Space- Lesson 5- Using ANALOGY to understand what it is like to work in Outer Space

Goal:

To use an analogy to explain what working in space is like

APK:

Discuss the BTN set as homework:

Mars Experiment: 08/09/2015, Behind the News

What would you like about this experience? What wouldn’t you like?

Today our aim is to encourage a new generation of space explorers.

We will try to help kids understand what it is like by creating an ANALOGY

Open the Thinking Skills sheet you have downloaded and look at the steps for:

 Analogy – the relationship or pattern between a known and unknown situation- By seeing similarities to something familiar it helps us better understand something that is unfamiliar

  1. Tell about a topic that is hard to understand-what would working in space be like
  2. Explain a story or something you already know about that seems like the new topic-                                                                    an analogy isn’t like a simile-where something has 1 characteristic in common, or like a comparison, where you look at things that have a lot that’s the same- An analogy compares a familiar thing that has lots of comparable aspects to an unfamiliar thing, so that you can understand the unfamiliar better brainstorm possibilities- what is something familiar to us kids that has a lot in common with working in space?
  3. Tell how each part of what you know can explain the new topic- Use websites and videos to help you understand how working in space can be compared to our analogy.

New Information:

Select from the following weblinks and the videos in student shared drive to continue your investigation (remember to skim an scan to find relevant info):

 

What’s working on the International Space Station (The ISS) Like?

Questions about working on the ISS

Practicing For Mars Travel

 Space Effects BTN

Application:

Fill in the grid with researched responses- how is working in space like our analogy?

4.  Tell what you know now (new idea) or could do with the information (new item)– design a poster encouraging people to join NASA’s space program and work on a space station using what you’ve learned. Make sure you are helping kids understand by comparing the experience with the analogy.

Mapping and Cartesian Co-ordinates

Goal

I can use a Cartesian grid system for location

 

APK

Discuss where the different objects are

 

Application

GO TO HOTMATHS- YR 6-

Geometry & position
The Cartesian plane

Year 5s- work on widget:  plotting pictures then Hotsheet “Reading co-ordinates”

yr 6s work on widget: the four quadrants then Hotsheet “Join the dots”

As you work, take notes on these 2 questions:

  • WHAT CAN GET CONFUSING?
  • WHAT RULES DO YOU THINK THERE ARE FOR THIS SYSTEM OF LOCATION?

FURTHER EXPLORATION:

Create a Cartesian plane on your page and create a shape (or picture using straight lines drawn between points-e.g. a house) using ruled lines

Identify the co-ordinates for all your corners (make sure they are on the corners of a square).

Share with a friend to see if they can make it- START SIMPLE

http://flash.topmarks.co.uk/4150    http://flash.topmarks.co.uk/4941

 

New Information

Share answers to the 2 questions

Cartesian co-ordinates pinpoint the intersection of lines….

Often maps use a similar system, but instead of pinpointing the intersection of lines they work on the gaps between an locate an ‘area’ instead of a ‘point’. Maps also often use a combination of letters and numbers

The convention is that the x or horizontal co-ordinate is always given first

 

Goal Reflection

What can be tricky when using Cartesian co-ordinates? What are your top 3 tips when you use them?

Got it

Got It is an adding game for two players. You can play against the computer or with a friend. It is a version of a well known game called Nim.Start with the Got It target 23 .

The first player chooses a whole number from 1 to 4  .

Players take turns to add a whole number from 1 to 4 to the running total.

The player who hits the target of 23 wins the game.

Play the game several times.
Can you find a winning strategy?
Can you always win?

Does your strategy depend on whether or not you go first?
Tablet/Full Screen Version

 

 

To change the game, choose a new Got It target or a new range of numbers to add on.

Test out the strategy you found earlier. Does it need adapting?

Can you work out a winning strategy for any target?
Can you work out a winning strategy for any range of numbers?

Is it best to start the game? Always?

Away from the computer, challenge your friends:
One of you names the target and range and lets the other player start.

Extensions:

Can you play without writing anything down?

Can you use your knowledge of how to win the game to program our robot called AL to win?

Consider playing the game where a player CANNOT add the same number as that used previously by the opponent.

Homework week 2 & 3

Week 2 & 3

SPEECHES:

Over the next 2 weeks, there is a change in our homework expectations. All students will need to write an important speech. The details for these speeches are given below. As we expect a high standard from all of you, there will be no other homework set this week apart from your reading log. Next week, we will expect you to reflect on the Space video as well. But there will be no Hotmaths or 100 word challenge homework tasks during the next 2 weeks.

Your teacher will take you through the expectations of your speeches. The expectations are given below, but please have a chat to your teacher if you are unsure of any aspect.

Year 5 School Captain Speech

Towards the end of each year, we elect the school captains for the next year.

Now is your chance to use the skills you have been learning in class masters to convince your teachers and peers of all your wonderful qualities that would go towards you becoming an important leader of our school.

Each year 5 student is expected to prepare and present a speech to the 5-6 students outlining their strengths as a leader and what they would bring to the role of school captain.

The criteria and process for becoming school captain are outlined in this document:

School Captains Application and Selection Process

Please download it and read it to get an idea of what you might write.

Speeches will be presented in Week 4 of term (29 October).

All speeches should be emailed to your teacher before the 29th of October, and posted on your blog after you have presented it.

Feel free to speak to your teacher, this year’s captains or last year’s short-listed candidates if you would like advice on creating an outstanding application.

Year 6 Valedictorian Speech

Preparing for Graduation: The Valedictory Speech

With the end of the year fast approaching there are a few key events to prepare for. For our year sixes none is more important than graduation. A key element of the evening is the valedictory speech.

As Grace Fleming explains on About.com the terms “valedictory” and “valedictorian” come from the Latin valedicere, which means “a formal farewell”. Grace goes on to explain “the valedictory should fulfill two goals: it should convey a “sending off” message to the members of a graduating class; but it should also inspire graduating students to leave the comfort and security of their school with a full heart, and to embark on an exciting new adventure.”

This year all year 6s will be expected to write a speech, even if they don’t intend to deliver it on the night. Those who wish to be considered for the opportunity to speak on graduation night will need to read their speech in front of all the 5/6s. You will need a printed copy of your speech to be handed to your teacher by Monday 29th October

For some suggestions go to Grace Fleming’s full article at http://homeworktips.about.com/od/speechclass/qt/valedictory.htm

 

The internet is full of tips for writing a valedictory speech. YouTube also has many worthwhile samples.

wikiHow includes the following suggestions:

  • Keep it in perspective.
  • Avoid trying to write something that doesn’t reflect your true self.
  • Be open to what the rest of the grade is thinking.
  • Create an introduction.
  • Thank those people who have made a difference in your life and the lives of other students.
  • Add in memories.
  • Acknowledge others.
  • Stay out of cliche zone.

To fully unpack each of these go to: http://www.wikihow.com/Write-a-Valedictorian-Speech

 

The website about education(http://homeworktips.about.com/od/speechclass/qt/valedictory.htm) also provides advice around:

  • Know Your Purpose
  • Compile a List of Highlights
  • Writing the Speech
  • Use Anecdotes and Quotes
  • Plan for Time
  • Tips for Preparing to Speak 

 

Finally http://grammar.yourdictionary.com/style-and-usage/writing-your-valedictorian-speech.html has general tips for Valedictory Speeches including how to begin writing it, getting feedback and involving your peers.

For an example of a recent speech given at an MPPS graduation check out http://grace2012.global2.vic.edu.au/

Cosmic Discovery – Goals

This term our Science Space Unit is based around the Teaching Standards below. Use them to make personal goals for yourself- what are you interested in learning or getting better at and how might that link with any of these standards. Set yourself a goal for each of the Science Understandings, and 1 other goal that uses this unit as a way to get better at something you know you want to improve.

Science Understanding

Science as a human endeavour

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

Earth and space sciences

Earth is part of a system of planets orbiting around a star (the Sun)

Science Inquiry Skills

Recording and processing

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

Analysing & Evaluating

Suggest improvements to the methods used to investigate a question or solve a problem

Communicating

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships

Homework – back into the swing of things!

Hi 5/6B!

How fabulous has this term been so far??!! Lots of exciting programs to be excited about, especially Class Masters and SEPEP!

Whilst this weeks homework is already up on our back whiteboard in the classroom, I just wanted to get back in our habit of also having it on our blog. You may notice that the homework load will be slightly increasing this term, and so you will need to make sure that you’re managing your time well. If you find that you’re struggling to get it all done, make sure that you come and see me and we can make adjustments as needed – just be sure that you do this well BEFORE it’s due (not the afternoon before or on the day).

This weeks homework:

Reading Log – 5 times (New reading logs are stuck on the back pin board next to the back whiteboard).

Multiplication Goal – Record in your homework book.

Hotmaths – Keep working away at the ‘Division Exploration’ task and show any working in your homework book. It gets trickier as it goes, so just go as far as you can – don’t stress.

Class Masters – Keep working away at your speeches.

100 WC – latest prompt ‘…so, as I looked over the edge, I saw…’

 

Reminder:

  • HIGH LEVEL EXPECTATIONS
  • Focus on paragraph structure (topic sentences and linking sentences)
  • Focus on sentence structure (complex and compound sentence and, for more experienced writers, playing with the order of the clauses)
  • Focus on word choice (substitute simple for more sophisticated, complex or technical). For more experienced writers also look at the use of adverbial and adjectival phrases.

Week 9 Homework

You have until Wednesday 20th June to complete this week’s homework – and this week is the last week of homework for the term.

This week you need to complete:

  1. Reading log signed 5 times for the week
  2. Maths- Log onto Hotmaths- some of you have an allocated multiplication task. If not, continue with your multiplication facts practice.
  3. BTN : Don’t Panic: 26/11/2013, Behind the News
  4. 100 Word Challenge                                                                                                 Here is this week’s prompt- 
    This week we are looking at the third person for the prompt. As always, please make sure you use the prompt as it is written with no changes or additions. It is:…however, she couldn’t believe what she had done…

5. Comment on at least 2 other blogs- remember to be relevant, constructive and appropriate.

Remember to plan your homework week early, and come and chat to me if you’re having any issues.

Classifying the effects of a drought

Goal

 I can classify/categorise the different types of effects of a drought

APK

Discuss Cape Town Water Crisis

New information:

 When you systematically classify/categorise things, you can use this algorithm to make it rigorous and productive:

Classify: group similar items together based on similar traits

  1. Name items to sort into categories
  2. Decide on possible categories based on possible differences
  3. Sort the items and say why they are in a category
  4. Say how items could go into different categories
  5. Tell what you know now (new idea) or could do with the information (new item)

 

New info & Application:

 1. Name items to sort into categories- things that are affected by drought

Show pictures of drought- list all things that are affected & how they are affected

 

  

http://www.abc.net.au/news/2014-02-14/nsw-drought-interactive-panorama-photos/5261242

https://abcnews.go.com/US/photos/sobering-california-drought-30088338/image-30090971

http://drought.unl.edu/NDMCPhotoGallery.aspx

http://www.abc.net.au/science/photos/drought/

 

In peer mentor partners, you should skim and scan this article to find specific effects of drought (10 min)- https://kids.kiddle.co/Drought#Consequences_of_drought

drought effects list

  1. Decide on possible categories based on possible differences– brainstorm possible categories

 

 

 

(e.g- human/ non human;    long term/short term;     living/non living;      plant/animal/non-living;    natural/artificial                                                      things humans can do something about/things we can’t)

Decide on the categorisation process you will use   Write: what are your categories?

 

3. Sort the items and say why they are in a category

Write:  What belongs in each category?

draw a picture /diagram/infographic of a fictional place that labels/lists effects of a drought/ use a system (such as brackets under your labels) to clearly categorise the items you have labeled

 

4. Say how items could go into different groups

Write: Could you create/choose different categories- how would you arrange the items now?

 

Goal reflection:

 4. Tell what you know now (new idea) or could do with the information (new item)

Which type of classification do you think is most useful? Why?

How might different types of categories help us to understand or to respond to drought?