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Out of Service

February7

While I’m in 1-2 this blog will be out of commission

🙂

Ant

5-6 Locker Avatars

December14

LOCKER ANIMAL AVATARS

Each year, the 5-6s create an animal avatar for their lockers. You should choose an animal that represents a few aspects of you-particularly your personality.

You will include an explanation underneath saying why you chose this animal to represent you. There should be at least 2 reasons that connect you to your animal avatar.

Here’s an awesome example from Amelia from last year:

Open a Word document and write your sentences explaining why you chose this animal as your avatar.

Go to google images and choose an image of this animal and copy it onto the Word document.

Open your camera app (or Debut if you can’t access the camera app)

Take a photo of yourself. This will automatically save to the folder ‘Camera Roll’

Use File explorer to go to ‘Camera Roll’. You will find it in your ‘Pictures’ folder.

Right click on the image you took and choose open with> paint

Choose ‘select’ from the toolbar at the top and select a rectangle of just your face.

Then choose ‘crop’ from the toolbar and this will get rid of the rest of the picture.

Save this version of the photo.

Drag and drop this photo from the ‘Camera roll’ folder onto the Word document.

Move the face picture’s position and a rainbow with stripes icon will appear next to the picture:

Click on this and choose the bottom right icon “In front of text”

Now resize and rotate the photo so it is positioned over the face of your animal.

Now, while you are clicked on the photo, choose the Format tab at the top of Word, and choose the dropdown menu in ‘Picture Styles”. Choose the option that has an oval with a faded out border (3rd row, 2nd from right). This will make your photo fade smoothly into your animal picture.

Email it to your teacher for them to print for your locker next year!

 

Creating a Mars Rover Skin

December9
Goal

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

APK

Look at this site:

https://www.skinit.com/create-your-own

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?

Application

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

ALL STUDENTS IN EACH GROUP MUST MAKE THEIR OWN NET/SKIN, BUT CAN HELP EACH OTHER.

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

November21

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 @something.com’
  • 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

November12

Goal:

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

APK:

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

Application:

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.

Enlargement

November6

Goal:

I can enlarge shapes

APK:

Why is this map ineffective?

 

 

Application:

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

November6

Goal

I can use a Cartesian grid system for location

 

APK

Discuss where the different objects are

 

Application

GO TO HOTMATHS- YR 6-

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:

  • WHAT CAN GET CONFUSING?
  • WHAT RULES DO YOU THINK THERE ARE FOR THIS SYSTEM OF LOCATION?

FURTHER EXPLORATION:

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

http://flash.topmarks.co.uk/4150    http://flash.topmarks.co.uk/4941

 

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

October31
I can predict chance events and compare my predictions to the outcomes

NI:

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?

WORLD ENVIRONMENT DAY

June4

Research Pacific gyre-

https://www.theoceancleanup.com/great-pacific-garbage-patch/

https://www.coolaustralia.org/the-great-pacific-garbage-patch-primary/

https://visual.ly/community/infographic/environment/great-pacific-garbage-patch

 

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

Finn’s Story

May7

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

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contumely

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