Please clink on the link below to see what work Year Four Gold have completed as part of our Social Justice unit.
Please clink on the link below to see what work Year Four Gold have completed as part of our Social Justice unit.
As part of our ‘Book Week’ celebrations the Year Fours visited the Amherst Village library on Monday 24th August 2015 where we were privileged enough to meet the author Deb Fitzpatrick.
Deb is an author who lives and works in Fremantle. Her inspiration for the stories she writes comes from stories she sees on the news blended with her own experiences. She is the author of The Amazing Spencer Gray (2013) – a novel for younger readers. Her two novels for young adults – 90 Packets of Instant Noodles (2010) and Have You Seen Ally Queen? (2011) were both awarded Notable Books by the Children’s Book Council of Australia. Deb has also written The Break (2014) – a book for adult readers.
During our visit Deb explained what a book trailer is. She told us it is exactly the same as a movie trailer, it is a short video that tells you what the book is about but it doesn’t give everything away. We viewed the book trailer for The Amazing Spencer Gray.
After viewing the book trailer Deb asked us to share what we think the story might be about based on what we had just viewed. Some of our answers were:
I think it is about a 12 year old boy that is allowed to finally fly the glider with his Dad but it crashes and he has to get help. (Paige)
I think the story is about a boy who is now old enough to join his Dad in the glider but it crashes and his Dad dies and he has to find his way through the bush and then wolves come. (Kelly)
I think it is about a boy who was flying the glider with his Dad and it crashed into the bush and he has to get free. (Nicholas B)
Deb then shared with us how she got the idea for the book The Amazing Spencer Gray. She said one day she was on the way to collect her kids from school when she heard a story about a man that lost his life on a glider. Her imagination began to wonder and over the next few days she read everything she could find about the tragedy. This got Deb to thinking about many years ago when she visited the Stirling Ranges. She said eight experienced bush walkers got very lost. They had to go bush bashing (pushing things out the way), it started to rain, it was cold and the light was fading. She said she was so scared she started to cry but eventually they found their way to the road.
Hearing the story about the glider who lost his life reminded Deb of this experience of being lost in the Stirling Ranges. She had a KAPOW moment and realised she could blend this news story with her own experience to create a factual fiction story.
Deb didn’t know much about gliding before writing the story so she had to do research. She got in touch with the Western Australian gliding club and they provided her with lots of information and she acknowledged them in her book for their help and contributions. Deb started writing and realised her story was lacking something. She hadn’t been up in a glider and so decided she should go up in one because you can’t write a story about gliding if you haven’t done it before. So off Deb went to Narrogin and there she went up in a glider.
After the experience of being in the glider Deb returned to her writing with renewed confidence.
Deb then shared with us the blurb of her newest story At My Door.
We thought it sounded like a book we would like to read.
Our time at the library ended with Deb giving us the opportunity to ask her questions. Some of our questions were:
Q: Did you write any book as a child?
A: I wrote really bad poetry.
Q: Do you have a favourite story?
A: Trying to pick a favourite story would be like parents trying to pick their favourite child. Parents don’t have favourites and I can’t pick favourites with the stories I have written.
Q: Why do you like writing?
A: I like writing because it helps me understand the world around me and it helps me to explore people’s responses to the world.
Q: If a director asked you to turn your book into a movie what would you say?
A: Absolutely yes! The Amazing Spencer Gray is being released in the United States next year and it is being considered as a possible movie for the future.
We loved the opportunity to meet such an amazing author and we are inspired by her talents and really excited to read some of her stories!
To begin our social justice unit of work titled, ‘Look What’s Happening In Our Own Backyard’ we were given the opportunity to explore a glossary of words that relate to the unit.
We started our lesson by playing a game of Hangman, as a class, to begin a discussion about vowels.
We were then placed into groups of three and four and each group was asked to choose the two vowels we believe will appear the most in any big list of words.
Each group was then provided with the glossary of words for this unit and we had to see how many words we could find that had BOTH of the vowels we had selected in them. We were also allowed to add to the glossary any other words that had the two vowels we had selected if the words were applicable to the concept of ‘Social Justice’.
Groups were then provided with an iPad and dictionaries so that we could find the definition of the words that contained both of the vowels we had selected. We wrote the definitions down onto paper. Once we had completed this task we then formed ‘expert groups’ and shared the definitions of the words we had found with other groups. At the end, we had been exposed to all the words and their definitions in the glossary.
Our final task was to work collaboratively in our group to write a paragraph about social justice using as many of the words as we could from the glossary.
Social justice means everyone is treated equally and without prejudice. The government needs to make laws to ensure that people aren’t prejudice in our community towards certain groups such as people with a disability, people that are homeless and people of a different nationality. Globally, everyone needs to take responsibility for his or her own actions to make sure we have a just world.
By Matthew, Nicole, Hayley and Oliver
A community is a group of people who live in the same area as each other. Within our society we have people who have disabilities such as blind, deaf and poor mobility. We also have people that are disadvantaged, homeless and from a different country. Each person needs to not be prejudice towards the different groups that we have within our community. Everybody needs to treat everyone equally.
By Luca D, Taylah, Nicholas D and Georgia
Within our community we have people that are disadvantaged in some way. Our society is made up of disabled people such as deaf people and blind peole. There are homeless people. The government needs to help the disabled people and homeless people more. We all have the ability to help each other. It is our responsibility to treat people fairly, equally and with empathy.
By Teodoro, Nicholas B and Alison
We found this task thought provoking and really enjoyed the challenge of trying to use as many words as we could from the glossary.
Please find below the Year Four ‘Purposeful Practice Grid’ for Term Three – Weeks Four and Five.
Year Four Gold have been busy learning how to use simple scales, legends and directions to interpret information contained in basic maps. We started by learning about grids and co-ordinates (the horizontal axis being named before the vertical one). We had a go using co-ordinates in a fun way by playing a variety of games such as ‘Battleships, ‘Co-ordinate Dice’ and ‘Dingo’s Lair’. We also worked as secret agents and used co-ordinates to crack code.
As a class, we brainstormed the different language that is used when giving directions or describing position. The language we came up with was:
We then completed tasks that provided us with the opportunity to have-a-go at giving and following directions. During one task we worked with a partner and we had to take turns to direct each other to designated positions around the school. We discovered that giving accurate directions and listening carefully is very important.
Our class then moved onto investigating the features of maps and plans. Some of our discoveries were:
We then learned about ‘scale’. Scales are used on maps so that areas can be reduced to fit on a piece of paper.
Compass directions were revised. We used the rhyme ‘Never eat soggy weet-bix’ to help us remember the different points on a compass.
Each of us then completed a variety of activities that provided us with the opportunity to use simple scales, legends and directions to interpret information contained in basic maps.
We did a great job and learnt a lot!
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…
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…
What problems did you face?
The problems we faced while on our excursion were:
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…
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)