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A new unit- Digital Technologies/ Science /Design Technologies

August20

Image result for digital technologies

In this Mega-Unit we will be exploring the new Digital Technologies area of the curriculum.

We will learn about technological systems, the way computers ‘think’, electronic circuits and coding. We will bring all of this knowledge

We will make use of all this knowledge to design a solution to a problem that we identify can be solved using technology…it’s new, and exciting!

Our first lesson is about

Digital Systems

The Parts of a Computer

Goal:

I understand how the parts of a computer work as a system

APK:

Draw a labelled diagram of a computer.

 

 

 

New Information:

Take note of all new vocabulary and definitions to use during the Application

When thinking of systems we can generalise that they have:

  •  Inputs (things that go into it)
  •  Processes (things that are done to the inputs)
  • Outputs (things that come out at the end changed by the process).

Here are some examples:

What are others you can think of ?

Can you say for each one what the inputs, process and outputs are?

 

Computers can be thought of as a system

 

They have:

  1. Inputs (data)-how does this get inputted?/interface
  2. Processes (turns data into information ready for output)
  3. Outputs (intended- e.g a picture or game or answer & unintended-e.g heat or sound…?)

Where would storage  &  feedback fit into this model?

Vocab:

data- unprocessed information (just the facts/ numbers- no organisation)

information- data that has been processed and organised so that it provides a solution

interface- the place and way humans can make inputs and receive outputs

 

Application:

Look at the website- https://www.gcflearnfree.org/computerbasics/ -particularly sections 2-5     &  the deconstructed computer in our class

Find all the labelled parts of the computer- Draw a labelled diagram-using input/ processing/output in brackets….are there any that are more than 1.

What are some of the functions/jobs computers do for us?

Make a flow chart of something a computer does using the terms input/ processing/output and any other vocabulary you can include.

 

Goal Reflection:

Reflect on the picture you drew at the start- what would you change now?

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Literature Circles

August13

This week we begin Literature Circles. In groups you will read and discuss a novel using the prompts provided in this booklet:

Literature Circles -job outlines-

Please download the booklet and keep it as a resource for your homework.

If you need a hard copy, please ask your teacher.

Remember, Tally masters should take notes using the reciprocal teaching model- notes should be taken on prediction, clarification, questioning & summary so that you have something to share with the group discussion

 

School Captain speeches

August13

Each year in Term 3 we elect the school captains for the next year.

Now is your chance to use the skills you have been learning in class masters to convince your teachers and peers of all your wonderful qualities that would go towards you becoming an important leader of our school.

Each year 5 student is expected to prepare and present a speech to the 5-6 students outlining their strengths as a leader and what they would bring to the role of school captain.

The criteria and process for becoming school captain are outlined in this document:

School Captains Application and Selection Process

Please download it and read it to get an idea of what you might write.

Speeches will be presented in Week 8 of term (from 4-8 September).

All speeches should be emailed to your teacher before the 4th of September, and posted on your blog after you have presented it.

Feel free to speak to your teacher, this year’s captains or last year’s short-listed candidates if you would like advice on creating an outstanding application.

 

Writing Competition

August3

Write4Fun are running a writing competition!

You write a poem or short story and are in the running for great prizes for you and for our school.

Entries close at the end of this month-31st of August

The link for the details and to enter the competition is here:

COMPETITION!

the rules for the competition can be found here

Make sure if you enter that do enter that you also copy the piece of writing onto your blog to share it with your learning community.

I’m happy for you to send me drafts to get feedback before you publush.

Good luck & have fun!

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Coastal Ambassadors Survey

August1

Brynn, Carah, Ebony and Phoebe are the 2017 coastal ambassadors.
To start our project on teaching kids we have created a survey on survey monkey.
The survey is about knowing how much the school knows on the environment and
coastal ambassadors.

PLEASE NOTE THIS IS NOT A TEST IT IS A SURVEY

Link to survey

Lilly’s Adventure

July23

Lilly’s off to China for the next month. You can check out her adventures on the blog created by the company.

Here’s the link: Lilly’s China Trip

Just like our blogs you can leave a comment. Remember to leave comments that are thoughtful and reflect the fact that this communication will be viewed by people from all around the world.

Image:Fire safety, first aid/CPR and Cake!

Adaptations reflection

June25

First you should look through the Rubric we have been using and identify with a highlighter or pen what you achieved.

Then look at the post that was created at the beginning of the Unit-here

At the top there are are 3 areas in red that describe the opportunities you were given for learning:

  1. Science Knowledge
  2. Science Inquiry Skills
  3. Personal and Social Capabilities

During your reflection you should reflect on something you learned from EACH of these areas at least once.

Write a reflection of what you have learnt during this term’s Science unit and project. Your reflection must include:
Section 1
An introduction summarising the project and what you achieved with your team-mention here items from the rubric that you feel you did well or could have improved on. What overall level did you achieve and why do you think that?

Then include:

  • Three facts that you found interesting or surprising.
  • Two understandings you now have.
  • One wonder you still have.

Section 2
Next, refer to your learning throughout the unit (in the whole class lessons, in your research pairs, at the excursion, and in science experiments) and answer:

  • What were the most important things I have learnt.
  • How did I learn it.
  • What am I going to do with what I have learnt.

To conclude create a statement that summarises what you have learnt in both section 1 and section 2 and a goal you have for the next time you work in a group.
Look at Adriana’s and Anton’s Term Three Project Reflection from when they completed this unit when they were in Year 5 to help you get an idea of a standard to reach for:
Adriana’s reflection

Anton’s reflection

Note that these reflections use full sentences and paragraphs. Both these reflections include an extra paragraph where they reflect on goals they had set at the start of the unit. As we did not do this, you don’t have to include this section.

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Tier 3 language in information texts

June5

Tier 3 language is used in information texts as it is precise language and shows you have ‘authority’.

Identify tier 2 and 3 language in one of these readings (you might use your dictionary Chrome extension to check the meaning)

 

http://www.nationalgeographic.org/encyclopedia/adaptation/

 

http://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/antarctic_animal_adaptations.php

 

What are some words that you might find useful in our topic work – list them.

Skim and Scan

May29

Here’s the lesson-Skim and Scan-

…and here’s the website to skim and scan for this application:

ipad vs newspaper

Skim-

  • what is this article about?
  • what is the overall conclusion?
  • Would you trust it? Why/why not?

Scan-

  • What percentage of people recall an article they’ve read in the newspaper? What percent on an ipad?
  • How long does it take to read an article on ipad and from a newspaper on average?

Adaptations Research Project

May24

WHAT WE ARE LEARNING- THE VICTORIAN CURRICULUM STANDARDS

Science Knowledge

Biological – Science Understanding

  • Living things have structural features and adaptations that help them to survive in their environment
  • The growth and survival of living things are affected by the physical conditions of their environment

Science Inquiry Skills

Questioning and predicting

  • Create questions that lead into a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules

Planning and conducting

  • Plan an investigation to answer questions and use equipment, technologies and materials safely, identifying potential risks
  • Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

Recording and processing

  • Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

Analysing and evaluating

  • Compare data with predictions and use as evidence in developing explanations
  • Suggest improvements to the methods used to investigate a question or solve a problem

Communicating

  • Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)

 

Personal & Social Capabilities

  • Reflect on how personal strengths have assisted in achieving success at home, at school or in the community
  • Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
  • Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved
  • Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles
  • Describe the various causes of conflict and evaluate possible strategies to address conflict

 

 

OUR FINAL PROJECT

To conclude our science unit on adaptation students will prepare an information display and presentation with supporting resources on a desert animal or plant. The audience for this presentation will be other Year 5-6 students. The purpose is to inform/teach.

Teams should comprise a year 5 and a year 6 student chosen to ensure effective use of time.

Before beginning and during the process teams must allocate roles and monitor progress.

Teams should assist one another to manage tasks and time and remind each other of their personal responsibilities. All team members must be responsible for at least one aspect of research and presentation.

There should be recognition of balancing the responsibilities between team members.

Your presentation should:

  • describe the desert environment to which the species is adapted
  • describe the structural features and behaviour of the species
  • make claims about which are key adaptations that help the species survive.

Your presentations will be showcased during the last week of term where each team member will have to share their knowledge, answering questions from other students.

Examples of oral presentations by scientists on adaptations can be found at:

Museum expert presentations

 

(Don’t worry- your presentation doesn’t need live animals!)

Present your research on a display board or in digital format.

(example only- yours may look different)

Show what you know about writing information reports- features and style. You will have access to and be marked according to this Rubric for species research project

Predictions:

Begin by making predictions about what you think might be some possible adaptations of your plant /animal. Say why you think this might be an feature or behaviour of your plant/animal.

Note taking: 

Take notes from at least 3 sources before using these notes to draft your report in your own words.

Drafting & Publishing:

  • The language of your report should be impersonal and contain three tier words.
  • Use a font size of at least 16 points for the text on your display board, so that it is easy to read from a few feet away. It’s OK to use slightly smaller fonts for captions on picture and tables
  • The title should be big and easily read from across the room. Choose one that accurately describes your work, but also grabs peoples’ attention.
  • Graphic features- Use photos or draw diagrams to present non-numerical data, to propose models that explain your claims. Try to find or create a graph to illustrate an aspect of your learning. (you could use Excel)
  • Include an annotated drawing to identify the adaptations of your plant/animal (similar to the one on ‘Camel features’)
  • You should also construct a 3D model of your plant/animalas well as your annotated diagram
  • The diagram and model should highlight the features and adaptations that are central to your species’ survival in the Australian desert. Where possible, structural features on your model should be created to clearly show how the feature works to help the animal survive.
  • A Bibliography. At least three sources.

Experiment!

Your group should include a  proposal for an experiment to investigate if your claimed structural feature of the animal/plant is an adaptation for surviving in a desert environment. You will use your knowledge of models, variables, controls and fair testing that you learned during our 2 experiments this term. Deciding on what you and your team think you can achieve in the given time, you can either:

  • propose an investigation (include mention of what variables will be tested and what variables will be controlled)
  • plan the experiment (using the template we have used in our previous science experiments)

experiment-proforma

  • conduct your experiment and observe, record and share the results in your final display. Would you change or improve your experiment if you did it again? What might be another experiment that could be carried out to extend knowledge of this area?

 

These presentations will be on display during Science week in term 3

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Definition: A rude expression intended to offend or hurt.
Synonyms: insult,
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