Today, 3/4C students delivered class presentations related to our inquiry topic.
We have been studying sustainability in class, and the students have been building their knowledge about a variety of environmental issues throughout the past nine weeks.
The class presentations were prepared at home as a homework task. Students chose a specific topic related to sustainability. They completed research at home and created a visual display (eg. slideshow or poster) to complement their presentation.
A variety of topics were chosen, including:
- Active travel
- Take Three For The Sea
- Protecting marine life and endangered birds
- Plastic bags
- Sea Shepherd
- World Wildlife Fund
- Hooded Plovers
- Borrow and Bring Back Bags
- Clean Up Australia Day
Prior to today, we discussed the important elements of a quality presentation.
All students worked hard at:
- Speaking clearly and loudly
- Making eye contact with the audience
- Elaborating on information when necessary
- Engaging the audience with a smile!
Here are some photos from our presentations.
After each presentation, students were provided with quality feedback from the class. Presenting in front of an audience, which is called public speaking, is not an easy task, but it can be very rewarding. Miss Jordan is incredibly proud of all of the students in 3/4C for doing such a wonderful job with their presentations!
What did you think of the homework task?
What did you learn from listening to your classmates’ presentations?
How do you feel about public speaking?
The grade 3/4 students at BHPS are fortunate to currently be involved in the Scope IT Education program.
The Scope IT sessions focus on teaching students the foundations of coding. Coding is used to create computer software, apps and websites.
We have had two sessions so far. After an explanation from our instructors, Marita and Jess, students work in pairs to practise their coding skills on MacBook Air laptops.
So far, we have learnt about:
- Creating code to give directions and instructions
- Pixel art
The slideshow below features photos of the 3/4C students enjoying their Scope IT sessions!
Grade 5/6 students are also participating in the Scope IT education program. They are focussing on 3D printing, which is also an extremely interesting process.
A big thank you to Mr Steven who has organised and co-ordinated the Scope IT program. We look forward to continuing to develop our coding skills!
What have you learnt about coding so far?
What has been your favourite task in the Scope IT sessions?
Have you had any other experiences with coding?
What character strengths have you displayed during the Scope IT sessions?
This week, we started a poetry study in our writing lessons.
Students have participated in “poetry investigation” all week. This means we read lots of poems and analysed how they are written. Students observed the mood of different poems and the writing craft that is used.
We discussed what we sometimes see in poems. Here are some of our thoughts:
- Emotions or feelings
- Repeated words or phrases
- Descriptive language
- A message or moral
- A twist
We also focussed on how figurative language is used in poetry. We investigated six different kinds of figurative language:
- Hyperbole (hy-per-bol-ee)
- Onomatopoeia (on-o-mat-o-pia)
Some of these types of figurative language were new to the students and they enjoyed learning the new vocabulary. Learning how to say hyperbole, onomatopoeia and personification was a challenge!
For their main task today, students worked in pairs to read a variety of poems. Their challenge was to identify which types of figurative language were present in each poem. Everyone did a fantastic job and it was great to listen to the conversations as they investigated the figurative language.
Write some examples of figurative language in your comment!
What have you learnt about poetry so far?
Do you have a favourite poem?
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?