Term 2 2015
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!
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
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
Please refer to the attached document for information regarding what each student needs to bring with them on our excursion to Kings Park.
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:
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.
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:
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.
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.
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.
Today Mr Greg Mitchell spent the day at St Emilie’s in our specialist classrooms and then after school with staff to share some valuable professional development.
One of the many interesting ideas we explored was the importance of supporting children (and ourselves as adults) to develop a GROWTH mindset.
Research shows that a student’s belief about their intelligence plays an important role in their school achievement, and that parents and teachers can positively influence the development of these beliefs.
Students who believe their intelligence is simply a fixed trait fare more poorly, especially as school becomes more challenging, than students who believe their intellectual abilities can grow. When students are taught the growth-oriented view—they show an increase in their enjoyment of learning and in their grades.
What can parents do?
Praise the process – children’s effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance.
Next time you are tempted to tell your child that he or she is the next Einstein or future Picasso, stop yourself. Instead, take the time to appreciate the effort they put into their work, not what the work means about their innate brains or talent.
Ask them how they went about something and show them how you appreciate their choices, their thinking process, or their persistence.
Ask them about strategies that didn’t work and what they learned from them.
When they make mistakes, use these mistakes as an opportunity for teaching them to come up with new strategies.
When they do something quickly, easily, and perfectly, do not tell them how great they are. Tell them, “I’m sorry I wasted your time on something too easy for you. Let’s do something more challenging that you can learn from.”
Look for ways to convey your valuing of effort, perseverance, and learning—rather than some empty display of ability. Instead of false confidence in fixed ability, these methods will foster a deeper appreciation for the true ingredients of achievement.
It is now abundantly clear that brains and talent alone don’t bring success. The work of Benjamin Bloom and of Anders Ericsson shows clearly that people of outstanding accomplishment—be it in science, the arts, or athletics–are often no more talented than many of their peers. In fact, their peers who seemed most brilliant at the start often turned out to achieve very little. This is most likely because, believing too much in the power of their brains and talent, they did not put in the effort that all great accomplishment requires.
In short, believing in brains or talent as something fixed and all-powerful works against long-term success in school, careers, and life in general.
Let’s all become more mindful about HOW and WHAT we say to our children so that we can develop a GROWTH MINDSET in school and in life!