All posts by missgraue

Recycling Paper

This week, we were able to use our new learning from our excursion to CERES to help us control how much waste we create. We used collected scrap paper from different classrooms to make recycled paper.

First, we had to rip the scrap paper into small pieces.

Next, we placed our ripped paper into a blender and added water. Then, we poured the blended recycled paper onto our mesh screen.

After this, we had to carefully spread the recycled paper to the outer edges of the frame. We then picked up the frame and let some of the water drain out of the mesh.

Finally, we squeezed the water out by compressing the recycled paper. We then had our finished product! Now it was just time to wait for it to dry.

Tuning in to the environment

This term our CBL Big Idea is ‘Environment’. Through this, we are focussing on ‘waste’. As part of the ‘Tuning In’ phase, we looked at the guiding question; How we can reuse items to control how much waste we create?

We were able to use our creative thinking to come up with ideas to solve the problem of how much waste we create. One of the provocations was a plastic bowl. Below are some of the creative ways we came up with to reuse it.

Harnihal: “A bowl to mix things.

Prisha: “A bowl to eat cereal.

Mehtaab: “We could turn it into a jellyfish because the bowl is shaped like a jellyfish top.

Shorya: “First it was a bowl then I made a spinner.

 

We then explored a range of different items and came up with creative ways to reuse them once the original function was finished.

Mayra: “I came up with the neck pillow to make a snake.

Mehreen: “The glass, I put flowers in it.

Talia: “My item was a fork and I reused it as Forky from Toy Story 4.

Faris: “Soap; sunscreen.

Prisha: “It was a jar, I reused it; a fish tank.

Now, here is a question we want to know from you: What do you have around the house that you no longer use or need? What could you reuse it as? Let us know in the comments!

Making Inferences

This term we have been learning to infer character emotions in a text by using the text clues and our prior knowledge to say how the character could be feeling. Using this, we read the text ‘Hairy Bear on the roof’ by Joy Cowley and described why the characters emotions changed throughout the text and inferred what they might say or think.

Jianna: “I can infer that Hairy Bear and Mrs Bear are feeling sad because the roof has a hole.”

Mehtaab: “I noticed that Hairy Bear is putting his hands on his face because there is a hole in the roof. I infer that Hairy Bear is feeling confused that there is a hole in the roof.”

Shorya: “I can infer that Hairy Bear is feeling happy because he fixes the roof.”

Prisha: “I can infer Hairy Bear is feeling scared because he is falling off the roof.”

Talia: “I can infer that Hairy Bear is happy because he grabs onto the roof. He’s thinking he’s going to be safe.”

Mehreen: “I can infer that he’s feeling scared because he’s falling down. He is thinking I’m going to fall in the bush.”

Mayra: “I can infer that Hairy Bear is feeling scared because maybe he is going to get hurt from the bush that has thorns.”

Subtraction Bowling

Over the last three weeks, we have been learning about subtraction. We have been learning to identify the whole amount, take away the smaller amount and say how many are left.

We used cups as bowling pins to create our own subtraction bowling stories.

At times, we missed all of the ten cups! Instead of having another go we had to think of the number that would be represented in the subtraction story: There are 10 cups and 0 fell down. How many cups are left? There  are 10 cups left standing. 

Technology for a purpose

We read the text ‘Simple Technology’ by Pam Holden.

We were able to notice and explain our thoughts and feelings to others. Technologies such as taps and toothbrushes came up in our discussion and how they were invented not only for a purpose but to make our lives easier. For us, a tap in our house provides us with clean and fresh water any time that we need it however what about back before this was in every household?

Talia: “Go to a clean pond or somewhere else that has water to clean.” Mehtaab: “Get a bucket, put soap and water and wash it.”

Imagine doing this each time you needed to wash your hands, body, clothes or dishes!

With our new knowledge about simple technologies, we were given the task to make icing. We added our ingredients together and used a wooden spoon to begin the mixing process. It took so long! We then discussed if we knew of a technology that could help us mix our icing quicker and easier; a hand held electric mixer. We then shared our thoughts and feelings on the similarities and differences between the two technologies.

Readers Question: Can you think of a simple technology that has improved your life? Tell us in the comments!

Finding Out and Sorting Out

Through the ‘Finding Out’ and ‘Sorting Out’ phase of our inquiry into Curiosity, we have been observing the characteristics and properties of different objects.

In week three, we had a range of objects in a ‘feely bag’ and were able to share what we noticed, thought and felt prior to pulling the object from the bag. Through this, we were able to make connections to what we already knew about certain materials.

Zach: “It feels like a bottle. I think the bottle is made of glass.”

Gurman: “I think it’s a bag, maybe plastic.”

Faris: “I can feel a stick; wood.”

Amani: “I think it feels hard. I think it’s the thing that you get the salad (tongs).”

Ruby: “I think the tongs are made out of metal.”

Prisha: “I think the tongs are made out of steel.”

Talia: “I think the holder for the ice is made out of plastic.”

In groups, we then used a selected object from the ‘feely bag’ and found objects around our learning environment made from the same material. We used PicCollage to sort the materials.

In week four, we were provided with a range of objects/technologies made from ‘incorrect’ materials. We were able to notice and justify our thinking to others.

Talia:I noticed that the bouncy ball is made out of foil. It doesnt bounce because its made out of foil.

Mehtaab:I think this mirror is made out of plastic. I think this mirror doesnt work, it doesnt work to see your reflection.

Gia: I think the scrunchie is made out of paper. It didnt work because it is made out of paper. It will break when you put it on your hair and twist it.

Ruby: I noticed the cup is made of tissue paper and when you put water in it, it spills everywhere because its not strong enough to hold the water.

Armaan:I think its made out of tissue. The water is going to spill all over the floor because its made out of tissue.

Tuning in to Curiosity

In the first two weeks of Term Three, we began the Tuning In phase of our inquiry into Curiosity.

We were learning to explain our thinking and were able to describe what we could see, what we know and what it makes us think of.

Harnihal: “I think the table is made out of wood because the wood is made out of trees.”

Mehtaab: “I think the jumper is made out of wool.”

Gia: “I think the chair is made out of wood because it’s from trees.”

Reggie: “I know cars come from different places; Toyota.”

Faris: “I see a robot. I think the robot came from the ground.”

Ruby: “I think the car is made out of metal because it’s silver.”

Harnihal: “The light is made out of glass. The light is electricity.”

CBL Challenge: Help Something Survive

In the last three weeks Prep G have been responding to the challenge: Help something survive. We brainstormed possible solution ideas as a class and selected to help plants survive.

In Reading we learnt about the text structure and features of a letter by using the text ‘The day the crayons quit’ by Drew Daywalt. A letter begins with a greeting, then the body of the letter where it tells the reader the purpose, next the closing and finally the signature which informs the reader who the letter is from.

We then used our new learning to compose persuasive letters to a local business  explaining what we have been learning about, what we wanted and how we were going to help the plants survive.

From this, Bunnings donated a variety of native Australian plants to help us with our solution. We then planted these plants in a garden bed out front of our classroom where we will be able to help them survive over the rest of the year by ensuring that all their needs are met, such as food, water and air.

We then created information posters to inform others in our school community about the needs of our plants and how to help them survive.

Living and Nonliving Things

In Prep G we have been learning about what makes something a living thing. We have been able to justify our thinking and share this with others.

We went on an environment walk around our school and took photos to help us collect information to answer yes/no questions: ‘Is it living?’ ‘Is it nonliving?’ We were then able to organise our answers under the headings.

Mehtaab: “The plant next to the sanctuary tent is nonliving because it doesn’t need any water. It is a fake plant!”

Zach: “Monkey bars are nonliving.”

We were able to look for similarities and differences between living and nonliving things. We were able to use a venn diagram to show our thinking.

We then used our new learning to write factual information pieces about living and nonliving things.