Week+Three+T3+2012

Read the narrative "The three little pigs". Focus on the __characters__. Question the students; Who are the characters?, What information are we given about each? How does the author make us feel about each character?. - Teacher introduces the book “The Frog Prince" - Students “think, pair, share” what they think the book might be about. -The teacher records what they think the book is about after looking at the cover, after looking and the pictures and after reading the book. - As a class role play the story. Discussing the characters, setting and order of events. ||  || - Re read the book "The three little pigs". - Jointly construct a re telling of the story. - Discuss what are the most important things to remember to retell. - Students take turns re telling the story individually. ||   || Brodie and Stephanie; [] [] Students walk around the school and describe the various shapes they see eg ‘These leaves look round.’ Students are asked to take pictures to show what they found. These are then printed and glued into their book. The student then has to draw the shape they can see on top of the picture. Didnt get done- ran out of time. Matthew, Molly, Jess, Hayley and Ryan; [] Students identify lines and shapes in the classroom and playground eg the flag pole, a telegraph pole, the edge of the roof, the edge of the floorboards. - Students draw 5 pictures of things they can see in the classroom and labell its shape. ASSESSMENT- SHAPES IN THE ENVIRONMENT - Students take photos of areas in the classroom. The photos are printed and the studnets have to use textas to draw the shape in the photo that they can see. [] Only Ryan completed this task as he was finished early. ||  || -Discuss how humans grow and change - Relate how humans grow and change to the ways in which plants and animals grow and change. [] Task Design and use a way of identifying the needs of plants. Activities Pose the problem – to find a way to tell what things affect how plants grow. Brainstorm ideas students think will affect the growth of a plant (ie variables). Devise ways to eliminate one of these variables at a time. Explain the need for a control plant. Discuss the need for keeping records, eg over a period of time for comparison of data. Collect materials and set up test, exploring one variable per group, eg no fresh air, no water. Make regular observations, recording and measuring changes. We discussed the experiment, but will set it up and record details next week. ||  || // Natasha Dunn 30/7 // ||
 * =Monday 30th July= ||  ||
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **9:35** || **Text Types**
 * **10:35** || **Fruit break** ||  ||
 * **10:45** || **Fitness** ||  ||
 * **11:00** || **Scripture** ||  ||
 * **11:30** || **K-2 Talking and Lis****tening**
 * **11:30** || **K-2 Talking and Lis****tening**
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || ** Space and Measurement- 2D Shapes **
 * Shape Walk (Two- and Three-dimensional Space)**
 * Lines and Shapes in the Environment**
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 ** || **K-2 HSIE/Sci**
 * ** 3:10 ** || **Dismissal**

Child Protectin pg 28,29; - Discuss what a signal is (something that gives us a message) - Discuss what signals we need to take notice of eg a traffic light, thunder, burglar alarm - Inform students that our bodies have signals which give us special messsages. - Discuss what signals we may have felt and what these mean. - Play 'Simon Says'and 'Freeze' Draw attention to the students body feelings during the game. - As a class record body warning signals on a large body shape such as butterflies in stomach, shaky knees. -Students copy into their books. || - Print It- Students collect objects from the environment and classroom. They investigate the different parts of the object and then paint and print it onto paper. - Discuss what "flip, slide and turn"are. Take turns practising playing the following game. [] - As a group practise making flips slides and turns using the pattern blocks. - Using the pattern blocks follow the worksheet (found at nasa.gov) to flip, slide and turn the blocks and then trace the pattern. - Discuss tesselation and what it is. Give students a worksheet (found at nasa.gov) to work through independanty in which they have to test which shapes tesselate. - During this time test the S1 students individually using the website above on their knowldge of flip, slide and turn recording results. ASSESSMENT FLIP SLIDE TURN Fast finishers: [] || // Natasha Dunn 3/8 // ||
 * =Friday 3rd August= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Greaker Kengal VC - Writing Camp** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 PDHPE/ Child Proctection**
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement- 2D shapes**
 * ES1**
 * -** Finish off mondays activity- gluing photos into book and tracing the shapes seen
 * S1**
 * 1.40 || **Assembly & Student Meeting** ||
 * 3.10 || **Dismissal**