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 introduction 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. (Please click on it to see their work) With our students we will develop a class checklist for purposeful, appropriate and responsible use of blogs.

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.

An understanding of place value helps develop good number sense.

We are exploring this through:
• Modelling numbers using the base 10 value system (Key concept – form)

• Reading, writing, comparing and ordering numbers (Key concept – function and connection)

• The use of place value in everyday life (Key concept – connection)

WHO WE ARE-SUMMATIVE ASSESSMENT

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 Who We Are 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 (how it connects to other things).        

4.) Detailed the responsibilities we can take to keep the system healthy (what are our responsibilities).    

5.) 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 such as Ducksters, BrainPop Jr.

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, they also needed to be constructive in their feedback to each other and in their reflections of their own work.

Researching into body systems and more maths challenges.

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.

In pairs students read an example of an explanatory text – How does the digestive system work?

Next, they highlighted words that needed further explanation – we used library books and dictionaries to clarify the meaning of those words,

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

 

In Mathematics, we came together as a year group to work on another inspirational maths challenge that got the children thinking, wondering, asking questions, getting frustrated, and celebrating when they achieved success as a team.