Dear
parents,
Next week
is our last week together in the Elementary. We farewell 62 of our 5th Graders
next Thursday at their graduation celebration as they reach this milestone of
exiting elementary schooling. We will also be having a celebration event for
our Early Years 5 students, as well as numerous other class celebrations as
students end their academic year together.
Today we had the Upper Elementary Swim Gala. Students from Grade 3, 4 and 5 all demonstrated the wonderful swimming skills they have learned this year and we thank all the parents who came along to support this.
A reminder
that ASAs have ended today and there are no ASAs next week. Please pick up your
children on time after school. Students remaining on campus after school, must
be directly supervised by parents.
Returning library books
We have enjoyed working with you this school
year! Please note that all books are now due. We kindly ask all students and
parents to return their books so we can clear accounts. All library accounts
need to be clear before we go on summer holiday.
Important note: Students do not receive
yearbooks if they or their parents have books out on their library account. If
you have lost any books, please see the library staff for a bill so that you
can make payment at the cashier's window. Once you have paid for your books,
please bring the receipt back to the library so that we can clear your account
and you can get your yearbook.
Thank you for your understanding,
The Library Team
Yearbooks
The AISC yearbooks will be distributed to
students from next Monday via the children’s class teachers. All
currently enrolled students will receive one.
NESA
Virtual Science Fair
AISC
Grade 5 NESA Virtual Science Fair Teams Claim 1st Place and 4th
Place in Global Competition
This is
the 5th time since 2009 that an AISC Grade 5 team has captured first
place! The recognition letter to the finalist schools referred to AISC as The
Powerhouse. In recognition of the first place finish, AISC will be awarded
the Cameron Cup at the Fall Leadership Conference in Athens, Greece, October,
2018.
Thanks
to the many parents and 5th grade teachers, Ms. Salome and Ms. Becky, for their
leadership, support and encouragement!
Congratulations
to this 1st Place Team
Project
Title: Seawater to Drinking Water
AISC
Grade 5 Scientists: Melchi, Nassim, Eishun and Nils
Project
Description: Our experiment is about converting seawater into drinking water
through evaporation and condensation. We are finding out how the rate of
evaporation affects the salinity of water after condensing. We predicted that
for a higher rate of evaporation, the salinity in the condensed water would be
decreased. We decided to conduct the experiment with seawater in a glass tub
kept directly under sunlight. We tested that in three different models designed
and created by us.
Congratulations
to the 4th Place Team!
Project
Title: Energy Generators
AISC
Grade 5 Scientists: Merina, Saachin, and Jayla
Project
Description: We wanted to produce our own wind energy in the future and use
clean renewable energy. A larger version could be used on top of AISC to
generate energy throughout the night when the solar panels stop producing
energy. Our experiment is understanding the process of producing electrical
energy using a dynamometer. We expect the amount of energy produced to be
proportional to the speed of rotating the dynamometer. We want to vary the
speed of rotating the dynamometer and understand the relationship between the
speed of rotating the dynamometer and the voltage output. Some of the
challenges to our experiment was that both the speed of the rotating the
dynamometer and the voltage output kept changing. We had to design the
experiment to ensure we got a rough measurement of the number of rotations per
minute of the dynamometer and the ratio of the large wheel to the dynamometer
wheel.
The Near
East South Asia Council of International Schools (NESA) Virtual Science Fair
(NVSF) is an international competitive group science project. This year, it is
celebrating its thirteenth year in action. This acclaimed project is supported
by the U.S. Department of State’s Office of Overseas Schools and crosses
geopolitical borders in order to enable upper elementary (and middle) school
students from over 75 countries to participate in scientific research,
multicultural conversations, and exchange of science investigation and
problem-solving ideas.
English
Language Instruction through Mathematics
In
Mathematics, we develop mathematical language for all students, and make
connections for native English speakers as well as English Language Learners
(ELLs) to learn language through modeling, visual representations,
collaboration and vocabulary building. Our core resource, Bridges in
Mathematics, explicitly develops language through five strategies, as
below.
1.
Bridges uses manipulatives and visual representations.
Visual
models are central to the Bridges curriculum and help all students construct
meaning. For ELLs, this visual support is crucial. When students work with
objects and picture representations, these images support concept and
vocabulary development. The use of manipulatives and hand signals such as
finger patterns also allow students to communicate their math understanding
without words.
2. Our
math instruction explicitly teaches and supports vocabulary development.
Mathematics
has its own specialized language, and some vocabulary can have multiple
meanings: consider sum and some, whole or hole, or difference. Native speakers
and ELLs alike need support to differentiate between new and prior meanings.
Teachers use vocabulary lists that show not only the mathematical terms in a
unit, but also other associated vocabulary that ELLs may need. Teachers and
students reference vocabulary cards which include pictures, word definitions,
and examples that are very helpful for all students.
3.
Whole-group and small-group activities provide opportunities for ELLs to
practice using language.
Choral
response activities such as reading equations, choral counting, or saying the
date on the calendar provide opportunities for students to practice correct
mathematical language usage, and for ELLs to practice pronunciation, syntax,
and grammar. Think-pair-share and other partner talk allow multiple students to
practice speaking. ELLs are sometimes hesitant to speak in front of the class
but will share with a partner or in a small group. Sentence frames offer the
support that all students need to use math vocabulary in complete sentences and
participate in math discussions.
4. Math
lessons build understanding from meaningful examples and contexts.
Context
helps make math meaningful for all students. To make math most applicable to
all language learners, it’s important to use pictures and objects for items
that may be unfamiliar. Acting out the stories and drawing pictures is also
effective. Writing story problems allows students to connect mathematics to
their own lives or contexts that are interesting or relevant to them.
5.
Bridges encourages active participation and engagement.
Some of
our game-like math lessons entice student participation. This engagement
facilitates understanding and helps native students and ELL students learn new
content. For many ELLs, comprehension of English is more advanced than their
ability to speak the language. They are able to play games and interact with
their classmates because they understand the visuals and concepts.
Have a
great weekend!
Warmly,
Keryn
Dowling and Lori Newman