Please read our class newsletter to find out what we are learning about in Year Four Gold during Term Two.
Please find below the Year Four Gold ‘Purposeful Practice Grid’ for Term Two – Weeks Two and Three.
This term we have focused on two important art elements – line and colour.
What we have learned about line….
Line is the path created when an object moves from one point to another. Lines can be horizontal, vertical, diagonal, straight, curved or free form. They can be thick or thin, light or dark and sometimes one line can be all of those things.
When lights hits an object some of it is absorbed and some of it is reflected, depending on the materials that the object is made of. The light that is reflected off the object is what we see as an objects colour.
The primary colours are red, yellow and blue. The secondary colours are orange, green and purple. The warm colours are red, yellow and orange. The cool colours are blue, green and purple. The complementary colours are red + green, yellow + purple and orange + blue.
Each person was given an A4 piece of paper broken into six squares. Our task was to use the different types of lines to create an eye-catching design in a given space.
We then needed to apply the information we learned about colour to our artwork. Our goal was to make sure each box was coloured using the following as a guide:
- Box One – Primary Colours
- Box Two – Secondary Colours
- Box Three – Warm Colours
- Box Four – Cool Colours
- Boxes Five and Six – Complementary Colours
Finally, we cut our boxes out and framed them onto black card.
And here are some of the finished products!
As a class we have been learning how to round numbers. We started by making a number line that counted by tens. Some of us were then given numbers and we had to place these numbers on the number line. We talked about where the numbers were positioned on the number line and then we spoke about what rounding to the nearest ten means – rounding to the nearest number ending in ‘0’. We then used the number line to practise rounding numbers to the nearest ten and we discovered that numbers ending in 1, 2, 3 and 4 round down and numbers ending in 5, 6, 7, 8 and 9 round up.
We then moved onto learning how to round numbers to the nearest hundred. We started by making a number line that counted in hundreds. Again, some of us were then given numbers and we had to place these numbers on the number line. We talked about where the numbers were positioned on the number line and then we spoke about what rounding to the nearest hundred means – rounding to the nearest number ending in two ‘0s’. We then used the number line to practise rounding numbers to the nearest hundred.
To help us consolidate our understanding of rounding numbers to the nearest ten and hundred, we also enjoyed playing games.
In Year Four Gold, as part of our unit of work exploring the concept of identity, we have been learning about the events that occurred in Australia’s history that have shaped the current identity of our nation. We have learned how Aboriginal people, Australia’s first people, lived before the arrival of the British settlers.
Almost all Aboriginal people were semi-nomadic, meaning they would move from place to place. People would settle in a certain area and build or find some temporary shelter. They would hunt for food and find other necessities like medicines and water. After a period of time, the group would move to another place where there would be plenty of resources. This way of life meant that the land was never overused and plant and animal stocks were able to regenerate regularly.
Each Aboriginal culture would move around within a certain area of land, which was their homeland. Each group was deeply connected to its homeland country and knew all its plants, animals, watercourses and geographical features very well.
Although Aboriginal societies lived in their own areas of land, sometimes they also travelled further distances and in this way they came into contact with other groups. This helped the different cultures to form links with each other and to communicate news across the country.
As part of our learning we compared traditional Aboriginal housing to the houses we live in.
Working in groups of three, we imagined that we were living many years ago and we built a shelter using natural materials.
These are our finished products.
Matthew, Nicholas B and Ky
Caitlin, Luca D and Riya
Patrick, Taylah and Riley
Georgia, Venukesh and Bella
Kade, Ava and Oliver
Kelly, Teodoro and Mia
Luca R, Cohen and Nicholas B
Phoebe, Gisela and Alison
Nicole, Ruby and Ethan
Bailey, Hayley and Amali
It is really important in school and in life to be able to work effectively and respectfully with others. As a class we have been busy considering the skills required for us to work well cooperatively together.
We worked with a partner and each group was allocated a social skill. Our task was to develop a y-chart for the social skill we were given. We discussed the social skill with our partner and imagined what we might hear, what we might see and what we might be feeling when someone is practicing the skill.
This is a list of what we came up with:
We then formed teams of three and completed the ‘Pipe Cleaner Challenge’. Each team was given the same amount of pipe cleaners and tin foil. Our task was to work cooperatively, by using the social skills we had just discussed, to create something with the pipe cleaners and tin foil in twenty minutes.
We reflected upon the task and thought about which social skill we found the most challenging and why. We are now working towards trying to improve our ability to use that particular skill as we head into our learning during the term.
In Year Four Gold we started the year by learning how each of us can best contribute to the classroom environment. We learned that for our class to work effectively we need to :
- Respect each other
- Respect our environment
- Have a strong work ethic
- Support each other
The class was divided into four groups and each group was allocated a belief. As a group we came up with pictures, phrases and a slogan that we believe demonstrates these beliefs in action.
Each group shared their ideas with the class and these were then discussed and reflected upon. Finally, we made posters that included our ideas and these are now displayed in our classroom so that we are able to refer to them throughout the year.
|Monday||Music||9:00 to 9:45 am||Recorder|
|Monday||Sport||9:45 to 10:30 am||Students wear their sports uniform to school for the day. On this day their house t-shirt is worn.|
|Tuesday||Cultural Studies||1:10 to 2:50 pm(Odd Weeks)|
|Wednesday||Library||8:50 to 9:10 am||Library Bag|
|Thursday||Science||9:00 to 10:30 am(Even Weeks)|
|Thursday||Health||2:00 to 2:50 pm|
|Friday||Class Sport||1:10 to 2:00 pm||Students wear their sports uniform to school for the day.|
Our Fruit of the Holy Spirit focus for the second half of this term has been ‘Patience’.
As a class we discussed the meaning of ‘Patience’ as the ability to endure with quiet hope and trust. Patience relates not only to short-term or every day situations, such as remaining calm when forced to wait, but also to larger more significant circumstances where disappointments, illnesses, challenges, long-term awards or gains and also stresses all require patience. It also takes patience to be tolerant of mistakes, to do something now that only later will be fruitful and to accept what we cannot change.
Examples of ‘Patience’ at school:
- Putting your hand up instead of calling out
- Waiting your turn without complaining
- Actively listening to the ideas of others
- Helping others, rather than doing things for them
- Encouraging classmates when mistakes are made, rather than criticising them
- Persisting with goals
- Compromising, rather than making insisting that things always go our own way
- Looking at our own mistakes positively as learning opportunities
In partners we wrote ‘Patience’ acrostic prayers.
Patience is what you gave us and we struggle to use it so please strengthen us with your powerful but gentle love.
All we need is some lessons to share our love that we’ve learned from you.
Teach me how I can wait my turn and show diligence.
I pray that we learn how to use patience in our everyday life. Please guide us along the right path.
Even if I fall down I know you will catch me and bring me back up with your patience.
Now that I have learned what patience is, please teach me more about your heavenly life and keep on guiding me no matter what.
Calls from heaven teach me how to live a life no one else can.
Even though I have to go I know that you will always protect my family and friends and catch them every time they fall.
By Patricia and Chloe
Patience is a part of life. I am writing this prayer to you because patience is the key to life.
A part of patience is tolerating others.
There are people who don’t show patience and you should help them to be the best that they can be.
I strongly believe that anyone can show patience even if you are frustrated.
Even if someone is taking a while to do something, you wait your turn.
Now I shall show patience to my peers and everyone.
Continuing to show patience I will always follow in Jesus’ footsteps.
Everyone should know how to control his or her frustration.
By Jacob and Christian