sharing our class with the world!

Creating a Mars Rover Skin


I can design and create a skin for my Mars Rover that includes shape transformations that I can describe


Look at this site:

Why would they be called ‘skins’? How could this be related to what we have just been learning in maths?

What was important to remember when making nets for 3D shapes from our lesson last week?


Create a skin for your Edison/Mars Rover.

Make the net for it to be stuck onto your Edison robot later –you each need to make one- it can be a different design each or the same design on each


Skins should be created using paper and cut out- no need to put them on the Edisons permanently- this will be done in our final presentation session.


First, create the outline of the net for your Edison- how many faces will the net have? Where will the faces join?

Make sure you measure each side of each face precisely. Can you make the net just by measuring your Edison well or do you need to trace some parts of it? – make sure you check and measure where holes should go for the wheels and any sensors you are hoping your Mars rover will use (you can remove the wheels to measure)


Then decorate it with your pattern of repeating shapes. Describe the shape transformations in your maths book. You may want to trace around any of the 2D shapes on our maths table.

Create a design for your mars rover that involves any/ some/all of these of at least 1 shape:

Tessellation/rotation, reflection, translation, enlargement

You need to describe the maths of the changes you have made to the shapes in your maths book- direction, distance, how much larger/smaller

Once you have designed the pattern with your sharp grey led you may colour it in.


After this, you can cut out the skin. Try to fold it around

Teacher should collect all nets/skins for our presentation session next week

Goal Reflection

Give feedback to the other members of your team on how well they made their skin- the pattern & how well it fits the Edison

Getting to know each other


Post a comment down below with 5 things about you…..we have to guess who you are….don’t make it too easy or too hard….

  • Make sure you AREN’T logged on (normally when you comment you should ALWAYS log on- your comments will be deleted by the teacher otherwise)
  • Fill in the name with a name that won’t give away who you are (e.g. ‘someone123’)
  • Put in an email address-either one you own or ‘someone’
  • DON’T put in a website
  • Write a comment that says 5 things about you that are real.
  • Fill in the antispam word
  • Submit comment
  • Now login (if you don’t remember your login, you may ask Ant to login for you
  • Keep refreshing your page and the comments will start appearing- as they do, write a list and see if you can guess who each person is. You can post your guess as a reply to the comment if you like

Space- Lesson 5- Using ANALOGY to understand what it is like to work in Outer Space



To use an analogy to explain what working in space is like


Discuss the BTN set as homework:

Mars Experiment: 08/09/2015, Behind the News

What would you like about this experience? What wouldn’t you like?

Today our aim is to encourage a new generation of space explorers.

We will try to help kids understand what it is like by creating an ANALOGY

Open the Thinking Skills sheet you have downloaded and look at the steps for:

 Analogy – the relationship or pattern between a known and unknown situation- By seeing similarities to something familiar it helps us better understand something that is unfamiliar

  1. Tell about a topic that is hard to understand-what would working in space be like
  2. Explain a story or something you already know about that seems like the new topic-                                                                    an analogy isn’t like a simile-where something has 1 characteristic in common, or like a comparison, where you look at things that have a lot that’s the same- An analogy compares a familiar thing that has lots of comparable aspects to an unfamiliar thing, so that you can understand the unfamiliar better brainstorm possibilities- what is something familiar to us kids that has a lot in common with working in space?
  3. Tell how each part of what you know can explain the new topic- Use websites and videos to help you understand how working in space can be compared to our analogy.

New Information:

Select from the following weblinks and the videos in student shared drive to continue your investigation (remember to skim an scan to find relevant info):


What’s working on the International Space Station (The ISS) Like?

Questions about working on the ISS

Practicing For Mars Travel

 Space Effects BTN


Fill in the grid with researched responses- how is working in space like our analogy?

4.  Tell what you know now (new idea) or could do with the information (new item)– design a poster encouraging people to join NASA’s space program and work on a space station using what you’ve learned. Make sure you are helping kids understand by comparing the experience with the analogy.




I can enlarge shapes


Why is this map ineffective?




Use widget from AC Year 5 > Symmetry & transformations > Enlarging & reducing- “Using a grid to enlarge”


Do Hotsheet- using a grid to enlarge.

Students who have done this last year to do Activity 2

Guiding question for both groups: When you enlarge what stays the same and what changes?

Activity 2:

In Word, go to ‘insert’ tab and choose a shape to enlarge (try quadrilaterals or triangles …..extension could be octagon or hexagon)

Enlarge it to double or 3 times the size. Copy it and lay it down so that the length of 1 side is doubled

See how many of the original shape you can fit into the original- what maths can you figure out from this?


New Information:

When you enlarge, everything about the shape stays the same except the size. The ‘proportions’ and ‘ratio’ stays the same (how big things are compared to each other), and the angles stay the same.

When you enlarge a 2D shape 3 times bigger, every LENGTH gets 3 times larger….but what happens to the area? What might happen if you enlarged a 3D shape? Why?


Goal Reflection:

When do we need to understand how to enlarge? What are your top tips?

Mapping & Cartesian Co-ordinates



I can use a Cartesian grid system for location



Discuss where the different objects are




Geometry & position
The Cartesian plane

Year 5s- work on widget:  plotting pictures then Hotsheet “Reading co-ordinates”

yr 6s work on widget: the four quadrants then Hotsheet “Join the dots”

As you work, take notes on these 2 questions:



Create a Cartesian plane on your page and create a shape (or picture using straight lines drawn between points-e.g. a house) using ruled lines

Identify the co-ordinates for all your corners (make sure they are on the corners of a square).

Share with a friend to see if they can make it- START SIMPLE


New Information

Share answers to the 2 questions

Cartesian co-ordinates pinpoint the intersection of lines….

Often maps use a similar system, but instead of pinpointing the intersection of lines they work on the gaps between an locate an ‘area’ instead of a ‘point’. Maps also often use a combination of letters and numbers

The convention is that the x or horizontal co-ordinate is always given first


Goal Reflection

What can be tricky when using Cartesian co-ordinates? What are your top 3 tips when you use them?

Comparing Mathematical Chance Predictions to Outcome Data

I can predict chance events and compare my predictions to the outcomes


what information from the last lesson do you think will be useful in this lesson?






Application:    dinner spinner


what are the mathematical chances you’d be happy with dinner in this given spinner?

Make one that would suit your family or your table- what are the chances you’d be happy(extremely satisfied) now?

Use maths to predict what the outcome would be if you spun it 100 times. (say how many times you think each possibility would occur- then turn that into a fraction to show the probability- can you express it as percentage?)

Spin it 100 times and check if turns out as you thought it would.

G    Did the results turn out as the maths predicted? Why do you think this is?



Research Pacific gyre-


What is it? What does it make you wonder? What solutions could there be?- creativity challenge…

Finn’s Story


Finn Darlington, one of 5-6C’s students from last year has sent me this story and he said he wouldn’t mind sharing. it’s filled with action….and a little bit of MPPS!

SK Squad Omega betrayal

Being A Global Citizen


Image result for global citizenshipship


I understand what it means to be a global citizen


How are these pictures ‘global’?


New information/Application:

What does it mean to be a ‘global citizen?’/ what values do we share?:

Create this table:

I think/ We think/ We check

(fill in ‘I think/we think’ before watching resource)

Fill in ‘We check’

What are the rights and responsibilities of a global citizen?/What are issues that will concern global citizens?

Fill in ‘I think/ We think’

Case study-Oxfam

Fill in ‘We check’

What are actions of responsible and engaged global citizens?

Fill in ‘I think/ We think’

global citizen attitudes into actions-in this sheet, fill in the actions you can do to show that you have the attitudes of a caring and thoughtful global citizen

If you want to make the world a better place you have to convince people….What sorts of persuasion works on you?-

Take the survey by clicking ‘continue’ at the bottom of the page. At the end of the survey,  write which methods work best on you and why. Then read the final page together & respond to the question prompts.

Fill in ‘We check’

Goal Reflection:

What do I hope to do in my life to be an active global citizen?

How Government is Formed AND From Bill to Law


Image result for australian house of representativesTHIS LESSON IS IN 2 PARTS

PART 1: How Government is Formed


I understand how the ruling party (the ‘Government’) in the federal Parliament is decided.


Who are your representatives in federal parliament?- discuss what you found out- what party are they from?

New Information:

A political party is an organisation that represents a particular group of people or set of ideas. It aims to have members elected to Parliament so their ideas can affect the way Australia is governed.

Australia has a two-party system with two dominant political groupings in the Australian political system, the Australian Labor Party (ALP), and the Liberal/National/ Coalition.

There are lots of minor parties (parties who don’t put up a competitor in every electorate and win very few seats in Parliament). People can also decide to run for an election in any electorate as an ‘independent’ –this means if they get into parliament, they can vote any way they feel is right- not the way their party says they have to.

To form the Government you need to have more than half of the House of Representative on your side.

Government can be formed when:

  • a single party has won a majority of seats in the House of Representatives
  • a coalition of parties (when more than 1 party join together) has won a majority of seats in the House of Representatives
  • a single party that does not have a majority of seats in the House of Representatives has the support of enough Independents (in which case it is a minority government.)



Application-Australia’s 45th parliament :

Go to this resource- Composition of the 45th Australian Parliament  (scroll down to the table)

Complete the following in INBs:

Federally, in the lower house, there are 150 members. They are called Members of Parliament (MPs)

On the government side, there are __(how many?)__ Liberal/National/Country Coalition MPs.

On the opposition there are __(how many?)___ ALP (Australian Labour Party) MPs.

In the House of Representatives, there are  __(how many?)__ MPs who are ‘independents’ or belong to minor parties that are not included in the government.

In the Senate, there are  __(how many?)__ MPs who are ‘independents’ or belong to minor parties that are not included in the government.


What else did you notice in this data- share/discuss/clarify/note

Application-getting elected:

Which party are you in?- find out by choosing your counter from the teacher. (Ant to choose a ‘Clerk’)

When you have your colour, get together with other people of that colour. Are you in a major party, a minor party or are you an independent?

If you are in a party, you must elect a leader and deputy (these days, there is usually a male & a female). The leader must then choose 2 others from their party to be their cabinet, and someone else who will be the “Speaker of the House” if they win. The speaker doesn’t get to vote! They might also want to choose a Minister for curriculum, a Minister for breaks and a Minister for uniforms. Don’t waste time on this, because you must also decide on your policies.

New information:

Policies are how different parties feel about different issues. Representatives are voted in by their electorate depending on their view on these issues (their policies) and so are expected to keep their word to their electorate when voting in Parliament.


The issues are these:

  • More varied curriculum-what subjects should be taught and how much of each
  • having half an hour less lunch, but finishing school half an hour earlier
  • school uniform-keep the same/change to a ‘better’ one (what would make it better?)/ no uniform



Parties must agree to all vote the same way on a particular issue. The Leader of the party has final say on this, but is allowed to listen to the opinions of their party (especially their cabinet).

The Opposition usually does not want to choose to agree with the Government on many things because then they would be saying the Government is doing a great job and that they (the Opposition) shouldn’t be voted for. Policies are usually made public so it shouldn’t be a secret if someone wants to find out.

Parties can (but don’t have to) choose 1 of the 3 issues to make a ‘conscience vote’. That means anyone in their party is allowed to vote whichever way they feel and don’t have to do what their party says.

Parties should decide efficiently-their electorate is waiting!

Independents and minor parties should think carefully about their policies-their electorates may be demanding a different voice from the major parties, and if elected, you will have some tough decisions to make!

Application-making government

Find out the results of the election from your teacher.

Can any 1 party form Government with their numbers?

If not, the Major parties are going to have to convince the minor parties or independents to join them in coalition. Remember, your electorate is expecting you to keep your policy promises, but you may have to compromise in order to get the power of being in Government. Who will you go to first? How will you ask?

Minors/independents: what will you demand in order for your support? Do your policies agree? remember, you may be expected to vote with the party you co-operate with-you’re no use to them in Government if you don’t….

The Clerk and Speaker should be preparing for their roles- they will need to take some notes on what they say and how they say it at each point.

Goal reflection:

The key steps to deciding the ruling (governing) party in the federal government are …


PART 2: From Bill to Law


I understand the steps involved when Parliament creates new laws

New Information:

As a class visit Kidsview and go on “Pass The Bill”.

Take notes for each of the steps on the right as a flowchart.

Are there different options at different stages? How would you show this?


Let’s have a go at this with our class government.

The Government Cabinet will decide on a Bill they wish to propose on 1 of the 3 issues. They will need to write up the Bill using a formal voice. It will need to say what the new rule/law is, how it will be put in place and what are the consequences for not following it. The minister responsible will need to have a short speech created saying why they propose it.

While cabinet does this, the rest of the class will set up the room to look like the House of Representatives floor. There should be seats for the Speaker and Clerk at the front. There should be a table for the leaders & their deputies in the middle, and seats in a U-shape behind them where MPs for each side sit.

Go through the steps, as in the interactive, to introduce the Bill and follow it until it leaves the House of Representatives.

When it gets to the adjournment, all class members have to write a small speech about why they do or do not support the bill. The Opposition will need to decide if they agree with the Bill. If they do agree, they may want to choose some Amendments (things that should be changed a bit) to make it seem that the Government could be doing a better job. parties should share their ideas so they don’t repeat things. The Speaker may ask you to present your speech before the vote-they will definitely want the Leader of each party to speak, as well as the Minister and Shadow Minister in charge of that area (the Shadow Minister is the Opposition MP in charge of that area). The Speaker will also want each minor party to speak and at least 1 independent MP.

The Clerk will introduce each reading of the Bill, and will take the count if there is a “Division of the House” (that is, if the votes aren’t completely obvious by just saying “Aye” or “Nay”).

The speaker will call upon the ministers to give their opinions of the Bill in turn and call for the vote and announce the decision. If the Bill does not get a majority of voters, it can be voted for again with any suggested Amendments that would make the opposition happy to vote for it.


Once the process has finished, discuss and write down anything interesting you noticed or found out.


Goal reflection:

What are the steps that would follow after this bill has been passed by the House of representatives?



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