Finding Out

From our tuning in activities we were able to identify prejudices reflecting global issues. The students are in the process of choosing specific issues to inquire into. In our inquiry, we will try to focus on primary sources to gain different perspectives.

In language, we will be reading and writing traditional stories. We have identified fables as one way that values are spread and taught. We will continue reading fables and other folk tales and traditional stories to inquire into the concepts of form and function.
In maths, our investigations into multiplication and division are ongoing. We will continue to practice our strategies by solving word problems.

How to help at home:
Identify and discuss prejudices
Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
Find examples of probability in real life (eg. weather forecast, sports predictions etc.)

Sorting Out and Going Further

Students have been focusing on a particular aspect of exploration from the polar regions, land, space or ocean to identify DISCOVERIES and IMPACTS;

  • What has been discovered?
  • How have these discoveries impacted our lives?

In language, the students have been writing personal recounts and recounts related to exploration. They’ve been learning how to use first and third person pronouns, connectives or transition words, and powerful words in their recount texts.   

In maths, we’ve been investigating the concepts of time and direction by looking at maps and solving problems related to timezones.

How can parents help at home?

  • Find some recount texts to read together.
  • Ask your child to show you some multiplication and division strategies they’ve learned in class.
  • Talk about maps, use GPS when you travel and work out time zones. 
  • Use coordinates and directions while travelling or playing games (chess).

Finding out

The students have chosen their specific research topic and came up with research questions. They have started planning for their research; identifying sources and gathering data.

To focus our research we are using the reading strategies connecting, comparing, inferring and creating images. While reading at home students can practice these strategies by making connections to previous experiences in their own lives, comparing writing styles and perspectives of the different texts they read.

In language we are focusing on writing personal recount. Students are expected to use descriptive details about significant events from their own lives.

Home learning:

  • Talk about some memorable moments in your family and send photos to help the students verbally recount that event.
  • Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming? You will receive a climate ambassador certificate.
  • Guide your child in his/her data gathering, focusing on the research questions
      • The reason for exploration
      • The impacts of exploration (benefits and drawbacks)
      • What innovation is needed to make this exploration successful
      • What new understandings have been developed as a result of this exploration

Tuning in and finding out

In mathematics we have been inquiring into multiplication and division. We have shared strategies that we already know, created questions about what we want to find out and have discussed the connections between multiplication and division. We will be learning a range of different strategies and deciding which one works best for particular problems.

To find out about exploration and perspectives we have been reading recount texts. As well as looking for the causes and impacts in these stories, we have identified the form and function of recount writing and started writing our own recounts.

We had an informative and inspiring Skype conversation with Annie Waterston, a PE teacher who is going on an expedition to Antarctica in February. She explained her reasons for exploration; to raise awareness about the impact of global warming and to inspire people to make changes in their daily lives. The goal is to promote renewable energy before the moratorium of Antarctica ends in 2041. Visit www.2041.com for more information.

Home learning:

  • Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming?

Where we are in place and time

Tuning in

Our new unit is Where We Are in Place and Time. We are looking at the key concepts of causation, change and perspective and the related concepts of exploration, innovation and impact.

Click here to find the unit overview with the learning outcomes. 

For the finding out phase of this unit we would like to speak to explorers in any field. If you have any personal or professional contacts please let us know.

Below are some photos of our provocations in the first week of our unit. 

Finding out

This week we have been finding out answers to our specific research questions by using Britannica, websites, news articles, videos and interviewing experts.  We focused on the following questions:

  • Where the issue is happening or has happened
  • The causes of the issue
  • The impacts of the issue
  • How humans respond to the issue or consequences of the issue

In language, the students will be reading different texts related to their own research topic. They will apply reading strategies such as determining main importance, skimming and scanning, and summarizing and paraphrasing.

In maths we continued our inquiry into place value and some of us have been exploring decimals. We have been finding out the number of tenths and hundredths in different decimal numbers and connecting this new knowledge to money and measurement.

How can you help at home:

  • Ask your child about his/her research, help identify resources and talk about appropriateness and relevance. Focus on the three main questions (causes, impacts and human responses).
  • Ask your child to show you how to log in to the library online resources. You can start with the link on the blog under Learning Links

Jogathon

Dear LIS Community,

The Jogathon team is pleased to share with you the final donation figures. We, as a community donated a total amount of 486,458.02 KWZ and 274 shoes. Well done, LIS!

Casa das Crianças will utilize these funds to continue meeting the needs of the children from the orphanage and continue providing a better environment.

On behalf of the Jogathon Team, we would like to thank each person who came to participate and support the Jogathon, all the teachers who helped us with lunches, pick ups, drop offs, onsite supervision, and logistics; all the students that helped with the sign-up stations and lap counting; students who helped with the shoe collection, sorting and counting. Thank you to the PTA and Ms Nicole Schmidt for their ongoing support. A special thanks to Miss Hannah H as we now have a Jogathon logo! Thank you all for making of this charity event a successful one.

The Jogathon Team Gaby Jeronimo, Nicole Mashangu and Brad Connor

Finding out

This week we have started using the research process to find out what the different components of the earth are, what their function is and how they are connected. Many thanks to Mr. Adil, Mr. Bobby, Mr. Antonio, Mr. Hernan and the year 13 students for the informative and engaging presentations about rock formation, the structures of the earth, earthquakes, oceans and plate tectonics.

We are unpacking the features of explanation texts and using this understanding to write our own about the components of the earth. We are reading nonfiction texts to research how the earth is changing and the impact that this has on people’s lives.

Ways to help at home:

  • Over the October break look for evidence of change in the environments you visit.
  • Take photos and be ready to share your thinking on your return to school.
  • Talk to your child about the components of the earth and how they are continuing to change.

Talk about what communities and governments are doing to respond to changes in the earth. (earthquakes, floods, volcanic eruptions). For example this video and others like it.

Tuning in and formulating questions

This week all of us participated in a whole school, community building day. Teams were made of students from Year 1 to Year 11 and we played a range of cooperative and challenging games.

Some reflections from Year 5 include:

“We loved the activities, they were a lot of fun.”

“It was great to meet and play with the older kids.”

“It was good community building.”

“We liked using teamwork!”

In maths we continue to develop our understanding of place value through a range of inquiries including: ordering and comparing decimals, exploring the different combinations of 100s, 10s and 1s that can make numbers and wondering about and creating different number systems.

We have recorded our current knowledge of the earth and its atmosphere and have shared this with each other. We are using the key concepts change, causation and connection to formulate questions to inquiry into.