Session 6 - Somerly Primary School Year 3 - Health and Technologies

Getting into Groups - imaginative, collaboration, persistence, discipline

1. You will each be given a feeling. Remember your feeling (think seven dwarfs - happy, sad, grumpy, shy, sleepy)(5 minutes)

2. Head count 1 - 5 so that there are 5 groups in total

3. Set a timer to see how quickly you are able to do this

4. Without words, how can you find your group?

Continue Making 3D Creatures

1. What is the difference between 3 dimensional and 2 dimensional?

2. Continue creating your creature

3. Draw your creature and write down which creative habit super power it has. 

4. What else could you add to your drawing to identify its super power?

Share your creature’s creative habit. 

1. What is it and how does your creature use this habit?

Next?

1. What could you do with your creatures now?

2. How could you share your creations with people outside of the classroom? Outside of the school?

Which creative habit did you use today?

1. Which coloured paper corresponds to the creative habit you feel you used most today?

2. Discuss with a partner why you chose that colour

3. How can you attach this to your flower to begin your Creative Habits flower garden. Will you stick it flat, roll it up, overlap it or do you have another idea?

4. Attach your paper to your flower, cut it out and have it ready to add to the garden.

Successes

• They were more tidy in the classroom today and took responsibility in keeping their work on the tables and cleaning up afterwards displaying a lot of discipline

• The student who missed last week has had a difficult week this week but today she was fully engaged which Katy (teacher) said was a big thing for her. 

• Ownership in directing the project. They were able to come up with the idea of sharing their characters by having them interact with each other to demonstrate their creative habit and filming this. They also suggested four people in each group - 2 puppeteers, 1 videographer and 1 sound person for special sound effects

• Remembering the creative habits even though the meanings of some of them they still don’t quite understand.

• We forgot crunch and sip today because students worked right through

• They came up with different ways of getting into groups including facial expressions and for one group, writing it on a white board

Challenges

• Forgetting crunch and sip meant that towards the end of the session some of the students got tired and transitioned from green to blue (zone of regulation)

• Preference for working with friends rather than with people they are less familiar with. They did however, come up with some really good reasons for working with friends including being themselves and teamwork.

Giving students space to decide where they would like the project to go is keeping them engaged even when we have already had similar ideas. Answering questions with questions is resulting in them coming up with the answers or turning to each other. They are coming up with interesting examples for creative habits including,

‘My creature is a spider and he is persistent because he always wants to write and he has to keep trying’.

Working in groups of 4 - choose a friend and then form a group with another pair who you wouldn’t normally work with. 

Planning what their interaction is going to be between their characters, what they will say, where they want to film and what sound effects they would like to include. 

Create a 2 minute video interaction between their creatures. (This is a much better idea than the 20 minutes that they initially suggested!)