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We are about to undertake research for our #Personal #Inquiries. We have chosen an organism and need to research the features of our organism, focusing on its adaptations over time, its habitat, and environmental pressures it faces.

If you know anything about our organisms that will help us, we'd love to hear from you! Please leave links or information you have found in the comments section and we will be checking each day.

THANK YOU 🙂 From all of us in 5/6N

Alyssa - Scotoplane

Josephine, Emma B - Arctic Fox

Lucinda - Arctic Wolf

Roman - Poison Dart Frog

Luke - Asian elephant

Sarah - Spider Monkey

Oakley - House mouse

James - Blue Ringed Octopus

Robbie - Tiger Shark

Hannah - Atlantic Walrus

Yasmin - Grey Wolf

Daniel - Bluespotted Stingray

Mila - African elephant

Floyd - Snow Leopard

Lily - Green Sea Turtle

Jolin - Chinese White Dolphin

Lucas - King Cobra

Marcel - Two toed Sloth

Jacob - Diamond Carpet Python

Benjamin - Western Tiger Snake

Annabel - Red Panda

Emma C - Eurasian Lynx

Carter - Green Anaconda

Samantha - Unicorn Fish

Isabella - Australian Seal

 

Our first day back for Term 2 and we had the privilege of working with Kath Murdoch. Kath is an independent consultant world renowned for her  expertise with #inquirybasedlearning

During our time with her, she led a Tuning In  activity for our new Inquiry. The purpose of this lesson was to gather data about our prior knowledge linked to #adaptation #evolution and #survival of living things.

She conducted a few games to help us #communicate and #collaborate - using these learning assets in particular to help us theorise -  to think about answers to questions and to convincingly share our opinions.  We thoroughly enjoyed played 2 truths and 1 lie and Bus Stop that helped us to do this.

Here are a couple of photos from our session with her.  We loved having Kath work with us. Can't wait until next term !

During the reading block over the next few weeks, read and investigate the following case studies demonstrating the change that an individual can affect.  You must use each of these links to assist with your responses. Remember to record your responses with sufficient detail within a reading session.  You can work with a partner if you choose, however, you must record you own response in your reading book...

New $5 bank note: 

ABC Article 1

ABC Article 2

BTN Bank Notes (from approx 2 minutes)

BTN about Connor and his campaign

Eddie Mabo/Land Rights: 

Land Rights Explained BTN Video

BTN about Eddie Mabo

Interactive Timeline tracing Land Rights

Meaning of Land Rights to Indigenous People

Gold Rush and Eureka Stockade:

BTN: Eureka Stockade

Peter Lalor’s Bakery Hill Speech (audio – there is some more difficult language used).  You aren’t expected to listen to the entire 16 minutes, but do listen to the first 5-6 minutes.

Eureka Stockade Summarised (text)

Voting Rights in Australia:

BTN: The History of Voting

Timeline of Women Voting Rights

Australian Suffragettes – read up until the sub-heading “Politics and Australian Women…”

 I found this great article by MARCIE CRAIG POST, Executive Director of the International Literacy Association. She reinforces key pedagogy about the importance of home school relationships in literacy development. I've highlighted key points below. Hope you enjoy it too!

 Image result for reading at home

Access to quality reading materials is key to developing strong literacy skills. So why isn’t putting books into the hands of children enough? Research tells us that when children are presented with a wide selection of books, and are able to choose what they read, it increases both their ability and their enjoyment of the act.

Reading at home

In conjunction with school, families play a crucial role in fostering a love of reading, and in raising literate children. Notice I said “literate children,” notchildren who read.” Image result for parents talking to childrenReading is only part of the equation. Literacy encompasses so much more — writing, yes, but also speaking, listening and critical thinking.

So, what can families do to create a literacy-rich environment in their homes? To begin with, provide children with access to quality reading materials. Take advantage of your local libraries, or check out thrift stores and yard sales.

Keeping them engaged

Families should seek diverse books that reflect the reader. It’s both a powerful and profound experience to recognize yourself on the page. This is as true for the youngest of children as it is for adults.  Image result for reading at home

Also, model good reading habits. Young children naturally emulate the behaviours they observe. If you want them to prioritize reading, you need to as well. You can put this into practice by making reading a family activity.

It is recommended that parents start reading to children from birth. But studies tell us that read-alouds benefit kids of all ages - yes, even teenagers! Practice other literacy skills regularly. Talk to your children about what they’re reading. Ask them to tell you a story. Encourage them to write - even handwritten thank-you notes help.

Image result for reading at homeCreating a culture of literacy within the home doesn’t need to be daunting. Start small and build from there. Remember, every little thing you do goes a long way!
6 WAYS TO CREATE A LOVE FOR READING...

Amy Friedman  (President and CEO, Book Trust)

 1. Walk the walk
Read from the day your child is born until the day she/he leaves the house. Read with your kids, but also let your kids see you read.
2. Develop a routine
Develop family reading rituals like reading before bed, snuggled in a chair or sitting together on the couch as a family, reading your own books on a Saturday morning.
3. Invest in their story
Create a home full of books and book talk: books on your night stand; books on the coffee table; books in the bathroom. While you are reading, ask your child questions about the book, so she/he can make connections and share wonderings as you read. You can use this information to help your child choose his next book at the library or bookstore.
4. Keep books on the brain
Instead of asking, “What did you learn today?” ask: “What did you read today?” Talking through answers to these questions is a fun way to spark conversations about reading.
5. Create personal shelf space
Have a special bookshelf for your child’s books. Decorate it. Prominently place it in her bedroom. Let kids choose their own books grounded in their interests and passions. Help your child figure out his or her interests by asking these questions: If a book were written just for you, what would it be about? If you could be an expert on any subject, what would it be? What are two things you are really curious about?
6. Celebrate book ownership
Get excited when you add books to the bookshelf and take time to revisit those books that are a bit dusty and worn. Help your child understand that it is a privilege to own books, one that sadly millions of children in our country don’t have.
Image result for reading at home

Finally our 6 words stories are ready for viewing!

Where did the 6 word story originate?

In the 1920’s, Ernest Hemingway, an accomplished and very successful author, was challenged by his colleagues to write a complete story in only 6 words. They thought it was impossible and bet against him - they thought he couldn’t do it. He proved them wrong! Hemingway considered his 6 word story to be his best work. This is his narrative...

"For sale: Baby shoes, never worn" 

The concept to create our very own 6 word stories was inspired by Don Goble @dgoble2001 . He assisted us as we learned about #iMovie and #sixwordstories, directing us to his videos and participating in a #Skype session where he answered our questions and explained how to use a variety of additional editing techniques.

After our discoveries, we decided to link our knowledge to our #inquirybasedlearning focusing on #socialjustice . We chose an issue that we felt passionate about and then created our stories and iMovies . This link will lead you to the great work we created. We hope you enjoy viewing our 6 word stories and that it inspires you to #TakeAction !

https://drive.google.com/drive/folders/0B9mj7pGr46d9UWtBRjR2c1ZIbEU?usp=sharing

#ict #edchat #socialjustice #inquiry #aussieED #inquirybasedlearning #edtech #globalcollaboration

214Part 2 of our #SocialJustice #TakingAction Day took place last week.

After our amazing fundraising efforts at the end of last term, raising in excess of $2500 for various charities, the 5/6s went out into the community to distribute the donations they raised as well as to help out in our community.    205

We had groups that went to the @RSPCAVic , @StKildaMums , @LostDogsHome , the local kinder to conduct a Christmas Art Activity and  Eva Tilley to talk with/ perform for the elderly. We also helped Michael to improve the school's garden as well as with Jo from the Parish to help sort out the Sacristy in the Church.

206Everyone had a great time helping out those that need it the most. We really were #aliveinthespirit as we lived out our #socialjustice theme this year for our #religion #inquiry   204     213   209

236  5/6N love maths!

We have just concluded our focus on #Volume and #Capacity with an #openended 237#problemsolving task.

First we had to build our towers. Then we needed to work out how to calculate the volume. Once our groups had recorded our findings, we decided the best way to check our accuracy was was to cross check our calculations - measuring other towers and comparing the measurments.

243This took longer than we expected but it was worthwhile ... especially as we were able to work collaboratively, discover successes to our understanding about measuring volume and also to learn from our mistakes!

Can you work out from our photos which tower had the greatest volume?  You might be surprised!

#soengaged #welovemaths242