Please find below the Year Four ‘Purposeful Practice Grid’ for Term Three – Weeks Two and Three.
Please read our class newsletter to find out what we are learning about in Year Four Gold during Term Three.
The following information was emailed to all Year 4 families from St Emilie’s on 2 July 2015
As you will read in the note from Lyn Harkins, the Parish Sacramental Co-ordinator, the sign-up sheets for the First Eucharist masses will be available in the church foyer from Saturday 4 July. The masses are due to be held on the following dates and the number of candidates at each mass will be limited to 14! If you have particular dates, times that are best for your family, I suggest you go to the church before 6.30pm mass on Saturday to ensure you have the date you require.
Saturday, August 15th at 6.30pm Mass Sunday, August 16th at 9.00am Mass
Saturday, August 22nd at 6.30pm Mass Sunday, August 23rd at 9.00am Mass
Saturday, August 29th at 6.30pm Mass Sunday, August 30th at 9.00am Mass
Saturday, September 5th at 6.30pm Mass
Should you have any queries, please don’t hesitate to contact me.
Please click on the link below to view the letter from Lyn Harkins, Parish Sacramental Co-Ordinator
Please find below the Year Four Gold ‘Purposeful Practice Grid’ for Term Two – Weeks Nine and Ten.
On Wednesday June 3, our class were lucky enough to go on an excursion to Kings Park that linked in perfectly with our integrated studies unit of work on the concept of sustainability.
While we were at Kings Park we participated in an environmental program that provided us with an opportunity to explore the Western Australian Botanic Garden and bushland.
We discovered native vegetation types and plant and animal communities and we examined the relationships between the plants and animals in our unique Western Australian Environments.
We also had the opportunity to visit the ‘Naturescape Park’.
We explored the ‘Naturescape Park’ in groups of ten with our parent helpers and we were given a scavenger hunt to complete while we were in there.
When we returned to school we reflected upon our excursion using ‘De Bono’s Six Thinking Hats’.
On Wednesday June 3, the Year Threes and Fours, along with the teachers and some parent helpers, visited Kings Park. While there we were helped and guided by the staff at Kings Park. They all wore pink shirts so that we could easily identify them.
On the excursion we had lots of fun. In the ‘Naturescape Park’ we…
- Completed a scavenger hunt
- Made story sticks
- Climbed to the top of the ‘Tree Hides’
- Built an Aboriginal shelter
- Splashed around in ‘Paperbark Creek’
After exploring the ‘Naturescape Park’ we participated in an activity called ‘Environment Investigators’ where we pretended we were on a plane and we visited different types of environments, learning about each one as we went.
Yellow Hat (Positives)
How was our excursion to Kings Park helpful?
Our excursion to Kings Park was helpful because…
- It helped us learn more about sustainability.
- We were able to see the nature and how things would look if we did sustain our environment.
- It helped us learn about where animals live and the habitats they need to survive.
- We learned about lots of different types of plants and the way they make food – photosynthesis.
- We learned about three types of environments – forest, mangrove and desert.
- It made us think about the animals and nature and if people cut it down it won’t be there anymore and it will be harder for everything in the future to survive.
- It made us think about how hard it would be for the people in poor countries to live without fresh water and no where to play.
- It made us think about sustaining the environment because once we destroy one aspect of the environment it has a chain reaction.
What problems did you face?
The problems we faced while on our excursion were:
- In the beginning our group got lost and we found it difficult to find the activity we needed.
- When we went into the creek everyone’s thongs were slipping off their feet and they were floating away in the water.
- When building our Aboriginal shelter we didn’t find as many sticks as we needed to construct our shelter.
- When wearing our gumboots they filled with water and stuck to our feet.
- We kept slipping on the logs that had green slimy stuff on them.
Red Hat (Feelings)
What emotions did you feel during the activities?
I felt rewarded when I reached the top of the ‘Tree Hide’ because heights aren’t my thing but it was great to climb up. I felt really happy during ‘Paperbark Creek’ because I loved to be in the water. (Ava)
I felt engaged when I was participating in the ‘Environment Investigators’ program because I was learning about different animals. (Venukesh)
Green Hat (Creativity)
How could our excursion have been better?
Our excursion could have been better if…
- More equipment was included in the ‘Naturescape Park’ to play with.
- We spent more time on each activity.
- Perhaps some of the tasks on the scavenger hunt were a little more challenging.
- The ‘Environment Investigators’ learning program included more hands on learning tasks and less listening to the guide speaking.
Blue Hat (Thinking)
What can you do with what you learnt?
We learnt how to measure the height of a tree without needing to use a ladder and now in the future if I want to climb a tree I can roughly work out how tall it is so that I know whether or not I should climb it. (Phoebe)
If I was left in the wilderness I would be able to tell what type of environment I am in because we learned about a forest, a mangrove and a desert. (Patrick)
If one element of the food chain becomes extinct this will have a chain reaction and lead to other animals not having food to eat. This helped me to learn the importance of conserving our environment. (Bailey)
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!
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.
Please find below the Year Four Gold ‘Purposeful Practice Grid’ for Term Two – Weeks Four and Five.
The Anzac centenary takes place from 2014 to 2018 and marks 100 years since Australia and New Zealand became involved in World War One.
The efforts of the Australian and New Zealand Army Corps (ANZACS) during the Gallipoli campaign, in which they stormed ashore under fierce fire from Turkish troops, has left a lasting legacy and has helped shape Australia’s identity, with courage, mateship and resilience, all core Australian values.
To help us learn about the Gallipoli campaign we read the story ‘Gallipoli’ by Kerry Greenwood and Annie White.
Our task was to summarise the story into eight main events. We then needed to consider what the main characters of Bluey and Dusty may have been thinking and feeling during each of the main events that occurred in the story.
It was 1914, Bluey and Dusty joined the army for World War One. They sailed to Egypt to train and get ready to fight for the great world war. Finally, after months, they reached Gallipoli.
Thoughts and Feelings:
I think Bluey would be thinking about his family at home and that Egypt is a really hot place. I think he would be feeling nervous because there is danger ahead of him.
By Georgia S
The ANZACs arrived on the boats and many quickly died. They climbed up the hillside and dug a trench so that the Turks could not see them and they got ready to fight.
Thoughts and Feelings:
I think Dusty would be thinking – Where do we make our trench? I think he would be feeling scared because he could get killed.
By Luca R
Every day one brave person called Simpson and his donkey roamed no man’s land and rescued all the wounded soldiers and brought them all back.
Thoughts and Feelings:
I think Bluey would be thinking yay, a lifesaver here to help! I think he might be feeling grateful that Simpson and his donkey are on their side.
By Caitlin L
One day Dusty decided to get some food. As he was walking he suddenly felt a pain in his arm and realised he had been hit. Then Simpson and his donkey Duffy saved him.
Thoughts and Feelings:
I think Dusty would be thinking about the mess he got himself into. I think he might be feeling EXTREMELY panicky. Was he going to die?
By Kelly M
Dusty finally arrived at sunset. His arm had been bandaged. He smiled at Bluey and said, “Sorry Bluey. I forgot the biscuits.”
Thoughts and Feelings:
I think Bluey would be thinking I am glad my mate is back because I missed him. I think he would be feeling happy because Dusty is back.
By Ky C
Lots of the soldiers got very sick. Dusty caught trench fever from a lice bite. He got rushed to Lemnos hospital but he came back to fight in the war.
Thoughts and Feelings:
I think Dusty would be thinking is Bluey going to be okay without me? Does he need me? I think he would be feeling worried that he was going to die.
By Luca D
A couple of days later Bluey got hurt. Shell pieces from a bomb had hit his left leg. Bluey lost his left leg and was sent home to Australia.
Thoughts and Feelings:
I think Bluey would be thinking how could I cope without my leg. I think he would be feeling sad about losing his leg but happy he was going home.
After months of fighting with no success the British and ANZACs thought that it was a mistake fighting at Gallipoli. Lots of men were dead. They retreated without the Turks noticing. They made rifles that used candles or dripping buckets to fire automatically while the diggers headed back towards the beach. Eighty thousand soldiers retreated on boats and all survived. They followed the starlight.
Thoughts and Feelings:
I think Dusty would be thinking that leaving Gallipoli was a great idea. I think he would be feeling relieved that he was leaving alive.
We also drew Gallipoli soldiers. To begin we viewed the painting ‘Head of Soldier’ created by Sidney Nolan as part of his ‘Gallipoli’ series of work. We completed a visual analysis of the painting by considering what we could see in the artwork, the materials and techniques used, how the artwork was composed, what the purpose or message of the artwork was and we made a judgement about whether or not we liked the artwork.
‘Head of Soldier’ By Sidney Nolan
Each person was given a photograph of a Gallipoli soldier. We drew a grid over the picture and then drew a grid onto our page. We sketched the photo of the soldier one section at a time and then erased the grid lines. We coloured using oil pastels and finally painted the background using blue edicol dye. We think our paintings turned out really well!