Inquiry: Pieces Of Technology, And Technological Systems

L.I: to define a piece of technology and to define a technological system.

This week as an extension to our inquiry lesson, we learnt about what a piece of technology is, and what a technological system is. A piece of technology is an item that has been developed by humans to make things easier. A technological system is also something made by humans to make things easier, but to do so you have to put in an input, and it will transform it into a output. The activity we did was to sort out a bunch of pictures into groups of pieces of technology, and technological systems.

CyberSmart: Smart Commenting

L.I: To make and post a smart comment.

This week as a short lesson for CyberSmart, we learnt about what a smart comment is, and how to create one. We had to find someone that did the same work as us and blogged it, and made sure they weren't a friend of ours, and we needed to be positive in our comment.
A smart comment needs to include these things: A positive attitude, 1 or more questions, encouragement, feedback, and a formal greeting e.g Greetings / Hello / Good morning / afternoon. The greeting isn't casual like, e.g Hey / Sup / Hi / Hey, like you would say to your friends.

My Comment:

Maths: Measuring Volume Around The Class

L.I: to find and measure volume

This week for maths we learnt about what volume in measurement is, and how to find it in a shape or object. Our task was to find four 3 dimensional rectangular objects around the class, measure them, and then write down the volume on a presentation. To find the volume in an object, you need to measure the width, height and depth of it, and multiply the measurements together to get the volume. On our presentation we needed to write down what we measured, and either take a photo of it, or make an image of it yourself.

Reading: Danny The Champion Of The World / Setting Description

L.I: to interact and comprehend a range of narrative texts

This week we read chapters 1-4 of Danny The Champion Of The World, by Roald Dahl. We are going to be reading more chapters each week, and in each week we are going to do an individual activity about the chapters you read. This week I did an activity where you make a setting description that's from the story, and illustrate the what you can see.

Writing: Completed Narrative Planning

L.I: to plan a narrative

This week for writing we had to finish our plan for our next narrative. We had already done our character and setting descriptions done, so we knew what was going to happen in the story, and were it would take place. At the start of the term we planned our the main things the story needed to include. It needed to include the characters Jack, Jill and the monster, and include the settings the basement and the swamp. The problem needed to stay as Jack dies by the monster, and the solution needed to stay as Jill kills the monster, and there souls transfer, resulting in Jack being resurrected. Although we could add more characters, places, and times in the story, and also put more detail into the problem and solution. What hadn't been planned by all groups was the events, that's what we did completely individually.

Link To Character And Setting Descriptions

Writing: Narrative Plan

L.I: to plan a narrative.

This week for writing we started to plan our next narrative we will write. We had to draw our characters and settings in our story, and then make a setting description for each one. Our prompt we used for this story was about Jack and Jill that kill a monster in the local swamp. I did 7 characters, and 5 settings.

Characters:
Jack Character: LINK
Jill Character: LINK
Bailey The Super Dog: LINK
Old Man At The Market: LINK
Blurb The Monster: LINK
Feebee Character: LINK
Jeffy Character: LINK

Settings:
Swamp: LINK
Markets: LINK
Cottage: LINK
Basement: LINK
Lounge: LINK

Maths: Measuring Area

L.I: To identify the area of a rectangle and to measure it.

This week for maths we learnt about what area is, and how to find it. An activity we did was to get a piece of grid paper, and draw pretend playgrounds on it, but we just drew rectangles and squares. We then switched our grid paper with someone else, and had to try to figure out the area of each playground by how many squares could fit in them. I switched with Alex, and these were the areas of each playground.

Playground A= Width x Height=Area 180 squares.
Playground B= Width x Height=Area 8 Squares.
Playground C= Width x Height=Area 6 Squares.
Playground D= Width x Height=Area 1 Square.
Playground E= Width x Height=Area 1 Square.
Playground F= Width x Height=Area 1 Square.
Playground G= Width x Height=Area 8 Squares.
Playground H= Width x Height=Area 20 Squares.

Example: