Year 5 students were delighted to have a visit from Laura Sieveking today. We learned about what inspires Laura to write and how we can incorporate our day to day experiences into our writing to make it more authentic. Laura reminded us to be sure to ‘show and not just tell’, when we write.
We learned that Laura went to a local school and this encourages us to realise that we too can aspire to be great authors one day, should we wish to.
The year 5 students and their teachers enjoyed a fun filled, three day excursion to Bathurst, where we had opportunities to learn about significant events, such as the gold rush in Australia, which helped develop and shape Australia over time. We were also able to engage in experiences which gave us insight into the daily life of gold miners and settlers during the nineteenth century.
In this activity, we were involved in a number of problem solving tasks.
One of the most challenging tasks was trying to ‘transport’ our team of 17 girls across a ‘bottomless pit’ (imaginary) using 5 ‘floating stones’ (small mats). We had to think creatively as well as cooperatively.
Another challenging task was getting our team through a barrier in a very creative way. Many girls had good ideas and we realised that it was important that each girl’s ideas were heard. We realised that listening and then waiting our turn to contribute, were two very important skills which would help us to succeed in our challenge.
At the end of the activity, we reflected on what we had learned. We were asked to come up with a catchy ‘HEADLINE’ which would summarise something important that we had learned through these activities.
A few HEADLINES composed by some of the girls are shown below.
Ashley F, Kayley, Grace and Sienna F
Daring to …
Alice – I really felt happy that I was able to abseil down the 10m wall! I had previously done a 5m abseil but it was good to push myself even further.
Charlotte – The ‘Mission Impossible’ challenge clearly showed us all that working as a TEAM has many benefits. I learned that listening to everyone’s ideas and using the skills of everyone is very important.
Kayley – I have loved every activity that we have been involved in. I feel like I have really stepped outside my comfort zone! I loved the ‘Log Roll’. I kept trying to get to the end. I didn’t quite make it, but I didn’t give up trying.
Ashley F – I am really scared of heights but I challenged myself to complete the 10m abseiling challenge. It was scary but I felt great to have succeeded in my personal challenge.
Mia M – Abseiling down the 10m wall was a huge challenge for me. I found it quite scary to start upright however I didn’t want to give up. My leader suggested I wiggle over the edge and concentrate on completing small bits of the challenge at a time. I succeeded! I made it to the bottom!
Student reporters :Tara, Charlize, Sienna F, Amelie, Ashley F, Imogen, Mia, Tilly, Lara, Dakota, Ashley, Grace and Kayley
I was waiting nervously in line. Looking at the rippling water made me want to get into the pool even more. Finally, it was my turn.
“Ready, set, go!” As my hands slipped into the cool water, the pressure began to press down on me. Finally, I resurfaced, gasping for breath. I could see the other competitors splashing around in the lanes next to me, like a speeding water cloud chasing me. Screaming echoed through my ears. I was winning! They were chanting for me! My legs were getting stiff and my arms felt numb. I didn’t think I could finish. Before I could take a breath, the glorious wall came into sight. My hands slammed against the wall and I knew I had raced well. A sigh of relief went through my body.
The swimming heats were intense and exciting at the same time, with all of the girls doing their best and swimming sensationally.
How do you feel when you have finished a race?
Students were asked to write their own descriptions of a setting using chapter 1 of ‘Fish’ and the pictures shown above, as a stimulus. We have shared a few of our descriptions below:
Year 5 had fun exploring probability using smarties! Our reward was that we got to enjoy the box of smarties afterwards.
We investigated what the probability was of selecting a particular colour over another. We also looked at how the reliability of determining probability can be improved, when we use larger samples for our investigations.
We learned that probability can be shown on a number line from 0 – 1 and it can be expressed as fractions or percentages. We had a great deal of fun using our data to create both pie charts and column graphs. We analysed the data given to us by each graph.
We decided that column graphs were very useful for showing clearly which colour smarties were more plentiful and which were less plentiful in our boxes. Pie charts were useful because they gave us what percentage of the whole box each colour represented. This clearly showed us the probability, in the form of percentages, of us selecting that colour randomly from the box. One girl’s box had 14/56 purple smarties. This meant that she had a one in four chance – (¼ ) of randomly selecting a purple smartie, because 14/56 is the same as ¼ of the box. This showed up as 25% on the pie chart.
We found google spreadsheets and excel extremely useful when we were conducting our investigations. The graphs were easy to create and the visual nature of the data presented, allowed us to easily analyse the data.
We have shared our learning below.
We have enjoyed reading and analysing some of Banjo Patterson’s poetry. Two of the poems we have enjoyed are quatrains titled ‘Weary Will’ and ‘A dog’s Mistake’.
We’ve learned that a rhyming quatrain is a set of four lines that follow a rhyme scheme. The rhyme schemes could be:
AABB (the first and second lines rhyme with each other and the third and fourth lines rhyme with each other. In other words, a pair of rhyming couplets together)
ABAB (the first and third lines rhyme with each other and the second and fourth lines rhyme with each other)
ABBA (the first and fourth lines rhyme with each other and the second and third rhyme with each other)
ABCB (the second and fourth rhyme with each other)
We would love to share some of the quatrains we have written.
This term, we are enjoying reading, analysing and writing poetry.
We have shared our understandings about what poetry is and looked at the differences between lyrical poetry and narrative poetry. We have discussed that poetry is an amazing medium to convey themes, feelings, stories and ideas by our thoughtful choice of vocabulary and the use of imagery and poetic devices.
This week’s writing task has been to compose a five-line constructivist poem. We have written some beautiful poetry which we have published, to share.