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!)
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.
In our recent trips to the school library we have been looking at how the space is set up and how we can find books.
We know that in our library we have fiction chapter books in one section and picture story books in another section. These books are organised in alphabetical order using the surname of the author. So, if we wanted to find a book by Andy Griffiths we would look under the letter ‘G’ for Griffiths and if we wanted to find one by Roald Dahl we would look under ‘D’ for Dahl.
What about non-fiction books? When we are looking for these types of books we want to look for a particular topic, not the author.
This is where the Dewey Decimal System comes into it.
Watch this video from Bentley Media Centre to find out more…
When we went to the library we practised using the Dewey Decimal System to find the category numbers for a variety of books on different topics. We even saw that our library has the same categories written on posters at the end of each non-fiction aisle.
We were also impressed to see that Mrs. Patterson can remember many of the category numbers off by heart. Maybe with practice we’ll be able to do that too!
In Reading we have been looking at character traits – these are ways we can describe the identities of the characters we read about.
The traits could be physical (which means they are things we can see like the character could be tall, blonde haired, freckled) or it could be based on their personality (something we can’t see like they could be caring, mischievous, imaginative).
To find out what the traits of the characters were, we had to find evidence.
Here is the work one group did when they looked at the book ‘Pig in Love’.
When we shared some of our findings we discovered that authors are more interested in making sure the reader knows about the personality of the characters rather than how they look. They do this so the reader can make text-to-self connections.
We also learnt that authors can help us learn about a character in different ways:
1. They can just tell us what they are like, for example, ‘She was a clever girl’ = she was clever
2. They can describe the actions of the character, for example, ‘He gave his last dollar to the charity’ = he was generous
3. They can tell us what the character said, for example, “I think you are smelly and I don’t want to be your friend!” = the character is rude.
For our maths task this term we are pretending to be architects who need to design an apartment block. To do this, we need to know how big to make the rooms and to do THAT we need to know how to take measurements.
We know that the common unit of measurement for rooms and houses is metres and that we use square metres to work out the area.
Here are the other things we said we knew.
With all of this knowledge, we then worked in small groups to create a square metre out of paper. At the end we could then see exactly how big a square metre was and we could put them together to get an idea of big some rooms would need to be.