Wednesday week 9

We started the day highlighting the importance of cyber safety and keeping our personal information private. With the internet so easily accessible to students we thought it was necessary to remind students to be aware of the things that they engage in. With the world at their fingertips it is important for us as educators to encourage students to think about the things that they engage in in their own time. Keeping personal information private is an extremely important factor in keeping our students safe on the internet.

 

Everyone is unique with their own individual skills and interests. For art we started working on portraits of ourselves. We all view things and ourselves differently and we incorporated that into our lesson today. Students were given the freedom to choose their own style of art to focus on and incorporate it into their portraits. It was fantastic to see how engaged students were, using their critical and creative skills to continue drawing and find ways to change and improve their technique. We spent the lessons focusing on facial features and used our shading skills to add depth into our drawings.

Wednesday week 8

We started our day with numeracy and students continued exploring the concept of time and solved a series of questions ranging in difficulty to challenge students and give them more practice at solving questions involving time. Students used their perseverance to work through the questions and helped one another, showing their belonging and teamwork.

After recess we all continued to show our teamwork as we continued with the 14 day fitness challenge. Students worked together and encouraged each other to keep going.

Art is an area of interest for many of the students in 4MR and 4PB. It is a great opportunity for students to show their creativity and individuality to their peers. Focusing on still art, students were given the freedom to not only draw but show everyone how and what they saw in front of them. Each student see’s things differently and has their own individual style, by allowing them to do art, it provides them with the opportunity to share that with the class.

Continuing with earth sciences we explored erosion and the effects that it has on our environment. Students began to research the topic to deepen their knowledge and understanding.

Wednesday Week 7

We started the day with sitting the students down and discussing the importance of a growth mindset using a cup as a metaphor. Students then demonstrated this through engaging in the 9 dot challenge which involved connecting all 9 dots using 4 straight lines without taking their pen off the page. Students really embraced this challenge and it was great to see them all have a go and share their ideas with each other.

After this activity students then started their numeracy task that introduced mixed fractions and linking this concept with time. By creating a timetable of their day students then had to use mixed fractions to indicate what activity they do at what time of the day.

After Recess we did some indoor fitness involving a range of exercises to get everyone’s heart rate up. Recording their reps and heart rates as part of a 14 day challenge. Students are able to then keep record of their progress and see how far they progress as they continue the challenge.

After fitness 4PB went to Spanish while 4MR stayed back and did reading comprehension.

When 4PB came back from Spanish both classes sat down and did some art. Focusing on shading to add detail to our drawings and make them look 3D. Students all worked well individually using their growth mindset; they had a go at drawing a circle and shading it in a way to turn it from a 2D circle to an illusion of a 3D sphere.

Wednesday week 6

Today students started their day with numeracy where they continued with equivalent fractions. They had the opportunity to engage in activities on their laptops to further explore their skills for calculating and identifying equivalent fractions both visually and mentally. It was great to see how engaged in their learning they were, helping each other and sharing their accomplishments.

The rest of the day was spent using our critical and creative skills in order to design, plan and make lanterns in preparation for the celebration of the Moon Lantern Festival on the 13th of September. The Moon Lantern Festival or the Mid-Autumn festival is more commonly celebrated among the Chinese and Vietnamese cultures. It is a time for families to come together and celebrate the festival. Everyone was very eager to work individually and in small groups to plan and implement their designs. Using their creativity and problem solving skills to overcome any obstacles. We continued this activity up until the end of the day.

Today was a great day with high engagement among the students which was wonderful to see and we can’t wait to see their finished products.

Wednesday week 4

This morning the students were introduced to the concept of fractions. As a class we had a discussion on what students knew about fractions and how we use and see fractions in our everyday lives. Students were able to share their prior knowledge and understanding of fractions.Some students shared their responses when asked ‘What are fractions?’

Haadi – Fractions are equally split up

Alex R – Fractions are quarters

Riya – Fractions can be quarters, halves, eighths

Fractions tell us how many parts of a whole we have. With this understanding students moved away to then work through different activities to explore this concept and apply their knowledge.

After recess students had the opportunity to experiment with different modes and investigate the different effects and techniques to achieve different visual outcomes. Students were given the choice to choose between water paint, acrylic paint, oil pastels and drawing. This art activity provided students with the opportunity to explore different effects and outcomes from using different modes. Using their critical and creative thinking to investigate with the modes.

   

4PB then left to go to their Spanish lesson while 4MR spent some time out for some fitness.

Before lunch 4PB and 4MR went out for lunch we came back together to continue with our art investigations.

   

After lunch students continued with their landmarks task. Students were asked to choose a state and provide information about the different landmarks and activities the state had to offer.

   

Overall, today was a busy day with lots of learning and investigation. It was amazing to see everyone engaged in their learning and helping and encouraging each other to complete their tasks.

Wednesday week 10

Students have been using their creativity the past few weeks as they continued to work on their short stories in creative writing. They were all encouraged to use their writing skills to plan and write a story for the Salisbury writing competition. Students have been engaged as they wrote their own individual stories on topics that they were interested in. Its great to see their enthusiasm to use their imagination and write their stories.

We then went out for some fitness where students were given the choice to play their own games. Students used this opportunity to get their bodies moving and get some fresh air. Some played soccer, others ran laps, and some played with the skipping rope.

After recess we revisited food chains. It was great to see how much information students had retained since last week with their extensive knowledge on producers, primary consumers and secondary consumers. Some students shared:

What is a producer?

Lauren: A plant.

Alex R: A thing that starts a food chain is usually a plant, most of the time grass. Photosynthesis to get energy and grow

Aymen: In a plant there is sugar and that sugar creates food

Where does the energy go after the producer?

Michelle: Next is a primary consumer, it usually eats a type of plant and gets energy from it.

Aymen: If an animal eats grass or flower then that animal gets the energy and if another animal eats that animal they get energy too.

Alex R: They can also be omnivores

Bon: They’re herbivores

Secondary consumers eat primary consumers:

Bon: They are carnivores

Alex R: They can be omnivores

After lunch we spent the afternoon watching an episode of BTN. This episode discussed the protest in Hong Kong, Australia’s recycling problem as no other countries want to work with Australia’s waste, Australia’s future as generated by CSIRO in their Australian National Outlook Report and how we can all work towards achieving this future.  How students are helping scientists preserve Australia’s endangered plants and Riley,  10 year old boy who is spending his free time refurbishing old cricket gear and giving it to kids who need it.

Linking this back to the UNICEF goals we discussed the importance of looking after our environment an how we as a class can work together to provide a better future for future generations.

Some students shared:

Shashant: Looking after our environment, learning so in the future so we know more for the future generation

Minh-Vuong: Working hard at doing stuff with our bins

Lolla: Recycling better

Tyron: Being smart at numbers

Lia: Looking after the environment for our future.

Wednesday Week 8

This morning students continued with their subtraction workshop. These questions aimed to challenge students and familiarise them with the concept of borrowing in order to answer the questions. Everyone was engaged and had a go, working in groups and collaborating to solve the questions and share their knowledge. It was fantastic to see the level of engagement and perseverance to have a go at solving the questions and asking for help when they needed it.

After recess students were introduced to ecosystems and briefly covered how important each abiotic and abiotic component is within an ecosystem. An ecosystem is a large community of living organisms in a particular area. The abiotic and biotic components are all dependent on each other. Students were all knowledgeable as they shared their ideas:

Aymen: Things that are living, like water.

Alex R: An ecosystem is a place that can support living and non-living.

Lolla: An ecosystem is nature.

Shashant: Like a small or big environment made of parts.

Djaran: A place where non-living things make room for living things.

Luka: A place where animals, plants, and water work together as a force.

Arrow: Like a habitat.

Seanna: Like lots of different living things coming together to make an environment.

Lia: A community

Students were further extended as they were introduced to the terms biotic and abiotic components that make up an ecosystem. Biotic components are the living things whereas abiotic components are the non-living things that shape an ecosystem. Abiotic components affect living things but are not living themselves.

After lunch as a class we discussed and acknowledged the history of Australia’s multiculturalism as we focused on Refugee Week. “Refugee Week is Australia’s peak annual activity to raise awareness about the issues affecting refugees and celebrate the positive contributions made by refugees to Australian society. Originally celebrated in 1986, Refugee Week coincides with World Refugee Day.” (Refugee Council of Australia, 2019).

We started the topic with a video defining the word refugee and explaining the conditions as to why someone would flee their country. We learnt about the difference of a migrant and a refugee. A migrant is someone that moves from one country to another whereas a refugee is someone forced to leave their country in fear of prosecution, war, poverty or for political reasons.

It was fantastic to see how respectful students were as they created a safe environment for everyone to share and show their curiosity on the subject as they asked questions and empathised with one another.

Describing who a refugee is:

Jamie: Someone who goes to another country because there is war or terrorism

Sharing with the class:

Seanna: My Great Great Poppers faught the war, another helped with the Anzac War.

Djaran: My grandfather was in the Serbian vs Croation war.

Alix: One of my family members were one of the people that helped in the war.

Lauren: My grandmother was a refugee, she was from Scotland.

The day ended with provocations for students to choose and create their own work in relation to the stories shared as well as the stories that have been reported. Empathising and understanding the importance of acknowledging the issues that affect refugees.

It will be great to see students continue to deepen their knowledge and understanding of significance of Refugee Week through their provocations.

Wednesday 12th June

Wednesday’s morning started with numeracy which focused on the concept of addition with decimals. Students showed incredible perseverance as they used their mindful agency to answer the questions. Students were able to challenge themselves with questions ranging in difficulty. Using their growth mindset they were able to have a go and work through the tasks based on their capabilities and to continue challenging themselves. It was wonderful to see their eagerness to work through the questions.

After recess students continued with their living and non-living inquiry for science. Students were encouraged to deepen their understanding of what makes something living and non-living. The lesson started with a class discussion on whether a tree is living and non-living and why. These are a few of their answers:

Seanna: It reproduces, it’s able to drop seeds and able to make another thing grow

Alex: It should be able to drink and eat stuff.

Lauren: It’s able to grow, it starts smaller and gets bigger.

Blessings: It can move.

Haadi: It needs things to survive like air, water, sunlight, eat.

Riya: Stages of growth.

Shashant: Needs a certain environment.

Kai: Living things react to things like air.

By researching and defining the 7 characteristics of living things, students are able to deepen their understanding of living things; utilising this knowledge to strengthen their argument as to whether something is living or non-living. It was great to see students using their curiosity and critical thinking to then justify a living and non-living thing.

After lunch we revisited the first fleet. Discussing briefly the effect the first fleet had on people and the crimes that were committed before being sent to Australia. Students were given a case study that focused on John Walker.

John Walker was a convict who was convicted for larceny after stealing onions. He was dismissed from his job before he committed the crime. Students then reflected on the case and answered some questions, drawing on their own opinions and judgement to answer the questions.

The day ended with some fitness with running relays to get students moving, working on their agility and coordination. It was good to see all the students participate and encourage each other as they has a go.

 

Wednesday Week 6

The day started off with numeracy which introduced the concept of decimals. Students engaged in class discussion sharing their knowledge and understanding about what decimals are.

Alex R shared with the class that decimals are a point that separate the numbers between 1 and 100. This knowledge was then extended to understanding that decimals are the numbers between consecutive whole numbers such as 1 and 2. Students then engaged in the lesson through a series of workshops that challenged their knowledge and understanding of the topic of decimals, these tasks included locating numbers involving decimals on a number line and adding decimals. It was great to see students having a go at answering the questions.

After maths students went out for 15 minutes of fitness. Relays were set for students to group themselves into teams and run from one end of the hall to the other. Students were all cheering and encouraging one another to keep going, using their leadership and teamwork to complete the relays.

After recess students revisited living and non-living things. Students all shared their knowledge on what makes something living:

Kai: It can move and grow.

Alex M: It needs energy to move.

Alex R: It has to be able to reproduce or make more of itself. It will pass on.

Emily S: It will need food and water

Joshua: It needs to be able to breathe.

Luka: It can feel emotions.

Sreyleab: It can change, it can grow.

Tyron: It changes what it looks like.

Seanna: It can respond to different things.

Shashant: It adapts

Haadi: It can talk

The class had a good understanding on the characteristics that makes something living and non-living. Today’s lessons focused on living things grow. As a result, all living things go through different stages and cycles of growth. They were soon given the task to choose their own animal to research, draw, and write about their chosen animal’s life cycle.

4MR and 4PB then had their Spanish lessons before lunch.

After lunch we all shared our knowledge on Aboriginal art and Sorry Day to create Aboriginal art that acknowledged Australian history. Before starting we sat down for a class discussion.

What do you know about Aboriginal Art?

Alex R: It is mostly dots.

Haadi: You use your fingers.

Seanna: Aboriginal painting usually use Aboriginal symbols.

Blessings: Sometimes they use sticks.

Djaran: Dot painting is sometimes used to tell stories.

Luka: They mostly use red, orange, brown, yellow and black.

Shashant: They use these colours because they use mixtures from the stuff around them.

Lolla: Sometimes when you have paint, you can use symbols and itcan mean something.

Sam G: They use different coloured sand and leaves, bark to make their coloured paint.

What is the significance of Sorry Day?

Ater: Saying sorry to the people that didn’t get to vote.

Bon: A day we say sorry to the Aboriginal children that we have taken away from their parents.

Cam: We took their land.

Lolla: We are saying sorry because we took their families and took them to a different place.

Djaran: Apologising them for mistreating them they way we did.

Luka: Saying sorry for not letting them speak their own language.

Haadi: Because we killed the Aboriginals.

Minh-Vuong: We say sorry cause we took their land and we took the Aboriginal children.

It was amazing to hear their answers and extensive knowledge and understanding of the Aboriginal art and Aboriginal history. Students were then set the task to design their artwork using red, orange, yellow, brown and black to create artwork inspired by the Indigenous Australians and incorporate our history and the portray the importance of sorry day in their art using their creativity.

 

It was great to see them using their imagination and creativity to design their artwork and present it onto paper.

Wednesday week 5

Today 4MR and 4PB started a new numeracy topic, money. Students all contributed in the class discussion and shared their thoughts on what they know.

Minh Vuong: We use it to buy things

Kai : to have more trust

We then proceeded to talk about the importance of money, discussing it as a form of trading my using the example of trading cards and the value of cards. By using money we are able to trade fairly, focussing on the character strength of fairness. It is important that we all have a mutual understanding of the value of something. By using money we are trading out money in exchange for a good or service. Using this knowledge we then linked it in with mission day and our stalls.

Continuing on with the theme of mission week students were given the task to calculate the total cost of buying ingredients and learning how to calculate to make a profit. Using mindful agency students then had to draw on their current knowledge of place value and challenge themselves with the introduction of decimals. Understanding that the value of $1 was equivalent to 1 unit students were then able to place the cents into the tenths and hundredths to then calculate the values. It was great to see students use their problem solving skills and perseverance to solve the problems. While students were working through the task the teachers were able to work one on one with students who struggled and work with small groups to help scaffold students to help them understand how to solve the questions.

After recess students continued with their inquiry before 4MR and 4PB had to go to Spanish. In Spanish students continued and finished their art to celebrate Cinco de Mayo which celebrates the victory of the Spanish army over the French empire. It was great to see their finished product.

After lunch students got to spend their afternoon working on the mission day posters for Friday. As a class we all finalised our stalls and activities, organised the location, price and roster for the stalls. Students were all engaged and used the knowledge of advertising from the previous weeks to create their posters and allow their creativity to flourish as they designed and created their amazing posters individually and in groups. It was great to see some students show their leadership and organise the sweets stall and work together, and sharing their ideas with the class for students to contribute to the stall. It was amazing to see the two classes show their teamwork and all contribute.

While the classes were working on their poster small groups of students got to go and help Miss Nguyen bake choc chip cookies for the sweet stall. This was a great activity that allowed students to learn the importance of food safety and good hygiene in the kitchen.

It was great to see students all work together and help one another with the tasks, showing the character strengths of leadership and teamwork to complete and continue on with their tasks.