Comment thread

 Today I decided to comment on Fotu's blog post on his Rounding. 

The first question that I asked to Fotu was "The next time you do this will you use this idea to improve your time?"

I then gave him positive feedback "What do you think your new time would be if you applied both ideas?"

To check out what Fotu did for his blog post, check out this link to his blog: Fotu's blog

LI: To create a comment thread.

Basic Facts Boxes

Today I did the basic fact boxes challenge. I did the speed demon challenge up to 20. The time I got was 4 minutes and 42 seconds. I thought that the questions weren't that hard but it was a bit difficult. I think that I can do better next time.

LI: To rapidly remember basic math facts.

SSR Selfie

Today I completed SSR Selfie. The purpose of the SSR Selfie is to learn how to summarise or retell a text. The book I read was called The Gruffalo. The book was interesting. We read this book as a class and used this book to learn new skills.

LI: To summarise and retell a text. 

Gruffalo Art

For art, we drew sections of the The Gruffalo cover as a class. We learnt new skills during the couple of weeks we did this. 

First, we got chosen to a peice of paper to color. The first technique we got taught was the blending. To do the blending technique we smudge colours together to get a shade or texture. We used a paper towel to blend in the big parts and little cotton tips to blend the small details.

After that, we started to colour in the lines and thought about the colours, details and technique. The second technique we learnt was how to get the light colour for the grass. To do this we went with white and covered the area. Then we got green and coloured on top of the white. Then got white again and coloured over the green to blend the colours.

The last skill we learnt was how to make the colour of the path. The path was difficult to blend. The colours we used were, yellow, gold and peach. We went in with the peach colour and covered the area with it. Then we used yellow and a small part of gold to get the colour. 

I think that this activity was challenging and I found it difficult to make the path. I would like to improve on my blending skill.

LI: To collaborate as a group and learn new techniques to create art.

Inquiry | Safety plane

This week, we assessed the risk, hazard and consequences that could happen while lighting a fire and making s'mores over the fire, then doing it in person. We made a safety plan for making a fire and for making s'mores. 

First, we discussed the hazard and risks for the first safety plan. Then, we wrote down the hazard and risks. A hazard while making a fire, is the fire itself. However, the cosequences could be getting burnt by the fire.

After writing down the hazards and risks, we talked about what the cosequences could be, how we could prevent it, who is responsible for it and the emergency plan.

Next, we made another safety plan for making s'mores with the fire. We repeated the process but made different hazards. After making the safety plans, we went onto making the fire and making our s'mores.

Mr Ogilvie lit the fire and started to demonstrate how to make the marshmallows. After the demonstration, we made the s'mores.

I found this activity quite hard because I couldn't cook the marshmallows without burning them.

LI: To assess risk with a safety plan.

Governing Topics

Governing topics are the policies that parties wish to provide to the country and people. The important topic to me is education and health. 

The education topic is about how the government should spend money on schools.

The health topic is about keeping people healthy and spending money to prevent getting sick.

I would choose education because education is important to me because I am a student. I would also choose health because I want to be healthy.

LI: To choose important governing topics by summarising all topics.

Writing | Recounting a day

In writing I wrote a recount about my daily routine. I chose a certain day to recount. I chose last term on Saturday. The purpose of this activity was to figure out what was important to us so that I could figure out what party I would vote for.

First, I planned my recount. I wrote down the things I do before school, at school, after school and after dinner. Because those are important parts of a day. 

After that, I wrote my recount. Some of the things I picked to write about before school were personal hygiene and getting changed into casual clothes. 

When, I finished writing down my events, I wrote my ending. My ending had a personal reflection. I also wrote what I could improve. 

I enjoyed this activity, I found it quite hard to write about last term because I couldn't remember all the details. 

LI: To write a daily routine recount.

Maths | Rounding

Time is a continuous sequence of events.

The median is found by organizing a set of numbers from least to greastest and finding the number that falls in the middle, but if there is an even set of numbers, the two numbers are added and then divided by 2. For example: 5, 6, 7, 8, 9. The median would be 7.

The mean is found by adding a set of numbers together then dividing the total by how many numbers there are. For example: 7+8+9= 24. 24 divided by 3 is 8. The mean would be 8.

The mode is found by organizing the set of numbers from least to greatest and then finding the number that appears the most. For example: 5, 6, 7, 7, 8. The mode is 7 because 7 appears the most times in the number set.

They measured how long it would take to skip 50 times. After they measured the length of their activity, they turned their times into a mean. They also found the median and mode for all of their times.

LI: To investigate units of time.

Gruffalo Rewrite | Writing

The Gruffalo story included the Gruffalo's favourite food, where the animals live, and what animal they're.

In the original Gruffalo story book, the snake lived in a log pile house and the Gruffalo's favourite food was scrambled snake.

The snake has been swapped out for a crocodile. The crocodile lives on a shore side, the Gruffalo's new favourite food is crocodile shake.

LI: To write a narrative.

Risk Assesment | Inquiry

In this activty, we built an idea of the possible risk, hazard and consequence. We also created a safety action plan that could help in a situation.

First, we discussed what risks and hazards are. Our idea was that a hazard is a something that can cause harm to people, properties or the enviorment. A risk is the chance that a hazard can cause harm to people, properties or the enviorment.

Next, we made the safety action plan. We thought of a simple activity that can take place in the school. We wrote down the year level, the number of helpers, the numbers of students and the location of the activity. We also noted down the consequences, the hazard or risk, how we could prevent the consequence, the person who is responsible for the hazard or risk and the emergency plan.

I found this activity challenging because it was hard to come up with many consequences and emergency plans. The objective of this activity was to identify the likelihood of a risk and hazard to happen during an activity.

LI: To assess risk with a simple activity.

Setting Description | Writing

Setting descriptions describe what places looks like, smell like, feels like and sounds like.

To describe places look like use adjectives like dark, scary, frightening, big, small, long and short. 

To describe places sound like use adjectives like chirping, noisy, quiet, silent and deafening. 

When describing what places feel like use adjectives like jaggered, smooth, bumpy and flat. 

When describing a places smell use adjectives like fresh, stinky and smelly. 

The four senses can give reader a better understanding of the setting.

LI: To write a setting description.

Risk Assessment quiz | Inquiry

We learnt how to identify the levels of risk. We also learnt about assess likelihood.

First, we learnt about the five levels of danger. They are: low, likely, possible, elevated and extreme. Assess likelihood is to assess how likely it is that someone is exposed to the hazard.

After that, we rated 15 scenarios by the levels of risk. Then we discussed the consequences that can occur by the scenarios.

Lastly, we wrote down our own scenarios and rated the potential risk level for other people to try.

I thought that this activity taught me about the different danger levels of different scenarios.

LI: To asses the liklihood.

Inferring | Reading

In reading I learnt about fact and opinion. During this activity, I learnt how to infer using prior knowledge.

Firstly, I wrote about fact and opinion. Facts are events that happened. Opinions are the inferences we make using facts.

Next, I wrote down things that the character did in The Gruffalo story. Next I wrote down the inferences we made using facts.

Finally, I created a character trait using some adjectives I came up with in my inferences about the characters.

I now understand that to get an opinion I have to use the clues and keywords.

LI: To infer.

Statistic Investigation | Maths

Time is a continuous sequence of events.

The median is found by organizing a set of numbers from least to greastest and finding the number that falls in the middle, but if there is an even set of numbers, the two numbers are added and then divided by 2. For example: 5, 6, 7, 8, 9. The median would be 7.

The mean is found by adding a set of numbers together then dividing the total by how many numbers there are. For example: 7+8+9= 24. 24 divided by 3 is 8. The mean would be 8.

The mode is found by organizing the set of numbers from least to greatest and then finding the number that appears the most. For example: 5, 6, 7, 7, 8. The mode is 7 because 7 appears the most times in the number set.

They measured how long a paper plane would glide for in the air. After they measured the length of their activity, they turned their times into a mean. They also found the median and mode for all of their times.

LI: To investigate units of time.

Statistic investigation

Time is a continuing sequence of events happening.

The median is found by organizing a set of numbers from least to greastest and finding the number that falls in the middle, but if there is an even set of numbers, the two numbers are added and then divided by 2. For example: 5, 6, 7, 8, 9. The median would be 7.

The mean is found by adding a set of numbers together then dividing the total by how many numbers there are. For example: 7+8+9= 24. 24 divided by 3 is 8. The mean would be 8.

The mode is found by organizing the set of numbers from least to greatest and then finding the number that appears the most. For example: 5, 6, 7, 7, 8. The mode is 7 because 7 appears the most times in the number set.

They measured how long it would take to bounce a basketball 50 times, 5 times each. After they measured the length of their activity, they turned their times into a mean. They also found the median and mode for all of their times.

LI: To investigate units of time.

Visualising | Reading

Visualising is a reading strategy that involes creating a picture of something in the brain.

The Gruffalo story uses the strategy. The mouse slowly describes the Gruffalos appearance throughout the story. By the end of the story, people should have created a picture in their head of what the Gruffalo looks like.

The Nogard activity, also used the visualising strategy. The Nogard activity includes a description of what a Nogard might be, and at the end of the activity people should've created a visualisation. The Nogard is Dragon spelt backwards.

Visualising can help people with understanding a text.

LI: To visualise the main ideas of a story.

Hazards & Risks | Inquiry

We investigated the hazards and risks in different places.

To do this, we played Octopus and Four Corners. While we played these games, we identified if there were any dangers or accidents happening.

After that, we identified the differences between hazards and risks. Hazards are the causes of harm to people and the environment. Risks are the outcomes of causing harm to people or the environment.

Next, we listed four hazards that could happen in our homes, schools, community and sports. Lastly, we made posters that showed the risks of the different hazards.

This activity was educational, and it taught me about the different hazards and risks that can occur in different areas.

LI: To demonstrate prior knowledge.

   

Character Descriptions | Writing

Character descriptions include the experience, the personality, and the appearance.

The experience includes where they live, their family and friends, their hobbies and special achievements.

The personality includes what kind of person they’re, how they behave, phrases they like to say and what makes them interesting or different.

The appearance includes their face and hair, body and clothes.

In a character description there needs to be a balance of figurative and literal language. 

Figurative language means to describe something with a hidden meaning. Literal language means it goes straight to the point.

LI: To write a character description.