In Mathswe are looking at Time. One of the things we needed to inquire into was Time Zones. Sometimes in Australia we have five time zones and at other times we have three. This was something we wanted to find out more about!
Students were given some suggested lines of inquiry but also encouraged to come up with their own. We needed to acknowledge our sources of information as well as show the answers to the specific lines of inquiry we chose.
Some suggestions were
- What purpose to time zones serve?
- How are the boundaries of time zones determined?
- What is daylight saving for?
- Who decides how long a second is?
Look at the student blogs to see what everyone came up with!
Today saw Year 5 experiencing “A case of Discovery” by Education Interactive. This was a fun interactive way for the students to engage in the science of forensics.
Students were presented with a series of clues, and through engaging with manipulative materials, were able to crack the code and solve the case.
It’s a lazy Spring afternoon, with the students not in the optimum frame of mind for a Mathematics lesson. We decided to play with our new lego set and see how we could use it to show Mathematical understanding.
These are some of the things the students came up with:
What we did for year 6 camp
First day of year 6 camp, we were put in three different groups
Each group went to an activity.
Those activities were canoeing, the challenge course & initiative pursuits.
Those activities fairly challenging for some people.
On that night the group one tenters were setting up for camp.
On day two we sorted into five groups.
On that day we did most of the activities which were Giant Swing, Flying Fox, bridge building and Archery. Most of the year sixes liked bridge building.
On this night group one packed the tents up and let the group two tenters to set up.
On the last day we were kept in our five groups and we did the last few activities which are Archery and Low ropes.
When we have have finished all the task we got all our bags in the bus and were ready to go.
Our Individuals and Societies unit this term is “When Cultures Collide”. An important thing for you to understand before looking at different cultures around the world is what the world culture means, and what students believe their own culture means.
To do this, please have a quick look at the following sites, that discuss different definitions of what a culture is:
- Culture is the characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts.
- Culture is taught and learned and shared – there is no culture of one.
- culture is defined as the shared patterns of behaviours and interactions, cognitive constructs, and affective understanding that are learned through a process of socialisation. (a list of definitions that are a bit complicated)
- Culture is our way of life. It includes our values, beliefs, customs, languages and traditions.
You should have a fair idea of what things the term ‘culture’ includes. Using hyperlinks as references, create a blog post on your personal blog that outlines your personal definition of culture. The post can include images, but the writing should not be more than a few sentences.
In Term 2 we have begun using Scratch to learn about programming in Design. Here is one of our first attempts.
scratch gliding from SAS Year 6 on Vimeo.
One of our culminating Novel Study tasks was a creative piece that asked students to recreate the chapter ‘Through the Trap Door’ (harry_potter_novel_study, thanks to Jade Hill) One of our students, Henry submitted this as his work;
Our novel study this term is Harry Potter and the Philosopher’s Stone. As a year level, we really got into it and transformed our classrooms into Hogwarts, to suit our work.
We have engaged in Novel Study tasks each week, which have involved summaries and analysis’s for each chapter. During our ‘Harry Potter Time’ (time allocated to spicing up the classrooms), Mr Huebl suggested documenting our ‘journey.’
Here is the movie I put together to ‘document our journey’. I hope you enjoy,
The Making of Hogwarts from SAS Year 6 on Vimeo.
I ran through the blazing wind and drenching rain searching for shelter. I couldn’t see any trees or buildings and the violent storm was beginning to grow. Then I saw through half shut eyes a large tree. I ran as fast as I could shivering in my drenched clothes towards the tree, but as I grew nearer I noticed that it wasn’t a tree but a rusty barn. I heaved the door open and peeked inside to make sure it was safe. The barn was empty apart from some hay bales, but it would be good enough for the night
We have been using Google Docs a bit this term, and we are now working with them. We are using a Google Doc to draft our essays, which is quicker than handwriting, especially when we are editing things by moving them around. The Google Doc also allows our teacher to see how we are going and our parents can also leave us notes as suggestions. So far it is going really well – as long as we are able to access a laptop!
Hello World! It’s Marvin The Maths Cat! I am an idea that sprung in to Henny’s head, and after a session of Genius Hour and finding these 4 Helpers: Maggie,TP, Scott and Jack, we have put together a video aimed at young kids learning maths. We are Chatterbox Productions!
Hope you enjoyed it and please comment your thoughts!
In Mathematics we are looking at Fractions. As part of our Tuning In, Mr Huebl asked us to demonstrate our prior knowledge on working with fractions by creating an instructional video.
As well as being part of our Mathematics Inquiry, they will also serve as resources for students both in Year 6 and lower years that require a bit of extra assistance with different operations with fractions.
Please have a look, refresh your knowledge and leave us a comment!
David, Le-Anne, Milly, DiHan, Alyshia, TK, TP, Scott, Billy, Gillian (featuring the encouragement of Mr Steel), Jack, Jason, Chris, Marlon, Henry, Josie and Ellaina.
This term in Science we are looking at Micro Organisms. We begun our Inquiry last week by Tuning In to what we already knew. Amongst many other things, we established that ONE type of Micro Organism is Yeast. This week we are Finding Out about yeast by comparing the making of bread with and without it. To begin with, we made two batches of bread dough that were exactly the same, except that one had no yeast added at all. When we poured them onto baking trays, we observed that they both looked pretty similar:
To observe the difference between them over time, we drew a red line around the two doughs, so that we could see any changes in ‘blob size’. After 45 minutes, we observed that both blobs had overlapped the red line in parts, but the Yeast Blob had expanded further. It was also higher.
Crossing over the red lines!
The Yeast Dough was higher and wider.
As the difference was not enourmous though, we did a bot of research and discovered that yeast thrives with heat. So (not entirely illogically) we decided to put a little bit of each dough into extreme heat (the oven) to see if that would cause a bigger difference between the two.
This finally gave us a clear distinction between the two doughs – the dough with Yeast rose much higher and was certainly much tastier!
The one on the left was much tastier, and yeastier.
Our Inquiry Units in Term 2 will revolve around the same concept in both Language A and Humanities. This guy might give you a clue as to what that concept is!
Prizes will go to
a) Those who can identify who this dapper looking fellow is; and
b) What the Key Concept for these units is
Have a good holiday, and I’ll see you all in Term 2!
Who is this?