**What have we been learning about this term?**

**Term 2 - OUR LEARNING**

Emilie du Chatelet

**MATHS**

MATHS

READING

WRITING

INQUIRY

Key Competency:

MANAGING SELF

ASKING RICH QUESTIONS

READING

MEASUREMENT

SUCCESS CRITERIA

Ask questions to clarify vocabulary

Ask questions about new and unusual ideas I do not fully understand

Use a variety of questions

(e.g open / closed)

Search for the answers as I read

Recognise when I can't find answers in one text and have to look at other sources of information

Asking questions before / during / after reading

Use 5W's and 1H to make up questions to find the information I need

Keep the question in mind as I read to find the answer

FOLLOW-UP ACTIVITIES

Use graphic organisers like:

(KWL Chart to show what I KNOW, what I WANT to know and what I LEARNT).

Research to find answers to my 'WANT to know questions'

(by reading WATER related books and researching appropriate websites)

Use READING COMPREHENSION CUE CARDS to discuss the text

Present and share what I have LEARNT on my ePortfolio blog

Procedural, Character Descriptions, Explanations

**WRITING**

Include a title (including goal)

List the equipment / ingredients in order of use

Write the method step by step process in sequence

Put each step on a new line

Draw or include visual text to clarify the written text

Write connectives to do with time (time words)

Write steps in the form of commands (imperatives)

Include specialized vocabulary

Write adverbs telling how to do something

Include action verbs.

CONSERVE, PRESERVE, IT'S WHAT WE ALL DESERVE!

**INQUIRY**

WHAT HAVE WE DONE THROUGH THIS INQUIRY???

Key Competency

Have a 'can-do' attitude

Be a capable learner

Be reliable and resilient

Set goals and develop plans to achieve

Self-assess and evaluate learning

**MATHS**

FRACTIONS

ANALYSING & SYNTHESISING

READING

SUCCESS CRITERIA

Summarise key facts

Analyse and interpret visual text

(e.g tables, graphs, charts)

Find similarities and differences, Evaluate to keep in the most relevant information

Create a new product based on the gathered information

Put the new information into our own format and words - such as a pyramid outline, mind map.

FOLLOW-UP ACTIVITIES

Create a visual poster to illustrate the facts from the text after analysing and interpreting the information

(PREZI / GLOGSTER / POSTER ON PAPER / GOOGLE DRAWING / GOOGLE PRESENTATION)

Discuss parts of the text with my group e.g. interpret visual text from the journal / summarise the key facts ...

Use Literature Circle Activities to complete a role

(e.g. VOCABULARY FINDER / DISCUSSION DIRECTOR / QUESTIONER)

Use Literature Circle Activities to discuss my role and evaluate the book with my group

Write our own character descriptions using the correct structure

Write a TITLE

Introduce the character

Hook to capture the reader

Write a physical description about how he / she looks (eyes, mouth, hair...)

Write about his / her personality features (kind, mean, cruel, fair...)

Write a conclusion including something special (or a lesson) the character has taught us

Draw and label the character (physical / personality features)

CHARACTER DESCRIPTIONS

PROCEDURAL TEXTS

MANAGING SELF

CHECK YOUR MODELLING BOOK

CHECK YOUR MODELLING BOOK

TO KEEP THE FLOW OF H2O, WHAT'S OUR WAY TO GO?

Key Competency:

THINKING

EXPLANATIONS

Key Competency

THINKING

Reflecting on my own learning

Asking questions

Seeking, using and creating knowledge

Understanding and using thinking tools positively

Challenging other people's thoughts and ideas

Being a creative, critical and thoughtful contributor

Emilie du Chatelet

Albert Einstein

Ada Lovelace

Leonardo da Vinci

find halves, quarters and other fractions of shapes

find fractions of a set

understand fractions

put fractions in order on a number line

understand fractions

use basic facts to find fractions of a set

put unit fractions in order from smallest to largest

solve simple ratio problems by repeated copying

WALT:

WALT:

WALT:

WALT:

use multiplication to find fractions of a set

show common fractions and mixed fractions on a number line

use our number sense to estimate answers when adding and subtracting fractions

convert a fraction into any equivalent fraction

convert mixed fractions into common fractions and vice versa

use patterns to find fractions of a set

find where fractions live amongst whole numbers

count on and back in fractions

WALT:

Albert Einstein

WALT:

WALT:

Ada Lovelace

Leonardo da Vinci

WALT:

choose scales and measuring devices

choose units to use for length, capacity, mass (weight), and time

convert between metric units of capacity, length and mass

use whole numbers and simple decimals

find the area and perimeter of shapes made from rectangles

choose scales and measuring devices

choose units to use for length, capacity, mass (weight), and time

convert between metric units of capacity, length and mass

use whole numbers and simple decimals

choose scales and measuring devices

choose units to use for length, capacity, mass (weight), and time

convert between metric units of capacity, length and mass

use whole numbers and simple decimals

choose scales and measuring devices

choose units to use for length, capacity, mass (weight), and time

convert between metric units of capacity, length and mass

use whole numbers and simple decimals

WALT:

write instructions.

about the language features of an instructional text.

SC:

WALT:

write character descriptions.

about the language features of a descriptive text.

SC:

WALT:

SC:

write an explanation which tells how and why something happens.

develop the content / structure of an explanation

Write an explanation using the correct format which includes:

a title which introduces a topic to be explained

a series of statements which show cause and effect

a sequence of paragraphs or statements that describe how or why something happens that are linked to cause and effect

write sentences using appropriate grammar / conjunctions / vocabulary

a valid conclusion to the explanation that ties up the explanation.

SPECIFIC SUCCESS CRITERIA:

Write introductions to an explanation to inform the reader of the purpose of the text.

Write using topic sentences with supporting material that informs and helps the reader to understand a process or phenomena.

Use appropriate grammar, vocabulary and technical terms.

Write a concluding statement that sums up the explanation or leads the reader to make their own decision.

I have learned about the Creation Myth and the significance of Ranginui, Papatuanuku, Tangaroa, Tanemahuta and Tawhirimatea and their connection to the WATER CYCLE

I have learned about the WATER CYCLE and the terms EVAPORATION, PRECIPITATION, CONDENSATION and their meanings. I have learnt what part they play in the WATER CYCLE.

I have learned about states of matter: SOLID, LIQUID, GAS

I have learned to conduct scientific experiments, including having a RESEARCH QUESTION (what I hope to figure out), HYPOTHESIS (my prediction), PROCEDURE (what equipment I need and how I will conduct my experiment), RESULTS (what happened) and CONCLUSION (what I learned)

I have learned to PRESENT and SHARE my experiment findings on my ePortfolio blog

By going on our class trip to Panmure Basin, I have learned that our storm water drains lead to the basin

I have learned that "outside drains only drain rain!"

I have identified an issue to do with water (LOCAL / NATIONAL / GLOBAL) and researched to find alternative solutions

I have decided on an outcome to show how I could save water in my classroom, at home, at school.