HEADING 8 19th October, 2018

1

LEARNING IN THE CLASSROOM

FOUNDATION: SHARING THE PLANET

Working on our Unit of Inquiry, students have been learning

about different animals and the ways that they adapt to their

environment. Along with relying on special senses, they

have also been learning about how an animal’s habitat can

dictate their diet and methods of survival. Students have

also been learning how to write information reports by

finding facts within non-fiction books. Here you can see a

labelled diagram of a Hermit crab. The students were so

fascinated to learn that Hermit crabs need to find a new

shell to live in as they outgrow their old one. Some students have even decided that the

next time they see a shell on the beach, they will leave it instead of picking it up, as it might

be a future home for a Hermit crab!

This week, the Foundation students have been rehearsing their

oral language skills through Show and Tell.

During the holidays, each student was given a

brown paper bag that they must fill with items

collected during the holidays. Some ideas

were movie tickets, shells or pictures. Here

you can see Cruz with his brown paper bag

that contained a map of the Cranbourne

Botanical Gardens. You can also see Jack

with some wonderful pictures of his time away

with his family! It was amazing to hear the

students’ experiences on holiday!

In Maths, Foundation students have been learning about division.

We brainstormed words that can be used with division such as,

shared between, fair, equal shares and splitting. Students have

been using materials to model a number story, draw pictures and

write a division number sentence. They enjoyed sharing cupcakes

with one or two friends, by placing them one by one in the baskets

provided and they showed persistence when writing number

stories and division number sentences.

19th October, 2018

2

Reading Focus: Synthesising

Foundation students have been reading beyond the text, reading to learn about different animals

and how they use their senses. When synthesising, students

think about what they already know about a subject, learn new

information about it, and use old and new knowledge to build a

bigger understanding. We used the question prompts: What do I

already know? What have I learned that is new? What do I

understand now?

Students are also learning how to read images, diagrams and

captions to help build their understanding of a variety of animals.

JUNIOR SCHOOL: HOW THE WORLD WORKS

Experimenting!

To begin our Unit of Inquiry on ‘Experimenting is one way

to understand how the world works’, students in 1AK

conducted and observed many experiments.

The first experiment we conducted was the Egg in Vinegar

experiment. Before starting the experiment, we learnt about

how scientists work and the Scientific Method. We asked

the question ‘what would happen if we put an egg in

vinegar?’ then hypothesised, experimented, observed, and

explained the outcome. Everyone also had a lot of fun

playing with the squishy eggs after it had been sitting in the

vinegar for 2 days.

Another favourite was the Colourful Flowers experiment. Here students put white flowers into

flasks filled with different coloured water. During the hypothesising stage of our experiment

students came up with many interesting predictions! They then observed the flower for 2 days

before learning about why the flowers change colour.

Students loved using all the interesting science equipment, as well as learning lots of new science

vocabulary!

Everyone has thoroughly enjoyed experimenting in the classroom, and are now looking forward to

finding and practicing their own experiments at home before bringing them to school to share with

the class!

19th October, 2018

3

A typical literacy session in 2RW includes both reading and

writing teaching and learning. We rotate through guided

readings and complete text responses and word study

tasks. One group is practicing a reader’s theatre to perform

to the grade. They are working on following along fluidly

from one speaker to the next.

For the last few weeks we have been learning about writing

procedures, the purpose they have and the different types

there are. This week we have written, edited and published

our work to create a finished piece. To help our readers to

follow the procedure we included pictures. We are also

learning to use the “pencil” checklist to self-assess our work.

MIDDLE SCHOOL: HOW WE ORGANISE OURSELVES

The last week of Term 3 saw the Middle School head off for camp at Arrabri Lodge in Warburton.

Students participated in many activities that varied from archery to cooking damper and of course

the favourite for most students (parents and teachers included) the giant swing. Here are their

thoughts on some of the activities.

Cooking damper over a fire.

I really liked the taste of the damper. Amalia

Mine tasted very crispy. Melinda

Snake and reptile show

I liked the spikey lizard because it was spikey when you hold it. I also like the dingo.

Tyler

I liked touching the turtle shell. It felt very cool to touch. Maree

19th October, 2018

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Panning for gold.

It was fun but it was hard to see the gold. I went a long way into the water to scoop up the rocks. I found about 4 pieces of gold. I gave some to my friends. Lucas

It was interesting looking for gold. I found some little pieces of gold. Janise

The Giant Swing - Many screams of delight could

be heard from the bottom of the hill as the rope

was released and students swung back and forth.

I liked how the swing jerked when they pulled the rope to release you. I felt happy on the swing. Hayden D

It was quite scary because you go down really fast. Then it was like a big relief when you slow down and go back and forth. Aiden H

The Flying Fox

I liked when I went down the hill. I felt like I was flying.

Elena

I felt like I was flying and was relaxing but fun at the same time. Amber

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Lilydale Lake on the way home

All the boys went down the slide and some of us got stuck. Trey

The playground had a great flying fox. Shayley fdjfdjfkldsjfklsdjfk

19th October, 2018

5

SENIOR SCHOOL: WHERE WE ARE IN PLACE AND TIME

Exhibition

The first weeks of Exhibition we were

learning what exhibition is and what it

should look like. We started off with a

gallery walk of pictures of famous

people and things that they invented or

has an impact on e.g. Walt Disney, the

gold rush, Steve Jobs and Adolf Hitler.

For two weeks the Senior Students

have started developing and

researching a variety of people and

objects that have impacted on history and lives of others which in our central ideas words

‘People’s ideas and actions can cause a shift in thinking and change the course of history.’

The students need to research about their chosen topic, create an action, create and answer

questions related to their topic and create a display/stand showcasing their understanding.

There will be 2 days of Exhibition: the 7th and 8th of November.

When creating the action they need to think about relating it to their topic. Some would benefit the

school or maybe the world.

Some of us are now up to answering our questions we developed at the beginning of Exhibition,

and we are learning a lot about our chosen topic and the actions we are taking.

By Annika, Brooke S and Lucas 6BD

Numeracy

Senior School have been focusing on BODMAS. We have

learnt the definition, and have been using this maths

strategy during class. BODMAS stands for…

B= Brackets

O= Operation/Order

D= Division

M= Multiplication

A= Addition

S= Subtraction

To get an understanding on how we can use BODMAS,

here is an example: 3 x 2ᶟ ÷ (6-4) =

We start with the two brackets first, because B is for

brackets in BODMAS, and is the first procedure. 6-4= 2.

Next we do the operation, because operation is right after

brackets in BODMAS. To solve an operation like this, you multiply 2 the power of 3. So you do

2x2x2=8. Then multiply 8x3=24. Lastly divide the answers of the two brackets. So it’s 24 ÷ 2=12.

So the answer is 12.