Our Invention Convention was a huge success!
We had around about 20 parents, cousins, brothers and sisters come and visit our classroom on the last Thursday of the Term to see our marvellous CBL solutions.
Everyone was very excited to share their hard work with family members and there were many proud smiles from both the students and their families.
At the end of the Convention, we asked people to leave us feedback by sharing two stars (things we did well) and one wish (something they thought we could improve on next time). The feedback was overwhelmingly positive and we can tell everyone had a great time and would like to see more displays of our work like they did at the Invention Convention.
Once everyone had left, we also did our own reflections on our solutions and on our CBL guiding questions.
A big thank you to everyone who came and visited us: it wouldn’t have been such a success without your support.
There was a lot of fun (and chaos) last Friday as we constructed our inventions for CBL. The inventions are based on problems we had either experienced or had seen other people experiencing.
We had to think about who would be helped by our invention and then we needed to research the different parts we would need to make the invention work. A design was drawn of our idea, with the diagram needing to be drawn to scale. For this we needed rulers and our maths books to make sure we knew how big each part of our creation would need to be.
Once we knew the sizes of everything, we could start measuring, cutting and adhering our materials. After this, we added colour by gluing on paper or painting our inventions.
The final thing we needed to do was compose a text about our invention to put with our model at the Invention Convention. We knew we would need to write a non-fiction text and decided the most suitable ones would be information reports, expositions, descriptions and explanations. In reading, we sat with people who were doing the same text type as us and looked at an exemplar to make sure we knew what structural and language features we would need to include. The information we found out was shared with the class.
Our writing was then drafted, peer-edited and published on our iPads.
It was then just a matter planning how our classroom would be set up, moving desks and then came the hardest part of all…making sure our room was clean!
In CBL we have been looking at the amazing inventions that people have come up with and how many of them started as what were thought of as crazy ideas. We have also looked at how many items we have today have come about from improving upon something that already exists.
We decided to have-a-go with making something new from what already exists by using the BAR Thinker’s Key, which is a creative way to make an object better.
Each letter in BAR stands for something else.
B: Bigger. Take something that is already on your object at make it bigger.
A: Add. Add a new feature to your object.
R: Replace. Get rid of something from your object that you may no longer need and put something else in its place.
An example of this is the iPhone. It has been around for a few years now BUT the screen has gotten Bigger, a second camera has been Added and the old charger has been Replaced with a smaller one.
Here are some of the amazing and creative ideas we came up with for everyday objects. We have put all of them into a book in our classroom if you would like to come and see more!
To end Book Week, we had a class party to celebrate foods from everywhere!
There were tasty foods from India, Lebanon, Turkey, Macedonia, Italy, Australia and New Zealand…and we may have forgotten some as well! Our tummies were very full but very happy with all the delicious foods we got to try.
We could also bring in foods that we were curious about. This is what Mrs. McNamara-Moyle did when she brought in an odd sort of mango to try. It ended up being quite sour but at least we now know we don’t want to eat it ever again!
At the end of the week, we also invited our parents and special people into the classroom to join us for a literacy activity.
This is what Rukmini has to share about the activity.
We chose a character from Book Week then we had a piece of paper to fold. On the inside we wrote some physical and personality traits.
Physical traits is when you can see how they are are like e.g. if I walk up to a girl and see that she is pretty, I can see that she is pretty.
Personality traits is where you can’t see what a person is like if they are brave, honest, evil, bad, kind, generous or naughty.
During Book Week, we celebrated both in our classroom and with the other Year 4 classes.
On Tuesday, we dressed up as characters from books that we love, and if we had the book that the character was from, then we brought that in too.
All of the Year 4 classes then went to the basketball courts and each class paraded around, showing off their awesome costumes.
Congratulations to Hendrix from our class who was voted as one of the best-dressed students!
Can you find Wally in the second photo?
Do you know what a Rube Goldberg Machine is?
We didn’t know what it was either until we watched a video last week and found out it is a series of complex chain reactions that perform a simple task.
There were lots of materials provided for us to explore. But before we did, we needed to follow a thinking process.
1. Think of a simple task we wanted to perform.
2. Consider what materials might be best for using.
3. Come up with a plan.
4. Create our Rube Goldberg Machine.
5. Test our construction.
6. Evaluate if it worked and, if not, make changes and test again.
We took videos of our testing and the most important thing we learnt was
FAILING IS AN IMPORTANT PART OF CREATING SOMETHING AND IT IS NOT A BAD THING
Here are some videos of our successes and failures (which, remember, are good things!)
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Library Movie (4)-v8embu
Library Movie (3)-rmfy9v
Library Movie (2)-26gqvfk
Library Movie (1)-18rkmyn
Nouns are the words we use to name a person, a place or an object.
There can be other nouns, called abstract nouns, that are things we cannot see like ‘love’ or ‘hatred’.
When we are writing, we can make these nouns much more interesting by ‘activating’ them, or bringing them to life with description.
The sorts of ways we can make them more interesting is by explaining how many there are, using opinion and factual adjectives, using classifying adjectives and explaining where the noun is.
Here is an example of some sentences we activated as a class.
We then ‘had-a-go’ on our own and shared what we came up with.
In the future, when we are revising our work we can look for nouns and use a table like the one in the photo to ‘activate’ our nouns and make our writing more detailed and entertaining for the reader.
To begin our learning of fractions, we first needed to come up with a definition of what a fraction is.
We also learnt that it is also important to understand what is NOT a fraction so that we do not become confused and so that our definition of a fraction is stronger.
This is what we decided:
1. Fractions are when an object, group of objects or a number is split up into equal pieces or group.
2. Non-fractions are when an object, group of objects or a number is split into pieces or groups that are NOT equal.
This term our CBL Big Idea is ‘Curiosity’.
To spark our imaginations and ideas, we engaged in several provocations.
There were computers, floppy disks, remote control cars and an overhead projector to take apart.
There were also lots of materials to try and construct a rainproof and windproof mini shelter, as well as a crime scene to solve through fingerprinting and chromatography.
We having been taking photos of our work and our wonderings on our iPads and using them to create CBL journals using either the application ‘Keynote’ or Google Slides so that we can track our progress, our thinking and our knowledge.