As part of our inquiry topic, the grade three students visited the Barwon Heads Estuary Heritage Centre, commonly known as the “Lobster Pot”.
Maddie, who works at Barwon Coast, met us at the Lobster Pot and shared lots of interesting information about how we can help to look after our coastline.
The students were keen to learn and participated enthusiastically in the informative session. We discussed the different types of rubbish that can affect our local environment’s flora and fauna. We investigated how we can:
- Reduce the amount of rubbish we use
- Reuse some items of rubbish instead of throwing it away
- Recycle appropriate items of rubbish.
Here are some photos from our visit…
The Lobster Pot is a wonderful resource for Barwon Heads, with lots of learning opportunities available for all members of the community. Thank you to Sophie’s mum, Shara, for walking with us…we luckily avoided the rain!
What did you learn at the Lobster Pot?
What can we do to help to look after our town?
How do you reduce, reuse and recycle?
This week, we have been learning all about money in our maths lessons!
Enthusiasm and engagement have been high in our classroom as the 3/4C students participated in a range of fun warm up games and real-life maths tasks related to money.
Our learning has focussed on:
- Adding totals of money using mental strategies
- Adding totals of money using calculators
- Calculating change
- Rounding prices to the nearest 5 cents.
- Estimating the prices of grocery items
- Creating a daily menu within a budget using online catalogues.
We have had lots of class discussions about money this week. One interesting fact is that Australia used to have 1 cent and 2 cent coins but they were eliminated from our currency system in 1992. The video below investigates whether the Australian 5 cent coin will eventually be phased out too.
How has your money knowledge improved this week?
When do you use money in real life?
Were you surprised by the prices of any particular grocery items during your class tasks this week?
Have you ever saved up your money to purchase something special?
We have been working on our persuasive writing skills for the past few weeks.
Persuasive writing is a type of non-fiction writing used to convince the reader to agree with the author about an issue. The author expresses their opinion using personal beliefs and factual information in this argumentative writing style.
We have investigated a variety of persuasive texts and learnt more about:
- The structure and organisation of a persuasive text
- Types of arguments and reasons used
- How to turn factual information into a persuasive argument
- Word choice (emotive language, technical terms, rhetorical questions, powerful verbs, strong adjectives)
- Linking words.
Students have been investigating a variety of persuasive texts to identify the key components of persuasive writing. Everyone has enjoyed discussing, analysing and annotating persuasive texts to determine the effectiveness of each piece of writing.
Students have written several persuasive texts themselves and it has been fantastic to see them using the knowledge gained from our investigations to further develop and refine their own writing skills.
Think of something you would like to persuade others about. In your blog comment, write a persuasive paragraph to convince other blog readers to agree with you!
Remember to use persuasive language, interesting verbs and adjectives and rhetorical questions. Don’t forget to edit your comment before you submit!
How has your persuasive writing improved?
Where do you see persuasive writing?
Each Wednesday morning, we have science with Mrs Olsen.
We all look forward to our science lessons and it is great to see the students’ knowledge develop each week. Mrs Olsen has commented that she is impressed with the curiosity and love of learning displayed by the 3/4C students during science.
One student is selected as Mrs Olsen’s assistant each week…they dress up to look the part!
Today, we concluded our focus on “earth science”. We learnt about volcanoes. A volcano is defined as a mountain that opens downward to a pool of molten rock below the surface of the earth. When pressure builds up, eruptions occur. Gases and rock shoot up through the opening and spill over or fill the air with lava fragments.
The learning focus for today’s lesson:
- We are learning how volcanoes are formed.
The success criteria:
- I can describe the main ways volcanoes are formed.
- I can make a model of a volcano.
- I can research to find out more information about volcanoes.
- I can make observations when doing research and making my model.
We learnt some key vocabulary about volcanoes in this lesson:
- Tectonic plates
- Pumice rocks
- Cinder cone
- Dormant volcanoes
- Active volcanoes
- Composite volcanoes
- Shield volcanoes
After discussing how volcanoes are formed, completing some research and watching a video, students worked in groups to make their own ‘mini volcanoes’ in the classroom.
The equipment required to make the volcanoes:
- Play dough
- Bicarb soda
- Food colouring
Thank you for all of the engaging science lessons so far, Mrs Olsen!
It is fantastic to build our science skills, knowledge and understanding. We are looking forward to learning about “forces” in our next science unit this term.
Can you define any of the key vocabulary from today’s science lesson?
What did you learn about volcanoes?
What science lesson have you enjoyed most so far this year?
What do you hope to learn in future science lessons?
We had a fantastic time at our overnight camp to…
Sovereign Hill, located in Ballarat, is often described as an ‘outdoor museum’, because it is like stepping back in time to the 1850s. Sovereign Hill re-creates Ballarat’s first ten years after the discovery of gold in 1851 when thousands of international adventurers rushed to the Australian goldfields in search of fortune.
We saw and learnt so much at Sovereign Hill. We all participated in a 50 minute education session, where we learnt what life was like for men, women and children in the 1850s. We discovered the vast differences between how they lived back then, compared to how we live now. Some students dressed up in the old fashioned clothing, and we learnt the etiquette for behaviour in the 1850s. Students also learnt what school life was like, and they practised writing with pens and inkwells. It was so interesting to hear about a variety of aspects of daily life in the nineteenth century.
Other highlights of our Sovereign Hill camp included…
- Panning for gold at the Diggings
- Watching a $170,000 gold ingot being poured at the Gold Smelting Works
- Travelling underground at the Red Hill Mine
- Watching a sweet making demonstration
- Touring the goldfields cottages
- Watching redcoat soldier demonstrations
- Observing how a wheel is made
- Watching the spectacular ‘Blood on the Southern Cross’ sound and light show
- Exploring the shops along Main Street
- Sleeping in the Southern Barracks rooms at the Sovereign Hill hotel
- Eating meals at the New York Bakery and Sovereign Hill Cafe
- The beautiful weather!
After a very busy and enjoyable visit to Sovereign Hill, it was a (mostly) sleepy trip home on the bus!
The slideshow below features a selection of photos from our Sovereign Hill camp. Enjoy!
Miss Jordan, Mrs Kebbell and Mr Burdess were very impressed with the excellent behaviour and engagement demonstrated by the grade three students. We would also like to say a BIG thank you to our helpers, Mr Haslam, Miss Ball, Cathy and Glen.
What was your highlight of our camp?
What did you learn at Sovereign Hill?
Were you surprised by anything at Sovereign Hill?
If you were to visit Sovereign Hill another time, what would you do again?
Today, the grade four students enjoyed a trip to Melbourne to see a live stage performance.
The performance was an adaptation of ‘Mr Stink’, a novel written by popular British author, David Walliams.
Excitement was high in the bus on the way to Melbourne…
We arrived at the Arts Centre at 10.15am and waited to be seated…
The hour-long performance was highly entertaining and enjoyed by all. There was lots of laughter from the audience and it was very interesting to see how the book was adapted into a live show.
After the show, we walked to the nearby Queen Victoria Gardens for lunch.
In preparation for the performance, we have been listening to ‘Mr Stink’ on audiobook and sketching what we visualise while we listen. We were aiming for a ‘collage’ style representation of the story. The sketches look fantastic!
Write a summary of the ‘Mr Stink’ plot.
How did the book compare to the performance?
What was your highlight of the day?
Have you read any other books written by David Walliams?
Today was the annual Barwon Heads Primary School Cross Country!
The Cross Country event was held at Village Park and all students from prep to grade six were involved.
The conditions were perfect and excitement was high at this year’s event. Many parents and relatives also attended to cheer on the students.
Most students in grade three are in the 9 year old age group and they had to run a 1km route. Most students in grade four are in the 10 year old age group and they had to run a 2km route.
All Barwon Heads Primary School students are in one of four “houses” or teams. Each house has its own colour. Everyone who participated in the Cross Country earned points for their house. The names of the houses are:
Here are the 3/4C students proudly supporting their teams in house colours…
Miss Jordan was at a marshalling point on the track for the grade four, five and six events. It was a little tricky to get good photos of the students as they powered past her at full speed! Here are a few photos she managed to get of the grade four students.
It was close event, but Saturn were the eventual overall winners on the day. Well done to all of the Barwon Heads Primary School students for their fantastic effort today! It was great to see all of the students demonstrating persistence and determination as they completed the Cross Country course.
3/4C would like to thank Mrs Kneebone for her excellent organisation of the Cross Country event!
What did you think of the Cross Country?
Do you have a goal for next year’s Cross Country event?
Have you ever participated in a race before?
What character strengths were on display during the Cross Country?
Last week we focussed on addition strategies in our maths lessons.
We use addition in every day life all the time, so it is important to improve our skills in this area of maths. Here are some effective addition strategies that we used in class:
- The addition tens and twenties facts
- Doubles and near doubles addition facts
- Double doubles (for example, 8+8=16 and 16+16=32)
- The Jump Strategy to add hundreds, then tens, then ones by jumping on a number line
- The Split Strategy to split the hundreds, tens and ones and add them separately
- The Compensation Strategy when a number we are adding is close to a “round” number we can add or take to the nearest 10
- 100 facts (addition equations that equal 100)
- Bridging to the nearest 10 as these numbers are easy to add to.
Students enjoyed practising a variety of these addition strategies during our learning tasks and it was fantastic to hear their mathematical discussions and explanations.
Everyone was so focussed and keen to develop their addition skills!
What addition strategies do you enjoy using?
When do you use addition in everyday life?
We are currently learning about measurement in our maths lessons.
Today, we focussed on perimeter.
We set up ‘perimeter stations’ around the classroom. Some of the shapes were regular shapes and some were irregular shapes.
Students worked in pairs to complete the ‘perimeter stations’ challenge. They recorded their work on their iPads in Google Sheets. To complete the task, students had to…
- Make educated estimates of each shape.
- Carefully measure the actual perimeter of each shape using centimetres.
- Calculate the difference between their estimation and the actual perimeter.
Some of the regular shapes were quite easy and students estimated correctly, and some of the irregular shapes were quite challenging!
It was fantastic to listen to the mathematical language and conversations the students had as they estimated and calculated the perimeter of the different shapes.
How has your measurement knowledge improved during this unit of work?
Calculate the perimeter of something and tell us the answer in your comment!
We had a lot of fun during Reader’s Workshop today!
Our reading focus for the week is identifying literary elements in fiction texts. Today, we focussed on the literary element of genre. A genre is a type of text. Different genres have different features and we had a big discussion about some common genres:
- Realistic Fiction
- Historical Fiction
- Science Fiction
- Animal Fantasy
- Fairy tales
In preparation for this lesson, students all brought in their favourite narrative book from home. It was great to see a wide range of books from lots of different authors in the collection!
The books were placed around the room and the students acted as ‘genre detectives’, spending time reading the books and deciding which genre each one was. They also had to document their reasons to justify their genre selection for each book.
To conclude and reflect on the lesson, we had a class discussion to make a final decision about the genre of each book. It was fantastic to see the students were mostly unanimous in their genre selection for every single book! This means they achieved the success criteria for the lesson and really built on their knowledge of text genres.
What is your favourite fiction genre? Describe the features of the genre.
Which books did you enjoy reading during this session?
What fiction genre might you start exploring?