Catholic Identity Day

This week we have had a very busy, engaging and fun week of learning. Today we celebrated Catholic Identity Day and reflected on what Catholic identity means. We have been exploring the three pillars of our school (Ecology, Catholic Identity and Pedagogy) and how they relate to our own lives.

Today students wrote a letter to Jesus. Some students chose to write very vulnerable and personal thoughts and feelings in their letters and other students chose to ask Jesus different questions. These letters helped students understand the connection between prayer and a letter. Students were able to understand how prayer is similar to writing a letter to someone. This letter gave students the opportunity to give thanks, write any worries they might have and ask for guidance. These letters were then placed on our prayer table during mindfulness.

This week we were able to explore a range of different materials and observe different chemical reactions. Many students were able to observe different changes in their materials, such as fizzing, bubbling, colour change and dissolving.

Students were given the provocation of vinegar, soda water and water in jars. They were given a range of materials that were both natural and man-made. Through a hands-on approach, students were able to reflect, observe and anaylse different chemical reactions. They were also given a “mystery powder” which was bi-carb soda. Many of them noticed a different reaction in the vinegar, as opposed to soda water and water.

Mentos dissolve in soda water – Carter

Baking soda reacts to vinegar- Darcy

I didn’t know the blueberry was bubbling in the soda. It was fizzing – Myla

I could see the strawberry dissolving. I could see it dissolving because it was breaking – Dion

The saltuana was dancing in the soda water- Armeet

The mentos, it went all white in the vinegar. It was purple and then it went all white- Izzy

They put an edible colour on the mentos- Thierry

When you put the mystery powder in the vinegar, it bubbles up- Jasmine

When I put the sour gummy in the vinegar, the sugar on the sour gummy was gone – Kanye

When we put the sultana in the soda water, it got smaller- Portia

When I put the mentos in the water, the water changed colour – Matthew

The gummy turned clearer when we put in vinegar- Ann

In most of them, if we put them in water nothing really happened – Manseerat

When we put the strawberry in the vinegar, it lost seeds- Anna

When you put the mentos in the vinegar it got smaller. It was dissolving- Nate

My gummy was yellow’ish. When I put it in vinegar, it turned orange- Olivia

When we put the powder in, it fizzed up. We mixed it to try and get it to go down- Jaiden

The powder went in and then it went out- Alphonsa

The strawberry was floating in the vinegar- Angok

The strawberry lost colour in the vinegar- India

When you put the sultanas in the vinegar, it turned a little bit green- Michael

When I put the gummy in the vinegar, it started fizzing- Monika

I saw some things. The mentos turned white – Maddox

 

Yesterday we welcomed  40 endangered yarra pygmy fish into our school.

If you find any mosquito larvae (also known as “wrigglers”) at home, can you please bring them in to help feed our new yarra pygmy perch.

Last week:

We have explored the importance of recycling plastics and paper in our enviornment. We then had the opportunity to use the scrap paper in our class, to make recycled paper.

 

Check out our recycled paper:

To follow on from our learning around sustainability and Indigenous perspective, we decided to create different toys/ tools, using natural materials only. This was challenging for many students, as they were unable to use sticky tape or glue to hold their tools/toys together. Take a look at our critical and creative thinking:

Catholic Identity, Pedagogy and Ecology

We started off our morning with a provocation on the screen. Our students worked collaboratively to locate this reading in the Bible. Today we read The mission of the Twelve from Luke 9: 1-6 and unpacked the meaning behind this passage.

What does it mean when is says ‘Jesus called the twelve together’? What or who are the twelve?

What is a ‘tunic’?

Why can’t they bring bread or a bag with them?

Where are they going?

What does it mean by ‘proclaim the Kingdom of God?’

How do you proclaim the Kingdom of God?

What does it mean by ‘shake the dust off your feet’?

These were all different questions we unpacked as a class. To help us unpack the reading further, we decided to look at The mission of the twelve written according to Matthew.

We compared similarities and differences to both readings and were able to make connections with the moral/message of the story. When reflecting on the mission of the twelve, we spoke about how the disciples were reaching out to others, to spread the good news and proclaim the Kingdom of God. We spoke about the way the disciples were ‘reaching out to others’ as they shared their message. We then reflected on our understanding of the term ‘reaching out to others’.

 

‘Reaching out to others’

Helping- Carter

Telling them something- Blake

Giving them something that they need, like if they don’t have any food – Michael

Caring for someone- Avleen

Kindness- Portia

Giving them a hug- Nate

Helping hand- Olivia

Respecting- Darcy

Loving- Ann

Being kind- Tiffany

Teamwork- Jake

Keeping someone safe- Manseerat

Working with someone that you’ve never worked with before- Aiden

Talking with someone who might’ve passed away- Nhu

Looking out for others- Armeet

Giving someone a hand -Kanye

Praying for someone that needs help- Michael

Making new friends- Jasmine

You could be nice to someone that’s feeling angry- Areen

Helping someone fit in- Olivia

Telling someone something very important that they don’t know- Anna

Doing something for someone- Krish

Making new friends if someone is lonely- Kimaaya

Making people comforted- Sampann

Students then used their 100 languages to represent their understanding of the passage  and/or their understanding of ‘reaching out to others’. Students created acrostic poems, illustrations, engaged in role play (re-enacting the story), created an iMovie or PowerPoint presentation. Many students referred to the Bible throughout these investigations, to support them in their knowledge and understanding.

 

To follow on from our learning around materials and sustainability. We chose to look at materials and sustainability from an Indigenous perspective. We watched a video about Tasmanian Aboriginal history and culture. We watched a video on how they create baskets from kelp.

 

Our students had not seen or heard of kelp before and discussed what kind of material kelp is and where it comes from. They then observed how this Aboriginal group used only natural resources to create their baskets. Many students noticed that there were no processed materials used throughout the creation of the baskets. We had a class reflection about the video:

You use stuff out of kelp- Myla

That you can make baskets from kelp- Blake

Kelp is kind of like leather- Jasmine

You can make tonnes of things out of kelp- Jake

You can make anything out of kelp- India

I actually learned that kelp is heavy- Anna

I learned that you can make stuff with natural things

We were inspired by this Indigenous community and their use of natural resources and decided to challenge ourselves, to become more sustainable. Today, students were able to desig a toy, tool etc. using ONLY natural resources (no sticky tape or glue). Our students spent time discussing,  planning, negotiating and designing their toy/tool. Tomorrow we will be exploring the school yard and allowing the students to use our school’s natural resources to create their toy/tool.

Ecology

To follow on from our learning around living and non-living things, we have been investigating endangered animals and have looked at different factors that can have an impact on an animal and cause them to become endangered. Our students have discovered that there are three main factors that impact animal endangerment and they are pollution, destruction of habitats and animal hunting.

We have had a major focus around Ecology (one of our school values) and have been looking at ways to become more sustainable. Today we had a group discussion and. sorted everyday items into processed and natural materials. We looked at materials such as: cotton, rubber, bricks, wood, glass, plastic and metal.

During our group discussion we looked at new vocabulary such as sustainable, biodegradable, processed, natural and chemical reaction.

When discussing processed and natural materials, cotton sparked conversation in our class.

“Cotton is natural because it comes from sheep and sheep are natural” – Blake

Some students made comments that sheep make wool. Other students started saying that sheep make wool and cotton.

“No. Cotton comes from plants” – Carter

After looking up an image as a class, we discovered that cotton does not come from animals, as it comes from plants.

 

Today we explored a range of materials in the school and investigated whether they were processed or natural materials.

Dion found a wooden fork, which sparked an interesting conversation:

“We found a fork” – Dion

“Forks are processed, because they are man-made” – Kimaaya

“Wait, is it made out of metal or wood? It looks like wood” – Anna

“It’s made out of wood” – Thierry

“Wood  is natural, so the fork is natural, but it’s still not good for the environment” – Avleen

Pentecost Sunday

After spending several weeks reflecting on the different gifts of the Holy Spirit, we reflected on the Pentecost story. Here was our provocation:

Bible’s were shared around the classroom and students used their knowledge, understanding, persistence and critical thinking, to find this passage in the bible. As a class, we read the story about Pentecost.

 

We reflected on our understanding of Pentecost and the Holy Spirit. After reflecting on the 7 gifts of the Holy Spirit (wisdom, understanding, counsel, might, knowledge and fear of the Lord), students used their 100 languages to represent their understanding of Pentecost and/or the Holy Spirit. Students used their critical and creative skills and teamwork, as they reflected on the Holy Spirit through different modes. Students created Flipcharts, Powerpoints, iMovies, drawings, used the blocks, created images in Minecraft and used different arts and crafts.

 

 

Gifts of the Holy Spirit- Courage

Throughout this term, we have been unpacking the 7 gifts of the Holy Spirit, which are wisdom, understanding, right judgement, courage, knowledge, wonder and awe and reverence. Today we were unpacking the meaning of courage and linking it to our knowledge around the character strength bravery.

Students were given the opportunity to work in small groups to role play different scenarios where courage could be used. Some students then used their own courage to perform their scenarios to the class.

 

After having a group discussion about courage, students represented their understanding of courage, using their own language. Students used their own strengths to represent their understanding of courage. Some students chose to create more ‘words of wisdom’ around courage, other students used whiteboards, created different illustrations in their art journal and others used their knowledge of poems through inquiry learning, to create acrostic poems and limericks. Here is a quick snapshot of our learning:

 

Words of wisdom

 

For the past week, we have been learning about the Holy Spirit and the 7 gifts of the Holy Spirit. Today we focused on the gift of wisdom. Today students created their own “words of wisdom”.

 

 

In class we have been exploring the life cycle of different plants and animals. Yesterday we looked at the life cycle of an orange tree and were given the opportunity to try the oranges outside of our classroom!

 

Growing our seeds and growing in knowledge

What a way to finish off the last day of term 1!

Today we were given the opportunity to plant our broad bean and radish seeds in soil. We explored the roots that formed in the cotton wool and discussed why the seeds need to be planted in the soil. We looked at different aspects of planting such as:

– How much soil is needed

– How much water do plants need

– How to know if you have watered your plant too much

– The importance of having  holes in the bottom of the pots/ cups (to allow for water drainage)

 

Today we removed the roots from the cotton wool and placed them into soil.  We worked as a team to make sure that every seed was planted in soil. Some different questions we asked (a provocation for home):

– How can the seed grow in cotton wool?

– Why do we need to put it in soil, if the plant is growing in cotton wool?

– How can the seed grow in cotton wool?

Take a look at our learning:

 

To finish off our day, we collaborated with 3HS and 3NP. We used the program Kahoots, to do a class quiz. It was great to see students using their leadership and teamwork character strengths.

 

Happy Easter to all of our families. We hope you all have a wonderful break and stay happy, healthy and safe.

Warm wishes,

Mr Winters, Miss Matthews & Mrs Giancaspro

Learning beyond the classroom

Good morning parents, carers and students,

We hope that you are all happy, healthy and safe.  Each week students are being sent emails with tasks to complete. If students are working from home, can you please make sure you send through the completed tasks to your teachers (3JW will send them to Mr. Winters and 4GM will send them to Mrs. Giancaspro and Miss Matthews). For those students attending school, these tasks will be completed at school.

Please note the students have been sent a survey to their school email address. It is an Emotional Wellbeing survey that needs to be completed by this Friday the 3rd of April. Please send an email to your teacher once this has been completed.

 

Helpful tips for parents and students:

– Accessing your email address: username@holyfamily.catholic.edu.au    (username and password are the same username and password used for logging onto their laptops).

– Please note that some of these files are ActivInspire so only laptops with the application will be able to open these. Your child has an extensive understanding of this application.

 

While your child is home from school we would encourage that this time be equally spent with catching up on school work but more importantly spending time with loved ones. We are in a very unique situation and as we all know learning goes far beyond the classroom.

Some additional ideas to include in your child’s day:

  • Cooking following a recipe.
  • Completing jobs around the house.
  • Learning new jobs around the house.
  • Budget and plan a family meal (we have just completed an extensive unit on money). Your child could find a recipe and write down all the things they need to make it, check this against what is in the house, and then write what is required to purchase from the shops. Students could then write a list of these items and what the total cost is.

We would also highly encourage that children are exercising throughout each day (this may be as simple as skipping in the back yard or doing star jumps). There are also some great online fitness videos your child/ren may like to partake in. Here are a couple of examples.

https://www.youtube.com/user/thebodycoach1

https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3wnw

 

Señora Nunez has also added plenty of Spanish resources on the Spanish blog. Check it out: http://blogs.holyfamily.catholic.edu.au/spanish/

 

On top of the work being emailed out, students are encouraged to do the following:

  • Reading minimum of 20 minutes per day (can be broken into blocks for those that lack reading stamina).
  • Play Prodigy (online maths tool linked to Australia Curriculum (We will to continue monitor this and set assessments each week – as we do in class).
  • Minecraft Education/Lego (if it’s available) – build something with a specific purpose (build a like-for-like version of the house, local park, shopping centre, dream house etc).
  • Writer’s workshop. Write a story on paper (draft), self-edit or edit with an adult, complete a good copy and make a published book (could be as simple as folded paper with staples – front cover and back cover included).

If you have any questions please do not hesitate to contact us. Our emails are below:

Jodi.Giancaspro@holyfamily.catholic.edu.au

Emmaline.Matthews@holyfamily.catholic.edu.au

Jake.Winters@holyfamily.catholic.edu.au

Thank you again for your patience and understanding while we work to deliver content in class and online, whilst replying to emails as soon as possible.

Kind regards,

Miss Matthews, Mr Winters & Mrs.Giancaspro