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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!

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

GDP data turned into a graph

May23

 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

May23

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

March5

This week our viewing reflection is not from BTN. it’s actually from the National Film and Sound Archive ( http://dl.nfsa.gov.au/module/1614/) 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

February28

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

February26

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

and

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.

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Word of the day

Word of the Day

contumely

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





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