Inquiry | Lighting a fire, Making Smores

This week for Inquiry my group and I made a fire

First my group and I communicated about the hazards, risks and consequences for the fire. Next we wrote down all the hazards, risks and consequences.

After writing all the hazards, risks and the consequences we wrote how we could try to prevent it and we also wrote down an emergency plan.

Finally after making the plans we made smores. By using our safety plans we roasted our marshmallow safely and made our smores

I really enjoyed this activity.

LI: to assess risk with in a simple activity

Writing | Kids Voting

This week for writing we wrote a recount about our daily routine. We could pick a day that we wanted to write about. I wrote about last Saturday. 

The four daily routines are before school, at school, after school and after dinner.

Before school mean what you did before school for example brush teeth, wash face and hands.

At school means something you did at school for example play handball, work.

After school means something you did after school for example get changed, ride bike.

After dinner means something you did after dinner for example brush teeth, go to sleep.

L.I. Write a recount of your day.

Reading | Governing topics

Governing topics are things that parties want to put into action when they have the power to do so.

The two most important governing topics for me are Education and Health.

Education is how the government should spend more money on schools.

Health is about keeping people safe and healthy and providing more money to stop the pandemic.

I chose these governing topics because I am still in school and want to learn new things and because I don't want to get sick.

LI: to choose important governing topics by summarising all topics.

Maths | Basketball activity

Rounding is a strategy for maths that uses division and addition we used rounding on a physical activity. The activity was dribbling a basketball 50 times and repeat it 5 times.

Rounding means to circle the number to the nearest ten.

There are two ways to round numbers up and down the numbers that you have round down are 1, 2, 3, 4,  the numbers that you have to round up are 5, 6, 7, 8, 9.

Divide means to share something equally for example 6 divided by 2 is 3 because 3+3 =6.

Addition means to add up numbers for example 5+5 equals 10 I know because if i put up five fingers and another five fingers that equals ten.

Rounding can help people understand different equations.

LI: to investigate units of time.

Writing | Rewrite

This week for writing we rewrote different scenes from a book called the Gruffalo.

There were three questions that helped me change the scenes. They were, whats the Gruffalo's favourite food, where do they live, who is the character. I changed owl into a raptor, the raptor lives in a tall log house and the Gruffalo's favourite food is raptor cupcake.

LI: to rewrite a narrative.

Reading | Making connections

There are 3 types of connections, text to self, text to text and text to world.

Text to self is something that happened in the book that also happend to you.

Text to text means something that happened in the book that is similar to another book.

Text to world means something that can happen in the world.

Making connections can help people understand texts better than not making connections.

LI: to compare products using reciprocal reading.

Time | Rounding | paper plane activity

Rounding is a strategy for maths that uses division and addition.

Rounding means to circle the number to the nearest ten.

There are two ways to round numbers up and down the numbers that you have round down are 1, 2, 3, 4,  the numbers that you have to round up are 5, 6, 7, 8, 9.

Divide means to share something equally for example 6 divided by 2 is 3 because 3+3 =6.

Addition means to add up numbers for example 5+5 equals 10 I know because if i put up five fingers and another five fingers that equals ten.

Rounding can help people understand different equations.

LI: to investigate units of time.

Reading | Character Trait and fact or opinion

This week for reading, we are learning about fact or opinion and character traits.

For fact or opinion we wrote a fact of what happened in the story for each character in the Gruffalo. Then thought of a opinion of what we thought of the character and wrote that down.

For character trait we used the adjectives we came up with and came up with inferences.

This activity helped me get a better understanding of the book.

LI: To infer.

Writing | Setting Description

A setting is the environment in a story. It can include what it smells, sounds, feels, and looks like

When describing what a pace looks like, it needs to include adjectives such as dirty, Clean, Fresh etc.

When describing what a place sounds like, it also needs to include adjectives like quiet, loud, and etc.

To describe what a place smells like it needs to include adjectives as rotten, clean, and etc.

To describe what a place feels like it needs to include adjectives as Rough, bumpy, uneven, etc.

This strategy can help people people get a picture inside the readers head as they connect with the four senses.

LI-To write a setting description

Inquiry | Low, Likely, Possible, Elevated and Extreme

This week we learnt about risks.

We rated situations on low risk, likely risk, possible risk, evaluated risk, and extreme risk. Low is In most cases are risks that can be avoided by common sense. Likely in most cases can be avoided by common sense with application of skill. Possible are Risks that are contained by application of safety procedures. Evaluated is something that safety procedures only limit some danger. Extreme is something that out number the safety procedures and danger that is about to happen.

Later we wrote our own situations that match each risk level.

Low, Likely, possible, evaluated, and extreme, all describe different levels of risk.

LI - To access likelihood.
LI - To access consequences.

Time | Mean, Median and Mode | ping pong activity

Mean adds all the numbers up and divides it by the amount of numbers. For example: 1+2+3+4+5= 15, 15 ÷ 5 = 3, the mean is 3.

Median organizes the numbers from least to greatest and selects the number in the middle. If there are more than one middle number, add them and divide by 2. For example: 10=1+2+3+4+10= 30, 30 ÷ 5 = 6, the mean is 6.

Mode organizes the numbers from least to greatest and determines the most popular number (the number that appears the most). For example 3 3 4 5. The most popular number is 3.

This investigation shows how long it takes for a person to complete a physical activity. Once the person has completed the activity, they convert their time, find their mean, median and mode. The graph below shows the fastest and the slowest time taken to complete the activity.

LI: to investigate units of time.

Time | Mean, Median and Mode

Mean adds all the numbers up and divides it by the amount of numbers. For example: 1+2+3+4+5= 15, 15 ÷ 5 = 3, the mean is 3.

Median organizes the numbers from least to greatest and selects the number in the middle. If there are more than one middle number, add them and divide by 2. For example: 10=1+2+3+4+10= 30, 30 ÷ 5 = 6, the mean is 6.

Mode organizes the numbers from least to greatest and determines the most popular number (the number that appears the most). For example 3 3 4 5. The most popular number is 3.

This investigation shows how long it takes for a person to complete a physical activity. Once the person has completed the activity, they convert their time, find their mean, median and mode. The graph below shows the fastest and the slowest time taken to complete the activity.

LI: to investigate units of time.

Hazards and risks

My group and I did inquiry this week, for this task we found some hazards for example - Swimming pool, coffee, sanitiser, etc.

We had to find risks to match our hazards, risk and hazards have something slightly different about each other.

First, we founded hazards for school, community, home, and sport.

Then, we explained each hazard using a risk, the risk should be about the hazard.

Later we moved onto each category.

Hazards are a type of risk, or something dangerous, it can also be a method that can be hard to do.

A risk is a situation involving danger, it can be something harmful.

Risk and hazards are really important.

LI - to demonstrate prior knowledge.

Character description

A character description tries to create an image by a character's appearance, personality and experience.

When describing the appearance it needs to inc operate the face, hair, clothes, body and useful words/phrases.When describing the personality it need to inc operate what kind of person is the character, what do the character say, how does the character behave and what makes the character interesting or different. When describing the experience it needs to inc operate where do the character live, who are the character's friends or family, do the character have any hobbies, talents, and more, do the character have any achievements or secret.

A character description uses both figurative and literal language.

Figurative language is unlocking the hidden messages that are in a sentence.

Literal language is a direct point and no hidden messages to unlock.

The purpose of this activity is write a character description so that people can describe all the areas of a character.

Reading | Visualising

Visualising is a strategy were you imagine a picture of something.

The Gruffalo activity is about a mouse tricking three animals by making up an animal called the gruffalo and giving descriptions of its appearance people can get an idea of what it looks like but later find out the Gruffalo is real.

For the nogard activity we were given description of the appearance so we could get idea of what it looks like. A nogard a nogard is dragon spelt backwards.

Visualising can help a person get a better idea of what something looks like.

LI. to compare products using reciprocal reading.