4E’s Invention Convention

On Friday the 14th of December the year 4’s had a parent open morning to show off our amazing inventions.

Before the parents came in we had lots of work to do. We first researched the UN goal 11- Sustainable cities and communities. We then identified the problems we see in the world around us. We had to pick a problem we were interested in and think of ways we could make a change and solve the problem. We had to think of the steps we needed to take and what information we needed to understand the topic. We followed the design thinking process to create our amazing inventions.

Hope you enjoyed our invention convention.

Kind regards,

4E

Storm Boy novel reviews

We have finished reading our novel for this term called Storm Boy. Before we watch the original movie from 1976, we wrote our own review of the novel.

Here are a few examples of our reviews (Ms Huntly apologises for the black and white pictures!)

Have you read Storm Boy the novel or seen the movie?

We will let you know what we think of the movie after Monday’s screening!

~ 4D

Reconstructing texts

We have been examining explanations this week so we can prepare to write an explanation as part of our Design for Change action in CBL.

After reviewing the features and structure of an explanation text by reading and note taking several different texts, we were asked to reconstruct texts that had been cut up into sections.

We had to read the paragraphs and link sub headings to them as well as make sure the paragraphs were in the right order!

It eventually did not take too long since we were working in teams but a few of the groups had to reread the paragraphs a few times! One group figured out that they could match the cut lines together to check they were right – Ms Huntly is going to trim and recut the sections so they don’t match up next time!

Stay tuned for more information on our explanation writing and our Design for Change expo happening in week 10!

~ 4D

Cultural beliefs and values in interactions

We explored a story called School Playground on the website Difference Differently. This site has been created to help discuss culture and develop intercultural understanding in students.

In this story, there were four students who were on a school playground. We learnt that they all had different visible and hidden culture practices and beliefs that played a major role in how they interacted with each other at lunch. For example, Josh showed respect by not looking people he respected in the eye. When a classmate asked him to join the soccer game, Josh felt this boy was a leader of his class and looked at the ground when he said yes to playing. The other boy felt that Josh was shy because he looked at the ground, not that he was being respectful.

We inferred how these actions would make each of the other students in the story feel or think and many of us realised that we have possibly made inferences about others like these characters that may not have been completely correct.

During the story, we recorded our thoughts in a Double Entry journal using an “I Think” and “I Know” focus to make links between our inferences and the evidence from the story or our prior knowledge. We then reflected on what we learnt from the story ourselves.

Here are some examples of our responses:

Have you ever responded to someone in a particular way and then realised they actually meant something else?

~ 4D

Hidden and Visible Culture

We have been discussing the idea of culture and how we can see a lot of traditions and practices that “tell” us things about someone and the culture they are a part of. However, there are also aspects of culture that are not visible such as religious beliefs, ideas about humour, raising children and education. These ideas and values play a large role in the visible aspects of culture that we can see.

We had to sort a number of aspects into hidden or visible culture groups. This was easy for some things and trickier for others!

Once we had completed our sort, we connected this to our own lives and created a cultural iceberg with personal visible and hidden values. This was a little tricky as well but we all worked together and persisted to list ideas. Here are a few examples:

~ 4D

Storm Boy Comic Summaries

We finished reading the novel Storm Boy in class – and boy did we all react to the ending of the story!

Following the ending, we discussed some main events from the story. One of these involved a huge storm and a rescue. We summarised this event in comic storyboard form which meant we had to use images and limited text to portray the main ideas of the event. It also linked back to learning we had done previously this term about image choices, colours and how important each item placed in the frame is to reader comprehension.

Here are some of our comic summaries of this main event:

Have you read Storm Boy? Let us know what you thought!

~ 4D

Week 9 Blog post

Hey everyone,

The UN goals are set goals that the world need to reach by 2030 in order to make the world a better place. We are focussing on goal 11 sustainable cities and communities for our CBL solution to change.  We have brainstormed different problems in order to create solutions, stay tuned for next week when blog about our CBL Expo.

Thanks for reading

From 4B

Swim Safety Incursion

Today we had an incursion in the school gym called ‘Sink or Swim’ which explained how to be safe around water.  The 4 most popular places we would be around water are pools, beaches, rivers and baths.

We learnt that children 5 and under, must be in arms reach whenever they are near water, and between 5-10, an adult needs to be actively supervising a child in water. This means that they are not distracted by other things, for example being on your mobile phone.

When at the beach, its important we swim in between the red and yellow flags because that area is the safest area to swim and is monitored by life savers. We also explored different flags that we may see at the beach.

  1. A black and white flag displayed means that people are surfing and its not safe for swimmers

  1. A Red and White flag means that the beach is closed because its not safe for swimmers. For example a shark

We learnt that all pools, even inflatable pools MUST have a fence and gate around them. The gate must be closed AT ALL TIMES!!  We also learnt that you should always enter the pool from the shallow end. We also learnt that things around the house can be used to help rescue someone who drowning in the pool.

When around boats, we discovered that it is illegal to get on a boat without a life jacket if you are under the age of 18.  We also learnt that river conditions can change quickly so it is important to always check the levels with your feet before entering the water. It might be safe one day but another day it may not be.

Dane: “I learnt that there is a black and white flag for the surfers”

Harry: “I learnt that the red and white flag means that the beach is closed beacuse its not safe”

Mason: “I learnt that you have to stay inside the red and yellow flags at all times when at the beach”

Madilyn: “I learnt that its illegal to not wear a life jacket on a boat if under 18”

Sathuya: “I learnt that you need to put your hand up to ask for help if you are drowning”

Bebaik: “I learnt how to save a drowning person”

Aadvik: “I learnt that some tools can be used to help save a life”

 

Sink or Swim Incursion

Today we were very lucky to go to a Sink or Swim Incursion. We learnt about different ways we can be safe when water is around us.

If you are at the beach you should swim between the red and yellow flag because that is the area the lifeguards have declared safe. However, if you pass the red and yellow flags the water might be unsafe.

There are other types of flags you can see at the beach. If you see a black and white flag that means that it is a surfing area, which means it is an unsafe place to swim because there are surfers catching waves.

When you are at the beach and you see a red and white flag that means that the beach is closed because of dangerous weather, sharks are close to the sand and other wildlife is around.

Did you know that if you are under the age of 18 years old, you must have a life jacket on before you get on a boat? This is a law!

When you are in a pool area and you can see someone is drowning, never jump in to save them otherwise you can do more damage. Instead throw an object that can float in front of them so they can hold it to their chest and float. If an adult is struggling in the water, lay down on your tummy outside the water, and pull them in with a noodle until they are safe.

Parents you need to be in arms reach of children under 5 years old if they are in a bath or any type of water. Between the ages of 6 and 10 you need to be actively supervising children and they need to be in sight.

 

MAKE A RULE FOR POSITIVE CHANGE

Over the past two weeks, 3B and 3F have been working extremely hard on our CBL solutions to help ‘make a rule for positive change’.

We have been wanting to change the way we behave outside, especially littering, how we use our clubs, wearing hats outside and how we use the toilets.

Some of the skills we have been demonstrating during this process have included

  • collaboration
  • team work
  • staying focussed on the task
  • managing our time wisely
  • everyone has a job to complete and contributing their fair share

Stay tuned as we share our solutions and evaluate the success of our actions.

Thanks for reading

From 3B and 3F

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