Prep | Year 5 News
Coming up in Year 1
Weeks 7-8: Sharing the Planet
Week 9: Bathurst Camp and Where We Are In Place and Time
Week 7: Length, Perimeter and Area
Week 8: Position
Weeks 7-8: Writing to persuade an audience
Week 9: Imaginative texts- Narratives
How does an author influence a reader’s perspective or viewpoint?
Unit of Inquiry
- What is the value of scientific inquiry?
- What makes a fair test?
- What behavioural and structural features enable living things to survive in their environments?
- How do we use scientific knowledge to inform our decisions?
These are some of the questions that have been guiding our inquiry over the past few weeks. We have engaged in planning, setting up and conducting fair tests. The boys recognised the importance of a consistent approach to scientific inquiry to ensure validity and universal understanding. Students have collaborated to conduct a fair test to explore the specific needs of living things. They are now the process of recording observations and collecting and analysing data.
Our big focus over the next few weeks explore animal or plant adaptations and consider the impact human actions have had on living things. This inquiry was supported by a great visit to Taronga Zoo, where students could apply their scientific observation skills to identify habitats and adaptations.
Moving forward, students should understand the personal and shared responsibilities humans have in making decisions for the global environment, informed by scientific knowledge and understanding. You might also like to discuss the roles of government, individuals and communities in sustaining an environment.
Students in Year 5 have been using a ‘Red Light, Yellow Light’ visible thinking routine to develop their critical thinking skills when reading informative texts. This routine helps them explore incidence of mistruths in written text. Some signals identified by the boys were sweeping generalisations without giving specific details, anonymous sources, stating ‘a LOT of evidence indicating…’ without reference to research or sources. You might like to ask some Year 5 boys about how they find out if an article is hiding the truth and use those skills when reading the newspaper this weekend!
We have continued to develop our ability to influence a reader using persuasion and have worked together to draft letters to Mr Wyatt, utilising persuasive devices and knowledge of the audience. Students are now planning and writing their own persuasive texts.
In Shared Reading, we have been reading ‘There’s a Boy in the Girl’s Bathroom’ by Louis Sachar. This book explores the journey the protagonist takes as he learns, with the support of a trusted adult, to deal with past trauma, to understand himself and others, and to connect positively with the people around him. The author of this book also wrote ‘Holes’, which is another book you might like to read together at home.
Never argue with a ninety-degree angle, they are always right! Without being too obtuse about our learning, year 5 have spent the last few weeks exploring all things angles! This has ranged from labelling, estimating angles, measuring and constructing angles. The boys have been applying these skills to solve complex problems and identify and prove geometric rules. The boys have taken ownership over their next steps in learning and have chosen experiences that were complimentary to their individual needs.
One particular inquiry explored the features of triangles, with boys discovering that some triangles can be classified as both right angle and isosceles triangles, that equilateral triangles are extremely hard to draw accurately, and the properties of interior and exterior angles of triangles.
The boys also had to use all their skills to create a bridge that would get them across a river using only triangles! You might like to consolidate this learning at home by classifying some of the angles you find around your house and seeing if you can make connections between the angles.
Year 5 boys have started their language learning on Education Perfect and inquiry-based learning linking to UOI-Sharing the Planet.
In language learning, students explored some Chinese words for food and drinks, such as “chao fan (fried rice)” and “cha (tea)”. They also learned to use sentences to ask and answer food and drinks each other likes. Here are some key sentences. “Ni xi huan chi shen me?” means “What do you like to eat?”. “Ni xi huan he shen me?” means “What do you like to drink?”. “Wo xi huan chi…” means “I like to eat…” and “Wo xi huan he…” means “I like to drink…”.
In the Unit of Inquiry, students have completed a few mini-inquiry cycles (I knew-I wonder-I discover-I share/reflect) on topics including Ancient Farming in China, Traditional Farming in China and It’s Problems, and The Innovative Practices on Chinese Agriculture. While scaffolded reading articles and videos were provided on Canvas or in printing, boys were also highly motivated to have their own wonders and conduct their own research for discoveries.
In STEAM the year 5 boys are using the Microbit to explore the form and function of code. The microbit is a pocket-sized computer that introduces boys to the relationship between software and hardware. We started using the Microbit to play a game of ‘scissors, paper, rock’ and now we are learning how to use it to create a game of ‘Flappy bird’. Over the next few weeks, the boys will be developing their own codes using the Microbit. The boys will be continuing to use their critical thinking skills as they create and reflect.
The boys in Year 5 have continued to celebrate Music from different Indigenous Cultures. Recently, we have focussed on songs from the Torres Strait Islands. The boys have played some fun movement games to help develop their aural recognition of solfa patterns within these songs. They have performed the tunes using xylophones and metallophones and have experimented with writing the melodies using solfa notation and time names.
The Year 5 boys have been keen to delve deeper into discussions relating to how we acknowledge and respect cultural differences. They have also put into action their social skills, (which have been a focus in this unit), by collaborating and cooperating with other students in the class. (Nicole Smeulders)
Over the last few weeks, the boys have been investigating the characters from the C.S. Lewis movie, “The Lion, the Witch and the Wardrobe.” Having watched the movie (thank you for your support in allowing them to watch it at home), the boys have chosen their favourite character and will investigate related concepts such as forgiveness, sacrifice and love with other characters in the movie. They will be doing this research with a partner, discussing ideas and sharing their understanding. Once they have completed their research, they will create a speech in first person relating to their character. This speech will then be delivered to the class at the start of term 2. Last week, the boys were privileged to have a group of year 10 to 12 students from the Christian Group Berea come and share the lesson with them on the conversion of Saul to Paul in the book of Acts.
In considering what to write about this week, I have made a conscious decision to look…
There have been no changes since I last wrote about our plans for Week 4 and 5, but I would like to request your ongoing assistance in reinforcing to your sons the current public health messages.
I am excited to finally be welcoming students back to school over the next two weeks….