Digital Citizenship and Poetry

We are learning about our roles and responsibilities in a virtual environment – we looked at ways in which we can have a positive digital footprint.  We also  discussed the similarities and differences between a physical and virtual environment,  using Venn diagrams to organise our thinking.

As part of our How We Express Ourselves unit, year 4 students have  started exploring different poetry genres this week. We started the week looking at a senses poem.  We chose an emotion and compared this emotion to the five senses.   First we examined the language features and the structure of an example of a senses poem and made a checklist.  Then we planned, drafted, revised, edited and published our own senses poem.  Some examples of our poems can be found HERE.

Students also analysed simile poems and noticed that  these poems described something or someone by comparing it to another thing (as noisy as a monkey, it had teeth like daggers). Together we planned a simile  poem all about us!

As we continue our learning in this unit the students will be exposed to more genres of poetry, including cinquain and kenning. Please feel free to share some of your favourite poems by commenting on this post.

 

 

 

How We Express Ourselves

This week year 4 students began inquiring into our second unit of inquiry for the year.  You will find the learning outcomes for this unit here –  How We Express Ourselves.

Here are some of our provocations and tuning-in engagements for this unit –

Students will develop their knowledge and understandings of digital communication tools and their roles and responsibilities as digital citizens. We have planned in collaboration with Ms Hannah to ensure the students develop an understanding of responsible and safe digital communication and expression through the Arts.  We collaborated with our information technology specialists, Mr Oscar and Mr Brian and introduced our students to setting up their own student blogs.    Some students have already posted on the blog, others are still editing an revising their posts. With our students we looked at what makes a quality blogpost, and what is appropriate and responsible use of the  blog as a communication tool.  

Our language links will include gaining knowledge of writing different types of poetry.  Students will develop their knowledge of the elements of poetry, the use of figurative language and poetic devices. 

In mathematics, all year 4 classes have been introduced to the online Mathletics program in class lessons.  Students have their passwords and are able to work on tasks at home.  We have started to tune into and develop the student’s conceptual understanding of place value, (see details in our place value blog post).  This week we also used data collected from surveys about communication tools and represented our findings on bar graphs, which we then interpreted and used to further our thinking.  

We look forward to hearing about any action the children may take as a result of the learning in this unit.

 

 

Place Value

In Math Year 4  have started a unit on place value. The central idea  is:  An understanding place value helps develop good number sense.

We are exploring this through:

  • Modelling numbers using the base 10 value system (form)
  • Reading, writing, comparing and ordering numbers (function and connection)
  • The use of place value in everyday life (connection)

Who We Are – wrapping up the unit

During the past 6 weeks year 4 have been inquiring into the transdisciplinary theme of Who We Arelearning about how our body systems work together to keep us healthy.

This week we finished our unit by first unpacking our summative assessment task.  All expert research teams used a checklist to guide them in presenting their learning and understanding of a chosen body system.                                                                                                      

Expert teams collaborated to ensure their presentations:                                                          

1.) Identified the parts/organs of their chosen body system (what it looks like).                        

2.) Explained the function of the system (how it works).                                                      

3.) Described how the system is connected to other body systems 

4.) Detailed the responsibilities we can take to keep the system healthy.                                                                                                         

Students  listed the sources used by the team to inform their learning and understanding e.g.  Bill Nye and Magic school bus video clips, non-fiction texts, guest-speakers and websites (BrainPop junior).

Teams were encouraged to work cooperatively and commit to having a balanced approach to sharing and completing their tasks.  Expectations were for teams to be caring and principled in their support of each other throughout their work processes and thoughtful in their feedback to each other and reflections of their own work.

We are learning about…

During the last few weeks students have been developing their thinking and research skills.

 Thinking skills  (acquisition of knowledge and comprehension): 

Students viewed a few videos on the digestive system.  In small groups they discussed the parts/organs of the digestive system and how they all work together to digest a meal.  Then they drew and labelled their thinking.

After that, students worked in pairs  reading an example of an explanatory text – How does the digestive system work?

 Next they highlighted words in the text that needed further explanation – we used library books and dictionaries to clarify those words.

Then as a whole class we analysed the features and language  of the text and together  came up with  a checklist for explanation writing (there will be more about writing to explain in a future post).

In Math we worked on another learning engagement from you.cubed.org.  Pictures below. 

Peaceful Buddies

Inspired by Todd Parr’s  “The Peace Book,” Year 4.1 and Year 1.3  thought and talked about what their ideas of peace were.  Then together they wrote it down, with the Year 4 students helping the Year 1 students to scribe their thoughts.    For Peace Day next week, the artwork from last week and the peace day thoughts from this week are being combined to make a display.

PEACE is helping the Earth.              

PEACE is sharing.    

PEACE is watching the stars.

PEACE is helping people.   

PEACE is taking turns.      

PEACE is having fun.

PEACE is love.                    

PEACE is playing together.              

PEACE is reading a book.

PEACE is hugging people.

PEACE is mindfulness.

PEACE is being with my family.              

PEACE is trying new things.

PEACE is making new friends .        

PEACE is singing.

PEACE is sharing food.                    

PEACE is being nice.

PEACE is watching whales.

PEACE is the sound of rain.

PEACE is giving a hug.       

PEACE is  travelling.

PEACE is watering plants.              

PEACE is sleeping.

PEACE is speaking new languages.        

PEACE is eating pizza.

PEACE is rainbows.            

PEACE is building Lego.

PEACE is being healthy.

This week is Year 4….

ACTION


There are FIVE essential elements in the Primary Years Programme curriculum:

 Attitudes, Knowledge, Key Concepts, Skills, and Action.

 This week we introduced our students to the essential element of Action.  We talked about how their learning and understandings will lead them to making connections and taking action.

 Authentic and meaningful action needs nurturing and like all the essential elements, action is ongoing and takes time to develop and grow. Action captures the children’s interest and provides opportunities for ongoing learning.

 Some thoughts shared by the students about what action means to them were:

 ….to do something

….to move

… to change something

… to be kind and caring

….to decide

….to share

… to speak

….to listen

….to help someone

….to think about something

Learning about taking responsible, thoughtful and meaningful action is all about who we are.  We look forward to the children developing their understanding of what responsible action looks like for them and how they will transfer their understanding to taking action in school, at home and in the wider community.

Math

In Math this week, children from all three classes in Year 4 came together for a collaborative lesson. Their goal was to create 2-D geometrical shapes by cutting them out of a folded piece of paper with just one cut. It began with an inspiring video, Brains Grow and Change, whose message was that there is no such thing as a math brain or a math person! Anyone can learn any level of math with hard work and effort!

 

 

Unit Of Inquiry – Reading and Writing

In the unit this week students began finding out about their questions (wonderings) from last week.  Students are using library books and charts to do their research.   We unpacked the features of a non fiction text:

  • Captions: help you better understand a picture or photograph
  • Glossary: helps you define words that are in the book
  • Graphics:  are used to help you understand what the author is trying to tell you
  • Illustrations/Photographs: help you to know exactly what something looks like
  • Index: this is an alphabetical list of ideas/keywords that are in the book. It tells you what page the idea is on.
  • Labels: these help you identify a picture or a photograph and its parts.
  • Maps: help you to understand where places are in the world
  • Special print: when a word is bold, in italics, or underlined, it is an important word for you to know
  • Subtitles: these headings help you to know what the next section will be about
  • Table of Contents: helps you identify key topics in the book in the order they are presented