sharing our class with the world!

Mindfulness Survey


Please complete this survey about mindfulness to help us develop our mindfulness program.


Digitech lesson 2- networks



I can describe how digital systems connect together to form networks to transmit data.


What do these things have in common?


New Information:

A NETWORK is a system of interconnected things.

Watch these, take notes and discuss:


List all the things the computers in our school are linked to-

What are the things that make up our school’s Local Area Network?

As a class, create a diagram as a class to express it



Draw a network that would exist in your house OR at our school OR at a university OR at a workplace


Goal Reflection:

What is a network?

What are some advantages and disadvantages of having computer networks?

Book Week Multi-Age art response- “The Patchwork Bike “


Today kids from all classes joined together to share the Australian Children’s Books of the Year.

We looked at “The Patchwork Bike” By Maxine Beneba Clarke.

book week art activity-

Look at the wonderful art we made! (click to enlarge )


Literature Circles


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


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.


Coastal Ambassadors Survey


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.


Link to survey

Lilly’s Adventure


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!

Tier 3 language in information texts


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)


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

Skim and Scan


Here’s the lesson-Skim and Scan-

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

ipad vs newspaper


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


  • 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



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


  • 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




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


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.


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)


  • 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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Word of the day

Word of the Day


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

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