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?
This term in Language A (English) we have been writing explanations. A creative outlet for publishing these pieces of writing was to record them as audio. This seemed a little bit down towards the S/A end of the SAMR model, so we redesigned the task to make using technology to present the work less ingenuous. It was decided that the topic of the explanation whould be ICT related, so the students could present their writing in screencast form.
The brief given to the students was to explain how to do something on a computer. This could be anything from changing the size of writing in a word processor, to airbrushing photos in Photoshop.
The formal writing process was undertaken initially, with planning, sequencing, editing and drafting taking place with gold old pen and paper. When the piece of writing had been suitably crafted and completed, the students then got the laptops out and began the presentation process. Using Quicktime, the students recorded the action of their process, while reciting the ‘script’ which was their finished explanation. Others chose to use the creen capture to record only the on screen actions. This movie was imported into Garage Band, and the students narrated over the top.
We are all very happy with our finished products, which all students have posted to their personal blogs. Below we have three, selected by the Year 3 students the videos were designed for. Please visit individual student blogs to view the rest of the videos. Enjoy!
Eva Screencast from SAS Year 6 on Vimeo.
Henry Screencast from SAS Year 6 on Vimeo.
Laura’s Screencast Final from SAS Year 6 on Vimeo.
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
You can get it here.
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.
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:
We evolved our previous game of battleships, trying to create a ‘perfect game’. We thought that there needed to be more player involvement in the game and that it should be designed so that there was always one winner. These are the variations that we came up with
- all players start on a square.
- after every five squares are called out, the players who are hit leave the board, and the remaining players can move to any other square on the board that does not have another player in it.
- this continues until there is a set of five squares called and no players get hit.
- at this point, remaining players occupy two squares with their legs straddling a divide.
- squares are now called one at a time until there are two players only remaining.
- The last two players occupy four squares each and squares are called until both players have all four of their squares hit.
We played this several times and we are confident it is the best variation that we could hink of.
By Chris, 6HU
As a follow on from our Zombie Maths activity yesterday, we played class Battleship in Maths today. We got the idea from William Chamberlain who commented on our post and shared his class blog post about his class learning the same type of Maths. As a nod to this international sharing, we decided to give his lesson a go – with a few changes.
First, we marked out a 5×5 grid on the carpet and labelled the axis.
We started the activity with the students laying out their ‘ships’ on their own 5×5 grids. We had a 4, 3 and a 2 square ship to lay out on the grid anyway we liked. Then we placed our ‘soldiers’ on the grid squares one by one and the students marked them off, much like a game of Bingo. We decided to award both the first and the last place getters, as the ‘winners’ would be the first to have their ships sink, and the ‘losers’ would be the survivors!
After this first game, we found that most of the class were finishing at the same time. Putting a gamification hat on, I asked the students, how we could change the game to alter the way the results played out. Ideas included fewer players, more squares and a different number of ships.
It’s a hit!
What impressed me the most was an idea that suggested the outcome be altered. There were 25 squares, corresponding with 25 students in the class. The suggestion was to give everybody a square, then there would be only one winner. It was proposed if the fairness of the game could be altered by
Placing the soldiers on the grid
letting players choose their own square or whether the players should announce their square to other players. I was noticing that the game of Battleship had evolved into the design of a fair chance game. This impressed me because it showed the kind nature of my students in wanting the game to give equality to all participants.
The irony of this in a competitive context was not lost on some of my more ‘enthusiastic’ students who
‘complained’ that this wasn’t really a game anymore, as there was no strategy, only pure luck. I pounced on this as an opportunity to have the class define in their own way ‘what is it that makes a game?’ and how we could change the rules and parameters of our ‘Battleship Activity’ to create the best game we could.
I’m looking forward to seeing what they come up with!
One of our brave soldiers
Note: We have updated the rules here.