unique?

 

It is at this stage that their creativity and critical thinking truly come into play. Through hands-on manipulation of materials, students began to experiment, test ideas, and explore different possibilities. As they interacted with the materials, they discovered new ways of making things work—often realizing that simple resources could be used in multiple and unexpected ways beyond their original purpose. 

This process encouraged them to think flexibly, solve problems, and make meaningful connections through trial and error. By exploring, adjusting, and refining their ideas, students gained a deeper understanding of how materials function and how curiosity and interests support innovation and learning.

 

Like scientists who have made important discoveries, the students began with wondering and followed their curiosity. They asked questions, explored ideas, and investigated how things work through hands-on experiences. 

By observing, experimenting, and reflecting on their findings, they developed a deeper understanding and learned that curiosity is the starting point of discovery and innovation.

 

As researchers, they looked more deeply into their own interests and curiosities related to activities, talents, sports, and other areas of interest. 

They then selected one topic that sparked the most curiosity and raised the most meaningful questions for them. 

By focusing on an area they were genuinely interested in, they were more motivated to investigate, ask questions, and seek answers, leading to deeper engagement and understanding in their learning. 

Through questioning and exploration, students learned how to gather information from different sources, make observations, and reflect on what they discovered. 

They were encouraged to think critically about their findings and consider why certain things work the way they do. As their understanding grew, they began to ask deeper and more thoughtful questions.

 

The inquiry process also allowed students to recognize that learning starts with curiosity. By following their interests, they developed confidence in asking questions, taking risks, and sharing ideas with others.

Like the people who discovered these ideas, they will understand that many important discoveries begin with curiosity and a desire to learn more.

 

 This experience helped them see themselves as capable researchers who can explore the world around them through curiosity, investigation, and reflection.

Next week, the Grade 2 students will continue meeting different people, including scientists and important developers from various fields. They will learn about individuals who, through their discoveries and ideas, helped shape the world and made it better—or in some cases, created challenges—during their time. 

 

Curiosity to Discovery

Where we are in place and time

Our learning journey began by exploring how our needs, interests, and curiosity can lead to new ideas and discoveries. 

A key part of our learning was understanding the difference between needs and wants. Through discussions and sorting activities, students realized that everyone has different priorities and perspectives about what they need and want. They learned that these differences influence how people think, make choices, and develop interests.

During the Tuning In stage of our unit, students were encouraged to think about what an idea is and where ideas come from.

To spark curiosity, students shared their own thoughts and experiences, discovering that ideas often begin when we wonder about something or notice a need around us. Through discussions and hands-on activities, they explored the meaning of ideas and learned that everyone can be an idea-maker.

After listening to the story What Do You Do With an Idea?, students were inspired to think more deeply. The story encouraged them to reflect on how ideas can grow when we care for them and believe in them. 

Following the story, students created thoughtful questions based on their interests and curiosities. These questions became the starting point for further inquiry and exploration.

 

This tuning-in experience helped students understand that curiosity leads to questions, questions lead to ideas, and ideas can lead to meaningful discoveries. 

We look forward to seeing how their ideas continue to grow throughout the unit!