Saturday, 22 June 2013

Topic - Venn Diagram

Change - Plants and Seeds

We are learning to understand that:
Scientists follow a specific process and ask questions that lead to investigations.
Plants need many things to move through the life cycle.

We will be able to:
Show the life cycle of a plant.
Label the parts of a plant.
Classify objects using a Venn diagram

We will know we can do this when we can:
Draw pictures that depict the life cycle of plants.
Understand and describe how plants make their own food from water, air (CO2) and sunlight (photosynthesis).
Sort and classify leaves into categories of our own making and independently represent these in a Venn diagram.

Brayden said, "I learnt about change and how plants change.  I learnt how plants make food.  I learnt to sort things into a Venn diagram.  I chose spiky and smooth.  My next step is to choose different leaves."

Friday, 21 June 2013


We are learning to recount events that happened in the past.
We know we can do this when we can:
Follow the Writing Process
Have a title
Write: an orientation telling when, who, what and where the event happened, a sequence of events   and a personal comment to conclude the recount
Use the past tense
Use a lot of different descriptive words to make our recount more interesting
Start my sentences in different ways

Brayden's voice: 
I learnt to write a true story.  I wrote about the snowy day.  I woke up and there was lots snow around. I learnt to write exciting words and use sounds in my story.  Next Step: I'm going to check for capital letters and full stops."

Conflict Unit

We are learning to understand that:
  • there are many perspectives and types of conflict
  • there are a variety of ways to deal with conflict

We will know we can do that when we can:
  • use several strategies to make an \"I feel... when you...\" statement during conflict and know when and why to use them.
  • teach others to make an \"I feel... when you...\" statement during conflict.
  • act as a role model for others to help them make an \"I feel... when you...\" statement during conflict
  • seek feedback on how to improve making an \"I feel... when you...\" statement during conflict.
Student's Voice:
Brayden said, "I learned about conflict. The teachers had a pretend fight.  I felt frightened because they were yelling.  I learnt conflict is hurting other people.  I learnt how to say I feel sad when you hit me, what I would like os for you to say sorry.  I use my WITS and I statements at school and sometimes at home."

Sunday, 16 June 2013


Narratives- Fractured Fairy tales

We are learning to write a fictional narrative by adapting a fairy tale.

We will know we can do this when we can..
Follow the Writing Process – planning, draft copy, editing and publishing
Have a title
Write three paragraphs: an Orientation, a Complication and a Resolution
Write in past tense
Use direct speech (dialogue)
Use onomatopoeia, questions and similes to create pictures with words and build suspense

Brayden said, "I like writing because it is cool.  Because you can write any story you want.  I am learning  to write better stories.  I am learning to write a narrative.  My story is a spooky story.  I thought about what I should write.  I think my story is good because it has got heaps of words in it. Ms B has shown me to write who, what, when, where in the beginning of the story.  I have been learning to use exciting words like freaky words.   I am learning to check to for capital letters and full-stops. Next Step: I'm going to make a longer story."

Statistical Investgations

WALT: collect data, construct a graph, and discuss the results.
Success Criteria: I will know I can do this when I can:
·      Know what data is
·      Pose questions for investigation
·      Collect data
·      Use tally marks
·      Make a pictograph
·      Make a bar graph
·      Ask and answer questions about the graph

Brayden's Voice: "I asked do you like tennis or soccer? My graph shows 10 people like tennis and 9 people like soccer.”

Monday, 3 June 2013

Art: Self-Portrait in the style of Matisse

We are learning to draw self-portraits in the style of Matisse.
We will know we can do this when we can:
·       Use bold colours and patterns in a background
·       Draw a black line around the outside of self-portrait to emphasise colour
·       Include all facial features
·       Draw and correctly place all facial features
·       Begin to show other facial features such as eyelashes and earrings

Brayden's Voice:
"My picture is colorful and the background has got lots of colours in it. My eyes are kind of circles and my nose is like a backwards tick. My picture is green, blue, yellow, red and silver.  Matisse was good at art.  He painted good pictures of people.  My picture is like his because it looks the same - the background."