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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

GDP data turned into a graph


 I made this graph



from this data


The graph I chose was a column graph because it broke the countries into categories and compared their earnings clearly.

You can tell from this graph that the US is quite rich. I would be interested to see what the poorest countries earn

Data for graphs


Use one of the following data sources to create a graph on Excel. What sort of graph best suits the data?

post it on your blog with the original data copied from here. High level work will also include an analysis of the graph- what does it show? What can we tell when we look at it?


% of worlds wealth held in 2005
Richest 10% 58.2
2nd Richest 10% 16.8
3rd Richest 10% 10.5
4th Richest 10% 6.5
5th Richest 10% 4.4
6th Richest 10% 2.5
7th Richest 10% 0.9
8th Richest 10% 0.2
9th Richest 10% 0.1
Poorest 10% 0


GDP (Gross Domestic Product) per capita means how much a country earns for each person in the country, or the average amount each person earns in that country per year

This week’s viewing reflection


This week our viewing reflection is not from BTN. it’s actually from the National Film and Sound Archive ( But you should still complete your reflection in the same way as you would a BTN reflection.


Make sure you have it finished before Friday as our lesson on it will be this Friday.


If you want to go further (completely voluntary!), this link will take you to a really interesting radio presentation about convict life in ‘The Rocks” in Sydney:

(click on the picture)

It has LOADS of interesting information about what life was like for early convict settlers and goes for 13 minutes. You could choose to write your reflection on this radio interview instead of the video if you’d prefer.

This Week’s Independent Tasks


This week Antony will be meeting with many of you to conference with you about your reading and writing. We will discuss your strengths and set some personal goals. When you are called for your conference you will need your draft book, your thinking skills book, your reading journal and a just right book. Please have all of these ready so that you can join me quickly when you are called.

While Ant is conferencing everyone else will be working on the independent tasks listed below. During this time you have the opportunity to show the mature study habits expected in 5/6. You should work in silence where possible, ask friends first if you need assistance before asking Ant, and encourage each other to remained focussed.

These tasks should be worked on in the order shown here:

  1. History pretest-timeline (download this document for instructions and create the timeline in your Topic/Integrated Studies INB                         History of Australia Timeline pre-post test instructions
  2. Writing-Create a personal reflection about camp-this can be in any style (e.g. letter, poem, recount, newspaper article, advertisement…) but needs to include rich description of at least one or two aspects of camp. You can draft this into your draft book or directly onto a Word document. When you are finished drafting, you should reread it to make improvements in vocabulary, writer’s craft techniques, sentence structure and detail- add any extra information you think will make it clearer, more informative or more entertaining. Then edit your writing to fix any mistakes in spelling, punctuation, grammar and paragraphing. Then share with a partner and get their feedback for improvements. Once you have made all the improvements you should publish the piece on your blog. There are photos on ‘StudentShare – 5-6 2017 – Camp photos’. You may wish to choose one or two to add to your post.
  3. HOTMaths – log onto HOTMaths and choose one of the following units to reinforce or extend your learning. Complete the lessons and all the questions. If you need help finding your way to these places ask a year 6 expert:

Yr 4-Exploring numbers to 100 000-Numbers up to 100 000

OR Yr4-EXTENSION: Larger numbers-Tens & hundreds of thousands

OR Yr4-EXTENSION: Larger numbers-introducing millions

OR Yr4-EXTENSION: Larger numbers-Ordering Larger numbers

OR Yr5-About whole numbers-extending Place Value

OR Yr6-Number systems-Base 10 & other bases


  1. Read reflection-read for 20 minutes. Complete a reading reflection in your reading journal. If you’ve had your reading conference, write a reflection describing what you did while you were reading to work towards your goal. Be specific-include quotes to show the parts where you had to think about your goal and say what you were thinking while you were reading.
  1. Creating personal semester goals –use this template to describe what you want to get better at this year. You can type your goals directly into the template- after you have finished delete all the instructions (in red).(ensure you begin this after recess on Thursday if you haven’t begun it earlier)    Goals for Semester 1 template
  1. Topic research-go to the learning weblinks page of Ant’s blog and choose a link  about history. Read or watch it and take notes using the FKEYS notetaking technique into your topic book.

Our first BTN reponse


For our homework this week, you should take a look at both these videos:


Artwork showing guards in rowing boat arriving at a prison hulk.

Try to make some comparisons when you are creating your reflection.

Make sure you finish this BEFORE Friday, as we will be discussing them in our first history lesson on Friday.

Safer Internet Day


Today is Safer Internet Day, an as part of the day we will be participating in a online webinar. We will watch a presentation on the main board while you are invited to respond to questions via a student chatroom.

To logon you need to join with a partner from your class from another year level (5’s with 6’s). You will be working on one computer between the 2 of you. Once you have a partner, put both of your initials up on the board next to a nickname corresponding to your class (5/6A will have nicknames beginning with MPPSA, 5/6B will have nicknames beginning with MPPSB, and 5/6C will have nicknames beginning with MPPSC).

When you have written your initials up you may log on to the chat on one of your computers and say hello once.


As this is an educational activity we love the way we can trust you to log responses that are thoughtful and responsible. We are looking to the Year 6’s to model responsible and thoughtful behaviour to the Year 5’s. If anyone finds this difficult they can participate in the activity without joining in the chat.

At the end of this activity, you will write a reflection to post onto your blog. Your reflection should outline what the webinar covered, what behaviours they talked about that you already do, and a goal you can set yourself for your future internet use.

Welcome Class of 2017!


Welcome to our class’ blog for 2017. Here we will share and celebrate our learning as well as share information about upcoming events and other things we need to know about being a part of 5/6C. There will be links to educational websites as well as links to other classroom blogs and a link to your personal blogs and email.

Our blogs offer us a chance to communicate with the whole world about our learning. Please leave comments and ask questions…but remember to keep your comments appropriate, constructive and related to our learning.

I’ve written you a letter introducing myself- I’d love you to read it and write me a letter in response.


Hi kids,

I’m Ant and have been teaching for 12 years- the whole time at our wonderful school, so chances are you may know a bit about me already. I adore reading, listening to music, and dancing. My favourite musicians are probably Bjork, or the Arcade Fire, although I’m forever learning about new music I love. This summer I was excited that one of my favourite bands The XX have released a new album, which I’m loving, and I was lucky enough to see one of my all-time favourites Nick Cave with his band at the Botanical Gardens in Ballarat.

I have two gorgeous kids, Astrid and Amon- maybe you’ve met them, they pop in from time to time.   Astrid is in year 10 this year and loving Fitzroy High School. She adores music as well and is an amazing artist. Amon is starting at Fitzroy High this year and he loves soccer more than life itself, and hopes to be a You-tuber one day.

My wonderful partner Sharon is a creative arts counsellor at the Australian Childhood Foundation. So she works with kids like I do. She uses art activities to help kids manage and understand when things are hard for them. She uses a lot of the understanding and knowledge Sandra showed us about mindfulness and brain-science last year.

My mum died a few years ago (I still miss her terribly) and my dad lives in China so I don’t get to see him as much as I’d like. My older brother Stuart is a professor of Philosophy in New Zealand and last year my younger brother Greg became a judge in Hong Kong. He makes decisions about the refugees who are hoping to move there. I’m very close to my brothers and very proud of them!

The highlight of my holidays was that our family spent 3 weeks in New Zealand. We stayed at Stuart’s house, and Greg also joined us. It was very special to spend Christmas with my brothers! It was the first time Amon had been overseas, and it was lovely to hang out in Wellington again- Sharon, Astrid and I spent a year there in 2004 when I studied to become a teacher. We took a week-long road trip to a beautiful place called the Bay of Plenty. On the way we took a one day, 8 hour hike across a volcano-It was exhausting but astonishing!

When we got to the Bay of Plenty we took a boat ride in a place called the Coramandel which has beautiful rock formations, a bit like the Twelve Apostles in Victoria (I think we’ll be visiting the Twelve Apostles on our camp).

On our way back to Wellington, we stopped at a hot waterfall-yes, a HOT WATERFALL! It was amazingly beautiful- and bath temperature.

One interesting thing you may not know about me is that I have a metal rod inside my leg. Disappointingly, it didn’t go off when I walked through the metal detector at the airport on my way to New Zealand, but you can feel the bolts going into my knee and ankle-pretty gross! I’ve got this because when I was training to be a teacher in New Zealand, I had a dreadful accident where I was hit by a car. It happened because I wasn’t careful enough, so the metal rod is a constant reminder to always be careful, and also of how lucky I am!

I love teaching because I love being constantly amazed by how kids learn and the things they notice and love that I hadn’t noticed. Everyday your optimism and enthusiasm energises and inspires me. Most of all I feel proud to be a part of the lives of so many wonderful people! Two things I think are incredibly important to learning are asking questions and making mistakes. I love asking questions…and I make a lot of mistakes… but that’s when I learn the most! I’m very much looking forward to this year-getting to know so many new kids-this is the first year for many years that I have only 2 kids I have taught before! I’m also REEEALY looking forward to camp in a few weeks- I LOVE the beach!

So now, what about you? I want to find out more about you. What are your favourite things? What’s your family like? Have you done something that you’d like to share? What did you do in your holidays? What to you hope to do in the future? Write an entry onto your blog- show it to a family member and make sure you review it to fix mistakes before you publish it. If you were in my class last year and told me all about these things then, try to tell me some things I might not know- how have you changed or grown in the last year? I can’t wait to read about you!

From Ant

Kris Kringle


xmas-treeDue to popular demand, the 5/6 classes will be holding a Kris Kringle gift sharing within their class groups. We have decided that students will give a gift that they have handmade rather than bought. This can be a piece of art (e.g. painting, drawing, sculpture), craft (e.g. woven bracelet, origami, picture frame), food item (shortbread, jam, chocolate, gingerbread-something that will last several days before going stale) or any other thoughtful creation.

Students  will have until Thursday 15th to place their item under the class tree. We will share the presents on the last day of term (Tuesday 20th December). There will be several lunchtime sessions devoted to this activity, and we will be asking students to join at least one of these sessions if they have not planned for their creation by the start of next week. This is a voluntary activity, but we will be encouraging and supporting all students to join where possible.

We ask that if your child will be present on the last day and wishes to participate that you sign below and return to school by tomorrow to acknowledge your child’s participation.

Some “Hours of Code”


As part of the international ‘Hour of Code’ we are going to learn some concepts about coding.

Lets watch this video first:

The activities we will be doing involve ‘bomberbot’ and can be found at this link:


It is only one of MANY activities you can participate in that look like HEAPS OF FUN!

Click here to navigate to all the other options of coding activities available!

Your aim today is to explain your learning to someone, identify something you are confused about or excited to lean more about in coding, and tell the teachers what could make this course better.

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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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