Archive of ‘Units of Inquiry’ category

Show Me Your Fractions

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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.

Watching the fraction videos

The Great 2013 Yeast Investigation

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.

Henny’s Math Lesson

Today, Mr Huebl asked all the people who had finished their enlargement, to find something productive to do. Somebody piped up with the bright idea to give everyone a cartoon to draw, so we could do a 6HU Mash Up, of lots of different characters.

I explained to the class what we would be doing this Math lesson, and we made a list of the characters everyone wanted to do. Instead of enlarging, we were going to be reducing our characters. Mr Huebl even joined in himself, because he decided not to interfere with my teaching. Over all, my lesson went well, Mr Huebl finished first, and everyone enjoyed themselves.

We will update with the finish product when it’s done!

“I think this Math lesson was very interesting, because to choose our own characters to draw, and it was a change from enlargement to reduction.” – Henry

 

Laura and Maggie
maggiesas.edublogs.org
laurasas.edublogs.org

Emily and Eva
emilysas.edublogs.org
evasas.edublogs.org

Mr Huebl & Laura working on their reductions
laurasas.edublogs.org

Sharing in the 100 Word Challenge

In 6HU, we are habitual participants in the 100 Word Challenge, a global writing challenge that develops writing skills in students by asking them to respond to a stimulus in only 100 words. This is indeed a challenge sometimes, as it can be difficult to frame our ideas into such a small amount of words. Similarly, some students can find reaching 100 words without ‘waffling’ the real challenge.

Usually, the challenge stimulus is a picture or a phrase. These really allow the students to develop ideas around a theme and apply their writing skills to the task. Every week, we will frame our responses with whatever our focus has been in the classroom for writing or grammar. For example, we might all incorporate direct speech into our responses, or perhaps the focus will be on the use of adjectives. Some students like to try incorporating their spelling list words into their responses, while keeping the meaning of their writing relevant.

This week, the prompt was not a picture or a phrase, but rather an introduction to a concept. This concept was that of sharing, and can be seen here. The contrasting nature of the images brought to mind by an Ethiopian child with the description of the child’s actual reality was one that took some of us some time to get past. This boy did not seem to live in poverty, or want for food, but our preconceptions led us to assume that he would be. In fact, he was being held up as an example of the joy to be gained from sharing what we have with others. These mixed feelings that the prompt elicited in us, held us back as we began our writing.

Despite that fact we had been given the instruction of beginning our responses with “If we share…” a lot of us were unsure of what to write, as more often than not, our responses are narrative based and this seemed to require something quite different. Using a variation of a Y-Chart, we unpacked the concept of sharing, examining what it meant to share as well as some of the more abstract uses of the word; share a meal, share a decision, share an experience.

In the end, everyone was very pleased with what they came up with. We will not highlight any individual posts here, as we feel everyone did very well, so we are listing them all. We would really value your comments about how we have chosen to represent a concept through our writing.

Billy, Harry, Jack, Henri, Ellaina, Charlotte, Paris, DiHan, Chris, Thomas, Scott, Cooper, Emily, Nathan, Laura, Alyshia, Henry, Eva, Cody, Henny.

 

Building our understanding

Courtesy of Wikimedia Commons

In 6HU, we are aware that learning is an ongoing process. It is not a case of the teacher telling us something, and us remembering it. We continually build on what we have discovered, creating our own meaning over time. We are showcasing this trait this week, by sharing our learning journey on the topic of cyberbullying. We reflected on a post we made last week, and expanded on those initial thoughts. Some of us chose to make this elaboration more meaningful by presenting using audio or video.

Here is a selection of links from our class:

Maggie

Ellaina

Billy

Chris

Henny

 

 

Experimenting with Electrical Circuits (Science)

In today’s science lesson, we were given the task of experimenting with batteries, lightbulbs, wires, pins, motors, rubbers, digital multimeter and a variety of other things.Some children decided to experiment with resources they had never seen or heard of before. We were told to experiment with any metal objects we could find. A small group of girls specialised in making long circuits, including more than three main objects. Two boys decided they would go with short circuits, but using different resources, such as scissors, paperclips and wood. Everyone managed to make a completed circuit work. Here are some photos of our science lesson.

By Henna Penna

 

 

 

 

 

Water Rockets

As part of our ‘Teacher for a Day’ activities, Declan and Matthew ran a Water Rocket lesson. We brought materials for water rockets so that we could get lots of people to make water rockets. the lesson went really well and everyones worked and it was very fun.

Photoshop Santas

As part of our Christmas Inquiry, we are looking at the different types of Christmas Cards people send. We have decided to make our own dress up cards by using Photoshop to make us into Santas. We will be using these images on cards we will make for our families. This is an example of our teacher, Mr Huebl as Santa.

Screencasts

We have been creating screencasts as part of our digital citizenship inquiry. We have learned that part of being a good digital citizen is to give as well as take. We have made some instructional screencasts that we will share with others so they can learn new skills on the computer that they might not already know.
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Fake Book

Your Humanities task this week is to make a ‘FakeBook‘ account for your ingenious thinker.

You will need to pick appropriate ‘events’ from your thinker’s life and make them the posts. How others reacted to these events will be comments for these posts.

Think about what sort of information your thinker would want to share with the world if they lived in an era of social networking. What would they keep secret? Who would they be friends with?

Have fun… and post the link to your post as a comment!

 

Circuits

In science we have been inquiring into electrical circuits. Today we learned that there are parallel circuits and series circuits. In a series circuit if a light or motor blows, then it stops the whole circuit but in a parallel circuit it would continue. We were doing wet lab, dry lab with circuits when Rohan and I (Brandon) did an extension and attached a rubber to an electrical circuit’s motor. We then made a video of us using our invention to rub out a bit of writing!

Brandon & Rohan


 

Digital Citizenship Reflections – Geo Tagging

Access this site and explore. Consider the benefits and dangers of geo-tagging. Write a reflection on what you discover and post it on your blog. Comment on this post with the URL from your blog. Consider these questions when writing your review;

1. What have you learnt about Geo-tagging? Discuss the benefits ad dangers associated with geo-tagging.

2. Write a response to the Wise Up To It Video: Jeremy’s Friend. What lessons can be learnt from Jeremy’s experience?

3. In your reflection please consider any lessons we have had this week that have added to your understanding or our Unit of Inquiry “Digital Citizenship”.

Happy Blogging!

 

PS Please note this is a DIFFERENT task from the weekly individual inquiry posts based on this and Lauren’s Ordeal.

Indigenous Awareness Campaigns

We have been studying different aspects of Australian Aboriginal life and looking at how they have changed because of European settlement in Australia. Our big project this term was to create an awareness campaign that would educate people about the way Aboriginals live in Australia. Here are some examples.

 

 

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