Finding out

This week, we invited Ms. Manuela from Lua Jardim, Mr. Tony from UNITEL, and Ms. Keryth who used to work in advertising and marketing. We learned about the distribution of goods and services, the role of supply and demand and what affects prices.  

We have completed our Digital Citizenship course and soon process our learning.

In Language, we’ve been reading and writing about product and service descriptions. We’ve been learning how to take notes and write drafts for our writing.

In Math, we continued investigating fractions by finding fractions of regions, exploring equivalent fractions with manipulatives and searching for connections between fractions, decimals and percentages.

Some classes had the opportunity to visit the Diploma Art Exhibition in building 7.

Finding Out and Sorting Out

We are in the process of consolidating all the data we have collected from our interviews with members of the school community. We gathered a range of perspectives on our chosen issues and deepened our understanding of why certain behaviours occur and the connection those behaviours have with beliefs and values.

In language, we are editing and proofreading our stories for publishing. Some are in the process of writing their other stories.

In maths we are wrapping up our learning about probability by consolidating our understanding of the vocabulary and the strategies we use to calculate probability.

We had our Global Play Day where the students demonstrated creativity, independence, organization and problem-solving skills. The event was a success and it’s a great opportunity for the students to enjoy play with their peers. See some reflections and quotes from students below:

 

  • “I’m going to be a risk-taker and play a new game called baseball because we ALWAYS play soccer!”
  • “I learned how to be a better problem solver because our fort kept falling down and we had to make a plan.”
  • “I developed my social skills and self management skills because I organised all the stuff I was going to bring the day before.”
  • “The best moment was when the F.B.I came and put Ms. Faber in jail!!”
  • “I developed being a risk-taker because I had to try new things and make speeches for Fort Land.”

 

How you can help at home:

  • Ensure that your child has time for Mathletics practice
  • Ask your child to explain what they’ve learned about probability

Finding out

We are now in the finding out stage of our personal inquiry into a global issue. We are interviewing people to find out different perspectives and using books and articles to deepen our understanding.

In language we are familiarising ourselves with traditional tales from our own culture, identifying and comparing the moral and values and are retelling the stories for a younger audience.

In maths we continue our inquiries into probability, looking at a range of different games and calculating the theoretical and experimental probability of winning. Some students are showing their understanding of fractions and their connection to percentages. For example, if you have a 1 in 4 chance of winning the game it converts to a quarter or 25%.

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.)

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?

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

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.

Sorting out

This week we are analysing facts, categorizing facts, identifying concepts and finding relationships between concepts to create generalisations or conclusions. The slideshow below shows images of how the we recorded our thinking. We also deepened our understanding of the related concepts value and communication by creating thought provoking freeze frames. In order to provoke thought and raise awareness about deforestation, we are in the process of choosing our art medium for exhibition, writing narratives about deforestation and creating artworks in the style of Keith Haring.

We are continuing to develop our problem solving skills and growth mindset through a range of mathematical challenges.

How to help at home:

  • Ask your child to talk you through the learning process guided by the images below.
  • Visit the youcubed website and try some of these activities together.
  • Here are some suggestions on how to help with reading at home. Reading advice for parents-pogtc6

 

Click here to see Sayuri’s video from Spotlight lunch.

Click here to see Kyra’s video from Spotlight Lunch.