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Category: Year 4
Yr 4 B Kings Park Excursion
On Wednesday June 3rd the Year Threes and Year Fours attended a really fabulous excursion to Kings Park. The purpose was to support our learning about the importance of environmental sustainability and finding ways to ensure that the flora and fauna we have is preserved.
It was a day full of rich learning and a great deal of hands on activities!
We looked at some of the problems that threaten the flora and fauna of Australia.
We looked closely at the importance of bees and beehives!
We had missions to complete.
We created a dieback shoe cleaning station.
Our dieback cleaning station complete!
We created an ecological pyramid.
We explored the very special creek area.
Kangaroo Kids!
We found a Portuguese Millipede!
Purposeful Practice Grid: Weeks 7-8 Year 4
Term 2 2015
What Is A Plant?
As part of our ‘Sustainability’ unit of work Year Four have been learning about what a plant is and the different types of plants.
We used the app ‘Total Recall’ to create a mind map of all the things we know about plants.
Take a look at some of our ideas!
By Ruby, Alison and Nicholas B
By Riya, Bella and Ava
By Kade, Ky and Luca R
We then learned about the parts of a plant and how important they are to people and our environment.
Plants are important to people because they:
- Give us oxygen to breathe.
- Are used to make some medicines.
- Are used to make clothing.
- Are used by animals to make their homes.
- Help hold soil down so it doesn’t get blown or washed away.
- Help cool down the Earth.
- Help water go up into the clouds so it can rain.
There are many different kinds of plants. They vary in size, shape, colour, smell, and the places in which they grow. Plants can be classified (organized into groups) in different ways. One way to classify plants is by their general appearance. There are woody plants, non-woody plants and vines.
We have discussed how plants that have developed, grown naturally, or existed for many years in an area (such as Australia) without human introduction, are called native plants.
To consolidate our understanding of different plants Year Four went on an organised scavenger hunt around the school. We were given different types of plants to locate and identify.
We were then required to photograph each plant as we discovered it and our findings were presented using a ‘Pic Collage’.
We really enjoyed this activity and learned many interesting facts about plants!
Three Way Interviews Wednesday 27th May
We are looking forward to seeing you this Wednesday for our Three-Way interviews.
Please read the summary reminders below :
What are Three Way Learning Conferences and what do they look like?
Three Way Learning Conferences are a conversation between the student, their parent/s and their teacher.
The student has an opportunity to share with their parents, with the support of their teacher, their growth as a learner.
All three parties – student, parents and the teacher – sit together and talk about the student’s learning by looking at and discussing representative work samples.
Each conference will last for fifteen minutes with times pre-selected through our on-line booking system.
Three Way Learning Conferences achieve the following:
• help students demonstrate evidence of learning
• teach students the process of reflection and self-evaluation
• facilitate the development of organisational and oral communication skills and increase their self-confidence
• encourage students, parents, and teachers to engage in open and honest dialogue
• encourage students to accept personal responsibility for their learning
• increase parental understanding of their child’s learning journey
What does some of the research say?
Professor John Hattie identifies student self-reporting as the most significant indicator linked to raising student achievement.
‘If the focus is to be kept on learning, and the ownership of the learning with the child, then the best person to talk about the learning is the learner’… ‘Not only is the student the best person to tell their parents what they have learnt, but if we believe that students build their knowledge by communicating what they know, then providing an opportunity for the students to tell their family what they know can significantly assist with that learning.’ Absolum, (2006)
What Parents are asked to do during the Conference
•Turn up on time and listen carefully and ask clarifying questions.
• View and provide encouraging comments on student work, progress and achievement.
• Support goal setting and learning intention opportunities.
What Parents are asked to do after the Conference
:• Positively support and take an interest in helping your child to achieve their goals.
• Continue to encourage your child to aim for their personal best through challenge and support while reducing stress and anxiety.
Please respect time limits, and please show genuine respect, care and gratitude toward both your child and their teacher, as your teacher will do for you. Our relationships with one another are so important in setting your child up for success – both emotionally and academically. Children are keen observers – may they see us all at our best – wise, kind, considerate, reflective, positive!
Step Up for MS
The MS Society of WA is holding its annual Enerflex Step Up for MS event on Sunday, 7 June 2015. Enerflex Step Up for MS is a unique vertical challenge open to people of all ages. Participants will run or walk the 1,103 stairs (53 flights), to the top of Perth’s tallest and most iconic building, Central Park.
This year a Kids Challenge, has been introduced and specifically targets those aged 6-11. This challenge will see children, (who must be accompanied by a parent), run from level 41, to the top of Central Park, finishing on the roof.
Last year a phenomenal $212,385 was raised for Western Australians living with MS.
Ph: 08 6454 3195
Fax: 08 6454 3199
Email: Jenny.Saibu@mswa
Pizza – Sushi Lunch Orders – due 4th June
Our next P&F Canteen Day will be a Pizza – Sushi Lunch on WEDNESDAY 10th of JUNE.
Please complete the order form (click the link) Pizza & Sushi Day Order Form and return it to school by THURSDAY 4th of JUNE with the correct money, in a sealed, labelled envelope. Please ensure your child’s name and class is filled in and use only one form per child.
UNFORTUNATELY, LATE ORDERS CANNOT BE ACCEPTED and CHANGE CANNOT BE GIVEN.
The Pizza is supplied by Eagle Boys and the Sushi by Sushy Izu.
COSTS: Pizza – $2 per slice
Sushi – $5 (6 small rolls)
Sushi – $10 (12 small rolls)
Thanking you for your support
Your P&F Team
The Value of GRIT and Student Success!
Kings Park Excursion – What To Bring
Please refer to the attached document for information regarding what each student needs to bring with them on our excursion to Kings Park.
Learning About Chance Yr 4G
Year Four Gold have spent the first few weeks of Term Two learning about ‘Chance’. We began by learning about the language of chance. We learned that chance is the likelihood of something happening.
- If something will definitely happen, we say it is certain.
- If something might happen, we say it is likely.
- If something has an even chance of happening, it means that it is just as likely to happen as it is unlikely to happen.
- If something might not happen, we say it is unlikely.
- If something can’t happen it is impossible.
To help us apply our understanding of the terms ‘likely’ and ‘unlikely’ we played a game. The class were divided into two teams. One team was the ‘unlikely’ team and the other team was the ‘likely’ team. Each team had a set time to write down as many events that were either likely to happen (the ‘likely’ team) or unlikely to happen (the ‘unlikely’ team) at school that day. Teams lost a point if they came up with a certain or impossible event. We had heaps of fun with this.
Our class were then led to the realisation that some events can only happen as a result of another event. We were given the opportunity to discuss and suggest these types of events and then we placed them in order. A sample of some of the tasks we completed were:
Matching Events
Each person was given a list of events. Our task was to cut out and match up the events, identifying those that can only happen when another one happens.
Ordering Events – Getting Ready For School
We had to cut and place the ‘getting ready for school’ events in the order that they normally occur in our house. We then compared our list with a classmates’ list and considered how they were similar and different.
Before and After
We looked at illustrations and decided which events may have to happen before and after the picture. We worked in small groups to discuss and write about each event.
Before: A car is turning off and when it goes it crashes into the car coming past.
After: The police have to come and sort out the problem and help the people.
Before: Someone leaves the water running.
After: The tap is turned off and the people have to try and soak up the water and they call for help.
Next, we were led to the realisation that some events that happen by chance are not as a result of other events. We were given the opportunity to justify that some events just happen with no other event causing it to occur; in other words, they are a random act. A sample of some of the tasks we completed were:
Siblings
Each person surveyed 10 classmates to see how many siblings they have and if they are brothers or sisters. Results were compared and we discussed the probability of the gender of a new baby to a family. For example: if a family has already a boy it doesn’t necessarily mean the next baby will be a boy.
Dicey Outcomes
Everyone in the class stood up and we had to enter a number between 1 and 6 into our calculator. Mrs Walker rolled a die and if a student had that number displayed on their screen, they sat down. We were able to change our number if we wished between each roll of the die. Play continued until just one student remained standing. We then discussed how the game would be different if a 12-faced die was used instead of a 6-faced die and we talked about the reasons someone won as well as the probability of winning increasing as more people sat down.
Heads or Tails
All students in the class stood up and placed their hands on either their heads, their hips (tails) or one hand on their head and one hand on their hip (tail). Mrs Walker then tossed a coin. If it landed on heads, for example, all students with their hands on their heads remained standing and all other students were ‘out’. Play continued until just one student remained standing. We talked about the reasons someone could win the game as well as the probability of winning increasing as more people sat down.
Coin Investigation
If we toss 2 coins, we can expect 4 possible outcomes – HH, HT, TT or TH. We worked with a partner and completed a chance experiment where we had to toss the two coins together eight times and record our results. We repeated the experiment and then we compared and discussed the results.
Odd or Even
Rolling a dice is another example of a random game of chance that is not affected by anything else. Each person was provided with a six-sided dice. We were required to roll the dice and record out of 20 rolls how many odd numbers and how many even numbers there were. We then compared our results with fellow classmates and discussed the similarities and differences.
